High Quality Teaching

A regular cycle of Assess, Plan, Do, Review is used to ensure that pupils with SEND are making progress.

• Pupils' strengths and difficulties in learning and behaviour are observed and monitored in different settings and contexts for a short period of time to inform planning.
• Staff are aware of pupils' starting points so that expected progress can be measured across each key stage.
• Assessment is used to inform planning and interventions.
• Consideration is given for individual pupils' developmental trends. Case studies are used to demonstrate holistic progress.

Practitioners ensure that formative assessment and feedback are a feature of lessons and evident in marking and assessment policy.

• A wide range of assessment strategies and tools are used to ensure a thorough understanding of learners.
• Learners have regular opportunities to evaluate their own performance.
• Self-assessment is routinely used to set individual targets.
• The impact of interventions is critically evaluated. Alternative approaches are explored to establish whether they may result in better outcomes for the learners.

Expertise is in place to manage reasonable examination arrangements (access arrangements) for tests and national tests and public examinations.

• Settings make adaptions to assessment arrangements as part of their everyday practice. This is used to establish the leaners normal way of working.
• Please refer to the relevant exam board guidelines. Arrangements could include:
  • Rest breaks
  • Use of a reader, scribe or laptop
  • Extra time

The setting recognises, and responds to, the need for pastoral support for learners with SEND, bearing in mind the individual's social and emotional needs and other relevant contextual circumstances.

• There is a calm and purposeful climate for learning where pupils feel they belong and their contributions are valued.
• Pupils can identify an agreed safe space.
• Language used in the classroom demonstrates unconditional positive regard for learners (e.g. Restorative Approaches).
• Awareness that learners with SEND are vulnerable to bullying and an appropriate level of support and monitoring is in place.
• PSHE is used to develop wellbeing and resilience.
• Peer awareness and sensitivity towards difference (including SEND) are raised at a whole school level. Work is done with classes and groups regarding specific needs or conditions as appropriate.

Learners feel safe and valued. They know that they can approach staff and that their opinions and concerns are valued.

• Named adults / key workers as a stable point of reference when required.
• Negative attitudes, beliefs and perceptions towards individuals and groups are challenged, in the classroom, the wider school and society.
• Pupil voice is encouraged and acted on.

The physical environment is adapted to meet the needs of learners.

• The physical accessibility of the building and individual learning spaces are assessed. The accessibility plan is on the school's website and "Reasonable adjustments" are made according to individual needs.
• The furniture is the appropriate size/ height for the learners.
• Extra-curricular activities and educational visits are planned to fully include pupils with SEND (in line with the Equalities Act 2010), including those with SEMH and physical disabilities. "Reasonable adjustments" are made.
• Learners' views are routinely sought and are used to inform in planning for physical or sensory adaptations that they may require.

Practitioners are aware of sensory needs and issues that may impact on learners

• Learners' sensory needs are known and used to plan seating arrangements and movement breaks.
• Left and right-handed pupils are able to use equipment comfortably.
• Pupils who wear glasses and/ or hearing aids wear them and are seated in the optimum position.
• Displays are meaningful and visually accessible to reduce sensory overload
• Staff are aware of lighting in the room e.g. use of natural light, glare from the board, who is facing the light, where you stand in relation to the light.
• Use of pale background and accessible font styles on the whiteboard.
• Staff are aware of smells and noise in the room and any particular individuals who may be impacted by these. E.g. classroom next to the canteen or music room.

Practitioners are aware of the additional needs of their learners, understand the nature and impact of these and how to respond to them.

• Planning incorporates more detailed specialist advice.
• Aspects of structured teaching are used according to pupil needs e.g. visual timetables, clear concise instructions with written or visual prompts (e.g. now and next cards), particularly during transitions.
• Learners are given time to process information before being asked to respond.
• Tasks are broken down into small manageable steps. These steps are shown explicitly.
• The pace and order of activities is varied to maintain interest and attention of all pupils.

Practitioners differentiate to provide suitable learning challenges and cater for different learning needs and styles.

• Individualised and/or small group planning and programmes in more than one curriculum area.
• Use of programme/resources to promote independence, scaffold and support learners.
• Modelling is used to aid understanding.
• Visual/ audio demonstrations and visual cues/ audio commentary are used.
• Key vocab is displayed with visuals.
• Alternative to written recording are used routinely.
• Study skills are explicitly taught. Pupils have access to homework clubs, or additional support with homework.
• Homework is differentiated appropriately for pupils.
• Teachers' handwriting on the board and in pupils' books is clear and legible.
• Interactive whiteboard is used to effectively promote engagement and scaffold the lesson.

Practitioners ensure that learners have opportunities to work in different ways e.g. independently, in a variety of small groups and/or in pairs.  Individualised and/or small group sessions.

• Strategies are used to actively promote independent learning e.g. through pre-teaching, over learning, appropriately differentiated resources.
• Seating plans and groupings take account of individual needs and routinely provide opportunities for access to role-models, mixed-ability groups structured opportunities for conversation and sharing of ideas and access to additional adults where they are available.
• Use of additional adults is planned to maximise their impact on learning.

Practitioners ensure that collaborative learning and peer support is a feature of lessons.

• Strategies are used to build and maintain positive relationships across the whole school community (e.g. restorative approaches).
• There are opportunities to develop peer awareness/ sensitivity and support for different needs and disabilities both in and out of the classroom.

Resources are allocated appropriately to ensure additional needs are met. Quality and impact of support, is scrutinised.

• Resources are within easy reach of learners to promote independence and reduce stigma.
• Learners have easy access to sensory equipment that they require, e.g. writing slopes, pencil grips, wobble cushions, fidget toys, ear defenders, and weighted blankets.
• Resources are clear and uncluttered, labelled using text and images.
• Print size and font is appropriate. Coloured backgrounds and paper are used to reduce visual stress.
• Adapted physical resources such as PE and Maths equipment are adapted to promote independence

Specific resources and strategies are provided to overcome potential barriers to learning.

• Increased use of ICT resources.
• Concrete apparatus and adapted resources are available for those pupils who require it.
• ICT is used to support alternatives to written recording and to promote independent learning.

All practitioners, including Teaching Assistants, make a positive contribution to learner progress.

• Additional adults are deployed proactively in the classroom and their impact on the learner is monitored carefully to ensure progress is supported.
• Grouping / seating arrangements and additional support are used to promote independent learning as far as possible.
• Strategies used in interventions are integrated into class teaching so that learners can sustain progress.

There is a plan for on-going Continuing Professional Development (CPD) in relation to the needs of the learners.

• There is a planned programme of ongoing CPD in relation to SEND for the whole setting and individual teams and departments.
• Best practice is shared within the school and with other schools in the county via the Wiltshire Learning Alliance and its networks.

Staff collaborate and have effective links with other relevant outside agencies and specialists.

• Practitioners know when to refer for extra support or advice.
• The setting is aware of and regularly communicates with any other professionals who are involved with each learner.
• Advice received from other professionals is used to inform teaching and learning.

Support is in place for routine and life transitions when required.

• Transitions include:
  • Moving around the setting
  • Preparing for weekends and the start of holidays and beginning of term
  • Moving from lesson to lesson
  • Changing from structured to unstructured times
  • Moving from break to lesson times
  • Moving from one activity to the next within a lesson
  • Changes of staff -permanent and temporary
  • Special events: visitors, visits, celebrations
  • Life events: birth of a sibling, change in parenting arrangements e.g. change in parents relationship status, loss and bereavement or contact visits
  • Puberty
• Staff are aware of those who will need additional support for all or most transitions and plan for these transitions. This includes learners who:
  • Have insecure attachment, including but not limited to LAC, CIN, CP and forces pupils
  • have social communication difficulty including ASC
  • suffered trauma, loss or bereavement
  • are anxious
• Safe space available within the classroom or an identified area of the school for time out.
• Visual timetables are used, events are removed or ticked off when finished.
• Timers are used to show pupils how long they have to work for/ how long they have to finish
• Opportunities for periods of respite using withdrawal to smaller groups. This might include self-directed / individual time-out.
• Plans are made for unstructured times: safe spaces are available; there are structured alternatives such as games club, use of library for vulnerable pupils.

Procedures are in place for ensuring smooth progression through settings, particularly during all transition phases, including on entry and exit.

• Information is actively sought and shared about learners to support successful transitions and manage change both within the school and beyond.
• This information is available for the learner's parents and carers, other colleagues within the setting and receiving or previous settings as required.
• Practitioners are aware of pupils who need additional support while transitions and adjustments are made, e.g. additional visits to a new setting/classroom with a familiar trusted adult, creating social stories.