How adaptations are made to the curriculum and learning environment for learners with SEN?

Adaptations to the curriculum and learning environment

We make the following adaptations to ensure all pupils’ needs are met including:
·       Adapting  our curriculum to ensure all pupils are able to access it, for example, through flexible groupings, teaching style, peer and adult support,  resources for the lesson;
·       Use of adaptive resources  – such as writing scaffolds, vocabulary word mats etc;

Use of staffing – small guided groups, specific interventions etc.

·       Using recommended aids, such as iPad accessibility tools e.g. tinted screens, voice recording (voice notes), video demonstrations by teacher/ expert learners, zoom/ magnifying tool, speak screen (iPad reads text out loud), Siri for spelling. Other resources include coloured overlays, visual timetables, larger font, pencil grips, sloping boards etc.
·       Adapting our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, differentiated questioning etc.

Provision to support access to the Curriculum may include:

  • Retrieval practice at the start of each lesson to embed learning into long term memory, reducing cognitive load
  • Learning journey classroom displays to aid learners in recalling prior learning from the previous day, week etc.
  • Use of working wall/ vocabulary displays
  • Working in of Kagen groups/ Mastery seating approach
  • Working as a guided group with additional adult support/ expert learners
  • Use of stem sentences
  • Use of different structures and representations
  • WAGOLL/ WABOLL – ‘what a good/ bad one looks like’
  • Sharing reading texts and vocabulary multiple times
  • Chunking the lesson into parts
  • Regular opportunities for talking about their learning
  • Use of scaffolds
  • Flexible seating and groupings
  • Visual, concrete practical resources (maths toolkits)
  • Use of multi-sensory approaches
  • Pre teaching vocabulary.
  • Visual timetables.
  • Use of Now – Next cards
  • Use of ICT –iPad whiteboard, accessibility tools, voice notes
  • Small group or 1:1 support fromthe Teacher or Learning Support Assistant
  • Guided group work with an adult
  • Paired work / peer support
  • Use of iPads to enable pupils to access personalised intervention tasks linked to their passport targets
  • Where a pupil is working at Well Below in Reading, Writing or Maths they may be provided with adapted, personalised learning tasks. These pupils are likely to be in receipt of an EHCP.