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
• Pupils 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 pupil’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.
• Pupils 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 extra-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
• Pupils 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.