TEACHING AND LEARNING FOR IDENTIFIED STUDENTS
Students identified as Step 1 will access:
Tailored teaching in classes.
A high priority at Noadswood is the inclusion and progress of all students. Lesson objectives are shared between the teacher and student and revisited at the end of the lesson to ensure a tight focus on learning. New vocabulary is carefully explained.
A mixture of visual, auditory, kinaesthetic and verbal approaches are used to deliver the content of the lesson.
Different teaching strategies are adopted to ensure that students with different learning styles are accommodated within the class.
In addition to high quality, inclusive teaching some students will need further intervention in terms of their literacy and numeracy to ensure they are on track to meet or exceed National expectations. This will be Step 1 support.
To achieve the above objective individual/small group programmes of support will be put into place to address the learning need of that student. The type of interventions/programmes that students may be given is peer-reading, catch-up literacy, Toe-by-Toe Phonic intervention, and an individualised spelling programme.
Step 1 intervention is intended for students who can be expected to ‘close the gap’ with their peers as a result of the additional intervention support. It is expected that a well-structured short-term programme will enable them to make progress.
Step 1 interventions may also be needed for students who have other special educational needs such as behaviour, emotional and social development, difficulties in communication and interaction or students who have a sensory or physical disability. These students will receive other types of support, interventions for example ‘ME-time’, Physiotherapy, close monitoring by a trained LSA.
Students identified as Step 2 will access Step 1 type interventions but tailored to individual needs and monitored and adjusted to address a greater need in terms of literacy and numeracy. Again students identified as Step 2 will have their needs met by good quality inclusive teaching but supported by an additional targeted approach in terms of SEN/LDD.
Students identified as Step 3 will be identified as having an EHCP (Education, Health Care Plan) or are identified as a New Arrival. Students could also be placed at Step 3 because English is an Additional Language (EAL). Step 3 support will provide a highly individualised programme of support that will aim to maximise progress and minimise gaps.
It is likely that Step 3 interventions will include specific support allocated by the Local Authority.