Primary

Intervention

Inclusion

001332

Including all children in the Literacy Hour and Daily Mathematics Lesson

^{Management Guide}

^{Management Guide: Introduction}

Reviewing the role of additional adults
^{Providing adult support for individual children or groups is a widely used access strategy. Ensuring such support is used effectively is a key management task. This PNS guidance provides a possible framework for planning and carrying out a short review of the role of additional adults in supporting the teaching of literacy and mathematics.}

^{Section 1
Planning Provision for pupils with Special Educational Needs}

^{Section 2
Choosing appropriate Learning Objectives}

^{Section 3
Managing access strategies and teaching styles}

^{Section 4
Planning for children with SEN}

^{Appendix: Supporting Materials}

Summary of provision for additional support in mathematics and literacy
^{The NLS and NNS assume three 'waves' of support for pupils, as described below.}

Wave One
^{The effective inclusion of all children in a high . -quality literacy hour and daily mathematics lesson ('quality first teaching')}

^{Children may be at any point on the 'graduated response' - that is, the usual differentiated curriculum, School Action or School Action Plus.}

Wave Two
^{Small group intervention (NNS Springboard, NLS ELS, ALS, FLS intervention programmes, Booster classes, equivalent LA or school-based programmes) for pupils who can be expected to 'catch up' with their peers as a result of the intervention - that is, who do not have special educational needs related to specifically to learning difficulties in literacy or mathematics.}

^{Wave Two interventions are not primarily SEN interventions. Where intervention programmes are delivered without modification within the desired year group, there is no requirement that the children involved should be placed on School Action.}

^{Pupils included in Wave Two interventions may on occasion already be at School Action or School Action Plus. This will be where they have special educational needs such as emotional and behavioural difficulties, or sensory or physical impairment, for which they are receiving other forms of support.}

Wave Three
^{Specific targeted intervention for pupils identified as requiring SEN support.}

^{Pupils at Wave Three may have particular needs related specifically to mathematics or literacy, or needs associated with other barriers to their learning. Provision at Wave Three is likely to draw on specialist advice. It may involve the adjustment of learning objectives and teaching styles, and/or individual support. It aims to reduce gaps in attainment and facilitate greater access to Waves One or Two.}

^{Children receiving Wave Three support will always be placed on School Action, and on School Action Plus if an external agency is involved in assessment, planning and review.}

^{Including all Pupils SEN.doc}