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 checking recent assessment information is being used to better understand an individual young person’s physical and/or medical needs and to identify whether they are a barrier to their learning in the classroom. In addition, if the pupil has been provided with equipment, staff should ensure that the equipment is working, and that the young person is using it.
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. It is important to know 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.
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.
Teachers are likely to need to access additional CPD to support them in adapting their teaching and implementing reasonable adjustments. Staff can access advice and training from a LA specialist teacher. Staff can access advice and training from a LA specialist teacher and can access free PDNet level 1 training.