Quality First Teaching Provided to all pupils

The approaches listed below reflect adjustments that can be reasonably offered by Studio@Deyes. 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