SAP Workshop Graduated approach flow chart Planning for 1:1 pupils

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Presentation transcript:

SAP Workshop Graduated approach flow chart Planning for 1:1 pupils SAP writing – SMART targets

Graduated Approach SEN Alert Graduated Approach SEN Register Teacher Deliver high quality teaching – plan for Work with this group each week Write and evaluate SAPs termly/report to parents Senco Monitor groups of SEN pupils Liaise with outside agencies and parents Support teachers with High Quality Teaching Train staff/coordinate support and intervention Graduated Approach Complete actions from graduated approach Monitor and evaluate progress of pupil Parental consent form for SEN register (if appropriate) Complete graduated approach with teacher SEN Alert Highlight in PPM Provide resources and strategies Fill in SEN alert form (side 1) Inform Parents Support in PPM Respond to SEN alert form – observation, resources, etc

Planning for pupil support Activity – matching independent level of pupil/precise objective Scaffold – resources and support to use from teacher Independence – strategies for ‘Hands off support’ Communication – through marking, instruction, target review, intervention review Simple – familiar resources, practise tasks Repetitive – activities that can be repeated but increase success (ie, timed) or same format/different topic, using repetitive task strips, drill and practice

Paperwork you need to have to hand to plan for pupils SAP (previous and current) Class Needs Analysis Outside professionals reports and recommendations List of interventions and intervention timetable Statement objectives (if relevant) – in the latest review notes will state more targets to be broken down over the year into SAP targets

Smart Targets Specific - What exactly do they need to learn? Priority. Provide detail Measurable - How will you know if they have achieved it? How will you measure it? Achievable - Does it reflect what they can achieve, not what they need to? Relevant - What will make the biggest impact? What is the priority? Do children know or are involved in their targets? Time bound - What is realistic in this time? When are there assessment opportunities? What teaching opportunities are there for targets to be taught in class?