€¦ · Web viewmanage transition from one activity to another appropriately e.g. wants to ... Carol Gray (Social ... use of root words and ‘word-building’ developed; pre

How

to u

se th

is do

cum

ent

How to

KS 1How 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

How

to u

se th

is do

cum

ent

How to


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

How

to u

se th

is do

cum

ent

How to


ContentsUse hyperlinks to navigate the document. To return 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 Social emotional and mental health Sensory and physical

Plan & Do

Essential SEND Support

Further SEND support for: Communication and interaction Cognition and learning Social, emotional and mental health Sensory and physical

Specialist SEND Support

Review

Planning a review

Review decision tree


Qui

ckch

ecke

r

Identify

KS 1Identify 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


Asse

ss: A

sses

smen

t che

cklis

t

Assess

KS 1Assess

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/

Asse

ss: A

sses

smen

t che

cklis

t

Assess

KS 1Assess

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 Social emotional and mental health Sensory and physical


Asse

ss: C

omm

unic

ation

and

inte

racti

on

Assess

KS 1Assess needs and impact

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).

Spec

ialis

t

Freq

uent

Occ

asio

nal

Rare

/Nev

er

Social interaction and playcommunicate with peers e.g. shows frustration/aggression when not understoodengage in parallel, cooperative, imaginative and interactive play with a range of equipmentdevelop skills to interact with peers, e.g. simple negotiation, turn takingundertake tasks and interaction confidentlyinitiate conversation and respond to questions or commentsshare equipment e.g. will usually move away or give item upwork or play games in a group e.g. may find groups intolerable even with persuasion or takes control without listening to othersmake appropriate social approaches e.g. use of personal space, touchdevelop awareness and degree of control over socially inappropriate noises or behaviourOther:Attention and listeningmake appropriate attempts to request attentionparticipate in activities dependent on listeningmaintain attention and work at the same pace as peers in 1:1, small group, whole classmanage transition from one activity to another appropriately e.g. wants to constantly change activity without full engagement or to stay on one activityrespond appropriately to adult directed activitiesdemonstrate shared attention with others i.e. sharing looking at bookOther:


Asse

ss: C

omm

unic

ation

and

inte

racti

on

Assess


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).

Spec

ialis

t

Freq

uent

Occ

asio

nal

Rare

/Nev

er

Understanding language and communicationfollow and remember instructions e.g. does not recognise that group instructions apply to themselves or only remembers part of the instructionavoid literal interpretation of language and understand humourunderstand new vocabulary and concepts, including abstract information which does not relate to the ‘here and now’respond to a range of different question words e.g. what, who, whererecognise when they have not understoodunderstand whole instructions e.g. instructions always need to be broken down and supported by gestureinterpret non-verbal language such as facial expressions and gestureOther:

Expressive (spoken) language and communicationengage in meaningful two-way exchanges e.g. start, maintain and end conversations appropriatelyuse language for different purposes e.g. to ask questions, describe, give informationuse past tensesretain and use specific vocabulary e.g. topic wordsconsistently use word endings correctly or ‘little’ filler words e.g. is, are, itdevelop utterances above three or four words, including more than nouns and verbs e.g. adjectives like ‘cold’make relevant contributions to class/group discussionproduce a simple narrative e.g. tell their news or recall past eventsreduce repetitive/obsessive use of language which may dominate conversational styleOther:


Asse

ss: C

omm

unic

ation

and

inte

racti

on

Assess

KS 1Assess 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).

Spec

ialis

t

Freq

uent

Occ

asio

nal

Rare

/Nev

er

Intelligibilitydevelop more mature speech sounds and consistency in sound production e.g. not substituting sounds ‘I dowing home in the tar’attempt to improve intelligibility when context is not obvious and make themselves understooddevelop sound awareness e.g. skills in syllable and rhyme, blending and segmentationOther:

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 equipmentmanage obsessions with certain 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 e.g. trips, Christmas playlearn in open-ended or less structured situationsshare interest e.g. will only look at books which contain a particular characterbe flexible about rules and tolerate others breaking themOther: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 e.g. if they are in personal spacedevelop physical co-ordination e.g. appears clumsy, can’t string a simple movement sequence together, may dribbleOther:


Asse

ss: C

omm

unic

ation

and

inte

racti

on

Assess


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 pupil 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


Asse

ss: C

omm

unic

ation

and

inte

racti

on

Assess


Use this space to record or link to relevant assessments

Relevant Assessments

Assessment/Publisher Date Chronological Age

Standard Score

Age equivalent

Score

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.


Asse

ss: C

ogni

tion

and

Lear

ning

AssessKS 1Assess needs and impact

GRSS indicators


Spec

ialis

t

Freq

uent

Occ

asio

nal

Rare

/Nev

er

Readingtake part in discussion about stories read to them, either with the whole class or individually with an adultbecome familiar with key stories, fairy stories or tales, and retell them to othersread beginning high-frequency exception words (e.g. he, she, was, my, you etc.) automatically despite many opportunities for practice and revisionmove away from a phonic strategy for words the pupil encounters repeatedly, reading such words without overt soundingunderstand reading material as a result of effortful decoding or limited language skills, and despite well-founded interventionOther:

Phonicsunderstand early reading concepts such as letter, sound/phoneme, syllableuse phonological skills such as blending/segmenting to read/record Consonant-Vowel-Consonant words despite well-founded intervention, ongoing use of Wiltshire Early Screener for Dyslexia activities etc.identify syllables, recognise rhymes or use alliterationgive pure sounds for (the majority of) single letters automatically (i.e. ‘respond speedily’) despite many opportunities for practice and revisionread pseudo words from and following the Year 1 Statutory Phonics Screening Check, and decode common regular wordsOther:

Recordingrecall the formation of letter shapes despite many opportunities for practice and revisionspell beginning high-frequency exception words (e.g. he, she, was, my, you etc.) despite many opportunities for practice and revisioncompose a simple sentence orally before attempting to write it downmake phonically-plausible attempts at Consonant-Vowel-Consonant words despite well-founded interventionOther:


Asse

ss: C

ogni

tion

and

Lear

ning


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).

Spec

ialis

t

Freq

uent

Occ

asio

nal

Rare

/Nev

er

Mathsunderstand one-to-one correspondenceunderstand the concept of place value and exchange (e.g. that 10 ones can be represented as 1 ten)given a number identify one more and one less; count forwards and backwards in ones (and twos with experience)recall number bonds to 20 despite well-founded intervention and repeated opportunities to relate knowledge to hands-on materialsknow and use simple mathematical symbols (e.g. +, -, =) despite repeated exposuresort and classify objects, shapes, numbers according to simple attributes and when using ‘hands-on’ resourceshave persistent difficulty with simple sequences of e.g. numbers, patterns, days of the week etc.name common 2-D shapes despite repeated exposure and learningOther:

Attitude/approach to learningmaintain interest in an adult-directed taskpersevere with difficult tasksdemonstrate age-appropriate independent learning skills e.g. using simple strategies that have been explicitly taughtOther:


Asse

ss: C

ogni

tion

and

Lear

ning




are causing a barrier to learning i.e. working substantially below peers. Indicative test scores <5:09 in Y2

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


Asse

ss: C

ogni

tion

and

Lear

ning




Assessment/Publisher DateChronological

AgeStandard

Score

Age equivalent

Score




Asse

ss: S

ocia

l, em

otion

al a

nd m

enta

l hea

lth

Assess


GRSS indicators


Spec

ialis

t

Freq

uent

Occ

asio

nal

Rare

/Nev

er

Social DevelopmentTake part in an adult led group activityShare toys or adults with other pupilsAccept direction without argumentAsk for, or accept help appropriately Form and maintain basic relationshipsRespect another's personal spaceBe polite towards adultsAccept responsibility for good/ poor choicesBe calm and gentle to other pupilsBe calm and gentle to adultsHelp other pupils when they are upsetWait their turn in a groupAccept friendly approaches from other pupilsOther:Self regulationCalm themselves after being upsetStay on the school site Recognise potential negative consequences before actingControl angry feelings and inhibit physical aggression towards pupils and/or adultsAvoid being overwhelmed by excited feelingsAvoid being overwhelmed by worried/anxious feelingsGive purposeful attention to an activityMake safe, appropriate and purposeful use of materials providedWork or play alongside other pupils without interfering with them or causing a disturbanceGive attention to an adult Start adult directed activities Other:


Asse

ss: S

ocia

l, em

otion

al a

nd m

enta

l hea

lth

Assess


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).

Spec

ialis

t

Freq

uent

Occ

asio

nal

Rare

/Nev

er

Emotional Development and Mental HealthShow awareness of other’s feelings (e.g. sympathy if someone is hurt)Respond to stories about animals or people with appropriate feelingShow happiness when appropriate e.g. accepting praise, enjoyable activity etc.Allow other class members to feel safe in their presenceBe aware of behaviour that puts self or others at riskAvoid self harming behaviourTry things that are difficultAccept sensitive correction of mistakes Identify in self and others the basic feelings of happy/ sad/angryUnderstand what makes them feel happy and sadManage changes in routine or environment, or when things go ‘wrong’Develop positive self esteemOther:


Asse

ss: S

ocia

l, em

otion

al a

nd m

enta

l hea

lth

Assess




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

significantly impact on a pupil’s ability to form appropriate relationships with peers, and have a negative impact on the way that the pupil is viewed by others


Asse

ss: S

ocia

l, em

otion

al a

nd m

enta

l hea

lth

Assess





Standard Score

Age equivalent

Score




Asse

ss: S

enso

ry a

nd p

hysic

al

Assess


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

Sensory needs Physical needs Medical needs


Asse

ss: S

enso

ry a

nd p

hysic

al

Assess


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.


Asse

ss: S

enso

ry a

nd p

hysic

al

Assess


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).

Spec

ialis

t

Freq

uent

Occ

asio

nal

Rare

/Nev

er

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 ideasrestricted 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:


Asse

ss: S

enso

ry a

nd p

hysic

al

Assess

KS 1Assess needs and impactContinued....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).

Spec

ialis

t

Freq

uent

Occ

asio

nal

Rare

/Nev

er

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:


Asse

ss: S

enso

ry a

nd p

hysic

al

Assess


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


Asse

ss: S

enso

ry a

nd p

hysic

al

Assess


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).

Spec

ialis

t

Freq

uent

Occ

asio

nal

Rare

/Nev

er

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:


Asse

ss: S

enso

ry a

nd p

hysic

al

Assess



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

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


Asse

ss: S

enso

ry a

nd p

hysic

al

Assess





Standard Score

Age equivalent

Score




Plan

and

Do

Plan/Do KS 1Plan and Do

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.


Plan

and

Do

Plan/Do KS 1Plan and Do

Remember

The class or subject teacher remains responsible for working with the child or young person 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 Social, emotional and mental health Sensory and physical


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

Plan

: Com

mun

icati

on a

nd in

tera

ction

Plan

KS 1Plan: 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.

GeneralEnsure Quality First teaching and communicative friendly environments which may include signing/symbols as well as other visual supportTasks 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 activitiesProvision of a structured language programme

Social development, interaction and playProvision of role play areas with range of resourcesExplicit teaching of important skills, with modelling and use of key phrases, e.g. “First my turn, then your turn”Buddy/befriender system at break and lunchtimesPositive reinforcement of good behaviour, with individualised motivatorsUse of visual support to define areas, structure play and enable choices, e.g. choice boards, boxes labelled with pictures, cues for number of pupils allowed in an area, language jigs, social stories, emotional thermometersOpportunities to ‘show and tell’ using a framework as appropriateOpportunities to experience all types of play, supporting with modelling/role play if neededUnderstand and manage health and safety considerations, e.g. interest in sockets/fans with lack of awareness of danger

Attention and listeningUse of pupil’s name and if appropriate physical prompts to gain attention e.g. touch armUse of visual support/noise such as a shaker and simple language to gain class attention e.g. “Stop!” showing palm of hand and waiting for attention before speakingEstablish clear expectations of activities with visual cuesSpecific activities to encourage attention and listening skills, e.g. Sound LottoUse 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 symbolsUse of a reward system if necessary which is clear, visual and consistentTeaching 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 motivation


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

Plan

: Com

mun

icati

on a

nd in

tera

ction

Plan


Understanding language and communicationAnticipation of and planning for difficulties listening to and understanding instructions or storiesUse of visual support for indicating when has/hasn’t understood e.g. a traffic light systemRegular checks of understanding by asking the pupil to show you or explain the instructions in their own wordsEncourage 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 respondIf 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 endings such as ‘walked’ through reading, talking and at home

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 is 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, groupwork/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


Plan

: Com

mun

icati

on a

nd in

tera

ction

Plan


Sensory processingKnowledge of the pupil’s sensory profile and possible triggersAnticipation of impending sensory overload in order to intervene at an early stageDiscussion with parents/carers about how sensory overload is managed at homePrepare pupil for new or unusual sensory experiencesAdapt 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


Plan

: Com

mun

icati

on a

nd in

tera

ction

Plan


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

Plan

: Com

mun

icati

on a

nd in

tera

ction

Plan


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.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

Plan

: Cog

nitio

n an

d le

arni

ng

Plan

KS 1Plan: Cognition and learning


Strategy bankReadingInvestigate hearing and vision if not checked recentlyEvaluate effectiveness of quality-first multi-sensory teaching; differentiationDevelop an interest in reading using books based on pupil strengths, hobbies and interestsTarget reading/recording of useful high-frequency sight vocabulary using multi-sensory methods e.g. precision teaching, simultaneous oral spellingActivities to develop comprehension skills e.g. questioning, summarising, inferring, predictingUse of well-founded intervention e.g. see www.interventionsforliteracy.org.uk

PhonicsEvaluate effectiveness of quality-first multi-sensory teaching; differentiationDevelop skills with syllables, rhyme, alliteration, letter names/sounds, blending and segmenting; use of multi-sensory Wiltshire Early Screener for Dyslexia materials and gamesCheck letter-sound correspondences are known to automaticity; use multi-sensory activities to develop knowledge of correspondences, word recognition, number recognitionUse of well-founded intervention e.g. see www.interventionsforliteracy.org.uk

RecordingDevelop recording and spelling alongside and in partnership with readingSupport handwriting difficulties in the first instance e.g. writing slope, pen(cil) grips, penmanship paper with high-lighted lower section, correct posture and pengrip etc.Repeated modelling/opportunities to practice handwriting, development of a fully cursive script, Rainbow Writing, use of aids to spacing between words, opportunities to develop patience and staminaSupport recording of ideas using e.g. drafts, writing frames, mind-maps, assistive technology, well-directed teaching assistants, able scribes etc.Support learning of spellings using multi-sensory resources and methods, use of root words and ‘word-building’ developed; pre-teaching of important vocabulary

MathsUse of ‘hands-on’ resources e.g. number lines, objects, counters, Numicon, Cuisenaire Rods, SternUse of number line and number square to develop counting and one-to-one correspondenceUse of ‘hands-on’ resources to develop place value and number recognition


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

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

Plan

: Cog

nitio

n an

d le

arni

ng

Plan


Attitude/approach to learningExplicit teaching of strategy use e.g. to sort, organise, solve simple problemsExplicit 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


Plan

: Cog

nitio

n an

d le

arni

ng

Plan



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/

Plan

: Cog

nitio

n an

d le

arni

ng

Plan



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/

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

Plan

: Cog

nitio

n an

d le

arni

ng

Plan




Plan

: Soc

ial,

emoti

onal

and

men

tal

heal

th

Plan

KS 1Plan: 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. SEAL

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 , 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/

Plan

: Soc

ial,

emoti

onal

and

men

tal

heal

th

Plan



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.

PSHE-Associationhttps://www.pshe-association.org.ukProviding advice for teaching of mental health and emotional well being with young children.

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


http://www.nurturegroups.org/

http://www.elsanetwork.org/

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

https://www.pshe-association.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

Plan

: Soc

ial,

emoti

onal

and

men

tal

heal

th

Plan

KS 1Plan: Social, emotional and mental healthCollins, 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

Fauper, 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


Plan

: Soc

ial,

emoti

onal

and

men

tal

heal

th

Plan



Social

Emotional

Mental health

Managing behaviours

Other

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

how and when to refer to Child and Adolescent Mental Health Services (CAMHS)

practical advice to support children with emotional and behavioural difficulties

strengthening pupil resilience tools to identify pupils for likely to need extra support where/how to access community support

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.



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

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

http://www.minded.org.uk/

http://www.sdqinfo.com/



Plan

: Phy

sical

and

sens

ory

Plan

KS 1Plan: 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


Plan

: Phy

sical

and

sens

ory

Plan


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

Plan

: Phy

sical

and

sens

ory

Plan


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.


Plan

: Phy

sical

and

sens

ory

Plan


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.


Plan

: Phy

sical

and

sens

ory

Plan



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

Building Blocks for Learning, Occupational Therapy Approaches; practical strategies for the inclusion of special needs in primary schools.Jill Jenkinson, Tessa Hyde, Saffia Ahmed. 2008 Published by John Wiley & Sons LtdISBN 978-0470058572

Occupational Therapy Approaches for Secondary Special Needs – practical classroom strategies.Jill Jenkinson, Tessa Hyde, Saffia Ahmed. 2002Published by Whurr PublishersISNB 978-1861563309

Individual Education Plans – Physical disability and Medical Conditions.John Cornwall and Christopher Robertson, 1999Published 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

Plan

: Phy

sical

and

sens

ory

Plan



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 1Plan

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/senlearningsupportservice.htm

Revi

ew

Review

KS 1Review

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 1Review


Yes

Documents

€¦ · Web viewmanage transition from one activity to another appropriately e.g. wants to ... Carol Gray (Social ... use of root words and ‘word-building’ developed; pre