The Plan: Progress So Far & Next Steps
Phase 1: Baselining. Class teams identified pre-plan support levels throughout the timetable for each individual pupil, and then considered where, by small increments, this support might be reduced. For convenience, levels of support were categorised in four levels: ‘hand-on-hand’, ‘proximate’, ‘eyes on’ and ‘remote’. Staff were asked to identify those times where the need for support is minimal and the pupil felt most secure. Staff were also asked to identify and remain conscious of the exact purpose of the support that was being given ie: to support academically, to support general engagement, or to help regulate emotions. Over terms 1 and 2 of the academic year, small adjustments were made to increase independence at ‘safe moments’.
Assessment and Phase 2: We will then ask class teams to re-assess the levels of independence achieved by individual pupils during phase 1. Where does the pupil need most support, and where is the pupil most comfortable being by themselves? We will repeat the process as per Phase 1, reducing support by safe increments. The plan as a whole will be thoroughly assessed at the end of the academic year. If it has proved successful, it will be ongoing.