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Environment
All teaching and learning take place in the context of accessible and dyslexia friendly classroom approaches.
- Children’s progress is screened and monitored. Support is identified and quickly and without the need for any formal diagnosis.
- There is a whole-school ethos of inclusion; all staff consider adaptations and adjustments for children and young people (CYP).
- All CYP’s learning is displayed in the classroom.
- Learning zones or packs of resources are available in each lesson.
- Reasonable adaptions and adjustments are present in the classroom and recorded within Assess Plan Do Review or provision maps.
- CYP can fully participate in all school and wider school community events and activities.
- All teaching input takes account of potential language or attention needs and is adapted accordingly.
- There are effective information-sharing systems and clarity and communication over roles and responsibilities relating to support structures; teachers are responsible for the planning of all CYP in their classroom.
- Interventions are timetabled and time limited.
- Staff meetings allow time for staff to work together and share knowledge of CYP.
- As children move through KS2 and into secondary school, they are taught how to use assistive technology as needed and this is available within the classroom.
Glossary
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