Quality First Teaching Provided to all pupils

The approaches listed below reflect adjustments that can be reasonably offered by Deyes High School. They are indicative of good teaching and benefit a range of learners, whether they have been identified as requiring SEN support or not. The strategies have been grouped within the types of need identified by the Code of Practice. It summarises approaches that can be seen in any inclusive classroom.

Approaches to support Communication and Interaction
  • Visual timetables and supports
  • Outcomes modelled and demonstrated
  • Clear classroom organisation and structures
  • Clear unambiguous use of language
  • Opportunities to work independently without interruption
  • Time provided for pupils to process language
  • Teacher able to access and employ method of communication appropriate to pupils’ need
  • Clear and simple instructions
Approaches to support emotional and mental health difficulties
  • Tactile sensory objects to calm students
  • Time out arrangement
  • Understanding of methods to motivate a range of learners
  • Recognition of sensory needs and appropriate adjustments made
  • Positive regular communication with parents
  • Clear rewards and sanctions
  • Consistent use of positive language
  • Range of opportunities to support social and emotional development
  • Class and school medication strategies
  • Clear and understood behaviour policy
Approaches to support cognition and learning needs
  • Differentiated curriculum
  • Reading material accessible to students
  • Students can present knowledge in a variety of ways
  • Assessment for learning concepts- pupils are aware of the next steps in learning and how to achieve them
  • Accessibility to personalised learning aids such as word banks, number lines etc.
  • Collaborative working opportunities
  • Repetition and reinforcement of skills
  • Multi-sensory approaches to learning
  • Methods to summarise and highlight key teaching points
  • Questions differentiated in accordance to level of understanding and emotional needs
  • Interactive learning opportunities as appropriate
  • Teaching adapted to a range of learning preferences
Approaches to support sensory and/or physical needs
  • Environmental adaptations to suit cohort or individual pupils
  • Access to equipment to ensure mobility
  • Awareness of seating positions to take into account sensory difficulty
  • Adaptations of resources to ensure accessibility
  • Access to developmentally appropriate materials and resources
  • Adaptations to presentation of learning
  • Effective use of resources and technology
Approaches to support Communication and   Interaction
  •   Visual   timetables and supports
  •   Outcomes   modelled and demonstrated
  •   Clear   classroom organisation and structures
  •   Clear   unambiguous use of language
  •   Opportunities   to work independently without interruption
  •   Time   provided for pupils to process language
  •   Teacher   able to access and employ method of communication appropriate to pupils’ need
  •   Clear and   simple instructions
Approaches   to support emotional and mental health difficulties
  •   Tactile sensory objects to calm students
  •   Time out arrangement
  •   Understanding of methods to motivate a range of learners
  •   Recognition of sensory needs and appropriate adjustments made
  •   Positive regular communication with parents
  •   Clear rewards and sanctions
  •   Consistent use of positive language
  •   Range of opportunities to support social and emotional development
  •   Class and school medication strategies
  •   Clear and understood behaviour policy
Approaches   to support cognition and learning needs
  •   Differentiated   curriculum
  •   Reading   material accessible to students
  •   Students can   present knowledge in a variety of ways
  •   Assessment for   learning concepts- pupils are aware of the next steps in learning and how to   achieve them
  •   Accessibility   to personalised learning aids such as word banks, number lines etc.
  •   Collaborative   working opportunities
  •   Repetition and   reinforcement of skills
  •   Multi-sensory   approaches to learning
  •   Methods to   summarise and highlight key teaching points
  •   Questions   differentiated in accordance to level of understanding and emotional needs
  •   Interactive   learning opportunities as appropriate
  •   Teaching   adapted to a range of learning preferences
Approaches   to support sensory and/or physical needs
  •   Environmental   adaptations to suit cohort or individual pupils
  •   Access to   equipment to ensure mobility
  •   Awareness of   seating positions to take into account sensory difficulty
  •   Adaptations of   resources to ensure accessibility
  •   Access to   developmentally appropriate materials and resources
  •   Adaptations to   presentation of learning
  •   Effective use   of resources and technology