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Waves of Provision

A graduated approach: All pupils will be provided with high quality teaching that is differentiated to meet the diverse needs of all learners.
 
There are 3 stages known as ‘waves’ that outline the provision that we provide for our pupils.

 

Wave 1
Wave 2
Wave 3
Wave 1 is the effective inclusion of all pupils in high-quality everyday personalised teaching. Such teaching will, for example, be based on clear objectives that are shared with the children and returned to at the end of the lesson; carefully explained new vocabulary; use of lively, interactive teaching styles that make maximum use of visual and kinaesthetic as well as auditory/verbal learning. Approaches like these are the best way to reduce, from the start, the number of children who need extra help with their learning or behaviour.
 
 
Wave 2 is a specific, additional and time-limited intervention provided for some children who need help to accelerate their progress to enable them to work at or above age-related expectations. Wave 2 interventions are often targeted at a group of children with similar needs.
 
Wave 3 is targeted provision for a minority of children where it is necessary to provide highly tailored intervention to accelerate progress or enable children to achieve their potential. This may include one to one or specialist interventions.

 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
Each wave is broken down into 4 further categories of provision:

Cognition and Learning

Communication and Interaction

Sensory and Physical

Social, Emotional and Mental Health

Cognition is the umbrella term for a child’s learning skills. It is their ability to process information, reason, remember and relate.

Communication and Interaction is the ability to communicate with others. This includes the use of speech sounds, language, gestures, facial expressions and body language.

There is a wide range of sensory and physical difficulties that affect children and young people across the ability range.

 

Children and young people with a visual impairment (VI) or a hearing impairment (HI) may require specialist support and equipment to access their learning.

 

Some children and young people with a physical disability (PD) require additional on-going support and equipment to access all the opportunities available to their peers.

Children and young people who have difficulties with their emotional and social development may have immature social skills and find it difficult to make and sustain healthy relationships.

These difficulties may be displayed through the child or young person becoming withdrawn or isolated, as well as through challenging, disruptive or disturbing behaviour.

 

 

 

 
 

 

 
Cognition and Learning
 
Wave 1
Wave 2
Wave 3
Differentiated curriculum planning
Pitched questioning
Modelling of skills
High expectations
Success criteria
1:1 and group reading
Guided writing
Visual dictionaries
Word mats
ICT to support learning
Writing frames
Numicon
Learning displays
Challenge tasks
Support from Teaching Assistant
Different learning styles are adopted
Strategies for Autistic Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD)
Specific Learning Disorders e.g. Dyslexia (SpLD)
Next steps in marking(www)
All children's progress and attainment is assessed and tracked throughout the year
Snap on 2 Maths
SPaG group(Spelling,Punctuation and Grammar)
Number Shark
Paired Reading
Reading Plus
Letters and Sounds Phonics
Language for Thinking programme
Learning & Language
Developing Written Language Skills
Developing Phonological Awareness
Developing Written Language Skills
Phonic skills consolidation
Task boards to break down tasks into manageable chunks
Precision Teaching
Pre-teaching of vocabulary
Intense (1:1) support in core and foundation subjects
 
Targeted work from – Learning and Language (CALT Team)
 
Support from Educational Psychology (EP)
 
Toe by Toe Programme
 
Clicker Sentences
 
 
Communication and Interaction
 
Wave 1
Wave 2
Wave 3
Differentiated curriculum planning
Modelled speech/language
Modelled Interaction
Targeted questioning
Talking partners
Group work
Whole class circle time
Class visual aids and prompts
Visual timetables
Key words/word banks
Drama activities
Sequencing activities
Additional processing time
Simplified Language
A range of questions used so children develop and give better answers
Opportunities for individual, pair, group or whole class working
Regular communication through informal and formal meetings eg.parent’s evening
Class and special assemblies
Role play and Drama
Pre-teaching of vocabulary
 
Nurture group (social skills & self-esteem)
 
Communication book activities
 
Semantic links programme
 
 
Individual visual timetables
 
Individual visual communication system
 
Language Scales Assessment pack
 
Targeted work from Speech and Language
therapy
 
Language for Thinking (1:1)
 
Targeted work from Learning and Language
(LLS) support
 
ASD Outreach support
 
Speech and Language Therapy blocks

 

 

 

 
Sensory and Physical
 
Wave 1
Wave 2
Wave 3
Differentiated curriculum planning
Adaptions to the classroom (when appropriate)
Fine motor skill activities such as: peg boards, putty, cutting etc.
Additional movement breaks
School building is accessible for all
Classrooms have age appropriate furniture and environments
Visual prompts, pictures and ICT used appropriately to aid learning
High quality resources are readily available, organised to enable independence
Seating plans or group tables are used
Lesson organised to maximise active learning providing time for concentration, discussion, thinking, reflecting and questioning
Outdoor learning opportunities
 
Use of specialist equipment
Pencil grips
Coloured overlays
Lap weights
Sloping boards for desks
Adapted cutlery
Fidget kits
 
Paediatric Occupational Therapy assessment & resource pack (handies & fizzies)
 
Gross motor programmes
Jump ahead
Balance boards
Trim trail
 
Fine motor programmes
Large keyboard for computer work
Individual work station
 
Social stories
Comic Strip Conversations
 
Targeted work from Occupational Therapy,
Physiotherapy
 
Individual support with self-care where appropriate
 
ICT program to develop keyboard skills
 
Hand-activities to help eye co-ordination
 
Social, Emotional and Mental Health
 
Wave 1
Wave 2
Wave 3
Differentiated curriculum planning
Whole school behaviour policy
School & class rules
PSHE planned lessons using SEAL
Whole school assemblies
Class circle time
Talking partners
Class visual timetable
Golden time
Visual reward systems
House point system
Time out
Timers & stress relievers
Emotion/social resources
Positive touch
praise and high expectations
Whole class behaviour charts e.g. house points, certificates
Class Monitors, School council
Fiddle objects
Nurture group (social skills & self-esteem)
 
Conversation group
 
Individual reward system & behaviour logs
 
Additional support at playtime (break time and lunchtime clubs)
 
Transition support
 
Time to talk programme and board game
 
Involvement from the Home School Link Worker (HSLW)
1:1 Emotional Literacy Programme (ELSA)
 
Drawing and Talking Programme
Counselling
 
Individual work station
 
Individual social stories to teach specific social skills
 
Targeted work from –Behaviour Support, CAMHS, Educational Psychology and
West Berkshire Family Mediation

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