Hambleton Primary Academy
Geography Provision Map
Area of Need Universal Provision
Cognition and Learning Clear, simple language for explanations
Checking understanding frequently
Instructions supported with images, diagrams
Adult modelling
Recalling previously learnt content
Small step approach
Targeting questioning to help children learn
Flexible grouping
Pupils learning from one another
Adaptive technology for accessing the curriculum
Targeted Support Provision
Access to extra 1:1 tuition with specialist music teachers
Assistive technology
Small group work
Greater emphasis on aural memory skills
Use larger print/symbols/colour codes
Using ICT software to enable pupils to record work
Specialist Support Provision
Work towards cognition and learning outcomes outlined in the EHC Plan
Breaking targets down into SMART targets
Regularly assessing progress
Follow advice from multidisciplinary team
Increased 1:1 targeted intervention and precision teaching time
Adaptive technology for recording work
Communication and Interaction Clear structured lessons
Clear, simple language for explanations
Checking understanding frequently
Instructions supported with images, diagrams
Modelling
Recalling previously learnt vocabulary
Small step instructions
Processing Time
Cue by name
Clear expectations of how to interact
Explicit explanations of appropriate interaction
Targeting questioning to assess understanding
Peer on peer support
Adaptive technology for communication
Adaptive technology for recording knowledge
Now and Next board
Communication aid
Use puppets and/or pictures, which add another dimension to their learning
Incorporate EHCP strategies and targets throughout the lesson
Regularly assessing progress
Follow advice from multidisciplinary team
· Adaptive seating and working areas.
Emotional, Behavioural and Social
Restorative approach to behaviour
Caring and positive Ethos
Planned opportunities to build resilience
Consistent reward systems
Access to fidget toys
Create an environment for learning where pupils feel that it is good to explore, experiment and make ‘mistakes’
Sensory and Physical Specialist seating
Creating a calm and purposeful environment which is clutter free
Seating position to reduce sensory issues
Sensory aids – headphones, chews, fidgets
Follow behaviour plan
Make sensitive use of audio and video recordings to keep records of pupils’ work. Always make sure pupils are comfortable with this.
Praise given discreetly where pupils find public praise embarrassing or difficult.
Opportunities to work individually with practical work and using ICT rather than in a group
Provide a quiet space for when the child is feeling overwhelmed
Incorporate EHCP strategies and targets throughout the lesson
Sensory diet prior to lesson
Access to ICT to overcome difficulties with mobility or manipulative skills
Incorporate EHCP strategies and targets throughout the lesson
Regularly assessing progress