At The Levett School, we recognise that our pupils have individual strengths, needs and barriers to learning. Our provision is therefore designed to be responsive to the individual pupil, rather than providing the same support for everyone.
We use an internal graduated response to identify need, put appropriate support in place, monitor its impact and review what is required next.
Our graduated response helps staff to consider the level of support a pupil requires and to ensure that provision is proportionate, purposeful and focused on developing independence.
All pupils have access to high-quality teaching, a predictable learning environment and consistent approaches to behaviour, relationships and regulation.
Universal provision includes:
The purpose of universal provision is to meet the needs of pupils through everyday classroom practice wherever possible, rather than creating unnecessary dependence on additional adult support.
Where a pupil requires support beyond universal classroom provision, staff identify the specific barrier and consider targeted intervention.
Targeted provision may include:
Targeted support is monitored to establish whether it is having an impact. Where appropriate, the support is reduced, adapted or increased in response to the pupil's progress and presentation.
Where a pupil's needs require advice, assessment or support beyond the school's internal provision, we may work with external professionals and appropriate Alternative Provision (AP).
This may include advice or involvement from services such as:
External advice is used to help school staff understand a pupil's needs and to inform appropriate strategies, adaptations and provision within school.
Our school environment provides a range of spaces that can be used as part of an individual pupil's programme. These spaces are not separate from learning; they are used purposefully to support regulation, engagement, relationships, intervention and independence.
Our facilities include:
Access to these spaces is determined by pupil need and the purpose of the activity. They are not automatically used as a response to behaviour and are not intended to replace teaching or learning.
