The LAWS department applies a graduated response to need. That means that priority is placed on making sure all students have access to high quality teaching and curriculum resources that is responsive to their needs (wave 1). Individual Learning Plans (ILPs) support this provision. Where students need additional support (wave 2) this will be evidence based and targeted to need with clear entry and exit points to interventions to maximise student progress in this area and minimise disruption to the mainstream curriculum. A handful of students will need personalised, specialist support (wave 3) guided by professional expertise (most often CAMHS, Speech and Language Therapy or Educational Psychology).

Wave

Cognition and Learning

Communication and Interaction

Social, Emotional and Mental Health

Sensory and/or Physical

EAL

  

Wave 1 -

Universal

Classrooms and curriculum: Quality first teaching that deploys a range of strategies that focus on a high challenge, low threshold model of support to enable all students to access and succeed in our ambitious curriculum vision; booklets that focus on core knowledge and skills; responsive, data-led seating plans; consistency in learning sequence structure and expectations; whole-school behaviour policy; morning reading for all students; rigorous professional development with a focus on curriculum access for all students.

 

Baseline tests (including maths, English and NGRT reading test)

  

Digital Strategy: Chromebooks for all students

  

Wider School Environment: Warm-strict whole school behaviour policy that promotes high expectations and is applied consistently; co-curricular clubs; strong pastoral and safeguarding systems; character development and PSHE focus for all students.

  
 

Wave 2 - Targeted

TA support in lessons, deployed in areas of subject expertise

  

 

 

After school

homework club

 

 

  

Access Arrangements for examinations - approved by JCQ

  

 

 

Student Support Meetings

 

 

  

Pupil Passport and ILP with individual targets created (reviewed 3 times per year)

Specialist Rapid Language Acquisition TA

  

Further screening where possible - e.g. LUCID LASS, Lucid Rapid, GL Dyscalculia Screener

Group interventions run by external SaLT assistant (social communication, vocab learning and reading for meaning)

Reasonable adjustments made to whole-school behaviour policy where required

Reasonable adjustments made where required (e.g. lift pass, specialist equipment)

Read Write Inc: fresh start phonics

  

Read Write Inc: fresh start phonics

Mentoring

Access to laptop in lessons

Rosetta Stone

  

 

Pastoral Intervention e.g. reports

Handwriting intervention

 

  

Access to laptop in lessons

 

TTRS

Lexia

  

Lexia

Trusted Spaces mentoring (including Art Therapy)

OT Exercises

Use of technology to assist with translation and language acquisition

  

Numeracy intervention

Sports Mentoring

Home-language resources where appropriate

  

Thinking Reading

Zones of Regulation

Individual Healthcare Plan

 

  

Wave 3 - Specialist

Screening from external accessor

External SaLT support - 1:1, group work and assessments

CBT

Liaison with school nurse service and medical professionals where required

 

  

Art Therapy

  

1:1 specialist dyslexia support

Psychotherapy

OT Referral

 

 

Counselling

  

 

Clinical Psychologist (hopefully to be resumed in Sept 2023)

  

 

CAMHS Referral

  

 

 

  

Request for statutory assessment for an EHCP where appropriate

  

External support or assessment from Educational Psychologist where appropriate