“Language is critical to learning, but disparities are stark, as 5-year-olds with poor language skills are five times more likely to be unable to read well at age 11” (National Literacy Trust).

Creating a vocabulary-rich classroom at Larkspur is vital to closing the gaps and enabling future attainment for our pupils. Key questions and vocabulary linked to what children are  currently learning is displayed in every classroom. We ensure teachers refer to the vocabulary on their working walls when speaking and when modelling writing. This encourages our pupils to use the vocabulary displayed to support their independent work. By adding visuals to key vocabulary ensures all learners can access it.

In classrooms staff work to create a culture where mistakes are part of the learning process and are even celebrated.   By sensitively acknowledging and sharing mistakes with pupils, they feel safe to experiment and try things out because they will see that trying, making mistakes and using them to move forward is part of learning.

In order to support all learners at Larkspur, the following adaptations are put into practice across the school.

Adaptations for English
Cognition and Learning
Barriers	Provision
Understanding Word finding skills Articulation Sequencing (includingretaining instructions) Processing speed Attention and Listening Comprehension skills Understanding of keyvocabulary	•Where appropriate, consider pre-teaching key knowledge and vocabulary.• Consider accessibility of worked examples.• Consider the use of displays and make surevocabulary is related to learning for that lesson.• Use the displays and whiteboard to show the focus of each lesson and how it fits in the sequence of lessons.• Use symbols, images or objects to make it more accessible.• Stem sentences and sentence starters.• Use of writing frames to prevent cognitive load.• A visual framework can be used as a consistent guide for paragraph planning or structuring extended writing.• Encourage use of mind maps/ pictures/ flow charts and visual organisers relevant to the cohort, children’s needs and the context.• Choice of font and sizing.• Consider use of talking tins to support rehearsal and writing of sentences.• Consider short bursts at timely intervals e.g. if writing an extended piece, chunk support into sections to avoid cognitive overload.
Communication and Interaction
Barriers	Provision
Processing of instruction Retention Accessing texts Working memory Making links Linked low self esteem General gaps	•Avoid the use of figurative language and ensure that this is unpicked if part of the teaching focus.•Recognition that some vocabulary may be challenging for many children. Give specific contextual use of words, with images to support understanding.• Pre-teach key vocabulary, ensure multiple and regular exposure to these words.• Label equipment with symbols and words.• Check children’s understanding by getting them to reiterate what you have asked them.• Give children time to process and formulate.• Reduce adult talk and length of input.• Consider short bursts at timely intervals e.g. if writing an extended piece, chunk support into sections to avoid cognitive overload.• Use of working walls.• Further opportunities to embed language through application of it contextually, orally.• Planned opportunities for access to language-rich texts.• Curriculum adjustments according to child’s interests.• Purposeful opportunities for speaking and listening.
Sensory and/or physical
Barriers	Provision
Artificial lighting Classroom noise/busyness Tone and volume of adult voices Core strength and fine motor skills Fatigue Processing difficulties	•Label new equipment and processes to help develop vocabulary• Use of dual coding• Take pupil voice on choice of writing implement including material used to record on• Choice and size of font• Pre-teach showing/experiencing anything that may have sensory implications• Ask for specialist advice on equipment for children with particular SEND e.g. tactile ridges on measuringglassware for children with a visual impairment.• Consider children hard of hearing when reading aloud.• Use of sensory aids as part of usual provision egg gloves, audio/visual support.• Consider pupil sensory audits and adaptations.• Use of technology including iPads and laptops.• Use of talking tins if this supports accessibility and learning.• Break writing times up into small bursts with active breaks facilitated.• Finger-strengthening exercises and busy fingers tasks.• Use of working walls.• Use of standing desks, wobble boards, flexibility over where children write, writing slopes or other appropriate aid.• Wide range of texts which refer to a range of personalities and individuals.• Range of text and media used e.g. audio, film.
Social, Emotional and Mental Health
Barriers	Provision
Emotional wellbeing Anxiety around completing tasks Changes in routine Lack of structure/openendedness of task Blank page Lack of clarity- what is expected Feeling constrained by content/ outcome (demand avoidance)	•Provide an overview of the lesson elements so the children know what is coming.• Pre-teach the child some of the elements of the lesson etc.• Use of working walls• Consider seating position and groupings.• Assign roles to each member of the group with a clear outline of job roles.• You may need to specifically teach the skills of cooperation and interaction for practical work.• Controlled choices• Clear expectations (e.g. 3 sentences, 1 paragraph)• Use of adult scribe, my turn your turn, paired work• Deliver task in short achievable bursts rather than all at once• First line provided in extended pieces• Use of laptop, whiteboards, choice of writing tool• Allow children to work to their own interests and write about these; remember in writing the focus ison the writing curriculum and not the wider curriculum objectives – this is desirable, not essential.• Opportunities to develop social skills including being taught these discretely to support engagement in group work and collaborative learning.• Use of PSHE to discuss healthy relationships, promote wellbeing and explore emotive topics within learning.• Rewarding and praising effort, not only academic content