Tomlinscote School Provision Map 2020-2021
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Tomlinscote School Provision Map 2020-2021
Wave 1 – Quality First Teaching
The vast majority of students make progress through receiving Quality First Teaching. Quality First Teaching in the classroom, provides highly
planned lessons as part of a broad and robust curriculum that engages students in a range of activities and experiences to develop their learning
and skill sets.
Wave 2 – Small group and one to one interventions
Some students require additional support in order to achieve and progress well. This can often be provided through small group, short-term
intervention programs, delivered by a member of the school’s Learning Support team, which will advance students’ progress and help them achieve
in line with their peers.
Wave 3 – Intensive support
Some students may require an enhanced, personalised approach with an ongoing program, that is tailored to their specific difficulties and needs.
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Tomlinscote School Provision Map 2020-21What does Quality First Teaching look like at Tomlinscote School? – Wave 1
• Students make progress every lesson. The majority make progress over time.
• Lesson planning will ensure that all pupils are involved and able to engage with their learning
• Teaching staff and support staff will be aware of the individual needs of students
• Teachers will differentiate curriculum planning, questioning and tasks set
• Hierarchical Learning Objectives will be addressed at the beginning of each lesson
• The delivery may be differentiated by using simplified language and a slower lesson pace
• Verbal and written feedback will inform pupils of their next steps and how to achieve them
• Differentiated outcomes will be expected at the start of the task
• Teachers will vary tasks to involve collaborative group or paired work
• Visual resources may be used i.e. pictures, starters, writing frames, literacy mats and task lists
• Success criteria will be differentiated and explained prior to the task
• Pre-teaching may occur to ensure that all pupils are able to access the task
• A variety of styles of teaching will be used
• Some lessons will benefit from LSA support in the classroom
• Teacher or LSA support may be directed to one particular group or an individual student
• Teachers and LSAs promote independent learning skills
• Regular assessments are conducted to monitor progress
• SIMS and SISRA databases are used to track progress
• Regular SEND updates and support for all teachers are available
• Whole school INSETs are held on Learning and Teaching
• Teachers have an Open Door Policy to promote a positive learning environment
• Tomlinscote supports and celebrates students’ achievements
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Tomlinscote School Provision Map 2020-21Cognition and Learning Speech, Language and Sensory & Physical Social, Emotional and
Communication Mental Health
Quality First Teaching Simplified language used where Secure links with the Physical and Safeguarding INSET for all staff
Supportive classroom necessary Sensory Support Service Visual prompts
environment Additional time to process Modified curriculum where needed Transition groups Yr6-7
Learning prompts on the walls information/complete tasks Resources and materials available Celebration assemblies
Engaging displays LSA support to read instructions Flexible teaching arrangements to Class rules and expectations
Thinking time and assist with clarification take into account difficulties e.g. PSHE curriculum
Use of whiteboards to ensure where appropriate seating, teaching resources, Extra-curricular activities
all are engaged Visual prompts modified tasks Merits and commendations
Mix of practical activities, ICT used where necessary - All staff made aware of a child’s Certificates and awards
verbal and written work Positive strategies to promote medical history/difficulties Clear expectations
Regular monitoring of lessons listening Qualified first aiders Pupils aware of available support
Wave 1
and planning by Senior Advice from Speech and Trips risk assessed and planned with Additional support when needed
Leadership Team Language therapists students’ needs in mind Advice from outside agencies
Planned seating Training and advice sourced as soon Transition support
Creative, differentiated as possible to meet needs Student voice
curriculum designed to both Consideration and support given for Student mentors
extend and support students other possible needs – social, School council
Differentiated delivery e.g. emotional, mental health. Student Support
simplified language, slower Regular support with Hearing Parental Meetings
pace, alternative resources Support Service/Physical and Subject Teacher feedback
Collaborative group/paired Sensory Support
work
Access to IT
Visual aids
Visual timetables
Now and next sheets
Writing frames
Subject teacher feedback
3
Tomlinscote School Provision Map 2020-21Cognition and Learning Speech, Language and Sensory & Physical Social, Emotional and
Communication Mental Health
Modified tasks to take into Modified tasks to take into Risk assessments Modified tasks to take into
account difficulties; further account difficulties; further Adaptation of PE planning account difficulties/wellbeing
differentiation differentiation /additional support Personalised Response Plan
Small group interventions SALT Sessions; termly review. Use of ICT Drawing and Talking
Now and next sheets Staff training Individual key targets Eikon resilience friendship group
Literacy and Language Speech and language groups, Consideration to seating intervention
Support SALT advised packages, staff arrangements and background noise Mentoring: peer/LSA/external
Exam access arrangements if training Allowing extra time to complete mentor
appropriate Lego therapy tasks Individual Report
Literacy/numeracy Small group interventions Sensory perception support Lego Therapy
interventions Modelling language Students to move first/last in class ELSA sessions
Wave 2
Handwriting program External agency involvement Fine motor skills intervention Time out card
Spelling groups/1:1 Pre teaching vocabulary Fidget toys Transition groups Yr6-7
Promotion of independent Sequencing activities External agency involvement Break/Lunchtime groups (C15)
learning skills Language for Thinking including health, PSS, VI, HI Involvement with Education
1:1 Target work- Report Card Listening skills activities Adaptation of PowerPoints/hand Welfare
LSA Mentoring- support Exam concessions for GCSE outs (colours of text/overlays etc.) Social stories/Comic Strips
organisation/Home-learning Exam concessions for GCSE Behaviour Response Plans
Home-learning Club Anti-bulling policy and process
Exam Concessions for GCSE External agency
advice/involvement from CAMHS,
Paediatrics, Autism Outreach
services, Pyford Centre
Early Help Intervention/Family
Support Program
Behaviour Contracts
Exam Concessions for GCSE
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Tomlinscote School Provision Map 2020-21Cognition and Learning Speech, Language and Sensory & Physical Social, Emotional and
Communication Mental Health
Flexible and/or reduced Individualised differentiation 1:1 Specific individualised programs for Flexible and/or reduced
timetables and small group support/tuition students with OT needs timetables
Individualised differentiation Different ways of recording Training for all staff were Individualised differentiation
1:1 and small group support Individual Speech and Language appropriate for physical disabilities 1:1 support for PE and
Different ways of recording targets Specialised equipment for VI, HI, PD breaks/lunchtimes
work e.g. ICT Advice/intervention by external Advice/intervention by external Behaviour Response plan and
Advice/interventions by agencies including SALT/EP agencies including Physical and individualised risk assessment
external agencies including Individual targeted language Sensory Support Services (PSSS) and Intervention through external
Education Psychology, LLS assessments Occupational Therapy (OT) agencies including Behaviour
Individual and targeted Additional resources to support Personalised plans delivered Support, Education Psychology,
Wave 3
assessments individual targets Staff trained to deliver plans CAMHS
Enhanced monitoring report External agency involvement Time for occupation therapy and Additional planning and
Individual support in class and physical exercises to be carried out arrangements for transition
additional teaching support Curriculum and environment Access to EP
Literacy and Maths adaptations to ensure accessibility; 1:1 sessions with SENDCo
intervention disabled toilets, lift in A Block Individual targets
Planned use of Additional resources, additional Timetable and curriculum
scribes/readers/extra time groups and 1:1 work adaptations
Interventions; reviewed half Monitoring of provision and Family Support Program
termly progression by SENDCo Monitoring of provision and
Risk assessments progression by SENDCo where
Use of reader and/or needed
scribe/keyboard Alternative Provision/ Yes
GASP project/Pyford Centre
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