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:
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
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:
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.