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- So we develop our professional knowledge
around the NCCD, I guess, by
using a range of resources.

The biggest one and the
most beneficial one for us
is obviously the NCCD website.

At the start of the year,
we roll out quite a lot
of professional learning
to all of our teachers, I guess.

The idea is that it's kind
of like a tiered approach,
so that there's a lot of support
throughout the whole process.

So if I'm unsure, as a classroom teacher,
what level I need to make
changes for my student on,
I can talk to my supervisor.

A wealth of knowledge there
is really helpful to go to
and have that help to know
where to place our students.

- So one way to ensure
consistency and accountability
for our teachers is to make sure
that we use a tracking system.


So within all teaching
and learning programmes,
we have a tracking sheet,
where teachers will identify
each of the students that
they make an adjustment for,
and then they'll categorise those
into the four areas under the NCCD.


This not only helps the teacher to ensure
that they're keeping up to
date with the adjustments,
but I guess it's a really good tool
for us to have as a school
to make sure we've got
that piece of evidence
to prove that this is one thing that we do
to make an accommodation to the child.

At Briar Road, we moderate our data.

What we like to do is ensure
that we have as many eyes
look at it as possible.

So a lot of the time
within the stage meetings,
we have that really targeted time
to talk about what
adjustment needs to be made,
and having that documentation there
to make a really informed
and consistent decision
across the board.

And then we'll take that back
through the stage supervisor,
funnel that back down into the team,
and then hopefully that
creates a bit more consistency
within that same and for a
particular student at any time.