Provision Map 2018-19

Cognition and Learning

QFT Differentiation by outcome - Differentiated resources/prompts/handouts Wave Planned Questioning - Alternative Recording (WB, post-its, flowchart) 1 In lesson scaffolds (writing frame) - Chunked learning activities (lesson structure)

Provision Desired

Assessment

Impact Cost/Impact

Reporting Detail Purpose

Review RAG

Lead

Impact Measure(s) (1-5)

Cycle

Accelerated Developing Increase in Reading Termly 5/3

E Brown H Milne This is done as part of 1-1 reading. V Judge A Jacobs

Reading enjoyment of reading age Comprehension reading, and increased (scaled reading Wave

reading age, reading in ages)

confidence and beyond

2

school

Numicon

Maths

Improve NC

Tested on each

Termly

1/5

C

and intervention to levels in topic. Thurman- Numeracy improve basic maths and Newell Springboard numeracy skills increased confidence in numeracy skills

Dyslexia

Small group or To provide

Standardised

Termly

3/4

G

Teaching one to one dyslexic reading and Simmance specialist pupils with spelling tests 6 teaching to strategies so monthly. support pupils that they are with dyslexic able to access tendencies. the curriculum successfully.

Sounds This is a To increase Standardised Termly 1/5 H Milne V Judge

Write Read phonics the reading reading and Write programme and spelling spelling tests. which is used ages of pupils Phonics to teach to match or checklists. reading, exceed their

writing and chronological spelling. ages.

1:1 Reading Develop Improve Accelerated Termly 3/5 E Brown H Milne

reading and confidence in Reader test. comprehension reading skills in low ability for ability readers school and wider reading opportunities.

ReadWrite

Develop reading skills. To support reading effortlessly, increase pace, and understanding.

Improvement in reading / spelling skills

ReadWrite Assessment. 12 weeks 1/4 P Yates.

English Intervention

Developing exam skills – focus on English paper.

Improvement in confidence in accessing skills for language and literature AQA papers

Example exam questions 12 weeks A. Jacobs

Handwriting

To improve legibility of writing.

To encourage pupils to form their letters correctly to support fluency and legibility of handwriting. Assessed 6 weeks 1/3 A Jacobs

Fizzy

Programme to support Dyspraxia - clumsy

Improvement in gross and fine motor skills. Assessed 6 weeks 1/3 P Yates

Access Arrangements

Identification of need for exam support – assessed at the end of year 9

Access to rooming reader, computer reader, additional time, rooming, prompt, rest breaks, modified papers etc.

JCQ paperwork / Form 8 or File note. 1/1 G Simmance

Dockside Systematic Improve Standardised Termly

3/5

E Brown H Milne

phonics based confidence in reading test.

reading reading Free writing intervention ability for graded as aimed at older school and English NC pupils. wider reading levels. opportunities.

Wave Educational 1:1 assessment Correct Variety of As 5/5 M Fairfield 3 Psychologist and support for diagnosis of professional necessary – West

Support pupils with area of need assessments G high levels of and effective dependent Simmance need and strategies to upon the area - East where Wave 1 enable the of need. and 2 pupil to begin strategies have to make not resulted in progress. progress.

Precision To develop the To fill the Standardised Termly 5/3 A Jacobs

Teaching specific area identified test dependent identified as gaps across on the skill area needing extra the being input via 1-1 curriculum developed. TA support with a focus on core skills.

Communication and Interaction

QFT

Repeated instructions/refocusing - Differentiated resources/prompts/handouts

Planned Questioning - Alternative Recording (WB, post-its, flowchart)

Wave

In lesson scaffolds (writing frame) - praise and reward

1

Effective seating plan - Chunked learning activities (lesson structure)

Provision Desired Assessment

Impact Cost/Impact

Reporting

Detail

Purpose

Review

RAG

Lead

Impact Measure(s)

(1-5)

Cycle

SULP

Social use of

SULP-SC

SULP

Termly

2/4

E Brown V Judge

language enables assessment programme students to tests.

Wave understand

how they can

2

effectively use

a range of social communication and behavioural skills to manage a variety of situations where they may have had difficulties Before

Friendship skills Group

To improve social interaction and communication.

Students able to identify areas of weakness and been strategies to enhance their social interaction skills.

Outcomes by ability to use key concepts identified by programme of work.

Lego Therapy For pupils with Through Lego Lego therapy Termly 3/5 P Yates H Milne

social play therapy, assessments communication children learn difficulties to communicate with others,

express feelings, modify behaviour, develop problem- solving skills, and learn a variety of ways of relating to others

ELSA

To enable

Pupils will need Leuven

End of

3/5

L McHugo

pupils to less pastoral Scale programme develop skills support and (approx 6 and strategies will be able to weekly) to form manage

positive and relationships in lasting a more positive relationships manner. with peers and adults.

SALT

To develop literal language and other communication skills as identified from assessment and SALT

To improve expressive and receptive language skills.

Guided by speech therapist 6 weekly 1/4 V Judge

Wave Speech, To develop Improve Professional 6 weekly

From 1:1 =

5/1

3 Language and literal language expressive and speech H Cross E Watt

Communication and other receptive assessment

Specialist communication language skills. tests.

support skills as

appropriate.

Social, Emotional, Mental Health Planned questioning with pupils aware of when they will be asked to respond -

QFT Chunked tasks

Wave Repeated instructions/refocusing

1 Alternative ways of responding to questioning e.g. pupil whiteboard

Appropriate seating plan

Praise and encouragement

Tangle toys/stress balls

Provision Desired

Assessment

Impact

Cost/Impact

Reporting Detail Purpose RAG

Lead Impact Measure(s) Review Cycle (1-5)

Step Up

Programme

Improves

Boxall Profile

Termly

1/4

Deputy 2

to increase

self

and Leuven

Family

positive confidence Scale

Leaders

behaviour so that

skills pupils can

apply

positive

behaviour

in

challenging

situations.

Restorative A system of Pastoral Pupil As appropriate 1/5 Claire Jakins Justice justice which issues interview and

focuses on resolved. review.

reconciliation

between the

victim and

the offender.

1:1 mentoring The mentor Improved Behaviour weekly 3/5 Deputy to act as role resilience review e.g. Family model and to and the achievement Leaders help pupils ability to and

identify make the behaviour

strategies for correct points, time

dealing with choices in in reflection

difficult difficult or the R

situations. situations. zone.

Small group The mentor Improved Behaviour Weekly 3/5 Deputy mentoring to act as role resilience review e.g. Family model and to and the achievement Leaders help pupils ability to and identify make the behaviour strategies for correct points, time

dealing with choices in in reflection

LSU

To support emotional or other identified need.

Supportive resource.

Time may be needed to look at timetable changes / friendships issues etc.

Dependent on need P Yates

Difficult difficult or the R

situations. situations. zone.

Organisational To enable Pupils make Teacher and As appropriate 3/5 Deputy Skills 1:1 pupils to more pupil Family access lesson progress as questionnaire Leaders fully they are

prepared. ready to

learn.

Self Harm To educate Pupils Boxall Profile At the end of 3/3 Claire Drake group pupils on the develop self and Leuven the

Risks esteem and Scale programme (6

associated find safe weeks

with self ways of approximately)

harm and sharing how

alternative they feel

methods of with others.

expressing

Their

emotions and

needs.

Drugs To educate Pupils will Leuven Scale At the end of 3/3 Lucy awareness pupils on the make safe the McHugo group dangers and choices and programme (6

risks be able to weeks

associated say no to approximately)

with drug drug

use. misuse.

Inside Out Programme Developed Reduced time Termly 5/3 A Peddle for pupils resilience in Reflection,

who need during R Zone and

self help difficult exclusions

strategies to situations.

manage

difficult

situations

Safe Room To reduce Pupils Review of Termly 3/3 Deputy time out exclusion accessing time spent in Family from inclusive R Zone and Leaders mainstream education Reflection

lessons by more

allowing time regularly

to reflect, and

reduce spending

anxiety or less time in

reduce anger. Reflection

or the R

Zone.

Anxiety To reduce Pupils are Pupil Termly 3/3 Sue Prior support anxiety when able to questionnaire

it is being access

experienced lessons and

by a pupil. To make

develop progress

strategies to with

prevent strategies

anxiety to deal with

attacks. difficult

situations.

Exam Anxiety To reduce Pupils are Check the During mock 5/3 Sue Prior Group anxiety able to pupil was and real exam

around the perform to able to enter periods.

exam their best exam room

experience. ability and complete

during the test.

exams.

1:1 To ensure the Pupils will Attendance Daily 5/5 Rob Bennet Movement wellbeing arrive safely figures.

between sites and safety of at their

support vulnerable lessons

pupils moving across sites.

from East to

West site or

vice versa.

Learning To support Full time Standardised Termly 5/3 M Fairfield Support Unit pupils with return to Social and – West SEMH to mainstream Emotional G access the classes Scales Simmance - curriculum in results in East a smaller fully

provision inclusive

with re- education

integration for the

back into pupil. In

mainstream some cases

classes as the move is

appropriate. to a

Full time specialist

return to provision.

mainstream

is the

intended

outcome for

most pupils.

I Zone To support Some pupils Boxall Fortnightly at 5/5 Rachel

pupils with will return profiling and IRM meetings

Davies

SEMH to to a fully standardised

develop their inclusive tests for

social skills mainstream different

and class while needs.

behaviour others will

management. remain in I

Zone for

their

education

long term.

5Wave CAMHS To support Pupils will Professional As appropriate 0/5 CAMHS 3 the social, develop a testing based by the NHS professional

emotional range of on SEMH professional.

and mental strategies need. The

health needs to help school is

of pupils via them sometimes

the National manage asked to

Health their social, complete QB

Service and emotional tests.

professional and mental

health health

workers. needs so

that they

can access

education

and home

life

successfully.

Educational 1:1 Correct Variety of As necessary 5/5 M Fairfield Psychologist assessment diagnosis of professional – West Support and support area of assessments G for pupils need and dependent Simmance - with high effective upon the East levels of need strategies area of need.

and where to enable

Wave 1 and 2 the pupil to

strategies begin to

have not make

resulted in progress.

progress. Sometimes

it is used to

support an

application

for an

EHCP.

Sensory and/or Physical

QFT Differentiation by outcome - Differentiated resources/prompts/handouts Wave Specialist equipment - Alternative Recording (WB, post-its, flowchart) 1 Chunked learning activities (lesson structure)

Provision Desired

Assessment

Impact Cost/Impact

Reporting Detail Purpose

Review RAG Lead

Impact Measure(s) (1-5)

Cycle

Fizzy Handwriting Improves Handwriting Termly 3/4 H Milne

programme gross and audit

fine motor assessing fine

Wave skills with and gross

increased

motor skills

2

proficiency

in

handwriting

May lead to

specialist

intervention.

Wave Specialist To support the Strategies to Specialist Termly 1/5 J Payne

3 Teaching individual support all assessments

Service needs of aspects of

Support visually learning.

impaired

pupils.

Specialist To support the Strategies to Specialist Termly 1/5 Sophie

Teaching individual support all assessments Cartwright

Service needs of aspects of

Support hearing learning.

impaired pupils

Specialist To support the Strategies to Specialist Termly 1/5 Rebecca

Teaching individual support all assessments Kenny

Service needs of aspects of

Support Interaction and learning.

Communication

Pupils

Specialist To support the Strategies to Specialist Termly 1/5 Grace

Teaching individual support all assessments Evans

Service needs of aspects of

Support physically learning.

impaired

pupils.