At The Rofft School, we are dedicated to working collaboratively to support every pupil in meeting their individual needs and achieving their full potential. As part of a graduated approach, we provide support at both universal and targeted universal levels, as well as through additional learning needs provision.

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We ensure that all pupils’ needs are met through high-quality teaching and learning. Our universal provision includes:

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• High-quality, whole-class teaching

• Effective differentiation

• Opportunities for collaborative group and partner work

• Individual and small group support (within the classroom or in shared spaces with an adult)

• Access to visual supports such as working walls, maths resources, and writing frames

• Appropriate and reasonable adjustments to enable access to the school environment, curriculum, and facilities

 

During their time at The Rofft, pupils are expected to make progress from their starting points through this universal provision. If a pupil is not making sufficient progress, we will gather observations, analyse assessment data, and work in partnership with external agencies to identify any additional learning needs. Evidence collected over time may include:

 

• Assessment tools, frameworks, and questionnaires

• Standardised assessments

• Observational records

• Ongoing formative assessment

• Tracking of progress over time

 

At this stage, a Small Steps Target Plan will be put in place, outlining individual targets. Progress will be reviewed termly, and further support or advice may be sought from external services such as the Educational Psychology Service, Speech and Language Therapy Service, or Literacy Service, which may recommend specific strategies.

 

If a pupil continues not to make expected progress despite this support, the next step in the graduated response is to consider whether they have Additional Learning Needs (ALN) and require Additional Learning Provision (ALP). If this is identified, an Individual Development Plan (IDP) will be developed through a person-centred approach during a Person Centred Review meeting, using all gathered information and in partnership with parents and other professionals involved with the child. The IDP will be reviewed at least annually to ensure it remains relevant and effective as a working document.