At Eskdale we endeavour to be an inclusive school, staff are aware of the learning needs of students and we aim to support students

in being the best they can be.

The following quality first teaching is available for all of our pupils Need - Cognition & learning, including Dyslexia,
Dyscalculia, and Developmental Coordination Disorder
(Dyspraxia).
Offer alternatives to written recording such as mind
mapping, writing frames, laptops or ipads etc

Provide handouts to minimise copying from the board,

coloured as needed
Provide key words to support difficult spellings

Ensure fonts on whiteboard, worksheets, labels and

website are dyslexia friendly such as Comic Sans or
Century Gothic and of a reasonable size
Use of coloured pen when writing on the classroom
whiteboard, backgrounds are changed to a cream /
pastel colour

Resources and equipment are readily available to

students at all times such as coloured overlays,
alphabets and number lines

Need - Communication &

interaction, including Autism,
Aspergers Syndrome and Speech &
Language needs.
Use of planners to help learn
routines and carry messages

Clear and consistent short

instructions and rules given one at a
time

Need - Social, emotional & mental

health difficulties, including ADHD,
Depression and ADHD.

Need - Sensory and / or physical needs,

including Hearing Impairments, ADHD and
Cerebral Palsy.

Support use of planners for personal

organisation and regular communication
with parents, eportal for wider school
recording

All areas kept tidy to ensure ease and safety

when moving around school, hazards minimised

Clear, short instructions given

Concrete and specific language used

Achievable targets and expectations

Extra time allowed to process

information

Focus on praise and encouragement

'catch them being good'

Different points of view explained

clearly and calmly

Learning to be presented in small

manageable chunks in a range of styles,
understanding is always checked and
instructions repeated if needed

Routines to be adhered to and

where possible advance notice given
re changes such as supply teachers

Extra time is allowed where needed

Reading aloud to a group to be volunteered

Empathy shown to encourage students

to understand the point of all,
modelled by staff
Individual and whole school rewards,
wider curriculum opportunities

Learning to be presented in small manageable chunks

in a range of styles, understanding is always checked
and instructions repeated if needed

Positive displays around school and in

classrooms
Effective use of TAs in class

Effective use of TAs in class

Effective use of TAs in class

Model, then teach, then support mind mapping or note taking

of key words etc

Assist with informal reporting to parents eg. positive notes in planner

Repeat instructions and make sure they are understood

Repeat instructions and make sure they are understood

Occasional scribing

Encourage and support independence and use of all class strategies before asking for
adult help, C3B4ME

Encouraging children to make oral contributions to lessons

Assist with ensuring routines are adhered to, support pupils with unexpected changes

Encourage and support independence and use of all class

strategies before asking for adult help, C3B4ME

Pre / follow up teaching of key concepts

Know about the alternatives to written recording

Questioning of individuals to check understanding and
further learning and progress

Questioning of individuals to check understanding and further learning and progress

Aids and resources accessible and used

correctly such as radio aids, support chairs and
writing wedges etc
Appropriate seating plans to assist with lip
reading and accessibility etc

Classroom environments to be considered such

as natural light and noise levels
Understanding is always checked, key words
explained and focused on

Extra time to be given as relevant

1:1 support staff

Independence encouraged and supported

appropriately
Work can be presented in a range of formats

Effective use of TAs in class

Assist with informal reporting to parents e.g. possible
pre teaching opportunities

Check understanding, focus on key concepts, scribing

note taking during inputs
Encourage and support independence whilst still
offering 1:1 support where needed

Assist with the logistics of ensuring the correct,

suitable and safe environment for the student
Pre / follow up teaching of key concepts

Questioning of individuals to check understanding and

further learning and progress

Whole School Provision Map - Wave 1 Quality First Teaching