School Age (Y1 - Y11)

Expectations for all schools/settings

All adults work collaboratively to make a positive contribution to CYP's learning and progress.

What this may include/ look like

• The class/ subject teacher is responsible for all CYP's learning and progress.  They use additional adults creatively and flexibly to teach and support learning, directed by the class or subject teacher and according to the CYP's needs, taking into account the guidance on effective TA deployment*.
• Teachers and support staff work together to identify barriers to learning and implement and review effective provision (Assess, Plan, Do, Review) together.
• Strategies used with individuals in interventions are shared with the class teacher so that there is consistency between learning in the classroom and learning in interventions.
  *Sharples, J & Blatchford, Peter & Webster, Rob. (2016). Making best use of teaching assistants.
• For CYP with an EHCP, all EHCP reviews from Year 9 onwards should include a focus on preparing for adulthood.  Planning is centred around the individual, including consideration of the CYP's aspirations and abilities, what they would like to achieve when they leave post-16 education or training, and the support they need to achieve their goals.