· Web viewConsistent use of positive behaviour management techniques across the school e.g: emphasising the 5Rs (relationships, rights, responsibilities, rules and routines); using

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KS 2How to use this document

Wiltshire Graduated Response to SEND Support: The pupil profile

The Graduated Response to SEND Support (GRSS) profile may be used as an electronic form to support teachers and SENCOs to identify, assess and record the needs of children and young people requiring special educational provision. It supports the planning and recording of appropriate provision and provides guidance for reviewing progress. There is no requirement to use this profile; it has been designed as an optional tool to help educational settings meet their duties as outlined in the SEND Code of Practice: 0-25 years (July 2014).

Wiltshire Graduated Response to SEND Support

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How to use this electronically:-

1. Use the ‘Save as’ command to save a copy of the document. Name the file so that it will uniquely identify the child or young person.

2. Fill in the name and date of birth of the child or young person here.

This will automatically repeat at the foot of every page.

3. There are forms to guide thinking processes and record information on each page. Teachers and SENCOs may fill them in as wished. The document has not been ‘protected’ so that users modify the forms, adding their own indicators, strategies, resources and web links. Warning: the document is divided by section breaks, deleting or amending these will affect the headers and footers and is generally a bad idea!

4. With the exception of the Quickchecker, it is suggested that dates in mm/yy style should be entered into tables. This is so that profile can be used to record information over time.

5. Some forms have a space for comments to record actions. It is suggested that other evidence or information could be linked to by users by inserting hyperlink to relevant documents (e.g. My Support Plan, reports, assessments) saved locally (see here for further support on creating hyperlinks) or by paper documents being signposted e.g. “See My Support Plan dated ...”

6. There are three types of hyperlink in the document identified by underlined text:

Navigation links link to other parts of the profile to aid navigation in the document and will work off-line. For example “go to How to use this document.”

Website links link to useful websites and need an internet connection. For example http://www.nasen.org.uk/

Code of Practice links reference the relevant section of SEND Code of Practice: 0-25 years (July 2014.) They are designed to illustrate how the profile links to CoP requirements. Hovering over them with the mouse will show the relevant extract. Clicking on them will link to the government website that hosts the CoP. For example “There should be a graduated approach to meeting the needs of pupils with SEN.”

How to use this as a paper document:-

Whilst this document has been designed for electronic use, it should also print reasonably well if users would prefer a paper version, although some areas at the page margins may be lost. However, as all areas of need are covered in the same document, it would save on paper if a master copy was printed and the relevant pages photocopied. As it has been designed electronically, large spaces for handwriting text into tables/forms are not a feature. If users so wish, spaces could be enlarged before printing by entering additional paragraph marks (pressing the ‘enter’ key repeatedly) in table cells.

Website links have been written in full so that they will still be accessible in print but the Navigation and CoP hyperlink features will be lost in paper copies.


http://www.nasen.org.uk/

http://office.microsoft.com/en-gb/word-help/create-format-or-delete-a-hyperlink-HA010165929.aspx

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ContentsUse hyperlinks to navigate the document. To retutn to this page at any time, double click on the footer and then Ctrl+Click on Wiltshire Graduated Response to SEND Support

Identify

Quickchecker

Assess

Assessment checklist

Assess needs and impact for needs within: Communication and interaction Cognition and learning

Lower key stage 2 Upper key stage 2

Social emotional and mental health Sensory and physical

Plan & Do

Essential SEND Support

Further SEND support for: Communication and interaction Cognition and learning

Lower Key Stage 2 Upper Key Stage 2

Social, emotional and mental health Sensory and physical

Specialist SEND Support

Review

Planning a review

Review decision tree


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KS 2Identify areas of need

There are concerns about... Y/N?Communication and interaction

The pupil’s attention and/or listening skillsThe pupil’s ability to understand languageThe pupil’s expressive language skillsThe pupil’s ability to make him/herself understood out of contextThe pupil’s uneven learning profiles and learning styles i.e. they do not follow the usual developmental patternsThe pupil’s communication skills e.g. verbal and non-verbal, ability to recognise the feelings or perspectives of others and respond appropriatelyThe pupil’s social development e.g. capacity to ‘share interest’ and/or ‘share attention’The pupil’s rigidity of thought e.g. ability to manage changes in routineThe pupil’s sensory skills e.g. over sensitivity or under sensitivity to sensory stimuliThe pupil’s cognitive development e.g. capacity to sustain concentration or self-direct their learning

Cognition and learning The pupil’s lack of progress, even when differentiated teaching approaches are targeted at areas of weaknessThe pupil’s performance levels i.e. they are below the level within which most pupils are expected to workThe pupil’s indicative formal test scores are below expected levelsThe pupil’s attainment in underlying skills which is beginning to interfere with their ability to make appropriate progress e.g. skills in speech and language, literacy and numeracy The pupil’s difficulty in dealing with abstract ideas, generalising from experience, and/or using problem solving skillsThe pupil’s attitude and/or approach to learning which is restricting access to the curriculum e.g. pupil is demotivated, disorganised, or lacks independent learning skills

Social, emotional and mental healthThe pupil's learning behaviour, which is negatively affecting the pupil's and/or peers’ access to the curriculumThe pupil's social behaviour, which is negatively affecting the pupil's and/ or peers’ access to the curriculumThe pupil's emotional wellbeing or mental health, which is negatively affecting the pupil's and/or peers’ access to the curriculumThe frequency with which the pupil reaches the limit of normal school sanctions

Sensory and physicalThe pupil’s sensory needs are affecting their learning and/or access to the curriculumThe pupil’s physical skills/needs are affecting their learning and/or access to the curriculumThe pupil’s medical needs are affecting their learning and/or access to the curriculum


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If you believe the pupil may have SEN, proceed to Assess Assessment checklistBefore identifying a child as needing SEN support, the class or subject teacher, working with the SENCO, should establish a clear analysis of the pupil’s needs.

Assessments should include:

Date, links and commentDiscussion with the pupil’s parents/carers, to establish their views and experience of the pupil and their needs;Signpost parents/carers to Wiltshire’s Local Offer information and to Parent Partnership ;

Discussion with the child or young person, where appropriate, to establish their views on what they consider their strengths and weaknesses to be;

If applicable, discussion with any outside professionals from health or social services whom the pupil is already known to;

Teacher assessments, including teacher’s knowledge and experience of the pupil;

Analysis of progress in comparison to the pupil’s peers with reference to school data and national data and expectations .

Assessments might include:

Use of the Wiltshire GRSS indicators in this profile Use of standardised tests and assessments


http://www.actionforchildren.org.uk/our-services/wiltshire-parent-partnership

http://www.wiltshirelocaloffer.org.uk/

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To review the GRSS indicators, record the impact of needs and record standardised assessments, proceed to Assess needs and impact for needs within:

Communication and interaction Cognition and learning

Lower key stage 2 Upper key stage 2

Social emotional and mental health Sensory and physical


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GRSS indicators

The pupil requires support to:(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought).

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Social interaction and developmentdevelop self confidence and establish a positive self imagecommunicate with peers e.g. shows frustration/aggression when not understoodunderstand and comply with the rules of social interaction e.g. turn taking, eye contact, listening to others, participating in playground games, group worknegotiate and problem solveengage in imaginative and interactive play share equipment e.g. will usually move away or give item upwork or play interactively in a group and recognise the importance of involvementmake appropriate social approaches to adults and peers e.g. lack of personal space or privacy, inappropriate touch/smelling/lickingdevelop awareness and degree of control over socially inappropriate behaviour and ability to show appropriate behaviours despite difficulties e.g. develop alternative ways to manage anxiety, frustration, need for routine; (Y5-6) development of anger management and negotiation skills(Y5-6) develop awareness of consequences to actions e.g. hurting others(Y5-6) comply with request and respond to sanctions/rewardsrespond to the needs of others, e.g. finds a different friend when a peer doesn’t want to playOther:Attention and listeningparticipate in classroom activities dependent on listening e.g. in topic discussion may be off task or disruptivemaintain attention and work at the same pace as peers in a range of learning situationsmanage transition from one activity to another easilydemonstrate shared attention with others i.e. sharing looking at bookappropriately seek adult attentionbe able to ignore distractions from peers/environment and minimise self-distractionOther:


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KS 2Assess needs and impactContinued....The pupil requires support to:(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought).

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Understanding language and communicationunderstand conversations, questions, complex sentences and instructions e.g. remembers the beginning of longer instructions retained by the majority of peersremember words that pupils of that age would be expected to knowunderstand new vocabulary and concepts, including abstract information e.g. time, space, quantitiesanswer questions following a class discussion or DVDavoid literal interpretation of language and understand humour and sarcasminterpret non-verbal language such as facial expressions, gesture and tone of voiceapply and transfer knowledge and vocabulary/concepts across subjects or situationsunderstand the difference between facts/reality and fiction/fantasyOther:

Expressive (spoken) language and communicationconsistently and correctly use pronouns, irregular past tenses, plurals and words such as is/are, the, toretain and use specific vocabulary e.g. topic wordsmake relevant contributions to class/group discussionuse narrative e.g. tell a story and recall past events(Y5-6) express and discuss anxiety/other emotions e.g. related to secondary transitiondevelop speaking and listening skills to access the curriculum and in line with peersOther:Intelligibilitydevelop more mature speech sounds in one/a few specific areas e.g. avoiding simplifying consonant blends such as ‘moke’ for ‘smoke’make themselves understood in all situations e.g. may use strategies other than speech to communicateOther:


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Flexibility of thoughtfollow another person’s agenda/adult directed processmanage preference for things to be the same e.g. the same seat or place for equipmentbecome less reliant on obsessive objects, topics or activitiesmake appropriate choices or decisions particularly at unstructured timesmanage over-arousal or frustration especially at transition timesmanage reaction to specific changes to routine or unexpected outcomes e.g. trips, Christmas playengage and learn in creative/open-ended tasksmanage home- school linksOther:

Sensory processingdevelop balanced sensitivity to sensory information- may show over/under-sensitivity e.g. overwhelmed by noisy/visually stimulating room or show lack of awareness of painavoid self-harm or harming others when agitatedparticipate in activities dependent upon physical coordinationvary the pace e.g. able to quickly change for PE if necessarydevelop awareness of/ have strategies to manage physical reactions such as flapping, rocking, tooth grinding, tappingOther:


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ImpactRecord the impact of the pupil’s needs on learning and/or social inclusion.

The pupil’s difficulties.... Date and evidence

Impede the development of social relationships e.g. significantly restrict ability to take part in some activities or unstructured social times and may become isolated

Place pupil under emotional stress and/or significantly impact on others e.g. withdrawal/ high anxiety/frustration/disruptive behaviour in response to sensory input, inability to follow others’ agenda or change or communication demands)

With speech, language or communication cause substantial barriers to learning i.e. pupil is performing at a level significantly below chronological age in several of the areas above e.g. there appear to be specific SLCN (speech, language, communication needs)

Cause a reluctance/inability to attend school or avoidance of /marked reluctance to participate in certain parts of the day/activities

Result in mental health difficulties, e.g. extreme anxiety, depression and/or self harm


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Use this space to record or link to relevant assessments

Relevant Assessments

Assessment/Publisher Date Chronological Age

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DecideDo assessments show that the child or young person has a special educational need or disability?

If so, proceed to Plan or select another area of need to assess.


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GRSS indicators – Lower Key Stage 2


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Reading use language skills to support decodingread many of the regular and exception words from the first 100 high-frequency wordsbecome familiar with a wide range of stories and retell them to othersunderstand reading material as a result of continuing effortful decoding, low reading rate or limited language skills, and despite well-founded intervention to encourage comprehension strategiesuse phonic knowledge where useful, despite well-founded interventionOther:

Phonics recognise syllables, alliteration and rhyme despite ongoing opportunities for development.automatically recognise single letters and most common digraphs read quickly those words the pupil encounters repeatedlyuse phonic skills such as blending and segmenting despite well-founded intervention and considerable opportunities for developmentOther:Recording consistently write lower and upper case letters, and have ongoing difficulties in developing cursive handwritingspell many of the regular and exception words from the first 100 high-frequency words, and from statutory spelling lists for years 3 and 4write simple sentences with simple punctuation record ideas, using simple assistive technologyacquire and develop simple planning strategies; for example, use a writing frame or simple concept-mapOther:


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Maths recognise the place value of each digit in two digit numbers (i.e. tens, ones)recall early number/multiplication facts quickly (e.g. number bonds to 20/2X, 5X, 10X) despite ongoing use of ‘hands-on’ resourcesunderstand that simple addition and multiplication can be carried out in any order, despite using ‘hands-on’ resources recognise simple fractions in diagrams and begin to understand equivalencecompare and order quantities: weights, lengths, capacities etc.name basic shapes and solidsOther:

Attitude/approach to learning maintain attention and interest on an adult directed taskshow any independence in carrying out task instructions e.g. sitting passively if unsure rather than asking for supportpersevere with difficult tasksOther:

Proceed to Assess Impact and Record Assessments


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Reading use language and comprehension skills to support the reading of unfamiliar wordsread the majority of the regular and exception words from the first 100 high-frequency wordsread with good accuracy and at a rate to support effective comprehension; pupil is not independent, fluent or enthusiastic about readingextract meaning from a text e.g. identify the main point, make a prediction based on the text, justify a viewpointread new words outside their spoken vocabulary, using a range of strategies including phonic knowledgeOther:Recording record ideas with reasonable accuracyuse simple punctuation consistentlyspell most of the regular and exception words from the first 100 high-frequency words, and from statutory spelling lists for years 3, 4, and 5sequence ideas (even when using learnt strategies) e.g. to order and record events within a storyuse a spelling dictionary or personal spelling support listOther:Maths recognise the place value of each digit in three digit numbers (i.e. hundreds, tens, ones)recall number/multiplication facts (up to 10X) despite ongoing use of ‘hands-on’ resourcesuse formal written methods consistently for (columnar) addition and subtraction, when adding or subtracting three-digit numberscarry out routine mental arithmeticuse money in practical situationsread and record time using 12hr/24hr analogue/digital clocksunderstand and use simple fractions, using diagrams and ‘hands-on’ resourcesOther:


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Attitude/approach to learning maintain positive attitudes to literacy and numeracymaintain attention and interest on an adult directed taskpersevere with difficult tasksuse learnt strategies e.g. mind-mapping, use of taught mnemonics, using writing frames etc.Other:

Proceed to Assess Impact and Record Assessments


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Impact: Lower Key Stage TwoRecord the impact of the pupil’s needs on learning and/or social inclusion.

The pupil’s difficulties.... Date and evidenceare causing a barrier to learning i.e. working substantially below peers. Indicative test scores <6:03 in Y3, <6:09 in Y4

with basic skill development (literacy and language, numeracy, fine motor skills) are affecting progress in other areas of the curriculum

with learning skills e.g. motivation, organisation, independence are impeding access to the curriculum


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Impact: Upper Key Stage TwoRecord the impact of the pupil’s needs on learning and/or social inclusion.

The pupil’s difficulties.... Date and evidenceare causing a barrier to learning i.e. working substantially below peers. Indicative test scores <7:03 in Y5, <7:06 in Y6

with basic skill development (literacy and language, numeracy, fine motor skills) are affecting progress in other areas of the curriculum

with learning skills e.g. motivation, organisation, independence are impeding access to the curriculum


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GRSS indicators


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Social Developmentform and maintain basic relationshipsrespect another's personal spaceaccept friendly approaches from other pupilsbe polite towards adultsbe calm and considerate to othershelp other pupils when they are upsetawait their turn in a groupshare equipment or adults with other pupilstake part in an adult led group activityask for, or accept help appropriatelyaccept direction without argumentOther:Emotional Development and Mental Healththink about another's feelingsdiscuss concerns with staff when upsetaccept responsibility for good/poor choicesallow other class members to feel safe in their presencebe aware of behaviour that puts self or others at riskavoid self harming behaviourshow happiness when appropriate e.g. receiving praisetry things that are difficultaccept sensitive correction of mistakesidentify in self and others basic feelings beyond happy/sad/angry such as excited, surprised or disappointedto make links between basic feelings and causative eventsto communicate their feelings to others e.g. saying they feel sad because of a broken toyOther:


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Continued...The pupil requires support to:(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought).

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Self-regulationcalm themselves after being upsetcontrol angry feelings e.g. inhibit physical aggression towards pupils and/or adultsavoid being overwhelmed by excited feelingsavoid being overwhelmed by worried/anxious feelingsattend school consistentlystay on the school siteaccept direction without argumentfocus or concentrate at any activity give attention to an adult start adult directed activities make safe, appropriate and purposeful use of materials providedwork alongside other pupils without interfering with them or causing a disturbancethink things out before actingavoid calling out or singing at inappropriate timesOther:


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ImpactRecord the impact of the pupil’s needs on learning and/or social inclusion.


regularly interfere with learning e.g. show deterioration in the work output/content/accuracy of the pupil and/or peers over time

mean that he/ she is not engaged on appropriate learning tasks for a significantly greater proportion of time than peers


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Due to the diverse range of needs in this area, this section has been further sub-divided into:

Sensory needs Physical needs Medical needs


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Sensory Needs

There are no GRSS indicators or impact table for sensory needs. If staff suspect a child or young person of having an undiagnosed hearing or visual impairment the first response should be to discuss this with parents/carers and advise them to seek medical advice from their GP or optician. Educational settings should not attempt to assess visual or hearing impairments themselves.


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GRSS indicatorsPhysical needsThe pupil requires support because:(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought).

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Fine motor skill developmentfine motor skill levels have an impact on access to learning, e.g. manipulating equipment/tools both educational and play, rulers, coins, shapes, construction equipment, inaccurate cutting and sticking, poor mouse controltheir recording ability restricts work output (using pencil or IT), e.g. poor letter formation, slow speed of recording, difficulty recording ideasthey require assistance for all tasks involving two handed coordination e.g. cutting, using knife and forkrestricted/poor fine motor skills have an impact on independence with daily living skills (e.g. dressing, using knife and fork, wiping own nose, gripping clothing to adjust it)completion of fine motor tasks takes significantly longer than peersfatigue impacts on fine motor skills accuracyfine motor skills are deterioratingOther:

Gross Motor developmentthey are unable to sit stillthey are unable to move between equipment (chair to standing, chair to floor) independently – has a Manual Handling Plan in placethey are not independently mobile (either walking with aid or in a wheelchair)they are unable to maintain functional working position in seat providedthey need 1-1 physiotherapy in school at least 3 x a weekthey have co-ordination difficulties, e.g. throwing and catching, using bat and ball, gross motor skills are deterioratingphysical skills may fluctuate or deteriorate during the daythey have difficulty participating in PE lessonsthey have significant difficulty with tasks that require sustained strengthOther:


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Continued...The pupil requires support because:(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought).

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Sensory / Perceptionperceptual difficulties are evident, i.e. easily distracted, problem learning letter shapes, problems comparing shapes/size organisational difficulties are evident they unknowingly knock over other children and objectsthey have difficulty with learning new physical skillsthey have difficulty in following instructions (at age appropriate level)Other:Social and Emotional developmentfatigue levels impact on ability to socialise or do school work outside of schoolthey find turn taking hardtheir mobility method restricts ability to take part in some classroom or social activities, e.g. a wheelchair users whose peers play football at lunchtime, a child who walks with frame so cannot run around in the playground with their peerstime off school impedes the development of social skills with peersthey have difficulty maintaining friendships and dealing with rejectionthey have difficulty using gesture, facial expressions and body language to support verbal communicationthey have low self-esteemthey have difficulty interpreting gesture, facial expressions and body language to which support verbal communicationthey have learnt dependency on othersOther:Otherthey find chewing and swallowing hard, needs extra time for eating and drinkingthey experience poor sleep patternsthey have poor toileting awareness / may suffer from constipationOther:


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Impact: Physical needsRecord the impact of the pupil’s needs on learning and/or social inclusion.


have a moderate impact on physical access to the curriculum despite using alternative or specialist equipment

have a significant impact on their ability to achieve the learning objectives despite significant adaptation of the tasks and using alternative or specialist equipment.

have a profound impact on access to learning and more than 20% of the learning objectives are physically unachievable.

are complex due to the combination of a physical impairment and additional SEN, e.g. C&I, HI, VI


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GRSS indicatorsMedical needs

The pupil requires support or adaptation to...(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought).

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Safetyavoid contact with any known triggers e.g. allergic reactions to known substances such as peanuts or lactoseensure that curriculum activities can be fully and safely accessed by adapting them to accommodate their medical needs e.g. adapting a science experiment to make it safe for a child using oxygenOther:Medical proceduresundertake regular medical proceduresadminister medicationkeep up/catch up with work missed due to absencemaintain social relationships that may have been compromised by repeated or prolonged absenceOther:

Independence and participationparticipate in aspects of setting life e.g. playtime, PEcombat fatigue linked to the condition or medicationmanage their own well-being in schoolcarry out age-appropriate self-care .g. dressing, feeding, toiletingOther:


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Impact: Medical needsRecord the impact of the pupil’s needs on learning and/or social inclusion.


has a moderate impact on access to learning

has a significant impact on their ability to access learning

has a profound impact on access learning

are complex due to the combination of medical needs and additional SEN, e.g. C&I, HI, VI


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Essential SEND SupportThese actions are essential when planning provision

Date, links comments

Involve pupils: Do they recognise and share the concerns identified? What are their priorities and aims? What do they think will help them progress?

Involve parents/carers: Parents/carers must be formally notified when SEN support is put into

place. Do they recognise and share the concerns identified? What are their priorities and aims? Share the school’s plan to support progress. Consider how parents/carers can support progress at home.

Review current provision: Has the pupil accessed appropriate high quality teaching across the

curriculum? Do all staff understand how to meet the needs of vulnerable pupils?

Identify outcomes: Outcomes should be long term (end of phase/key stage). There should

be targeted steps towards outcomes that the provision will address. Have positive outcomes for personal and social development been

included? How will the success of interventions be evaluated? Include outcomes that will support successful transition to the next

phase of education, employment and independence.

Plan provision: Review the school’s arrangements for SEN Support. What provision is

already available within the school that would meet this pupils needs? What new provision might need to be developed? What resources might need to be secured (staffing and equipment)? Are there any training needs for staff? Ensure all relevant staff are made aware of the SEN support being

offered. What is the expected impact of the provision?

Record : Use the school’s preferred format for recording needs, outcomes and

provision (IEP, provision map, My Support Plan etc). Set a date for a review (maximum of 12 weeks away). Ensure a copy is placed on file and made available to parents/carers.


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Remember

The class or subject teacher remains responsible for working with the child on a daily basis. Where interventions are put in place by others, the teacher should liaise closely. The SENCO should offer support for planning and problem-solving.

For additional help with planning, including strategy banks and links to information on the web, explore Further SEND support for needs within:

Communication and interaction Cognition and learning

Lower Key Stage 2 Upper Key Stage 2

Social, emotional and mental health Sensory and physical


https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

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KS 2Plan: Communication and interaction

Further SEND support: select strategies and interventions

Strategy bankSWASS – Support in Wiltshire for Autism: School StrategiesFor any pupil with needs within social communication and interaction, teachers should view www. wiltshire .gov.uk/sen-autism-school-strategies.pdf for a wealth of information and detailed support strategies.

GeneralProvision of a structured language programmeEnsure Quality First teaching and communicative friendly environments which may include signing/symbols as well as other visual supportTasks and homework differentiated to accommodate the speech, language and communication needs of the pupilProvision of targeted support if necessary e.g. to check comprehension or for unstructured timesProvision of separate work space if appropriate, to help pupil to concentrate and complete activitiesIndividualised arrangements put in place for enhanced transition to secondary school e.g. extra visits for Year 5/6 pupils

Social development, interaction and playExplicit teaching of important skills and rules of social interaction, with modelling and use of key phrases, e.g. “Can I join in?”Buddy/befriender system at break and lunchtimesPositive reinforcement of good behaviour, with individualised motivatorsPositive redirection to stop inappropriate behaviours e.g. “Sit down” “Give me the pencils”Use of visual support to define areas and structure the day , e.g. visual timetable , drawers labelled with pictures as well as words, language jigs, social stories, emotional thermometersOpportunities to ‘show and tell’ using a framework as appropriate e.g. circle time (Years 3-4), taking part in a presentation (Years 5-6)Give pupil a specific role in group work and support the interaction with peers or consider providing an alternative individual task to complete if group work is proving too difficultUnderstand and manage health and safety considerations, e.g. lack of awareness of danger about running away/off site or using certain equipmentSupport for interpersonal problem-solving to promote assertiveness and negotiation e.g. categorising the relative importance of problems, visual supports to express feelings, comic strip conversationsDevelop pupil’s awareness of situations that may be difficult and encourage pupil to use appropriate strategies


http://www.wiltshire.gov.uk/sen-autism-school-strategies.pdf

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Attention and listeningUse of pupil’s name and if appropriate physical prompts to gain attentionUse of visual support/noise such as a shaker to gain class attention e.g. “Stop!” showing palm of hand and waiting for attention before speakingEstablish clear expectations of activities with visual cues Specific activities to encourage attention and listening skillsUse of specific positive reinforcement for good listening behaviour e.g. “Good sitting still” rather than “Good boy”. Use visual supports to back up good listening e.g. widget symbolsTeaching areas kept uncluttered and pupil seated in the best place to reduce distractionReduced time spent on difficult activities and increased time spent on the pupil’s curricular strengthsIncorporate the pupil’s special interests/obsessions to focus attention and increase motivationUse of a reward system if necessary, which is clear, visual and consistent

Understanding language and communicationAnticipation of and planning for difficulties listening to and understanding instructions or storiesRegular checks of understanding by asking the pupil to show you or explain the instructions in their own wordsUse of visual support for the pupil to indicate when s/he has/hasn’t understood e.g a traffic light systemEncourage pupil to indicate when s/he has not understood and model how to do this if necessaryAllow processing time i.e. give the pupil more time to respond If the pupil is unable to respond, offer an alternative e.g. “Is it...or..?”Use multi-sensory approaches to teach new vocabulary and concepts and opportunities for repetition and reinforcement Use of clear, concise language with information given in small ‘chunks’Explanation of expressions e.g. “Up you hop” “bright as a button”Relating aspects of work to the pupil’s direct experience whenever possibleDifferentiate level of questioning to suit individual children e.g. “what/where” questions easier than “when/why”

Expressive (spoken) language and communicationBuild confidence through specific praise and support where needed e.g. prompting with first word, encouragement to re-order ideas, visual supportExpand language e.g. pupil says “ball gone” adult says “The ball’s gone in the box”Ensure different uses of language with the pupil such as comments, instructions and questions e.g. “You’ve built a big tower” “Sit down now “What are you making?”Provide opportunities to talk without interruption, practise new vocabulary and talk to adults/in small group rather than in whole classModel use of language in social contexts e.g. “My turn... your turn...” “Yes, please”, “No, thanks”, “Good morning!”Consistent practice of one developmentally appropriate error e.g. –ed ending such as walked, through reading, talking and at home.


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IntelligibilityModel back language and respond to the pupil’s message regardless of any mistakes with pronunciation. E.g. if pupil asks “Where’s the dup (cup)?”responding “The cup’s here”.Build confidence through specific praise e.g. for successful pronunciation or good attemptsDon’t pretend to understand – can the pupil tell you/show you in another way?

Flexibility of thoughtPreparation for changes to routine and activityProvide structured environment with clear routines and expectations and visual support and/or timetable e.g. for entering the room or group work/snacktimeExtra support and identified strategies to manage time limited tasks, transitions and unexpected events e.g. use of timer, additional time, surprise card, first-next boardTeach strategies to deal with stressful events and identify strategy if pupil needs to be withdrawn e.g. a selection of anxiety reducing activitiesReduce choice to two positive options

Sensory processingKnowledge of the pupil’s sensory profile and possible triggers, including developing the pupil’s self-awarenessAnticipation of impending sensory overload in order to intervene at an early stage, or allow the pupil to remove themselves from the situationDiscussion pupil and with parents/carers about how sensory overload is managedPrepare pupil for new or unusual sensory experiencesHave systems in place to allow pupils to remove themselves when they are not coping. Try to develop self-monitoring strategies so that pupils can indicate to staff when they need to do this

Adapt the classroom to reduce visual or auditory distraction if necessaryProvide alternative acceptable items to meet pupils’ sensory needsProvide an appropriate calm space for time out


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Further SEND Support: Programmes This section offers links to websites or documents that offer user reviews or research on the efficacy of commercial programmes. Where available, there may also be links to free programmes.

Support in Wiltshire for Autism School Strategieswww. wiltshire .gov.uk/sen-autism-school-strategies.pdf Hosts Wiltshire’s SWASS document that contains a wealth of information and strategies to support planning for children and young people with Autism.

DfEhttps://www.gov.uk/government/publications/what-works-interventions-for-children-and-young-people-with-speech-language-and-communication-needsThe Better Communication Research Programme reviews intervention for children and young people with speech, language and communication needs.

I-CANhttp://www.ican.org.uk/evidenceAccessible research papers on a range of issues affecting children and young people with speech, language and communication needs in education.

The Autism Education Trust Transition Toolkit http://www.autismeducationtrust.org.uk/resources/transition%20toolkit.aspx


http://www.autismeducationtrust.org.uk/resources/transition%20toolkit.aspx

http://www.ican.org.uk/evidence

https://www.gov.uk/government/publications/what-works-interventions-for-children-and-young-people-with-speech-language-and-communication-needs

https://www.gov.uk/government/publications/what-works-interventions-for-children-and-young-people-with-speech-language-and-communication-needs

http://www.wiltshire.gov.uk/sen-autism-school-strategies.pdf

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Further SEND support: the webAccess further information and training using the worldwide web. The following sites offer information and training appropriate to this area of need:

Exp./rec. language

Attention

Articulation

Autism/SCD

Other

I-CANhttp://www.ican.org.uk/sitecore/content/ICAN2/Global/Content/Audience%20Menu/Practitioners.aspx

National autistic societyhttp://www.autism.org.uk/

Autism education trusthttp://www.autismeducationtrust.org.uk/

Ambitious about autismhttp://www.ambitiousaboutautism.org.uk/page/index.cfm

Carol Gray (Social stories)http://www.thegraycenter.org/

Inclusion development programmehttp://www.idponline.org.uk/

The British stammering associationhttp://www.stammeringineducation.net/

Dyspraxia foundationhttp://www.dyspraxiafoundation.org.uk/groups/speech-language/

Afasichttp://www.afasic.org.uk/professionals/

Picture Exchange Communication System www.pecs.org.uk

Or search NASEN’s SEND Gateway by need

If you plan to seek support from an external or internal specialist, proceed to Specialist SEN Support.

Otherwise proceed to Review or plan for another area of need.


http://www.sendgateway.org.uk/

http://www.pecs.org.uk/

http://www.afasic.org.uk/professionals/

http://www.dyspraxiafoundation.org.uk/groups/speech-language/

http://www.dyspraxiafoundation.org.uk/groups/speech-language/

http://www.stammeringineducation.net/

http://www.idponline.org.uk/

http://www.thegraycenter.org/

http://www.ambitiousaboutautism.org.uk/page/index.cfm

http://www.autismeducationtrust.org.uk/

http://www.autism.org.uk/

http://www.ican.org.uk/sitecore/content/ICAN2/Global/Content/Audience%20Menu/Practitioners.aspx

http://www.ican.org.uk/sitecore/content/ICAN2/Global/Content/Audience%20Menu/Practitioners.aspx

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KS 2Plan: Cognition and learning


Strategy bank: Lower Key Stage 2ReadingInvestigate hearing and vision if not checked recently; investigate visual stressEvaluate effectiveness of quality-first multi-sensory teaching; differentiationDevelop an interest in reading using books based on pupil strengths, hobbies and interestsUse a paired reading approach using able readers well-trained in the methodologyDevelop sight vocabulary using e.g. Precision Teaching to facilitate access to textDevelop comprehension skill using Wiltshire Early Screener for Dyslexia 2 materialsUse of well-founded intervention e.g. see www.interventionsforliteracy.org.uk

Phonics Evaluate effectiveness of quality-first multi-sensory teaching; differentiationDevelop phonic skills with Wiltshire Early Screener for Dyslexia materials and games; consider synthetic and analytic phonic approaches in tandem (e.g. blending, segmenting, onset and rime, sounds of letters and letter patterns in all positions within the word, recognition of larger letter patterns etc.)Use of well-founded intervention e.g. see www.interventionsforliteracy.org.uk

Recording Develop recording and spelling alongside and in partnership with readingContinue to support handwriting difficulties e.g. writing slope, pen(cil) grips, penmanship paper, correct posture and pengrip etc.Repeated modelling/opportunities to practice handwriting, Rainbow Writing, use of aids to spacing between words, opportunities to develop patience and staminaContinue to support recording of ideas using e.g. drafts, writing frames, mind-maps, assistive technology, well-directed teaching assistants, able scribes etc.Begin to develop ‘alternative forms of recording’Continue to support learning of spellings using multi-sensory resources and methods; use of word lists, spelling books, technical glossaries, root words, ‘word-building’, word families; develop knowledge of morphology and etymology; pre-teaching of important vocabulary

Maths Use of ‘hands-on’ resources e.g. number lines, objects, counters, Numicon, Cuisenaire Rods, SternReinforcement of maths facts based on understanding and using ‘hands-on’ resources, diagrams, models etc.Well-founded intervention e.g. Catch Up Numeracy


http://www.interventionsforliteracy.org.uk/


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Attitude/approach to learning Explicit teaching of strategies to minimise the impact of limited working memory e.g. use of pen and paper for jotting ideas; memory games such as Kim’s Game or Pelmanism, strategy games such as Connect 4Use of visual timetables, personalised if necessary; ‘now and next’ prompts, learning mats etc. to support organisation and independent learningSupport for self-esteem

Proceed to Further SEND Support: Programmes and Web links for Cogntion and Learning


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Strategy bank: Upper Key Stage 2Reading Investigate hearing and vision if not checked recently; investigate visual stressEvaluate effectiveness of quality-first multi-sensory teaching; differentiationLess emphasis on phonics and more on language/comprehension-based approaches to reading supportUse a paired reading approach using able readers well-trained in the methodologyDevelop sight vocabulary using e.g. Precision Teaching to facilitate access to textExplicit teaching of application of reading skills e.g. scanning text for key informationUse of well-founded intervention e.g. see www.interventionsforliteracy.org.uk

Recording Less emphasis on the development of handwriting and more on ‘alternative forms of recording’, use of assistive technology, development of recording skills to facilitate transition to secondary school (these methods beginning to be established as ‘normal ways of working’)Continue to support recording of ideas using e.g. drafts, writing frames, mind-maps, assistive technology and alternative forms, well-directed teaching assistants, able scribes etc.Continue to support learning of spellings using multi-sensory resources and methods; use of word lists, spelling books, technical glossaries, root words, ‘word-building’, word families; develop knowledge of morphology and etymology; pre-teaching of important vocabulary

Maths Use of ‘hands-on’ resources e.g. number lines, objects, counters, Numicon, Cuisenaire Rods, SternReinforcement of maths facts based on understanding and using ‘hands-on’ resources, diagrams, models etc.Well-founded intervention e.g. Catch Up Numeracy

Attitude/approach to learning Explicit teaching of strategies to minimise the impact of limited working memory e.g. use of pen and paper for jotting ideas; memory games such as Kim’s Game or Pelmanism, strategy games such as Connect 4Use of visual timetables, personalised if necessary; ‘now and next’ prompts, learning mats etc. to support organisation and independent learningSupport for self-esteem



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Interventions for literacyhttp://www.interventionsforliteracy.org.uk/interventions/Provides a summary of research for evidence-based interventions for literacy. Search by need and age-group.

Phonicshttps://www.gov.uk/government/collections/phonicsCollection of government documents regarding the relative value of a variety of phonic programmes.


https://www.gov.uk/government/collections/phonics

http://www.interventionsforliteracy.org.uk/interventions/

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SpLD

MLD

Inclusive Learning

Learning behaviour

Other

The Inclusion Development Programmehttp://www.idponline.org.uk/

NASEN training: http://www.nasentraining.org.uk/training-pack/

Advanced training: http://www.advanced-training.org.uk/

British Dyslexia Association: http://www.bdadyslexia.org.uk/information-and-activities/teachers-and-schools.html

The Dyslexia-SpLD trust:http://framework.thedyslexia-spldtrust.org.uk/

Dyscalculia and Dyslexia Interest Grouphttp://www.lboro.ac.uk/departments/mec/activities/maths-statistics-support/thedyscalculiaanddyslexiainterestgroup/

The Dyspraxia Foundationhttp://www.dyspraxiafoundation.org.uk/dyspraxia-children/secondary-school-guidelines/

Learning Workshttp://www.learning-works.org.uk/free-downloads/national-dyscalculia-and-mld-conference-newsletters-presentations

Optimus Educationhttp://www.optimus-education.com/how-develop-outstanding-provision-pupils-mld

Down’s Syndrome Associationhttp://www.downs-syndrome.org.uk/information/for-professionals/education/secondary-education-support-pack.html





http://www.downs-syndrome.org.uk/information/for-professionals/education/secondary-education-support-pack.html

http://www.downs-syndrome.org.uk/information/for-professionals/education/secondary-education-support-pack.html

http://www.optimus-education.com/how-develop-outstanding-provision-pupils-mld

http://www.optimus-education.com/how-develop-outstanding-provision-pupils-mld

http://www.learning-works.org.uk/free-downloads/national-dyscalculia-and-mld-conference-newsletters-presentations

http://www.learning-works.org.uk/free-downloads/national-dyscalculia-and-mld-conference-newsletters-presentations

http://www.dyspraxiafoundation.org.uk/dyspraxia-children/secondary-school-guidelines/

http://www.dyspraxiafoundation.org.uk/dyspraxia-children/secondary-school-guidelines/

http://www.lboro.ac.uk/departments/mec/activities/maths-statistics-support/thedyscalculiaanddyslexiainterestgroup/

http://www.lboro.ac.uk/departments/mec/activities/maths-statistics-support/thedyscalculiaanddyslexiainterestgroup/

http://framework.thedyslexia-spldtrust.org.uk/

http://www.bdadyslexia.org.uk/information-and-activities/teachers-and-schools.html

http://www.bdadyslexia.org.uk/information-and-activities/teachers-and-schools.html

http://www.advanced-training.org.uk/

http://www.nasentraining.org.uk/training-pack/


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KS 2Plan: Social, emotional and mental health


Strategy bankSocial DevelopmentUse of specific strategies to teach social understanding e.g. language jigs, social stories, work schedules, emotional thermometersUse of appropriate and individualised programmes and interventions to teach and develop social interaction skills; e.g. Circle of Friends Explicit activities to develop relationships, emotions, social skills, self confidence and self-esteem e.g. SEALTeaching of anger management techniques and support for implementation

Emotional Development and Mental HealthComplete a Strengths and Difficulties Questionnaire (http://www.sdqinfo.com) to define needComplete and evaluate a series of regular behaviour observations , e.g. using schedules such as Antecedent, Behaviour, Consequence (ABC) diaries to look for behavioural patterns, taking into account environmental factors such as time of day, lesson, peers, staff, classroom, time of day etcProviding some form of alternative provision at trigger pointsConsistent use of positive behaviour management techniques across the school e.g: emphasising the 5Rs (relationships, rights, responsibilities, rules and routines); using the language of choice, broken record technique, volume matching and emphasising the positiveAccess to a meaningful system of rewardsAccess to regular, frequent one to one or small group support, in a private room, to calm down before the school session starts; e.g. sensory activities, listening to music, relaxation exercises. Daily mentoring with supportive adult, the focus of which depends on the pupil's identified needs e.g. to explore feelings of anger or worry Active involvement of parents / carers, with access to Parent Support AdvisorIncreased parent/carer involvement through more frequent review meetings, planning interventions to be carried out at home and school etc.Buddy system/peer support/play leaders at break timeDaily support to meet and greet and/or to teach the appropriate behavioursIt may be appropriate to teach anger management techniques and support their implementationProgrammes developed and techniques used may require training on a formal or informal basisfrom support services


http://www.sdqinfo.com/

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DfEhttps://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2DfE advice on identifying children and young people with mental health difficulties and planning appropriate provision. Reviews several approaches and links to further helpful organisations.

MindEdhttps://www.minded.org.uk/course/view.php?id=122As part of the MindEd programme, the National Collaborating Centre for Mental Health (NCCMH) was commissioned to carry out the UK’s first ever comprehensive systematic review of e-mediated therapies and computer-based-applications for the prevention and treatment of mental health problems and substance misuse in children and young people. This page hosts links to the report and more succinct summaries.

Young Mindshttp://www.youngminds.org.ukProvides advice and information on programmes to support positive mental health and emotional well being in young children.

Emotional Literacy Support Assistant (ELSA) Networkhttp://www.elsanetwork.org/National and local information about the ELSA programme, and how it supports pupils with temporary or longer term emotional needs.

Nurture Group Networkhttp://www.nurturegroups.org/Information and guidance on the development of nurture groups to support pupils with social, emotional and mental health needs.

Useful Books / Photocopiable Resources

Boxall, M. and Lucas, S. (2010) Nurture Groups in School: Principles and Practice. 2nd edition. London, Thousand Oaks, New Delhi: SAGE publications. Bozic, N (2008) Personal communication.

Bennathan, M & Boxall, M (2000). Effective Intervention in Primary Schools: Nurture Groups (Second Edition). David Fulton. ISBN 1-85346-706-5

Collins, C (2002) Because I’m Special; A take-home programme to enhance self-esteem in children aged 6-9. Lucky Duck Publishing ISBN 1-873942-54-0


http://www.nurturegroups.org/

http://www.elsanetwork.org/

http://www.youngminds.org.uk/

https://www.minded.org.uk/course/view.php?id=122

https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2

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KS 2Plan: Social, emotional and mental healthFauper, A; Herrick, E & Sharp, P (1998) Anger Management: A Practical Guide. David Fulton. ISBN 1-85346-562-3

Shapiro, L.E (2004) 101 Ways To Teach Children Social Skills: A ready-to-use, reproductible activity book. The Guidance Group. ISBN 978-1-56688-725-0

Stringer, B & Hall, M (1999) A Solution Focussed Approach to Anger Management with Children: A Group Work Manual for Practitioners. The Questions Publishing Company Limited, Birmingham. ISBN 1-89814-993-3


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Social

Emotional

Mental health

Managing behaviours

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DfEhttps://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2

DfE advice on identifying children and young people with mental health difficulties and planning appropriate provision. Reviews several approaches and links to further helpful organisations.

Youth in mindhttp://www.sdqinfo.com/Strengths and Difficulties Questionnaire, which can be used to assess social and emotional need.

Mindedwww.minded.org.ukDelivered through an online, interactive, e-portal, the MindEd Core Content programme provides all adults with a duty of care for with children and young people with simple steps for mental health 'first aid' and advice about when to refer to more specialist help, to help speed up the detection and diagnosis of mental health issues

PSHE Associationhttps://www.pshe-association.org.uk/default.aspx

Inclusion development programmehttp://www.idponline.org.uk/


If you plan to seek support from an external or internal specialist, proceed to Specialist SEN Support. Otherwise proceed to Review or plan for another area of need.




https://www.pshe-association.org.uk/default.aspx

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KS 2Plan: Physical and sensory


Due to the diverse range of needs in this area, this section has been further sub-divided into:

Sensory needs Physical needs Medical needs


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Sensory Needs

For pupils with a diagnosed sensory impairment, hospital-based health professionals will make a referral to the Sensory Impairment Service if appropriate. Personalised advice on appropriate strategies, adaptations and interventions will then be provided by an advisory teacher. The referral criteria used by the Sensory Impairment Service are available here.

For pupils with a diagnosed mild sensory impairment who do not meet the criteria for referral to the Sensory Impairment Service, schools, colleges and settings may find the provision in Wiltshire’s example Local Offer useful.


http://www.wiltshirelocaloffer.org.uk/

http://www.wiltshire.gov.uk/schoolseducationandlearning/specialeducationalneeds/sensupportservices/senvisualimpairmentservice.htm

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Physical needsStrategy bankFine Motor skills developmentUse SPARK pack (not for use with children with a diagnosed physical disability).Use alternative equipment, e.g. different scissors, writing slope, pencil grips, different pen/pencil.Alternative methods of recording, e.g. scribe, highlighting pre-produced notes, pre-produced work sheets which only requires small amounts of writing on, IT (laptop, tablet).Adapt the task (depending on the learning objective). Adult assistance with some of the task providing the child meets the learning objective.Allow more time for the activity.

Gross Motor developmentUse SPARK Pack ( not for use with children with a diagnosed physical disability).Use alternative equipment.Adapt / modify the task (depending on the learning objective) or activity.Seek advice on alternative equipment/ resources from OT (if already involved) or SSENS.Reduce the frequency of mobility around the classroom/school.Consider the position of key equipment and the child in the classroom to reduce mobility but aid independence.Enable the child to sit on a seat rather than the floor.Encourage personal autonomy.Target the development of independence.Allow more time for movement or an activity for whole group or create more time for some pupils by providing extension activities for others.Increase the accessibility of the environment; ensure the classroom is clutter free.

Sensory ProcessingAdapt tasks.Consider positioning of child at desk, on the carpet, in the changing room.Provide opportunities for additional practice of new skills.Use prompt lists/ learning mats for tasks.Ensure parents are also targeting the same skills at home.

Social and emotional developmentProvide rest breaks during the day.Provide opportunities for home work to be done during the school day.Provide specific input for development of age appropriate social skills, e.g. SEAL.


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Medical NeedsStrategy bankPlansComplete a risk assessment of the child’s needs in school to identify actions needed.Where a child needs support or assistance with toileting an Individual Personal Care Plan must be in place, agreed between the child or young person, parents and school.An Individual Healthcare Plan should be in place if the child needs additional assistance with a specific area of healthcare, which is not covered by an existing policy.

AdaptationsIdentify specific times for the pupil to have rest breaks during the school day.Develop an individual timetable for the pupil which allows them time to do ‘homework’ in school as they may be too tired to do it at home.Allow the pupil to leave lessons early so they do not miss the start of the next lesson.Provide regular opportunities to review school work commitments with a member of staff.Provide social and emotional support either as part of a group or individually.The frequency of any intervention needs discussion to try and minimise the amount of time the child or young person is out of the classroom.

TrainingSufficient staff should be trained to ensure there is always one trained member of staff available to carry out the care identified in the Healthcare Plan.Ask the School Nurse for advice on training available to meet a specific healthcare need.


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RNIBhttp://www.rnib.org.uk/services-we-offer-advice-professionals-education-professionals/education-resourcesLinks to useful resources and a document listing teacher-reviewed resources for blind and partially sighted learners..

NDCShttp://www.ndcs.org.uk/family_support/technology/index.htmlReviews technology, including apps, which may be helpful for children with a hearing impairment.

Swindon Council http://schoolsonline.swindon.gov.uk/res/Pages/dcr.aspx Home of the SPARK pack – resource for use in with early years and primary school pupils that may also be appropriate for some secondary school pupils, depending on need. Support to help identify children who may have difficulties with their developmental coordination. Strategies to support these pupils are also included.

Useful Books

Jenkinson, J; Hyde, T & Ahmed, S (2008). Building Blocks for Learning, Occupational Therapy Approaches; practical strategies for the inclusion of special needs in primary schools. John Wiley & Sons Ltd. ISBN 978-0470058572

Jenkinson, J; Hyde, T & Ahmed, S (2002) Occupational Therapy Approaches for Secondary Special Needs – practical classroom strategies. Whurr Publishers. ISNB 978-1861563309

Cornwall, J & Robertson, C (1999) Individual Education Plans – Physical disability and Medical Conditions. Published by David Fulton Publishers Ltd. ISBN 978-1853465253


http://schoolsonline.swindon.gov.uk/res/Pages/dcr.aspx

http://www.ndcs.org.uk/family_support/technology/index.html

http://www.rnib.org.uk/services-we-offer-advice-professionals-education-professionals/education-resources

http://www.rnib.org.uk/services-we-offer-advice-professionals-education-professionals/education-resources

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HI VI Physical

Medical

Other

RNIBhttp://www.rnib.org.uk/services-we-offer-advice-professionals/education-professionals

NDCShttp://www.ndcs.org.uk/family_support/education_for_deaf_children/education_during_school_years/index.html

Changing faceshttps://www.changingfaces.org.uk/Education

Epilepsy actionhttps://www.epilepsy.org.uk/info/education

Scopehttp://www.scope.org.uk/support/professionals/teachersDisability resources for education staff

Wilson Stuart Schoolwww.wilsonstuart.co.ukk Online ‘outreach’ advice/resources from specialist PI school

CLEAPSShttp://www.cleapss.org.ukAdvice on practical science and technology for schools, including health and safety issues.

Centre for Studies on Inclusionwww.csie.org.uk

Supporting Head Injured Pupils in Schoolswww.shipsproject.org.uk

Muscular Dystrophywww.muscular-dystrophy.org

Contact a Familywww.cafamily.org.uk Basic information on most disabilities.

World of Inclusionhttp://worldofinclusion.com


http://worldofinclusion.com/

http://www.cafamily.org.uk/

http://www.muscular-dystrophy.org/

http://www.shipsproject.org.uk/

http://www.csie.org.uk/

http://www.cleapss.org.uk/

http://www.wilsonstuart.co.ukk/

http://www.scope.org.uk/support/professionals/teachers

https://www.epilepsy.org.uk/info/education

https://www.changingfaces.org.uk/Education

http://www.ndcs.org.uk/family_support/education_for_deaf_children/education_during_school_years/index.html



http://www.rnib.org.uk/services-we-offer-advice-professionals/education-professionals

http://www.rnib.org.uk/services-we-offer-advice-professionals/education-professionals

Plan

: Phy

sical

and

sens

ory

Plan


English Federation of Disability Sport (EFDS)-www.efds.co.uk Supporting disabled people to be physically active.






http://www.efds.co.uk/

Plan

Plan

KS 2Plan

Specialist SEND SupportWhen essential and further SEND support is not sufficient to meet the pupil’s needs then specialist support should be accessed.

Contacts and date

In-houseConsultation or assessments with member of staff with a specialist role or experience.Training delivered by a member of staff with a specialist role or experience

External training:Staff training targeted at building staff capacity to meet the pupil’s needs

External support and advice: Consider whether support and advice from an outside agency may be useful

0 – 25 SEND ServiceSpecialist SEN Service – (Cognition and Learning, Communication and Interaction, Physical and Medical); Educational Psychology Service; referrals to the Sensory Impairment Service are via a health professional see here.

Integrated YouthBehaviour Support Service; Youth Offending Team, EWO

HealthSpeech and Language Therapy Service; Occupational Therapy Service; Child and Adolescent Mental Health Service; Physiotherapy Service; Community Paediatricians etc

Social Care

Other:

Proceed to Review or plan for another area of need.


http://www.wiltshire.gov.uk/schoolseducationandlearning/specialeducationalneeds/sensupportservices/senvisualimpairmentservice.htm

http://www.wiltshire.gov.uk/schoolseducationandlearning/specialeducationalneeds/sensupportservices/seneducationalpsychologyservice.htm

http://www.wiltshire.gov.uk/schoolseducationandlearning/specialeducationalneeds/sensupportservices/seneducationalpsychologyservice.htm

http://www.wiltshire.gov.uk/schoolseducationandlearning/specialeducationalneeds/sensupportservices/senlearningsupportservice.htm

Revi

ew

Review

KS 2Review

Planning a review

It is essential that the progress of pupils identified as having Special educational needs is regularly reviewed. Education practitioners should meet with parents/carers to hold a formal review at least three times a year.

Good review meetings should:

Be aligned or combined with the usual cycle of discussions with parents/carers of all pupils (e.g. parents evenings).

Be led by a member of staff that knows the child or young person well.

Allow sufficient time to gather parents/carers’ views and draw up a new plan.

Include the views of the pupil.

Be recorded and a copy made available to parents/carers.

Review preparation checklist

2 weeks before the review:Check parents/carers and key staff can still attendExplain the purpose of the meeting to the pupil and gather pupil views and/or invite them to the meetingRepeat any assessments or carry out new onesEnsure an appropriate space is available

The day before the reviewRemind the pupil that it is taking placeGather relevant paperworkPrepare the appropriate form (My Support Plan, IEP etc) to record the review

When holding the meeting a number of questions should be considered in order to plan the next steps. Guidance is provided in the form of a decision tree below.


Revi

ew

Has the pupil made expected progress towards the outcomes?

Have the outcomes been achieved?Yes

Does the pupil still have a Special Educational need?

Are the outcomes still appropriate?

Yes

No

No

Return to and set new outcomes.

No

Yes

Continue with the planned SEN Support until the next review.

No

Return to needs met by universal inclusive provision. Record that the pupil is no longer receiving SEN support.

Are the needs well enough understood?

Yes

No

Seek advice on needs and/or provision from .

Consider Consider

Return to to carry out further diagnostic assessment.

Return to and explore other types of provision

Does the child or young person have needs which cannot be met within delegated provision?

Does the child or young person meet the Local Authority’s criteria for requesting an EHC plan?

Yes

No

In consultation with parents/carers, and pupil if appropriate, request an EHC plan.

Review Decision Tree

Review

KS 2Review


Yes

Documents

· Web viewConsistent use of positive behaviour management techniques across the school e.g: emphasising the 5Rs (relationships, rights, responsibilities, rules and routines); using