Mainstream Core Standards for LIFT

Name DOB Date

School

Please note: Not all standards will apply to all pupils.

Standards Action Impact

Provision Provide a variety of additional resources to promote

English and Maths, e.g. vocabulary mats, visual support.

Provide a range of additional intervention programmes: social skills, anger management, well-being, self-esteem, alternative curriculum arrangements.

Allocation of peer mentors, learning/behaviour mentors – monitored and evaluated.

Provide differentiated books and text.

Provide specific software, or apps to underpin learning and to provide assistive technology to support pupils with physical and sensory needs.

Sensitive use of an additional adult to promote participation and independence, support multi-sensory learning, act as a scribe or reader, support social inclusion.

Maximise opportunities presented through small group activities to develop Literacy, Maths, receptive language, expressive language, social communication skills, social and emotional aspects of learning, self-awareness, self-organisation and independence, communication skills, gross and fine motor skills, personal care and support for work experience.

Chunk instructions into small steps

Mainstream Core Standards for LIFT

Environment

Standards Action Impact

Accessible PE activities for children with physical and sensory needs.

Access to additional equipment such as word processors, I-pads, tablets, laptops and Dictaphones.

Access to additional supportive software such as Clicker, voice to text support and Kidspiration.

Carefully consider adjustments to the classroom environment such as sitting at the front of class, time out facility or designated workspace.

Adapted equipment such as desk slopes, move ‘n’ sit cushions, height adjustable furniture and posture packs.

Adapted or accessible toilet and changing facilities

Personal Emergency Evacuation Plan (PEEP)

Individual Health Care Plan

PSP

Risk Assessments

Curriculum

Mainstream Core Standards for LIFT

The curriculum is adapted to:

Support full academic and social inclusion.

Promote full participation and engagement.

Promote independence.

Communication

All communication modes (such as signing systems, PECs, Braille) or devices (such as voice activated software or speech synthesisers, personal FM systems) are actively incorporated into planning for small group/short term interventions.

Interventions

Small group/individual interventions are being/have been put in place in order to meet the pupil’s needs.