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Gross Motor Programmes
For Pupils With Dyspraxic Type Difficulties

Why was this partnership activity necessary - concerns, aims, difficulties etc?
A growing number of pupils were identified as having difficulties with organisation and planning/gross motor difficulties. Waiting times for assessment by our occupational therapists were lengthy. We needed to provide support in school.

Where does this partnership operate?
In our school - using our gym and other areas - indoors/outdoors

When does this work happen?
The programme operates twice weekly. Consultation meetings are monthly/twice monthly.

How does the scheme work? How is it maintained, sustained and evaluated?
The learning support teacher and P.E. Specialist meet once or twice (if possible) per month to evaluate programmes/plan new ones. Assessment/observation evidence used to inform new planning. Suggestions from occupational therapy assessments also incorporated. PE specialist brings information/ideas from training courses attended.

What are the benefits? What difference does this partnership make?

• School planning takes account of new initiatives and resources
• Joint assessment procedures are easier to administer and are more effective
• Both partners bring strengths - different in-depth knowledge and ideas which generate enthusiasm

3.3 Commercial Primary School, Fife