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Inadequate progress despite appropriate differentiation, working below age related expectations.

Provision and / or strategies

  • Assess through teaching to identify the areas of need in consultation with the child or young person (CYP).
  • Model use of open-ended simple statements such as ‘I wonder… or what if’ rather than questions.
  • Give clear and simple instructions, breaking down longer instructions and giving one at a time.
  • Use visual timetables, visual cues and prompts e.g. objects, pictures, photos, symbols, choice boards, sequences.
  • Develop ‘Social Stories’.
  • Give time to process information before a response is needed.
  • Pre-teach e.g. provision of a Teaching Assistant to help prepare the CYP for the new topic.
  • Make explicit links to prior learning.
  • Share next steps – so CYP know what to expect.
  • Use differentiated resources – teach the curriculum appropriate to the development of the CYP. For example, a year five child may be accessing year one objectives in the same context.
  • Use meaningful strategies to boost self-esteem and confidence.
  • Provide specific meaningful praise and feedback when a CYP persists and or achieves something new.

Last updated 3 September 2020

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