All children in school have support through scaffolding and quality first teaching strategies. This means that activities are planned according to the level the child or young person is working at. This can include a variety of adaptations including, changes to physical environment, use of resources, changes to teaching styles as well as level of adult support. 

We also do this through:

• Tracking your child’s progress and holding teachers to account through termly pupil progress meetings.
• Delivering appropriate interventions and focus group work.
• Half-termly book scrutiny for all classes and constructive feedback to teachers.
• Classroom observations and learning walks, including monitoring the learning environment.
• Regular assessments and target setting with termly reviews. 
• Use of One Page Pupil Profiles to support additional needs.