Inclusive goal setting

All staff are aware of a range of external and intrinsic factors that can impact on a learner’s ability to engage and make progress. (e.g. sensory differences, trauma, working memory difficulties, listening and attention difficulties, hearing, or visual impairments).

Teachers have high aspirations for all learners irrespective of their starting points.

All staff clearly understand the individual needs of children and young people and where appropriate, use personalised plans (e.g. Profiles, Passports, Provision Maps) to implement reasonable adjustments and adaptations to facilitate engagement and learning.