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Checklist for primary schools

The following features demonstrate good practice for supporting pupils with SLCN in a primary school.  This checklist can be used to audit your classroom.

  • I use visual support systems such as visual timetables, targets on the desk, targets shown on the whiteboard, prompt cards(for example a card, with a picture, to remind a child to listen for their name) and photos
  • My classroom environment is not too cluttered and equipment is clearly marked with a label saying what it is
  • My teaching incorporates use of visual and tactile approaches including use of real objects, practical activities, pictures, video
  • Staff in my classroom use non-verbal communication to support what they are saying, for example gesture, pointing – or maybe even signing
  • I have careful seating arrangements that allow a child with SLCN to be near to the front, and facing me, for example tables placed in a horseshoe shape or tables that can be easily moved around.  
  • Children are given time to respond to allow time for their thinking
  • I make time for pupils to plan work before they are required to begin writing, for example in literacy children are given extra time to think about the key things to include in a story such as the main characters, what is going to happen         
  • I use strategies to ensure a child is paying attention for example I say their name before giving an instruction
  • I make sure my language is not too complicated and instructions are short and repeated for those who need it
  • I give opportunities for a child to work at their own level, following their own task or targets if needed. This might mean that a child works on slightly different work, at the right level for them, with some extra support from a teaching assistant
  • I have additional resources available if they are needed, for example IT software, alternative recording sheets with less information or where less writing is needed, work planning sheets
  • I make sure speech and language therapy goals are incorporated into lessons wherever possible
  • I have received some training about support for pupils with SLCN, and have been given information about SLCN in the classroom by a speech and language therapist
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