Provision Map - Wave 1 Interventions
Wave 1 (Quality First Teaching) interventions at Gordon’s School – October 2013
Cognition and Learning
- Setting according to achievement in core subjects
- Using a mixture of visual, auditory and kinaesthetic activities in lessons
- Differentiation curriculum planning and of tasks set in class and for prep
- Differentiated delivery eg simplified language, slower lesson pace
- Differentiated outcome eg cartoon strip instead of prose, mind maps
- Teachers differentiated questioning in class.
- Lesson objective and outcome stated at start of class
- Progress reviews and parent evenings – monitor individual targets and progress, set new targets
- Regular testing to ensure in appropriate sets
- SEN updates and strategies for teachers
- Full time librarian available in all school hours
- ICT and library available out of hours
- Increased visual aids, keywords, diagrammatic representations
- Use of writing frames
- Students are set targets for their learning
- Open questions are used to direct learning
- There is a range of ICT available to support learning
- Appropriate curriculum and effective teaching engages all learners and encourages good behaviour.
- Learning can be through practical activities and experiential learning.
- There are opportunities for students to transfer / generalise their learning in different contexts
- Teaching and learning are multi-sensory and well structured
- The school has clear procedures for the identification and assessment of pupils who may need access to Learning Support
- Teaching involves a carefully planned blend of approaches that directs student’s learning
- The teacher provides support but requires independence at some points.
Communication and Interaction
- Using diary for recording prep
- The classroom environment supports learning through models, images and a range of visuals and key vocabulary.
- Students are given extra take-up time for responses to questions or contributions to group discussions
- Structured school, classroom and House routines
- Differentiated curriculum delivery eg simplified language
- School council via Houses
Behaviour, Emotional and Social
- House pastoral system, daily base, daily prep sessions
- Period 7 co-curricular activity daily
- Opportunities for revision and over-learning occur
- There are access to groups where pupils are working with peers of similar levels
- Strategies are taught to extend listening and attention
- There can be flexibility in timetabling to personalise to the students’ needs
- Whole school reward systems promoting learning behaviour
- Good comments and stamp in the diary system to earn a visit to the Headmaster
- Junior colours for PE, Art, Music, Drama
- Annual Prize Giving
- Comment system for feedback in diary
- Whole school policy for behaviour management with graduated response
- Chapel Assemblies and form time
- Behaviour management techniques circulated to staff
- Staff modelling and reinforcing behaviour
- Form tutor and House communication with home
- Whole school parades organised by the House, with regular practising
Sensory, Medical or Physical
- Seating plans in all classes- taking into account physical and sensory needs and SEN information.
- Briefing note to teacher regarding difficulties
- Care plan
- Availability of resources eg pencil grips
- Use of school email to regularly update staff
- Providing suitable size and comfort chairs / tables/furniture to promote teaching and learning in lessons
- Providing blinds for windows in computer suites to allow all to view screens without hindrance
- Students work in small groups and individually in safe and secure spaces
- Concrete and visual materials and objects of reference to establish concepts and skills
- Clear classroom and school routines are supported by visual clues
- Access is available to simple, everyday assistive devices which aid access to the curriculum eg pencil grips, a range of scissors, left handed scissors, headphones etc