Support for Learning

Achievement for ALL

A culture of ‘achievement for all’ is embedded across our new school. Expectations will be the same for all and all routes will lead to recognised qualifications.

Universal Provision

We have an ambitious, broad and balanced curriculum which focuses on powerful knowledge underpinned by pedagogies that enable students to know more and remember more. This is partnered with a rigorous approach to reading and literacy, building character and resilience; Teachers with excellent subject knowledge skilled at adapting their teaching, modelling and scaffolding. This universal offer removes potential barriers for all students and support those who are most able to excel.

Selected Provision

Using transition data and information on entry and progression through school, there will be selected interventions for those students who might require additional support outside of the mainstream classroom. This approach includes EAL students and In Year Fair Access (IYFA) students. The intervention selected will depend on the additional need of the student and could be short or long term. Examples include:

Lexia
Early reading interventions
Key worker
Nurture group
Speech and language programme
Lego therapy
Study skills
Social communication intervention
Guided learning
Overlearning
Bespoke curriculum and immersion (EAL)
Access Arrangements

For the most able, selected interventions will include:

A planned careers curriculum focusing on aspiration and opportunities for those identified as most able
Children’s university
Brilliant Club
Selected enrichment activities to raise aspiration and develop experiences and leadership skills e.g. UK Maths Challenges

Targeted Interventions

Targeted interventions are reserved for those with the highest needs (for example those with an EHCP). External reports are be utilised to personalise advised interventions and support. Examples include:

Personalised intervention including mentoring
Intense phonics/early reading intervention
Personalised learning slots
Reduced curriculum pathways
Life skills curriculum (for example horticulture, mobility)
Decompression time

Delivering and evaluating selected and targeted interventions

All interventions whether targeted or selected will be mapped against need. The structure of the school day facilitates the vast majority of interventions and students will only be withdrawn from curriculum time if absolutely necessary or appropriate (for example a new arrival to the country who speaks no English may require an intensive English Curriculum and selected immersion into appropriate lessons).

We will evaluate the effectiveness of selected and targeted interventions. These will support students, staff and parents to understand and assess the progress students are making. Baseline assessments and relevant qualitative comments will start the chronology, and these will be updated as the student progresses through the intervention(s).

Staffing and systems to support achievement for all

All our staff are trained in effective pedagogies and approaches to support achievement for all. There are clear systems which communicate need and the strategies that teachers and support staff must deploy with identified students

Supported by the SENCO, our Teaching Assistants are educated in evidence informed approaches to both selecting and evaluating interventions. At full capacity there will be at least one TA who has the Teaching English as a Foreign Language (TEFL) qualification. The Designated Teacher for Looked After Children will be present at every formal meeting for the LAC students that attend the school. They will also step in as the parent when appropriate (for example at parent’s evenings, option evenings, information and transition evenings) to ensure the LAC student’s journey through school is supported.