Classroom strategies for individual learners
All pupils will have an adapted curriculum to suit their level of need. Our baseline assessments show where our starting point is for levels and our knowledge from other professionals will inform us of the child's needs. With this data we will adapt the planning to suit the individual's style, whether it is kinesthetics, auditory, visual or reading and writing. For example, in a maths lesson you could see one child working practically with equipment, one using IT and another using work books.
By looking through the books, you will see evidence of the different strategies being used. Assessments are done regularly and can be seen in their files or in work books. Photographs are used to show the practical activities. Planning is adapted daily to suit the pupils needs. Evidence of this is in the teachers planning which is an on-going document. Academic targets are up-dated when reached and this is evident in the I.E.P.s in the front of their work books. For example, In English weekly independent writes are used to assess writing and grammar understanding.
All Secondary pupils will have an English curriculum that is suited to their learning needs, style and post-16 choices, so everyone can access English and achieve success, whatever that may look like. Our baseline assessments highlight gaps in knowledge and teachers can identify needs based on this data and implement strategies. These strategies focus on differentiated instruction, abridged texts, scaffolding and chunking academic writing, adapted questioning, varied assessment for learning such as quizzes and feedback, varied teaching methods using visual, digital and drama-based tools, choice and independence around topics, texts and qualifications. Teachers adapt daily to a suit the needs of the individual pupil.
The impact of these strategies can be evidenced through planning that identifies differentiation and numerous opportunities for reading, writing, oracy and performing. During teaching, pupils demonstrate engagement through effective participation, questioning and discussion. In pupils' books, evidence includes improved quality of work, responses to feedback, increasing independence and progress over time. Assessment data shows that learning outcomes are being met and misconceptions and being addressed, alongside feedback demonstrating pupils' ability to reflect on and improve their work. The impact is visible in pupils' behaviour and verbal contributions, with increased attendance to lesson, confidence in seeking clarification, engagement and participation, usage of subject-specific vocabulary, respectful listening and more thoughtful responses.
Reading at DLC - Primary
Reading enhances learning by strengthening brain connections, improving comprehension, memory and critical thinking and supporting academic success. Many of our pupils are well below the expected standard when they first arrive. This becomes a barrier to them learning in all subjects. As the pupil moves through their academic journey, if not addressed, those learning gaps become greater and the pupil is turned off of learning. For example, how is a pupil meant to complete a science experiment if they cannot read the instructions or understand the concept being taught.
On arrival at DLC all pupils take the Salford Sentence Reading and Comprehension Test to evaluates their ability to read sentences and understand their meaning. We also use the Rapid Phonics reading tests on the weaker readers who are below the SSRC assessments. Once it is established where the gaps are, interventions are used in secondary to help catch-up, and in Primary reading is prioritised over other subjects to help the pupils access their learning. For the very weak readers time is given each morning to teach reading on a 1:1 basis.
We use The Rapid Read program which is a structured literacy intervention designed to accelerate reading progress for children with low literacy levels and those with special educational needs. We use the Rapid Read program across the whole of our school as the books are designed for different age groups. It starts with Rapid Phonics – lively books with great interactive opportunities – moving onto the Rapid read books and finally Rapid Read plus for our older pupils. The stories are age appropriate and the students can access them, but most importantly, enjoy them. We have had great success using this program and have established a love of reading across the school.
Secondary
Reading has a significant impact on learning by developing vocabulary, comprehension, critical thinking, and subject knowledge. It enables pupils to access rich texts, interpret information and communicate ideas effectively. In turn, pupils are exposed to a range of perspectives, cultures and topics, helping their emotional literacy and developing empathy. It equips pupils with the literacy skills needed to access the wider curriculum and engage confidently with the wider world, preparing them for post-16 education, employment and lifelong learning.
All students are assessed for their reading ages as soon as they join. Those with lower reading ages are given direct 1:1 sessions with the Rapid Read Plus scheme. Also, reading gaps are addressed in English lessons through explicit vocabulary instruction, teacher modelling, guided reading, targeted questioning, scaffolding and regular opportunities for independent reading. Teachers explicitly teach subject specific language and disciplinary literacy whereby pupils can make cross-curricular links. This is to ensure that all pupils can access the language in all exam papers and help them to become literate adults.
Oracy
Oracy is explicitly taught through the four strands: physical, linguistic, cognitive and social and emotional. Teachers used explicit modelling and techniques such as sentence stems and targeted questioning, all based on the individual learner and teachers utilise their relational practice. By providing structured opportunities for speaking, listening, debating, clarifying and seeking information, students are confident in participating in collaborative learning and expressing their ideas clearly. We promote oracy as purposeful, taught, and transferable across subjects and situations, to help with confidence, literacy, critical thinking and life readiness.