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In the provision we are adapting the environment all the time to suit the needs of the learners.

We regularly observe children to make sure we are creating the right environment and then change it if it doesn’t suit.

Still ensuring we are setting boundaries and children have consequences for actions.

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Nurturing environment.

We are inclusive and celebrate different types of learners.

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Circle resource has helped create tailored and personalised classroom environments.

Consistent visuals using LCFE, helps with transitions

Children’s interests and needs taken into consideration

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Staff training has been implemented to utilise this resource to support with ASP/WAP as well as the classroom environment.

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CIRCLE framework - completed an audit of our classrooms

Building strong relationships with pupils

Giving pupils a voice

Class charters

Consistent routines and structure in place

Classroom environment, low visual stress, having play based resources that meet children’s interests

Providing opportunities for sensory integration

LCFE - interactions are appropriate for individual children’s needs

Continuing to review own environment - what works what’s not working

Maintaining and sustaining principles of the CIRCLE

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Classes are catered to individual needs for individual children.

Circle framework.

Clear routines and boundaries.

Environments that provide stimulating tasks/resources that meet learners interests.

Technology for reluctant learners.

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Constantly learning from each other, sharing practice and experiences, sharing learning activities and looking for others opinions and suggestions.

Communication with home to ensure we are all working together to meet the child’s needs- learning their interests, likes/dislikes etc.

Being consistent with their day to day routines and communicating with previous staff to ensure consistency.

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We know our children well and their different learning styles.

We can communicate in different ways.

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Staff are adaptable to the needs and have the demonstrate the ability to be responsive to the needs of our children on a daily basis.

Improve upon responsive planning to allow pupils to interest to be further considered, having a positive impact on their motivation and engagement.

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B’Squared and Play Profiles, to support with assessment and individualised learning needs

Play observations, regular tracking needs

Outside agencies to support

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Seesaw and Showbie

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Strengths - Adults know the pupils they work with well and cater activities to them as best they can. Each classroom is individualised to cater to the pupils within the class. Anticipating how the pupils will react and are proactive to what they will need.

To work on - tighten up paperwork with nursery transition to ensure P1 staff are able to prepare for pupils with needs

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Differentiating all learning in the provision, children all need individualised learning.

Using different equipment for learning- pen, dabblers, technology etc.

Adapting the curriculum so that children can access it, using pictures/ visuals to encourage learning/ eating/ toileting etc.

Adapting communication for each child, using talking tiles, visuals, makaton, verbal etc.

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Teacher judgement and ongoing, periodic and summarise assessment

Transition information from previous teachers

Adapting learning and teaching styles for individual children

Communication with parents and families - building background on child and sharing any relevant information

Training for staff - Makaton, PODD, sensory integration, Core Words

Staff are flexible and adaptable to children’s needs daily

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Nurturing interactions

Language and communication friendly.

Continuously reviewing and assessing.

Communication with parents.

Sensory training.

Makaton training.

CALL Scotland core language programme.

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Staff training allows for a consistent approach, for example writing across stages. This allows for clear expectations and easier transitions through classes and stage.

To improve guidance and planning for new staff.

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Staff give verbal, written and visual instructions. Expectations are clear.

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Digital technologies have been embedded in daily practice to enhance learning experiences.

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Strengths - be squared, sensory profiles, understanding communication, PODD. We are constantly building knowledge

Good relationship with parents

Teachers come solution focused with issues

All staff use CPD courses regularly and are constantly improving their knowledge.

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A range of digital technologies, to assist with learning and ASN

Playful pedagogy, working with colleagues across sectors to share practice.

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Targeted interventions have been implemented and consistent.

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School as a whole provides a lot of 1-1 interventions, nurture/ den.

SFLW really good at providing that 1-1 support for children, especially when working with them for long periods of time- knows likes/ dislikes, best way to work with them, how to engage them.

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Appropriate differentiation being integral to learning and teaching

Visual impairment teachers

Educational psychologist

Other agencies involvement

Adapted teaching programmes such as Phonics for SEN

Access to digital technology - hugely engaging. Used for developing and extending learning or for communication and accessibility features. Integral to developing personalisation and choice and independence and life skills.

Consistent approach to differentiation and some exemplars of good practice

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Phonics for SEN

Colourful semantics

Digital approaches to teaching

Seesaw

Attention Autism

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We use lots of different strategies to aid in pupil learning. E.g, clicker, colourful semantics, phonics for ASN etc

Staff are flexible and responsive to change groupings when necessary.

Play includes explicit teaching of literacy and numeracy

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Working as a team with the PSAs, involving them in planning and implementing effective learning opportunities.

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Working as a team with the PSAs, involving them in planning and implementing effective learning opportunities.

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Thera-putty, sensory circuits

Phonics for SEN, across ASN and mainstream

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SFLW and staff work as a team to follow routines, work collaboratively and provide high quality L&T.

SFLW able to support behaviour and learning, eager to work with us.

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Working as a team

Sharing relevant information with staff team

Using sflw interests or talents as part of learning and teaching

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Variety of interventions throughout the school for academic, nurture and social needs.

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Nurture groups, across both campuses

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1-1 teaching and learning

Tailored curriculum

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Fantastic support staff that are proactive