IEP recommendations and teaching strategies
We try to ensure that our advice takes full account of the opportunities and constraints of a busy nursery or classroom. It is important that the setting/school and the service have realistic expectations of each other. We prefer to negotiate an IEP in which everyone accepts and understands their respective contributions. Our recommendations may include:
- target setting for the next review period - wherever possible and appropriate, we set targets which are specific, measurable, achievable, relevant and time-limited
- the development of core skills related to the special needs of the pupil
- effective differentiation strategies to use in curriculum and IEP planning
- a range of teaching and support strategies designed to promote curriculum access and achievement, ensure progression and foster the greatest possible degree of pupil independence
- appropriate adaptation and management of the classroom to take account of the special needs of the referred pupil
- the effective use of specialist resources and equipment
- appropriate criteria for the monitoring and evaluation of pupil progress.
We contribute to school and setting improvement through individual casework and take every opportunity to develop the knowledge, skills and confidence of staff working in early years' and school settings.