All staff will:
• Model positive behaviours and implement the SEND Pledge Values to support preparing for adulthood at the earliest opportunity.
• Familiarise themselves with any support plans in place for student(s). These should be checked at least half termly.
• Welcome all students into learning environments and services.
• Implement dual coding, wherever possible.
• Implement Quality First Teaching practices or equivalent, eg Evidence Informed Practice.
• Consider seating for students, ensure they can see and hear tutor clearly.
• Provide scaffold and model tasks to support the development of a new concept or skill.
• Ensure text and print are easy to see – dyslexia friendly
• Provide a vocabulary bank of key words or phrases to support students with completing theory work.
• Ensure extra time provided for processing information, answering and completing tasks.
• Check for understanding.
• Use mind mapping techniques.
• Use technology to support learning e.g. access to a laptop, the use of speech to text, typing rather than writing, reader pens.
• Provide access to dictation and read aloud in MS Word.
• Provide access to concrete, practical-based learning activities
• Use calendars to manage homework tasks and meet deadlines.
• Provide regular monitoring of progress.
• Ensure positive feedback given to celebrate achievements to enable students to recognise they are competent and successful learners.
• Use peer support systems across the learning environment (e.g. peer mediators and buddy systems).
• Provide praise for work done.
• Ensure the young person is included in the planning, decision making and review of their learning, in not only areas of concern but also areas of strength, setting them individual SMART targets.
• Provide ongoing monitoring of cognitive load and working memory demands of lessons.
• Ensure tasks are broken down, use of check list, kit list, direct language, plenary retrieval quiz, starter recap quiz on the IWB, photos of the IWB using ‘teams whiteboard’, PowerPoints available after the lesson.
• Provide access to resources such as highlighters, study aids, post-its, word banks and laptops, and differentiated reading materials.
• Use MS Teams calendar to set key dates, eg assignment hand ins, exams etc.
• Provide teaching resources which use visual materials presented in a clutter-free way using accessible fonts.
• Utilise a kinaesthetic approach if content allows.
• Plan for time to practice knowledge with peers/peer to peer teaching.
• Put in place interventions to support and scaffold poor attention and listening skills.
• Provide access to study skills support and training utilising Personal Development time.
• Put in place a clear transition plan for next steps to include IAG, Information and guidance, for course transfers, finding apprenticeships, finding work, in line with their aspirations.