Learning – The 3-18 Education Trust

If a student experiences barriers within their learning journey, they might struggle to find a sense of belonging.

These barriers might be through a particular educational need or neurodivergence. It is our duty as a Trust to ensure our schools follow a graduated approach to ensure adaptive strategies and provisions are in place to enable the barriers to be broken down.

UNIVERSAL

Students are making progress in line with their individual potential across all areas of the curriculum. Where needed, minor adaptations are made as part of quality-first teaching to ensure inclusion and access to high-quality universal provision.

MONITORING

Students making less than expected progress in one or more areas of the curriculum may need more enhanced adaptations and intervention to address gaps in their learning and ensure engagement.

TARGETED

Despite purposeful targeted intervention, students need a specialised plan to address specific learning needs, gaps and progress deficit. This normally means that a student will be added to the SEND register with parental consent.

SPECIALIST

Students demonstrating more specific and complex needs and significant gaps in their learning, requiring a bespoke approach to support specific areas and to achieve engagement in their learning.