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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 ysle!ia,

yscalculia, and evelopmental "oordination isorder

#yspra!ia$.

Need - Communication &

interaction, including Autism,

Asperger%s &yndrome and &peech '

(anguage needs.

Need - Social, emotional & mental

health difficulties, including A),

epression and A).

Need - Sensory and / or physical needs,

including )earing *mpairments, A) and

"erebral +alsy.

ffer alternatives to written recording such as mind

mapping, writing frames, laptops or ipads etc

+rovide handouts to minimise copying from the board,

coloured as needed+rovide key words to support difficult spellings

Ensure fonts on whiteboard, worksheets, labels and

website are dysle!ia friendly such as "omic &ans or

"entury -othic and of a reasonable si.e

/se of coloured pen when writing on the classroom

whiteboard, backgrounds are changed to a cream 0

pastel colour

1esources and equipment are readily available to

students at all times such as coloured overlays,

alphabets and number linesE!tra time is allowed where needed

1eading aloud to a group to be volunteered

(earning to be presented in small manageable chunks

in a range of styles, understanding is always checked

and instructions repeated if needed

/se of planners to help learn

routines and carry messages

"lear and consistent short

instructions and rules given one at atime

"oncrete and specific language used

E!tra time allowed to process

information

ifferent points of view e!plained

clearly and calmly

1outines to be adhered to and

where possible advance notice given

re changes such as supply teachers

&upport use of planners for personal

organisation and regular communication

with parents, eportal for wider school

recording

"lear, short instructions given

Achievable targets and e!pectations

2ocus on praise and encouragement

3catch them being good3

(earning to be presented in small

manageable chunks in a range of styles,

understanding is always checked and

instructions repeated if needed

Empathy shown to encourage students

to understand the point of all,modelled by staff

*ndividual and whole school rewards,

wider curriculum opportunities

+ositive displays around school and in

classrooms

All areas kept tidy to ensure ease and safety

when moving around school, haards minimised

Aids and resources accessible and used

correctly such as radio aids, support chairs andwriting wedges etc

Appropriate seating plans to assist with lip

reading and accessibility etc

"lassroom environments to be considered such

as natural light and noise levels

/nderstanding is always checked, key words

e!plained and focused on

E!tra time to be given as relevant

454 support staff

*ndependence encouraged and supported

appropriately

6ork can be presented in a range of formats

Effective use of TAs in class Effective use of TAs in class Effective use of TAs in class Effective use of TAs in class

7odel, then teach, then support mind mapping or note taking

of key words etc

1epeat instructions and make sure they are understood

ccasional scribing

Encouraging children to make oral contributions to lessons

Encourage and support independence and use of all class

strategies before asking for adult help, "89:7E

;now about the alternatives to written recording

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6hole &chool +rovision 7ap - 6ave 4