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How will the curriculum be matched to my child's needs?

A. Differentiated Curriculum Provision and Quality First Teaching


In order to make progress, a child may only require teacher led differentiation of the class planning. The differentiation may involve modifying learning objectives, teaching styles and access strategies and this can be achieved through the principles of Quality First Teaching which are:


  • Make the learning Multi-sensory and active;
  • Scaffold the learning to increase independence and
  • Encourage the development of thinking skills in order to allow the pupil to know themselves as learners.
  • Under these circumstances, a child's needs will be provided for within the whole class planning frameworks and individual target setting. Differentiation will be recorded in the daily planning by the class teacher.


Monitoring of progress will be carried out by the class teacher and used to inform future differentiation within whole class planning.


The child's progress will be reviewed at the same intervals as for the rest of the class and a decision made about whether the child is making satisfactory progress at this level of intervention.


Where a period of differentiated curriculum support has not resulted in the child making adequate progress or where the nature or level of the child's needs are unlikely to be met by such an approach, a further level of provision and personalisation may need to be made.


B. Provision for Individual Needs


  • Some children may be offered sessions of 1 to 1 or small group teaching;
  • Children may be given alternative ways of presenting their learning.;
  • Different time allowances for work to be completed;
  • Extra practice time with repetition;
  • Pre-teaching before whole group teaching
  • Special equipment may be given to the pupil e.g. writing slopes, thera-putty, coloured overlays, pen/pencils grips or easy to use scissors or netbook/laptop.
  • Staff training



C. Additional Provision


During the course of the academic year various provision groups will run according the needs. The length of time of the intervention will vary according to need. Children with specific learning needs may join the focus groups outside of class based numeracy and literacy lessons. The interventions will be reviewed regularly and effectiveness of the provision will be used to inform future planning.


Manor Junior School is committed to the continuous professional development of it's staff. We take every opportunity to access training to improve our service to meet our children's varying needs.


We have a number of staff trained in:

  • Speech and Language support
  • Supporting children with ASD (Autism Spectrum Disorder)
  • Behaviour Management (Team Teach)
  • Specific Literacy difficulties
  • Training for numerous interventions
  • Specific reading programs
  • Self-esteem and Social Interaction Intervention
  • Bereavement Support
  • Attachment and Trauma issues
  • EAL (English As an Additional Language)


Occasionally a pupil may need more expert support from an outside agency. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency.