Sentences with phrase «pupils need more support»

These pupils need more support from qualified teaching professionals; when up to a year of a child's school life can be spent with cover providers, it is essential that this is from a fully qualified supply professional.

Not exact matches

«The NASUWT is continuing to support its members in challenging these injustices, but much more action is needed by Government to affect the systemic change which is needed to ensure that no pupil or teacher is held back because of their ethnicity or faith.

However, with an expected extra 880,000 pupil places needed by 2023, more localised support is needed to meet and prepare for this growing demand.»

«Tests should not be a cause of stress for pupils - they are there to help teachers understand where children may need more support and we trust teachers to approach testing in a proportionate manner.»

Pupils are more motivated, attention spans increase (especially amongst boys), teachers can tailor a pupil's programme to their specific abilities and needs, learners can be supported outside the classroom as well as during lessons, and pupils are leaving schools with a set of ICT skills that are absolutely vital to the world of work in the 21st cePupils are more motivated, attention spans increase (especially amongst boys), teachers can tailor a pupil's programme to their specific abilities and needs, learners can be supported outside the classroom as well as during lessons, and pupils are leaving schools with a set of ICT skills that are absolutely vital to the world of work in the 21st cepupils are leaving schools with a set of ICT skills that are absolutely vital to the world of work in the 21st century.

More support is needed to ensure these pupils are given vital additional support with their learning in order to keep up with children of similar ability from more affluent backgrounds.&raMore support is needed to ensure these pupils are given vital additional support with their learning in order to keep up with children of similar ability from more affluent backgrounds.&ramore affluent backgrounds.»

«This can only increase pressure on other teachers and make life more difficult for those pupils who need the most support.»

«The national funding formula and high needs funding formula being phased in from 2018 do recognise the need for money to be allocated to pupils with EAL and SEND, however we must make sure that the curriculum recognises and allows for the needs of all pupils, and that schools are given the support needed to ensure those with additional or more complex needs can thrive.»

However, we also appreciate that to deliver maximum impact for pupils, we need to support schools more.

Formats Text only - Short sentences, one sentence per line, four lines per page Supported - text As text version with the addition of small symbols for key words and new vocabulary Symbol - The same text plus symbols for all the main words for pupils requiring more support Simplified - Less information, two to three lines per page One symbol - This most basic level has just one symbol on each page This resource bundle was made in InPrint 3 Widgit Symbols supports vocabulary development across the primary curriculum for all students, as well as helping individuals with special needs, autism or speech and language difficulties.

Formats Text only - Short sentences, one sentence per line, four lines per page Supported - text As text version with the addition of small symbols for key words and new vocabulary Symbol - The same text plus symbols for all the main words for pupils requiring more support Simplified - Less information, two to three lines per page One symbol - This most basic level has just one symbol on each page This resource was made in InPrint 3 Widgit Symbols supports vocabulary development across the primary curriculum for all students, as well as helping individuals with special needs, autism or speech and language difficulties.

We have worked together with the Academy to deliver a «state - of - the - art» solution deploying the very latest technology to provide an engaging ICT solution for the pupils, teaching staff, and support staff that will continue to evolve and develop as the needs change, and more importantly to provide a solid backdrop to aid the educational transformation which will assist the Principal, Andrew Hemmings, vision of the future.

Joanna Winterburn, its managing director, said this depends on the needs of the pupil: «In some cases, we charge more if higher / intensive support is required.»

«Urgent steps» are needed to ensure more effective support for two million disadvantaged pupils in England, a report from a committee of MPs warns.

James Bowen, director of NAHT Edge, which represents middle leaders, said that with more staff being made redundant it is becoming «a struggle just to teach the curriculum», let alone manage other factors, such as supporting pupils with mental health needs or special educational needs and disabilities.

Some pupils also need more support than others depending on their first language.

Higher employer contributions for pensions and national insurance, and more pupils needing support for mental health issues, are significantly adding to already - reduced budgets last year, according to the NAHT survey.

Many of these pupils will need a specialist SEND mentor, while participants with more severe needs receive two - to - one support — representing a significant staffing challenge for the organisation.

This code guides schools on supporting special needs pupils, but it is «more variable» in what it requires of teachers, and is not itself legally binding.

But the evaluators, led by Stephen Gorard, a professor of education at Durham University, noted that pupils with «very low levels» of reading ability would need more initial support from teachers before benefiting from independent reading.

Zahawi said he agreed that more needed to be done to help pupils living in poverty, and supported calls in Field's bill for research and trials, but did not feel that a new law is needed.

«Whilst we recognise from the Estyn report that more needs to be done to encourage schools to adequately identify more able and talented pupils, we note the positive response to the support provided by the Welsh government and National Association for Able Children in Education (NACE).

«We agree with Estyn, however, that schools must work with others to effectively support pupils from deprived backgrounds, and that there needs to be more training for school leaders in this area.

A report on the attainment gaps of SEND pupils with similar needs nationally and ways in which funded support can be deployed more effectively to improve pupil progress.

What is also a concern is whether there will be any joining up between High Needs funding and Schools Block funding, otherwise schools may find they have to absorb more of the support costs for pupils with SEND — if LAs can't move funding between the blocks to cover pressures, highly inclusive schools and those with specialist provision might suffer, but everyone will have to manage more of the lower level SEN costs.

As with pupils who have special educational, physical or emotional needs, the academy should provide support to ensure that a disproportionate number of behaviour issues do not arise from these more vulnerable pupils

According to Department budget documents, the proposal «would support LEAs in establishing or expanding student - centered systems that: (1) differentiate funding based on student characteristics, providing disadvantaged students more funding on a per - pupil basis than other students; (2) offer a range of viable school options and enable the Federal, State, and local funds to follow students to the public school of their choice; (3) make school performance and funding data easily accessible to parents; and (4) empower school leaders to use funds flexibly to address student and community needs.

The roles generally involve working 1:1 with individuals who need support within and outside of the classroom, particularly SEN pupils... more

The roles generally involve working 1:1 with individuals who need support within and outside of the classroom, particularly SEN pupils with needs such... more