At Waynflete all of our staff see each child as an individual and we automatically adapt our class teaching to support all individuals in the following ways
- Our class teachers use the assess, plan, review method to ensure that they plan lessons according to the specific needs of the children in their class.
- Our class teachers ensure that your child’s needs are met through detailed differentiation of activities and/or effective distribution of classroom staff.
- We have trained support staff that can adapt the teachers planning to support the needs of your child where necessary.
- We have a variety of resources available to use in school and our class teachers are aware of many strategies to support your child in the way that they learn best.
- Teachers planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
- We plan interventions (small group tasks) where needed to provide an opportunity for children to practice key skills.
- Teachers plan lessons that are multi-sensory so all children are able to access lessons in the way that they learn best.
- Instructions are kept small and repeated if necessary
- Appropriate processing time (thinking time) is given
- All classrooms have Visual Timetables in them, so children are aware of the routine of the day.
These adaptions will be discussed with you in Pupil Progress Meetings.
We understand that some children may require further adaptations to whole class teaching and the classroom environment. We aim to make sure that all children are able to access the curriculum no matter what their needs. Previously we have made the following adaptations
- Adaptations to the layout or decoration of classrooms
- Seating arrangements linked to child need (nearer the front of the class for hearing impaired, away from busy areas of the classroom for children who are easily distracted)
- Employment of 1:1 teaching assistants to provide specific adaptations to teaching and learning
- Radio aids for a child who has hearing difficulties
- Addition of mobility aids, such as ramps and wall handles in the toilets
- Different expectations of listening times and completed work
- 'Cool Time' for children who need breaks during lessons
- 'Time Out' cards for children who need quieter areas to work
- Activities adapted to include aspects of child interest
- Coloured paper used instead of white
- Picture Exchange Communication Systems (PECS) used to support children with communication difficulties
- Cued Articulation used to support children who are hearing impaired
- Work stations for Year 1 and Year 2 children who require their own space to work.