Whole School Provision Map

Area of Need Wave 1
Quality First Teaching - all students where appropriate
Wave 2
Short term intervention support programmes
Wave 3
Individualised programmes SEN
Cognition and Learning

 

  • Differentiated curriculum planning, activities, delivery and outcome
  • Differentiated assessment activities Increased use of visual aids/exemplar work/modelling, etc
  • Collaborative approaches to learning e.g. group/paired work. Use of writing frames Tutorial programme. Access to ICT facilities and library availability. Personalised curriculum choice at KS4 and lunchtime homework club
  • Accelerated reader programme
  • Regular assessing to ensure appropriate sets
  • Regular staff training on teaching and learning
  • Fully resourced learning resource centre to suit all ages, abilities and interests
  • Supervised learning resource area
  • SEND register, student profiles, teaching and learning strategies to inform teacher planning, approaches and seating plans
  • Stimulating learning environments with subject specific displays to support learning
  • Source Analysis
  • Peer & Self-Assessment
  • Feedback (various)
  • Presentations
  • Group Work
  • DIRT Time
  • Keywords
  • Examiners Reports
  • Mark-Schemes
  • Sentence Starters
  • Success Criteria
  • ICT
  • Frog
     
  • Additional literacy support
  • Paired reading competed by sixth formers
  • In-class support from LSA
  • Additional numeracy support
  • Subject specific catch up programmes, lunchtimes and after school
  • Specialist teacher support if appropriate
  • Supervised individual learning spaces within the learning resource centre for planned independent learning
  • Referral to outside agency support if appropriate, e.g. Speech and Language Therapy Support Service, Learning and Language support
  • Subject specific targeted small group work
  • Period 6
  • Lunchtime Revision Sessions
  • Drop-Ins for students
  • E-mail Contact with students
  • Subject Captains
  • Lexia account
  • Specialist curriculum for weakest 10 in Years 7,8 and 9 taught by specialist staff
  • Specialist teacher support
  • Small group teaching to build literacy and numeracy skills Adapted catch-up programmes
  • Consideration of access to and readability of text and support where appropriate - individual arrangements and exam concessions for controlled assessments and examinations
  • Advice and/or support from outside agencies and support services to develop programmes, strategies and approaches in collaboration with the school, Educational Psychology Service, CAMHS, Occupational Therapy, Counselling, Learning and Language Support Team, Speech and Language Therapy Support Service
  • PP Reps
  • HLP Reps
  • Seating Plans
  • Intervention Plans for PAL
  • Intervention Plans for SIDs
  • Intervention Plans for other groups
  • Differentiated work and questioning
  • Pastoral support and referrals
Communication and Interaction
  • Differentiated curriculum planning, activities, delivery and outcome, e.g. simplified language
  • Use of visual aids / modelling, etc.
  • Structured school and class routines
  • Assemblies reinforcing school ethos and modelling appropriate behaviour
  • Staff modelling and reinforcing appropriate behaviour
  • House points to recognise achievement
  • Weekly school bulletin to parents
  • Half termly newsletter to parents
  • Tutorial programme that encourages group/team Interaction
  • House competitions and themed House days
  • After school clubs - sporting, academic and creative
  • Supervised gaming area in learning resource centre
  • Training for staff from ASD Outreach
  • Lunch club provision
  • Whole school screening
  • Specialist curriculum group for the 10 weakest students in the whole school for Years 7, 8 and 9
  • Access arrangements for exams
  • Postcards
  • Humanities Stickers
  • Commendations on SIMS / to year teams / to house teams
  • Debating Club
  • Youth Parliament
  • Trips (various)
  • Whole class recognition from HoD / HoF
  • Specialist LSA in ASD and SALT
  • Emotional Literacy Support Programme
  • Additional use of ICT - laptop/tablet
  • Transition support groups
  • Individual transition support
  • Individualised curriculums for students who cannot access full time mainstream school
  • LSA Support
  • Contact with parents
  • Y7 Hums Curriculum
  • Literacy and numeracy groups
  • Speech and language support from Speech and Language Therapy Support Service followed up in school
  • Input from Autism Outreach Team
  • Advice from Educational Psychologist, CAMHS
  • ASD and SALT Keyworker support
  • Access to laptop/tablet
  • Individual student profiles generating strategies and approaches - regular monitoring and review
  • ASD student specific surgery
  • Social stories approach to develop reflection skills and understanding
  • Individual specialist teacher support
  • Individual speech and language therapy support
  • Group work speech and language therapy support
  • Work shared on memory stick
  • Work sent to VI / SEND for adaptation
  • Work shared on Frog
  • Differentiation in class
  • Close working relationship with VI / SEND Departments
Behaviour, Emotional and Social Development
  • Whole school behaviour and anti- bullying policy
  • Whole school / class rules
  • Class reward and sanctions systems
  • Pastoral support system
  • Themed assemblies and registration activities to promote spiritual, moral, social and cultural themes
  • Lunch club provision
  • Curriculum planned to match needs of students with individual, group and whole class strategies and advice for teachers
  • Differentiated learning to target learners' needs encompassing visual, auditory and kinaesthetic approaches
  • Seating plans in place with individual needs being taken into account
  • Moderation / widening of attitudes & beliefs
  • SMSC across the Faculty
  • Call-out rota (Faculty based)
  • In department support by HoD / HoF / Colleague
  • Use whole school policy within lessons
  • Individual student behaviour reports
  • Positive report cards
  • Learning mentor/ELSA support 1:1 and small groups
  • Anger management, social skills, self- esteem, conflict resolution
  • Key worker support
  • Transition support groups
  • Exit cards for individual students
  • YES Project
  • Medium term provision (2 days a week) off site at Reigate Valley College
  • Isolated Learning Unit facility to support students to manage their behaviour
  • Short term personalised timetable to support positive behaviour management
  • Lunch club provision to support vulnerable students and provide structure as well as social skills awareness
  • Transition planning to support vulnerable students
  • School counsellor
  • Humanities Report
  • Tutorials
  • Individual Pastoral Support
  • Consistent use of behaviour strategies which clearly outline rules, positive reinforcement and appropriate sanctions:
  • Access to student support
  • LSA support to focus on behaviour targets
  • Key worker support to focus on behaviour targets
  • Head of House/ progress leader and tutor support
  • Pastoral Support Plan
  • Individual counselling
  • Advice and training from outside agencies, Educational Psychologies, Behaviour Support Team to develop strategies and approaches In collaboration with the school
  • Block placement (4 weeks) off site at Reigate Valley College
  • Referrals to CAMHS, EWO, Young Carers
  • Implementation and monitoring of Pastoral Support Plan Individual access arrangements for exams, e.g.
  • Support, accommodation
  • Revised timetable and/or adapted curriculum offer
  • Learning mentor/ELSA support
  • Modified timetables with specialist English and Maths tuition
Sensory and Physical
  • Flexible teaching arrangements - seating, resources
  • Staff aware of implications of physical impairment
  • Medical support
  • Care plan / risk assessments
  • Modifications around the school site to enable access to all areas by all students, lifts, ramps
  • Extra time to complete tasks
  • Early exit from lessons to avoid busy corridor environments
  • Experiments in lessons
  • Moving around the classroom - acting out events and concepts
  • Use of artefacts
  • Use of other physical objects related to topics taught
  • Differentiation for learning style (VAKOG)
  • External agency involvement, Physical Sensory Support Team, Visually Impaired Support Service, Hearing Impaired Support Service
  • Simple classroom modifications, e.g. lighting, furniture, seating arrangements
  • Awareness of need to minimise impact of impairment, e.g. seating arrangements, levels of background noise
  • Group selection
  • Liaison with Physical Sensory Support Service
  • Assessments by County specialists teachers
  • SENCo co-ordinates and advises on inclusive practice - strategies and advice for teachers and students
  • Individual adapted materials where required
  • Early exit from lessons.  Adult assistance to support with transfers around school site
  • Individual access arrangements for exams, e.g. support, accommodation
  • VI Students
    • Individual TA Support
    • In class support
    • Access to ATVI / QTVI
    • Adaptation of resources (Braille, enlargement, audio)
    • Assistive Technology (funded by County on needs basis):
    • Personalised laptops
    • Tiger Software
    • Jaws Software
    • Duxbury
    • Prodigy (Humanware)
    • Braillenote
    • iPads
    • Vocab Express
    • ICT Support
    • Keyworker sessions
    • Annual Reviews
    • Exam Concessions & Support (rest breaks, separate room, prompter, modified text, etc.)
    • Support with extra-curricular activities (e.g. True Adventure / DofE)
    • Support from Peter Abbotts (Surrey Lead for VI)
    • Mobility
    • 1:1 ICT Training
    • Curriculum Support Lessons
    • Support from Miss Eames (Surrey CC Assistive Technology)
    • Access to SLT
    • Access to ILS Officer