What is Universal Provision?
Universal provision forms the foundation for all other provision or support in schools and comprises high quality teaching that is made available to all. This includes strategies, resources and adaptations to the curriculum and environment that staff use to remove barriers to learning for all children.
Universal provision is based on inclusive approaches to teaching and learning which benefit all children but are essential for those with ALN. At Brynnau Primary school we know that sometimes children need literacy, numeracy or emotional support to help them in their learning journey.
Universal provision is the support we offer to every child to allow them to develop their skills and gain valuable confidence in an area that they need. Many children will access universal provision at some point in their school career.
Who identifies children to access our Universal Provision?
Pupils are assessed and monitored on a regular basis throughout their time at Brynnau Primary. This involves informal observations, literacy and numeracy and emotional well-being assessments throughout the year, as well as formal testing in May (Year Two-Year Six). Class teachers will discuss concerns over a pupil with the ALNCo as soon as they appear and parents will be informed. Strategies to support the pupil will be discussed and reviewed at an agreed time. It is very important that parents play an active role in the support of pupils. Following the formal testing in May, the ALNCo and Class Teacher will discuss every child’s progress and decide whether further intervention is necessary. Testing Data is used, but we also discuss the child holistically in order to make judgement. As a parent if you feel that your child may benefit from accessing our universal provision then please speak to their class teacher with your concerns.
What does our high quality universal provision include?
A broad, balanced and relevant curriculum with high engagement of pupils
High quality teaching that is differentiated and personalised
Ambitious targets based on appropriate assessment and dialogue with pupils and parents
Potential areas of difficulty addressed and potential barriers to learning removed through the effective deployment of resources
Regular assessment, monitoring and review of children’s development and progress against individual development targets
Provision of a range of interventions which include:
Literacy: CatchUp, Precision Teaching, Toe by Toe, Popat, Nessy
Speech and Language: LanguageLinks, SpeechLinks, Wellcomm
Numeracy: Number stacks
Emotional Well-Being: Thrive, ELSA, Boxhall Profile, Attention Autism
One Page Profiles
What are one-page profiles?
A one-page profile is very simply a single sheet of paper with three headings – what people like and admire about me; what’s important to me; and how best to support me. The aim of a one-page profile is to give a brief overview about the child, outlining what others love about them, what they love doing, who they love being with, and how they like others to help them. One-page profiles are designed to give an enticing and positive flavour of the child’s personality, strengths and aspirations.
We are proud to say that every child at Brynnau Primary School has a One Page Profile which has been completed by the class teacher, support staff, child and through parental discussion at Parent Consultation evenings.
Dyslexia Friendly Classrooms
We have many strategies in place in all classes to support any pupils with literacy difficulties including specific learning difficulties such as Dyslexia. Many pupils may show traits of Dyslexia but will not meet criteria for additional outside agency support. Dyslexia Friendly strategies in class are therefore essential for these pupils to experience success. These include the use of visual and memory aids, the use of dyslexia friendly fonts and scheduled breaks to support the child to process information easier and reduce their stress levels too.
Autism Friendly Classrooms
We have many strategies in place in all classes to support pupils with Autism. These include visual timetables which are clearly displayed in all classrooms and kept up to date throughout the day with any changes and simple class expectations are shared alongside visual cues consistently. Each classroom provides a quiet, calm, soft space for children to access if they are anxious, worried or need to calm down and wherever possible these spaces are enclosed and have resources appropriate to the interests and needs of the individual child such as books or puzzles. All staff have completed up to date training in the area of Autism and are confident and experienced in using a range of strategies to support the needs of the individual child.
