Help parents/carers to support learning at home e.g.reading or maths cafes
Suggested SEND support strategies in the classroom:
Refer to ‘coordination difficulties’ PEaSS poster for strategies to support development of fine and gross motor skills
Create a ‘one-page profile’ involving parents/carers and the child or young person (CYP) in identifying how best to support
Have clear classroom routines and explicit expectations for behaviour and work
Use scaffolding to ensure the development of literacy and numeracy skills, expressive language and communication skills and to minimise behaviour and emotional difficulties
Use short simple instructions. Give one at a time and check for understanding. Provide visual prompts as reminders
Offer peer to peer support (e.g. give time to think and talk to a partner before answering a question)
Provide accessible resources and strategies to promote independent learning e.g. word banks, writing frames, assistive technology
Use pre-teaching and link new learning and vocabulary to what the CYP already knows
Scaffold/support questioning (e.g. using Bloom’s Taxonomy to stretch and challenge)
Break learning down into small new steps, building on prior learning
Model to the pupil that making mistakes is OK and a part of the learning process
Model, coach and reinforce skills, providing examples of new concepts drawn from CYPs real-life experiences
Enable recording using alternatives to writing: Clicker, PPT, poster, orally, mind maps, pictures/diagrams/maps, sorting statements or pictures into categories
Give sufficient thinking time (10 second rule)
Suggestions for the SENDCo:
Identify need and monitor impact of interventions (e.g. use screening tools)
Check whether the CYP has had a recent sight and hearing test or a colorimetry test
Use the SpLD checklists to support teachers in identifying areas of need and appropriate support strategies
Plan targeted support and seek advice from external providers, including referrals to appropriate services
Continue the cycle of support (assess, plan, do, review) while specialist advice is sought