Class teachers and support staff should ensure that they have a good understanding of the child or young person’s developmental history and learning profile and that they have access to recent assessment information. This should include knowing the child or young person’s interests, strengths and any barriers to their learning in the classroom, as well as strategies that work both in school and at home currently. It is also important to monitor a child or young person’s social engagement and behaviour within the class group (e.g. through observation or survey).
Any vision or hearing difficulties must be eliminated as the reason behind any barriers to learning, as should the effects of attendance and other factors that may influence access to the curriculum. Assessment through teaching, observation and tracking progress is a starting point but assessment can also include a range of screening tools and standardised assessments:
Key to successful planning and outcomes is listening to the voice of the child or young person and ensuring pupils are involved in the development and evaluation of support strategies used in the classroom. Talking to parent carers is also vital to gain a full understanding of what works for a pupil, as well as seeking advice from the SENCo.
All this information enables classroom staff to plan appropriate teaching adaptations, reasonable adjustments and targeted interventions that can be delivered within class through the curriculum.
Systems will also need to be in place to support young people to consider and share their states of emotional wellbeing.