a graduated approach to supporting children and young ... · (section 9.49) in seeking advice and...

A Graduated Approach to supporting children and young people with Special Educational Needs

School age intervention guidance

Version 2

Overview

About the guidance documents

The Code of Practice for Special Educational Needs (2015) indicates that Local Authorities should set out, as part of its Local Offer, the special education provision it expects early years, schools and education settings and post 16 providers to provide from within its own budgets.

Section 4.1 of the Code of Practice states that: ‘Local Authorities must publish a Local Offer, setting out in one place information about provision they expect to be available across education, health and social care for children and young people in their area who have SEN or are disabled, including those who do not have Education, Health and Care Plans’.

The ‘Graduated Approach’ supports the Local Offer and help education settings in Buckinghamshire meet the needs of children and young people with special education needs.

Intervention guidance should be read in conjunction with the supporting document ‘Principles and Processes’ document. What is this guidance for?

The Code of Practice for SEND (2015) is clear in stating that special education provision is underpinned by high quality teaching. The relevant intervention guidance documents should be used by early years, school age and post 16 education settings as a reference document to guide their practice.

Personalised and differentiated approaches should be available to all children and young people and those with special educational needs and disabilities will also benefit from these approaches. These are referred to as ‘Universal’ approaches throughout this document.

For some children and young people these approaches will not be sufficient to meet their special educational needs and disabilities and they will require more focused and targeted support and intervention. These are referred to as ‘Early Support for SEND’ approaches.

Relatively few children and young people will need a much higher level of support and intervention. These are referred to as ‘Continuing Support for SEND’ approaches

Provision at Early Support for SEND and Continuing Support for SEND targeted at children and young people who have special education needs and disabilities should not be seen as a substitute for high quality teaching.

There is a recognition, however, that some children and young people will require long term specialist interventions through the support of an Education, Health and Care Plan. Details of the process regarding this can be found in the ‘Principles and Processes’ guidance document that accompanies this intervention guidance.

(Section 9.49) In seeking advice and information, the local authority should consider with professionals what advice they can contribute to ensure the assessment covers all the relevant education, health and care needs of the child or young person. Advice and information must be sought as follows (subject to para 9.47 above):

- If the child or young person is either vision or hearing impaired, or both, the educational advice and information must be given after consultation with a person who is qualified to teach pupils or students with these impairments

Aims of the Intervention guidance documents

The intervention guidance documents aim to:

o be accessible to parents and carers, children and young people

o promote the involvement of children and young people, their parents and carers in all aspects of provision planning and decision making

o be clear and easy to use for professionals

o reflect the national guidance set out in the Code of Practice for Special Educational Needs and national guidance for early years, school age and post 16 curriculum (as appropriate)

o be focused on outcomes and preparing children and young people for adulthood

o support children and young people, their parents and carers and other professionals implement the ‘assess, plan, do, review’ cycle. Further details of this can be found in the ‘Principles and Processes’ guidance that accompanies this intervention guidance.

SCHOOL AGE

EARLY HELP EARLY HELP TO TARGETED SERVICES

UNIVERSAL (ALL)

EARLY SUPPORT FOR SEND (SOME)

CONTINUING SUPPORT FOR SEND (FEW)

HEARING IMPAIRMENT

ALL Children and Young People require:

Basic classroom management strategies should be put in place using materials and guidance available from the Specialist teacher for Hearing Impairment if involved or a national body such as the National Deaf Children’s Society. Examples include:

Favourable Positioning within the learning environment

Management of background noise

Repetition of instructions

Multi-sensory approaches to teaching and learning – practical and visual reinforcement

Management of turn taking in classroom discussions, repeating key points.

Group discussions to be carefully managed and paced in order to participate.

Access to quiet working spaces for tutorial/small group work.

Hearing peer group should be taught to be supportive and deaf aware.

Support from parents / carers in obtaining wider professional support and advice.

General whole school training, advice and support from a Specialist teacher for Hearing Impairment

Occasional consultation and advice from an

In addition to Universal assessment and planning approaches, SOME children and young people will require a Specialist teacher for Hearing Impairment to advise on:

The needs of deaf learners in the school environment

Support and learning strategies to facilitate full access to the curriculum

Monitoring and support to understand classroom instructions and key learning points at different times in a lesson

Delivery of an individual programme particularly pre and post tutoring, e.g. for speech, language, literacy and listening as required

Pre-prepared visual resources to reinforce key concepts and vocabulary as required

Monitoring and managing the learning environments for deaf learners

New vocabulary is shared with parents

Be following an auditory/oral approach and require support e.g. note taking, frequent reinforcement of key vocabulary and concepts in addition to those already in place.

In addition to Universal and Early Support for SEND a FEW children and young people will require:

Specialist advice / support from a Specialist teacher for Hearing Impairment for school / setting staff / parents /carers.

Contributions from suitably qualified professionals towards the SEN Support Plan, including support from a Specialist Teacher for Hearing Impairment.

Intensive hearing support from a Specialist teacher for Hearing Impairment/ speech and language rehabilitation following hearing aid fitting or cochlear implant surgery.

Regular input from a Specialist teacher for Hearing Impairment to advise on all aspects of meeting the needs of deaf learners

Possible knowledge and use sign language as their primary mode of communication and to access learning, or to supplement delayed or limited spoken language.

British Sign Language, sign supported

appropriately qualified Hearing Support teacher.

Speech and Language Therapy Services (SLT) and Occupational Therapy Services (OT) website and resources

SLT / OT SENCo twilight training sessions

SLT / OT Training

Training from the Specialist teacher for Hearing Impairment

British Sign Language, sign supported English or different communication approaches according to the situation (known as Total Communication).

Additional assistive listening devices e.g. radio aid, sound field systems and training, maintenance and monitoring from a Specialist teacher for Hearing Impairment to ensure any hearing technology used is working to its maximum potential.

Support pupils in understanding about and independently managing their audiological equipment as advised by the Specialist teacher for Hearing Impairment.

Home-School communication book is set up

Possible modifications to assessment arrangements

Opportunities for deaf pupils to meet up with other hearing aid users/deaf students and deaf adult role models. The Specialist teacher for Hearing Impairment can facilitate some opportunities for these and signpost schools and families to other local and national providers.


SLT / OT Training

Specialist training from the Specialist teacher for Hearing Impairment on

English or different communication approaches according to the situation (known as Total Communication).

Pre-prepared visual resources to reinforce key concepts and vocabulary

Delivery of an individual programme particularly pre and post tutoring, e.g. for speech, language, literacy and listening

In some cases, Statutory Assessment of their Special Educational Needs which may lead to an Education, Health and Care Plan (EHCP).

Speech and Language and Occupational Therapy Services:

Link meetings and advice clinics

Child-specific training and advice

Programmes and strategies

Direct individual and group therapy

Training to schools to deliver therapy programmes

Signposting resources and info

The Specialist teachers for Hearing Impairment offer:

Training for schools

Assessments of pupil needs

Signposting for social and emotional support for pupils

Direct individual support

Deaf awareness, strategies to use in the classroom and specific training on meeting the pupil’s needs

Advice and training on how to use the specialist equipment

SCHOOL AGE


UNIVERSAL (ALL)



MULTI SENSORY IMPAIRMENT

ALL Children and Young People require: • Optimum physical position within the learning environment • Management of visual and auditory environment and backgrounds at ALL times across the whole school environment. • Pre-teaching, prompting and checking with sensitively delivered repetition of instructions. • Consolidation of task / activity / summarising during plenary activity. • Multi-sensory approaches to teaching and learning – practical reinforcement • Pre-prepared and adapted materials as needed • Management of information in visual and auditory and tactile formats • Management of social interactions with modelling from TA support. • Home-School communication system is set up • Pupil’s own copy of resources • Parent/carer involvement through normal school policy arrangements. • Support from parents / carers in obtaining wider professional support and advice. • Smaller and/or consumable items / pieces of equipment as required. • General whole school training, advice and support from a specialist teacher for multi-sensory impairment

In addition to Universal assessment and planning approaches, SOME children and young people will require: • Support via an SEN Support Plan to develop and maintain mobility, orientation and independence skills. • Adaptations to the learning environment as informed by ongoing setting based assessments. • Delivery of an individual personalised curriculum to cater for their multi-sensory needs. • Social interaction with other students may need to be modelled, practised and facilitated via sensitive social grouping arrangements. • If grouping by ability, care should be taken that cognitive ability is the criteria used rather than the impaired ability to access materials. • Additional time in order to complete any tasks made slower by the multi-sensory impairment • Consider additional kinaesthetic multi-sensory elements to enhance lesson content. • Provide additional experiences of the environment to remedy; a lack of

In addition to Universal and Early Support for SEND a FEW children and young people will require: • Support and advice from a qualified specialist teacher for multi-sensory impairment, hearing impairment and visual impairment on appropriate ICT software and/or equipment, modified materials training and other specialist equipment, e.g. talking calculators etc. • General whole school training, advice and support from a specialist teacher for multi-sensory impairment. • Ongoing consultation and advice from a specialist teacher for multi-sensory impairment • Training as needed from multi-sensory impairment. • A multi-sensory impairment will have a severe impact on the learner’s ability to function independently in the school environment and in their everyday life. A CYP with a multi-sensory impairment will need a specialist,

• Consultation and advice from a specialist teacher for multi-sensory impairment. • an appropriately qualified professional. • Regular monitoring by class/subject teachers/school leader. • Speech and Language Therapy Services (SLT) and Occupational Therapy Services (OT) website and resources Link professional to pull together support from all involved professionals.

adventitious learning. • General whole school training, advice and support from a specialist teacher for multi-sensory impairment • Consultation and advice from a specialist teacher for multi-sensory impairment • A full assessment of the pupil’s functional vision and hearing from a specialist teacher for multi-sensory impairment, hearing impairment AND visual impairment in order to inform future and ongoing SEN Support planning and reviewed regularly. • The monitoring and review cycle will vary depending on the needs of the pupil. The class teacher will monitor progress and their access to the curriculum on an on-going basis. • Assistive Technologies, such as Low Vision Aids (LVAs), ICT, CCTV, etc. and hearing aids, radio aids etc. and will need planned monitoring and review of their respective effectiveness, by the STS . • Significant modification of materials and presentation to allow access to the majority of the curriculum e.g. touch typing/ ICT support. • Modification training, as applicable from STS Multi-sensory / Visual and Hearing Impairment team. • Planned teaching of life and independence skills to access age appropriate activities independently, e.g. money management, shopping, and

trained 1-1 support – intervenor. • British Sign Language, sign supported English, deafblind manual, hand under hand signing or different communication approaches according to the situation (known as Total Communication). • May have extreme difficulties in making and maintaining relationships resulting in frequent social isolation and vulnerability, with some disengagement requiring extensive adult support. • In some cases, Statutory Assessment of their Special Educational Needs which may lead to an Education, Health and Care Plan (EHCP). . Input from other support services will be high and require coordination and dissemination among staff/setting.

personal hygiene. • A tactile curriculum to support use of Braille/Objects of Ref etc. Resources will need to be modified by appropriately trained setting/school staff. •In light of above Specialist Teacher for Visual Impairment to liaise with School Leader/school examination secretary to ensure that appropriate SATs/GCSE/other examination concessions are applied for in relation to the visually impaired pupil. • Assessments by other relevant professionals e.g. OT, physio, SLT. Implementation of advice and appropriate twilight training.

SCHOOL AGE


UNIVERSAL (ALL)



VISION IMPAIRMENT


Favourable physical position within the learning environment

Pre-tutoring, prompting and sensitively delivered repetition of instructions.

Consolidation of task / activity / summarising during plenary activity.

Multi-sensory approaches to teaching and learning – practical reinforcement

Management of information in visual format / font and point size / background and contrasting colours

Pupil’s own copy of the text

Parent/carer involvement through normal school policy arrangements.

Support from parents / carers in obtaining wider professional support and advice.

Smaller and/or consumable items / pieces of equipment as required.

General whole school training, advice and support from a specialist teacher for the vision impaired

Consultation and advice from a specialist teacher for the vision impaired

Regular monitoring by class/subject teachers/school leader.

Speech and Language Therapy Services (SLT) and

In addition to Universal assessment and planning approaches, SOME children and young people will require:

Support via an SEN Support Plan to develop and maintain mobility, orientation and independence skills.

Adaptations to the learning environment as informed by ongoing setting based assessments.

Social interaction with other students may need to be facilitated via sensitive social grouping arrangements.

If grouping by ability, care should be taken that cognitive ability is the criteria used rather than the impaired ability to access materials.

Additional time in order to complete any tasks made slower by the vision impairment.

Consider additional kinaesthetic elements to enhance lesson content.

Provide additional experiences of the environment to remedy; a lack of

adventitious learning

General whole school training, advice and support from a specialist teacher for the vision impaired.


Support and advice from a specialist teacher for the vision impaired on appropriate ICT software and/or equipment, modified materials training and other specialist equipment, e.g. talking calculators etc.

General whole school training, advice and support from a specialist teacher for the vision impaired.

Consultation and advice from a specialist teacher for the vision impaired.

Modification training from STS Vision Impairment Team.

Vision impairment will have a severe impact on the learner’s ability to function independently in the school environment and in their everyday life.

May have extreme difficulties in making and maintaining relationships resulting in

Occupational Therapy Services (OT) website and resources

A full assessment of the pupil’s functional vision from a specialist teacher for the vision impaired in order to inform future and ongoing SEN Support planning and reviewed regularly.

The monitoring and review cycle will vary depending on the needs of the pupil. The class teacher will monitor progress and their visual access to the curriculum on an on-going basis.

Assistive Technologies, such as Low Vision Aids (LVAs), ICT, CCTV, etc. and will need planned monitoring and review of their respective effectiveness by the Specialist Teaching Service.

Significant modification of materials and presentation to allow access to the majority of the curriculum e.g. touch typing/ ICT support.

Modification training from STS Vision Impairment Team.

Planned teaching of life skills to access age appropriate activities independently, e.g. money management, shopping, and personal hygiene.

A tactile curriculum to support use of Braille. Resources will need to be modified by appropriately trained setting/school staff.

In light of above Specialist Teacher for

frequent social isolation and vulnerability, with some disengagement requiring extensive adult support.

A specialist teacher for the vision impaired may be required to teach Braille and tactile skills.


Occasionally Speech and Language and Occupational Therapy Services:

Link meetings and advice clinics • Child-specific training and advice

Programmes and strategies • Direct individual and group therapy • Training to schools to deliver therapy Programmes


Vision Impairment to liaise with School Leader/school examination secretary to ensure that appropriate SATs/GCSE/other examination concessions are applied for in relation to the vision impaired pupil.


SLT/OT training

SCHOOL AGE


UNIVERSAL (ALL)



COMMUNICATION & INTERACTION


Awareness and support for difficulties in using language for learning and/or social interactions, including IDP audit tool for SLCN to inform ongoing needs and First Assess Communication Tool (The FACT) as a teaching resource.

Others to be aware that expressive language may appear to be age appropriate, although the students responses to verbal and non-verbal communication are often inappropriate.

Others to be aware that speech may be understood by others but may have some immaturities, which at times interfere with the acquisition of literacy and/or create mild social difficulties.

Others to be aware that comments and questions often indicate an initial difficulty in understanding the main points of discussions, explanations, information given, in a whole class situation.

Groupings in class organised to provide opportunities for peer support, the development of social understanding and inference, together with structured opportunities for conversation.

Time and support to explain ideas clearly.

Verbal instructions, explanations require simplification and visual or experiential support.


CYP / Parent/carer to be involved in the formulation monitoring and implementation of SEN Support Planning.

Teaching methods including the use of visual aids, signalling and signing to support understanding in lessons.

Specific teaching of vocabulary, comprehension and inference, use of language, sentence structures, the speech sound system, sequencing and active listening skills.

Strategic use of equipment to sustain learning, e.g. I.T. and audio-visual equipment.

Staff to be trained regarding the characteristics of students with SLCN and the impact on curriculum access.

The physical environment to be methodically organised, well defined and labelled and conducive to good listening and attention.

Individual support for specifically identified skill development/


Multi-agency advice may be required to further inform and coordinate SEN Support Planning.

An appropriately qualified speech and language professional may have assessed the student’s progress and the student may be attending the local health clinic to receive speech and language therapy.

Progress to be monitored and assessed for consideration of access to special exam arrangements (UNI?).

Highly individualised learning programme developed with support from parents / carers and external professionals informing Interventions and impact on progress.

Wide multidisciplinary team involvement may be required.

In some cases, Statutory Assessment of their Special

• Encouragement to take responsibility for own learning and to collaborate with peers in curriculum activities. • Support to listen and respond to longer explanations, stories, sequences of information.

Some differentiation of speaking, understanding, listening tasks to allow access to the curriculum.

Activities differentiated by level, outcome, pitch, pace and grouping.

Effective home/school coordination of support.

Regular opportunities to evaluate performance in learning activities, including students’ self-assessment.

Speech and Language Therapy Services (SLT) and Occupational Therapy Services (OT) website and resources

SLT / OT SENCo twilight training sessions (termly)

SLT / OT Training

reinforcement via the SEN Support Plan.

Consolidation of planned interventions via access to individual and small group tuition within classroom and/or periods of withdrawal.

Class teacher will use the First Assess Communication Tool (The FACT) to inform SEN Support Plan.

Staff trained on the specific implications of the effects of SLCN.

Speech and Language and Occupational Therapy Services:

• SLT / OT SENCo twilight training

sessions (termly)

• SLT / OT Training

SENCo twilight training

Link meetings

General training

More specific advice on outcomes

Signposting resources and information

Educational Needs which may lead to an Education, Health and Care Plan (EHCP).

Speech and Language and Occupational Therapy services:

Link meetings and advice clinics

Child-specific training and advice

Programmes and strategies

Direct individual and group therapy

Training to schools to deliver therapy programmes


SCHOOL AGE


UNIVERSAL (ALL)



MEDICAL NEEDS


Ongoing monitoring of medical needs in liaison with CYP / Parent / Carer.

Specific information on the causes and implications of the medical condition may need to be circulated to relevant members of staff.

Health care plan completed with parent/carer and updated regularly

Risk assessment for school trips

Occasional absence from school in order to attend to medical needs / appointments as clearly documented.

Require differentiation and support to take account of slower pace or to catch up following periods of absence.

Consideration of others that their condition may influence tiredness and concentration levels.

Access to specific items of small equipment if medical conditions have resulted in minor physical impairments.

Access to alternative methods of recording if required.

Differentiation of tasks and activities to take account of slower pace and / or approach in performing some tasks.

Suitable arrangements for administration of emergency medication and suitable training to


Supervision or support for medication needs and / or at specific times, e.g. medication, diet, toileting.

Planned support to ensure progress within the curriculum that may be affected by condition or medication.

Planned intervention and support for times what the pupil shows signs of increasing fatigues during the school day.

Access to items of special equipment and associated teaching approaches with advice from therapists and Specialist teaching services.

Additional supervision in potentially hazardous situations e.g. science lab, swimming pool, using PE apparatus.

Supervision of health and hygiene procedures.

Some additional planned support may be required at periods throughout the day and social situations such as breaks may need particular attention.

Training in Manual Handling may be


Advice and support of a Specialist Teacher for Physical Disability/ ICT Facilitator.

Contributions from suitably qualified professionals towards the SEN Support Plan, including possible support from a Specialist Teacher for Physical Disability/ ICT Facilitator & therapists

Therapy programmes and medical intervention as required and advised by suitably qualified professional

Ongoing support for a chronic condition, potential degenerative condition, newly acquired condition or has additional special educational needs in addition to physical difficulties.

Additional adult support to carry out specified programmes

school staff or other emergency measures in school.

School curriculum promotes personal care and safety. School staff arrange and take responsibility for any regular medical intervention to be carried out.

Teaching staff and therapist to assess ongoing and changing needs and consider SEN Support Plan where necessary.

Education setting to give consideration to DfE guidance: ‘Supporting pupils at school with medical conditions: Statutory guidance for governing bodies of maintained schools and proprietors of academies in England’.

Specialist teacher for Physical Disabilities to provide training on conditions and effect on access to the curriculum

General environmental considerations –OT/Physio & SLT

necessary supported by risk assessment.

Adaption required to access some curricular areas, e.g. PE, handwriting tasks, unstructured times.

Additional and individualised differentiation of opportunity and extra time to access the curriculum.

Advice and support of a Specialist Teacher for Physical Disability/ ICT Facilitator.

Risk assessment + emergency plan for medical emergency.

Teaching staff and therapist to assess ongoing and changing needs.

Input to the provision map/IEP may be required from a physiotherapist, occupational therapist & SLT. Specialist teacher for Physical Disability/ICT Facilitator.

Consideration of concessions for examinations where deemed appropriate.

Support to record work.

Support in eating and drinking.

Specific adaptations for PE curriculum and all practical subjects.

Support for severe difficulties which significantly affect the ability to function independently in the school environment and in everyday life.

of care.


SCHOOL AGE


UNIVERSAL (ALL)



COGNITION & LEARNING


Whole school / setting awareness that sometimes progress of progress may fluctuate in some areas of their learning for short periods of time and may require additional support, however it should not be assumed that the cyp has SEND

Regular use of well researched, evidence based programmes supporting effective differentiation of learning tasks.

Access to grouping that enables pupils to work with peers who will provide good role models for language and communication skills and for co-operative and independent application to task ;

Opportunities for over learning;

Pre and post tutoring

Breaking down of tasks into even smaller steps

Small group intervention using time limited programme at least twice a week in addition to the daily phonics and numeracy sessions

Support to access reading materials, e.g. reading buddy, adult help or use of ICT;

Effective strategies and provision of subject specific equipment and materials

Alternative methods of recording, including the use of ICT;

Modelling, explaining and questioning;


SEN Support Planning to address continuing difficulties with literacy, numeracy and co-ordination which affect progress in other areas of the curriculum.

Adapted use of multi-sensory teaching targeted for their areas of needs

Opportunities to use interventions that support explicit transfer of knowledge from one context to another, e.g.: ‘generalisation’

Planned interventions aimed at teaching self-help skills for ordering and assimilating information

Work systematically set at the pupils’ pace and regularly reviewed until mastery level is attained.

Individual diagnostic assessment of CYP’s fundamental skills and knowledge to identify specific gaps that are preventing progress.


Increasingly targeted and specific intervention and support that may include, where consent given, contribution to SEN Support Planning from suitably qualified external professionals.

Formal and informal assessments of areas of need, including standardised / diagnostic tests where relevant and appropriate.

Regular liaison between external professionals and school staff in relation to specific programmes and targets.


Links to prior learning made explicit to CYP;

Opportunities for pupils to verbalise their learning;

Reasonable adjustments will be made to enable pupils to participate in appropriate school assessments/ statutory assessment and tasks.

Whole school training informed by staff audit of need.

Use of the Inclusion Development Programme (IDP) - a suite of training materials for schools to increase their knowledge and skill around difficulties with Literacy and Specific Learning Difficulties

Appropriate learning resources available through all the phases and teaching in how to use these effectively.

Opportunities for frequent game based activities to reinforce learning and develop skills, e.g. games for memory, numeracy, reading, spelling and motor skills

Specific praise and feedback;

Time to think – think, pair, share.

SCHOOL AGE


UNIVERSAL (ALL)



SOCIAL, EMOTIONAL &

MENTAL HEALTH


Consideration that cyp may periodically display emotional and behavioural difficulties. Some cyp may experience short-term mental health difficulties. This may result from underlying difficulties and circumstances such as loss and bereavement.

Awareness of occasional withdrawal and isolation from activities.

Support to positively address low level distractions which hinder own concentration and that of others.

Support with interpersonal skills, concentration (low level) and frustration at times.

Regularly monitoring by the class/form teacher.

Clear communication throughout the school management system reinforcing clear boundaries and routines.

Weekly timetables to monitor behaviours.

Explicit teaching of rules / values and routines i.e. ‘Rule of the week’.

Visual timetable clearly displayed – appropriate for the age of children in the class.

Changes of routine explained and discussed with CYP with time to prepare.

Appropriate behaviour to be noticed, praised and rewarded.


Home / school or setting persistent support for emotional or behavioural difficulties that have not been reduced by differentiated learning opportunities or by the whole class / group behaviour management techniques usually employed by the school;

More individualised support for poor concentration despite structured and time limited tasks – e.g.: a support plan for poor personal organisation skills.

Awareness and support should they continue to present as withdrawn and isolated, generally seeking too little adult attention with limited or selective communication.

Support to communicate thoughts and / or feelings.

Individual support with interpersonal communication or relationships, reluctance to share; reluctance to participate in social groups; strategies to avoid distraction by other students.

Others to intervene to pre-empt failure


Counselling for individuals from external agencies may be needed.

Staff training regarding the characteristics of students with SEMH and the impact on curriculum access could be provided by external agencies, e.g. Specialist Teachers, Educational Psychologists, PRU staff.

SEN Support Planning to be incorporated into a Pastoral Support Plan (PSPs) may be set following consultation with external professionals such as staff from specialist settings, or Educational Psychologists.

Highly individualised support in order to overcome difficulties and barriers to learning that inhibit participation, understanding and contribution to activities in the classroom.

A highly structured programme

Opportunities for positive social interactions, including turn taking and sharing.

Modelling, by adults, of behaviour that shows patience, respect, good humour and calmness.

Appropriate behaviour and expectations to be taught alongside the academic curriculum with pupil and parent involvement in the behavioural programmes to be clearly defined.

System of meaningful rules, incentives and sanctions with consistent and fair application.

Tasks to be differentiated by level / outcome / pitch / pace and grouping to match learning needs, concentration level, interest and motivation.

Language of emotions displayed clearly, both in words and pictures, to assist with the development of emotional literacy – accessible to the age in the class.

Strategies to focus on emotional needs. These may include strategies such as Circle Time, Friendship Circles, discussion groups, mentoring/buddying.

The school to have clear policies in place to promote social, emotional and mental health well-being and the management of behaviours.

That staff are trained in supporting students with social, emotional and mental health problems and the impact on curriculum access.

The school to provide more focused opportunities to build self-esteem, develop friendships and social skills. Self-evaluation encouraged and developed.

Self-assessment routinely used to set individual

in tasks;

Support to regularly attend school.

Support to acknowledge or accept responsibility for his/her own actions.

Individual support through regular mentoring.

Peer support strategies at key times / points of need / difficulty

Nurturing support

Anger management and support to increase awareness of and manage emotions.

Timetable planning to provide alternative learning situations / environments to avoid identified difficulties.

Staff to monitor students during break times and lunchtimes and have strategies in place during unstructured times.

Alternative curriculum delivery approaches including consideration of IT, audio visual support, ‘time out’ to support a differentiated curriculum for a student who has difficulties in engaging in traditional methods of curriculum delivery.

Parent /carer engagement and involvement in support programmes.

Robust systems for recording and analysing serious behavioural incidents, and;

Use of SEN Support Planning to

of support to address significant difficulty in social interaction.

Support for behaviours resulting in significant risk of harm to self and others, even with close adult support, leading to extreme social isolation, vulnerability and disengagement.

Awareness and management of situations where pupils may take physical risks and / or situations that have the potential to harm.

Support to manage extreme responses leading to an inability to engage with any formal learning situations.

Advice from suitably qualified professionals to further support and refine SEN Support Plan.

Increased intensive special education provision.


learning targets.

Parent/carer engagement and involvement are positively and actively promoted from the earliest opportunity.

develop baseline recording of particularly difficult or significant behaviours in order to carry out an ‘ABC analysis’ to inform interventions and evaluations (Antecedents, Behaviour and Consequences).

Analysis of Fixed Term Exclusion data to identify effective strategies to minimise repeat incidents resulting in targeted support for individuals.

A carefully planned approach to establishing rapport where behaviour suggests a lack of trust in adults.

An individual risk assessment.

SCHOOL AGE


UNIVERSAL (ALL)



PHYSICAL SKILLS ALL Children and Young People require:

Minor adaptations to the environment.

Support based on observation of some minor physical difficulties, e.g. motor control problems, hand eye co-ordination, problems causing difficulties in throwing, catching in P.E.

Full inclusion in all school / setting assessments and tasks.

General whole school awareness raising and training.

Consideration to the implications of the Equality Duty for school visits and extra-curricular activities and implications for some environmental / building adaptations as required.

Training and advice from a Specialist teacher for Physical Disability team/ICT Facilitator


Supervision or support for medication needs at specific times e.g. medication, diet, toileting.

Some others to be aware that access to the curriculum may be affected by condition or medication.

Participation in most/all activities but at a slower pace that peers or show signs of increasing fatigues during the school day

May require help to record work.

Support to reduce impact on their self-esteem and social relationships

Moderate adaptation in aspects of curriculum access (e.g. wheelchair user);

Moderate adaptation to tasks involving gross and fine motor skill and spatial orientation

Adaptation and differentiation if working at slower pace than peers or display signs of increasing fatigue during the school day.

Access to specialist aids relating to


Delivery of physiotherapy programmes, support with physical aids and support needed in safely moving around the school as appropriate and advised by appropriately qualified external specialists.

Advice and support from a Specialist Teacher for Physical Disability/ICT Facilitator

Consideration of access to specialist transport.

Advice from the Specialist teaching service Physical disability team/ICT Facilitator should be sought to inform and/or guide curriculum adaptation.

Multi agency collaboration towards ongoing assessment, refinement and review of SEN Support Plan.

School / setting staff to seek Manual Handling Training from

their disability e.g. wrist splint

Access to limited, low tech specialist equipment to enhance their curriculum access

Limited adult assistance with practical aspects of the curriculum or self-help skills or personal care;

Specialist equipment to ameliorate difficulties with either curriculum or daily living tasks.

Support for social intervention/breaks, lunchtimes, between lessons, as well as arriving and departing from school.

A medical plan.

Increasingly individualised planned support to facilitate being a fully integrated member of the school community.

Specific skill development or ameliorative activities in support of targets as required.

Flexible support in school to include dressing, undressing and toileting. Appropriate adapted toilet facilities if needed, changing bed and shower as appropriate.

Extra time to address opportunities and comprehensive resources for motor skill development. within the school curriculum.

Additional access to IT, specialist aids

an appropriately qualified professional.

Contribution to SEN Support Planning from a Specialist Teacher for Physical Disability/ICT Facilitator

A Mobility Plan which includes focused activities to develop physical skills.


Highly individualised and targeted support to help integrate and contribute as independently as possible within the school environment and in their everyday life.

Individualised Plan to facilitate very restricted movement and hoisting/position changes as required regularly during the day;

Appropriate adult support as required

and adaptations as necessary to facilitate access to the curriculum.

A level of adult assistance to access the curriculum, manage their condition, or move with safety around the environment.

Exhibit fatigue, lack of concentration or motivation due to their condition that is having an effect on classroom performance.

Use of rest/ movement breaks to improve quality of learning.

A focus on the educational implications of the physical difficulty, but also access to any therapy targeted at these difficulties.

Consideration of the identification of a key worker.

Access to a base for therapy or developmental programmes and/or special arrangements for personal and hygiene needs as identified.

Strategies incorporating specific activities to overcome physical difficulties, e.g. reducing written work.

The pace of teaching takes account of possible fatigues and frustration experienced by the pupil.

Consideration to be given to timetabling and location of rooms.

Annual Audit of environment for basic access issues.

Thorough monitoring of pupil progress in terms of effectiveness of the interventions arising from the SEN Support Plan

Therapy programmes and medical intervention as recommended by an appropriately qualified professional.

Supervision and support to navigate an appropriately adapted school building/campus and access to full national curriculum.

Support to be an independent wheelchair (electric or manual) and/or walking aid user if experiencing a severe physical difficulty.

Intimate specific self-care/self-help skills to be met by others as required.

Individualised programme to support early stages of developing mobility.

Use of physical aids, for example, a standing frame or moulded seating;

Intimate care/self-help skills to be met by others as required.

Differentiation of opportunity and extra time to access the curriculum.

Help eating and drinking.

Adaptations for PE curriculum and all practical subjects.

Consideration should be given to exam arrangements

Training and advice from a specialist teacher for the Physical Disability

team/ICT Facilitator

SCHOOL AGE


UNIVERSAL (ALL)



EVALUATING PROGRESS AND

REVIEWING


Through regular progress reviews with children and young people and their parents / carers.


Reviews of progress should take place at least three times per year.

Reviews should feed into ongoing assessment processes and should be fully recorded.

Reviews should include specific reference to progress towards desired outcomes and targets. If targets are not met, strategies / resources should be adapted and / or targets adjusted and further refined.

Parents / carers should ALWAYS be involved in the review of a child or young person’s progress.

Children and young person’s views should ALWAYS be sought as part of the review process.

Records of steps taken to meet the needs of the child / young person should be maintained as part of the SEN Support Planning process.

In analysing the progress made, the child / young person may:

o no longer required Early SEN Support and needs will be met


Reviews of progress should take place at least three times per year.

Reviews should feed into ongoing assessment processes and should be fully recorded.

Reviews should include specific reference to progress towards desired outcomes and targets. If targets are not met, strategies / resources should be adapted and / or targets adjusted and further refined.

Parents / carers should ALWAYS be involved in the review of a child or young person’s progress.

Children and young person’s views should ALWAYS be sought as part of the review process.

Records of steps taken to meet the needs of the child / young person should be maintained as part of the SEN Support

from universal approaches. o continue to need Early SEN

Support as needs cannot be met via Universal provision

o require more intensive provision via Continuing SEN Support.

Planning process.

Where appropriate reviews should involve any external professionals involved with the child / young person.

In analysing the progress made, the child / young person may:

o no longer required Continuing SEN Support and needs will be met from Early SEN Support approaches.

o continue to need Continuing SEN Support as needs cannot be met via Early SEN Support provision

o require more intensive provision with consideration to an Education, Health and Care assessment.

a graduated approach to supporting children and young ... · (section 9.49) in seeking advice and...

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