Ryedale Federation - Learning walk SEN and less able federation

1. Focus Area Effective practice
SEN and
the least
able
Lesson planningis informed by current data, prior performance data and SEN status of students. Planningis
astute and appropriatefor each student in the room; enabling SEN and less ablelearners to progress.Gaps in
knowledge and understandingand slowprogress areaddressed through planning.Planningalso challenges and
enables SEN and less ablestudents to make better than expected progress.
What this looks like:
 Teachers arevery clear aboutwho their LA and SEN students are, their current progress and how they
need to be supported.
 Quality firstteachingfor SEND students is embedded: E.g. differentiated and scaffolded questioning,
extended thinkingtime, simplewritten instructions,chunked texts, concrete resources,literacy
support(reading and writing),effective deployment of teaching assistants,supportof student
organisation,useof overlays/coloured paper
 Access arrangements are embedded as the normal way of working.
 Seating plans areused as a means of intervention and support.
 Those for whom the data or classwork show that they arenot makingexpected progress are
intervened with appropriately via targeted support. E.g. WAGOLLS, additional feedback (verbal),
clarity of explanations,writingframes,targeted questioning, visual resources, planned useof TA etc.
 Those with poor attendance are supported to catch-up so that there are no gaps in their work or
knowledge e.g. additional sessions,work pre-copied and ready for students on their return, TA
supportis planned.
 Markingand feedback is accessibleand the students are clear on what they need to do to improve or
develop their skills,knowledge or understanding.
Date and
teaching
group
Areas of Strength Areas for development

2. Teacher: ObservedBy: