Cognition and Learning
Hambleton Primary Academy
Maths Provision Map
Communication and Interaction
● Inclusive Curriculum
● Clear, simple language for explanations- Using a STEM sentence approach in all lessons
● Checking understanding frequently using the ‘chunking’ approach in lessons.
● Instructions supported with concrete, pictorial and abstract representations.
● Modelling- you do I do
● Recalling previously learnt content
● 10 minute fluency lesson at the beginning of every Maths lesson to recap previous learning and to support new learning
● Small step approach
● Targeting questioning to help children learn
● Scaffolding using the structured approach in Maths lessons
● Flexible grouping
● Pupils learning from one another
● Timestable rockstars
● Teaching ‘Non examples’
● Providing free exploration of concrete resources and having these readily available in the classroom.
● Maths working walls in all classrooms
● Inclusive Curriculum
● Clear structured lessons
● Visual timetables
● Clear, simple language for explanations- Using a STEM sentence approach
● Checking understanding frequently
● SMART targets and strategies to support learning
● Additional intervention support in class
● Precision teaching
● Concrete resources
● Focussed timed intervention
● Specific programmes for individual learners
● Access to 100 squares and number lines
● Widget symbols to explain unfamiliar Maths vocabulary.
● Work towards cognition and learning outcomes outlined in the EHC Plan
● Breaking targets down into SMART targets
● Regularly assessing progress
● Involvement of a multi disciplinary team including Educational Psychologist, specialist teachers, Dyslexic specialist
● Increased 1:1 targeted intervention and precision teaching time
● Widget symbols to explain unfamiliar Maths vocabulary.
● Now and next boards
● Communication aid
● Work towards communication and interaction outcomes outlined in the EHC Plan
● Breaking targets down into SMART targets
● Regularly assessing progress
Emotional, Behavioural and Social
● Instructions supported with concrete, pictorial and abstract representations.
● Modelling
● Recalling previously learnt vocabulary using Maths working wall
● Small step instructions
● Processing Time
● Cue by name
● Clear expectations of how to interact
● Explicit explanations of appropriate interaction
● Targeting questioning to assess understanding including whiteboard work ‘1-2-3 show me’ during all parts of a Maths input
● Peer on peer support
● Adaptive seating and working areas
● Teaching using a ‘chunking’ approach
● Inclusive PSED/RSE curriculum
● Restorative approach to behaviour
● Trauma informed approach to behaviour
● Caring and positive Ethos
● Planned opportunities to build resilience
● Explicit teaching of appropriate interactions and engagement with others
● Teaching about and how to manage feelings
● Development of Opal Play to promote resilience, interactions, teamwork
● Consistent reward systems
● Assemblies and book enhanced curriculum
● Access to fidget toys
● Widgit symbols
● Consider all learning styles (VAK) using the structured Maths lesson approach
● SMART targets
● Behaviour plan
● Counselling
● Early Help Plan
● Referral and advise from CFWS
● 1:1 nurture time
● Lego therapy
● Boxall Profile
● Widgit symbols
● Sentence starters
Sensory and Physical
● Physical Aids to support access to the curriculum pencil grips, writing slants, concrete and pictorial resources
● Specialist seating
● Sensory Diet to calm - carrying a backpack, lifting items, time to run and jump
● Involvement of a multi disciplinary team including
● Speech and language
● Implement individual communication programmes such as Makaton, Pecs, Intensive interaction
● Work towards social and emotional outcomes outlined in the EHC Plan
● Breaking targets down into SMART targets
● Regularly assessing progress
● Involvement of a multi disciplinary team
● CAMHS
● Additional counselling
● CASHER
● Child in Need Plan
● Increased 1:1 nurture time
● Implement advisory teacher support
● Implement health advise
● Work towards sensory and physical outcomes outlined in the EHC Plan
● Breaking targets down into SMART targets
● Regularly assessing progress
● Creating a calm and purposeful environment which is clutter free
● Seating position to reduce sensory issues
● Sensory aids – headphones, chews, fidgets
● Sensory stimulation aids - auditory, visual proprioceptive and oral stimulation
● Sensory Diet to reduce sensory overload
– time to listen to music, time in a quiet space, weighted blanket, weighted vest
● Access to resources to support number and counting
● Involvement of a multi disciplinary team including
● Occupational Therapist
● Physio therapist
● Implementing OT programmes
● Implementing Physio programmes
● Implementing sensory assessments plans