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.

We are inclusive and celebrate different types of learners.

Consistent visuals using LCFE, helps with transitions

Children’s interests and needs taken into consideration

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

Circle framework.

Clear routines and boundaries.

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

Technology for reluctant learners.

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.

We can communicate in different ways.

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

Play observations, regular tracking needs

Outside agencies to support

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

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.

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

Language and communication friendly.

Continuously reviewing and assessing.

Communication with parents.

Sensory training.

Makaton training.

CALL Scotland core language programme.

To improve guidance and planning for new staff.

Good relationship with parents

Teachers come solution focused with issues

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

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

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.

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

Colourful semantics

Digital approaches to teaching

Seesaw

Attention Autism

Staff are flexible and responsive to change groupings when necessary.

Play includes explicit teaching of literacy and numeracy

Phonics for SEN, across ASN and mainstream

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

Sharing relevant information with staff team

Using sflw interests or talents as part of learning and teaching

Tailored curriculum