Download pdf - The London Borough of Bexley’s… · 6.37 High quality teaching, differentiated forindividual pupils, is the first step in respondingto pupils who have or may have SEND. Additional

www.bexley.gov.uk

Quality First Teaching and Special Educational Needs Support Toolkit

Information for schools, professionals and parent/carers.

The London Borough of Bexley’s

32

For details of further support offered by Bexley please refer to our local offer: www.bexleylocaloffer.uk

This document is the property of the London Borough of Bexley and may be copied and reproduced for Bexley schools and academies only.

Published June 2019

Contents Page

Page

4 Introduction

5 What is Quality First Teaching (QFT) and SEN support? Funding support explained

6 Definitionsandresponsibilitieswithreferencetoexpectationsofstaffmembersinschools.

10 CycleofprocessesusingthegraduatedapproachwhenidentifyingearlyneedsandSEND

Resources

Page

12 Strategies Guide (resource 1)

25 EarlyIdentificationofNeedTeachersSheet–PRIMARY(resource2)

27 EarlyIdentificationofNeedTeachersSheet–SECONDARY(resource2)

SEN Support Plans (resource 3)

29 Example 1

31 Example 2

33 Example 3

37 Glossary of terms

Special thanks to the many professionals, school members and parents who have

contributed extensively to help co-produce this document.

4 5

Introduction

TheintentionofintroducingthisdocumentistosupportBexleymainstreamsettingswithensuringaconsistentapproachwhenidentifyingpupils’barrierstolearningand/orspecialeducationalneeds.

The emphasis of the Bexley Toolkit is to provide a consistent approach to ensure that:

• Highqualityteaching,differentiatedforindividualpupils,isthefirststepinrespondingtopupilswhohaveormaynothaveSEND.

• AllschoolmembersareroutinelyprovidingsupportandguidanceassetoutintheSENDCodeofPractice2015.

• Pupils’barrierstolearningareidentifiedearly,quicklyandcorrectsupportorinterventionareprovided.

• Schoolsmonitortheimpactandeffectivenessofsupportandinterventionsthroughthegraduatedapproach.

• Parentswillknowwhatsupporttheycanreasonablyexpecttobeprovided.

• Childrenandyoungpeople,theirparentsorcarers,willbefullyinvolvedindecisionsabouttheirsupportandwhattheywanttoachieve.

• Supportgivenshouldbeinlinewiththepupil’sneedsandnotdependentondiagnosis.

London Borough of Bexley Early Intervention Team

As the parent/carer forum for Bexley, Bexley Voice welcomes this toolkit and associated documentation. We believe it will provide:

• Clarityaroundtheminimumstandardofsupportthatcanandshouldbeprovidedwhenaneedisidentified.

• Improved communicationwithschools–opportunitiesfordiscussionandsharingofrecordkeeping.

• A common languagetousewhendiscussingstrategiesandapproaches.

• The information needstobepartof,andusefullycontribute,totheprocessofmeetingtheirchild’sneedsfromthe outset.

• Consistency of approach-whenachildmovesschoolwithinBexley.

WehopethattheavailabilityofthisToolkitwillnotonlygiveparentsconfidenceabouttherangeofstrategiesbeingemployedbyschoolstosupporttheirchild,butalsoabouttheirinvolvementandinputregardingsupportfortheirchild.Welookforwardtosharingthiswithfamilies,childrenandyoungpeoplewithSpecialEducationalNeedsandDisabilitiesacrossBexley.

Lisa Randell

Chairperson, Bexley Voice parent/carer forum.

What is Quality First Teaching (QFT) and SEN support? Funding support explained

Teachersareresponsibleandaccountablefortheprogressanddevelopmentofthepupilsintheirclass,includingwherepupilsaccesssupportfromteachingassistantsorspecialiststaff.Highqualityteaching,differentiatedforindividualpupils,isthefirststepinrespondingtopupilswhohaveormayhaveSEND.Additionalinterventionandsupportcannotcompensateforalackofgoodqualityteaching.Somepupilsmaybejustbehindtheaverageleveloftheirpeergroup,butwouldbemakingsomeprogress.Thesepupilsshouldmakegoodprogresswithqualityfirstteachingandeffectiveclassroompracticeandmayneedteacherdirectedclass-basedinterventions.

What is SEN Support?

Wheregoodqualityfirstteachingisnotmeetingthepupil’seducationalneedsandthechildoryoungpersonrequiresadditionalordifferentsupportbeyondclassroompracticeavailabletopupilsofthesameage.

SEND provision within individual schools

AllschoolsofferdifferingprovisionforchildrenandyoungpeoplewithSEND.UndertheSpecialEducationalNeedsandDisability(SEND)reforms,eachschoolislegallyrequiredtoprovidedetailedinformationforparents/carersonhowtheysupportchildrenandyoungpeoplewithSEND.ThiscanbefoundviaindividualschoolwebsitesasaSEND Information Report.

Funding related to support

Dedicated Schools Grant (DSG): Eachpupil(withorwithoutSEND)isprovidedwithfundingofaround£4,000perpupiltomeettheireducationalneeds.

Devolved SEND Budget:

OntopoftheDSG,schoolsaregivenanadditionalamountoffundingtomeetthespecialeducationalprovisionofpupilswithSEND.Thisfundingcomesfromaparticularfundingstreamcalledtheschoolsblock.Thisfundingformspartofaschool’s‘notionalSENDbudget’.Currently,thegovernmentsuggeststhataschoolshouldusetheirnotionalSENDbudgettofund up to £6,000 worth of special educational provision for a pupil with SEN. This is an averagefigure,asnotallpupilswithSENDrequirespecialeducationalprovisionbeyondtheamountof£6,000. ItshouldheavilydependontheindividualneedsofeachpupilwithSEND.

High needs/Top-up Funding (EHCP)

Ifaschoolrequiresfundingthatgoesbeyondthemaximum£6,000toprovideapupil’sspecialeducationalprovision,thenthismaybedeliveredbylocalauthoritiesthoughanEducation,HealthandCarePlanonceaneedsassessment has been completed and a plan agreed.

6 7

Graduated Approach

6.44(Pg:100CoP)WhereapupilisidentifiedashavingSEND,schoolsshouldtakeactiontoremovebarrierstolearningandputeffectivespecialeducationalprovisioninplace.ThisSENSupportshouldtaketheformofafour-partcyclethroughwhichearlierdecisionsandactionsarerevisited,refinedandrevisedwithagrowingunderstandingofthepupil’sneedsandofwhatsupportsthepupilinmakinggoodprogressandsecuringgoodoutcomes.Thisisknownasthegraduatedapproach.Itdrawsonmoredetailedapproaches,morefrequentreviewandmorespecialistexpertiseinsuccessivecyclesinordertomatchinterventionstotheSENDofchildrenandyoungpeople.Ifneeded,specialistexpertisemaycomefromprofessionalssuchas;HearingorVisuallyImpairedteachers,ASDadvisoryteachersandTA’s,SALSAandcommunicationsteam,EducationalPsychologists,SpeechandLanguageTherapists,Social,EmotionalandMentalHealthadvisers.

Responsibility:Classteacher,supportstaffwithSENCo

Definitions and responsibilities with reference to expectations of staff members in schools.

Quality First Teaching

6.36(Pg:99SENDCodeofPractice)Teachersareresponsibleandaccountablefortheprogressanddevelopmentofthepupilsintheirclass,includingwherepupilsaccesssupportfromteachingassistantsorspecialiststaff.

6.37Highqualityteaching,differentiatedforindividualpupils,isthefirststepinrespondingtopupilswhohaveormayhaveSEND.Additionalinterventionandsupportcannotcompensateforalackofgoodqualityteaching.Somepupilsmaybejustbehindtheaverageleveloftheirpeergroup,butwouldbemakingsomeprogress.Thesepupilsshouldmakegoodprogresswithqualityfirstteachingandeffectiveclassroompracticeandmayneedteacherdirectedclassbasedinterventions.

Responsibility:Classteacherandclasssupportstaff

Reasonable adjustments

Schoolsmustensurethatnoexistingpupilisdiscriminatedagainstinthemannerinwhicheducationisprovided,thewaythatpupilsareabletoaccessfacilities/services,orthroughexcludingapupilorsubjectingthemtoanyotherdetriment.Manyofthereasonableadjustmentsthatschoolsarealreadymakingforpupilsundoubtedlyincludetheuseofsomeauxiliaryaids,suchascolouredoverlaysfordyslexicpupils,pengrips,adaptedPEequipment,adaptedkeyboardsandcomputersoftware.Thedutytomakereasonableadjustmentsrequiresaschooltotakepositivestepstoensurethatdisabledpupilscanfullyparticipateintheeducationprovidedbytheschool,andthattheycanenjoytheotherbenefits,facilitiesandservicesthattheschoolprovidesforpupils.Manyreasonableadjustmentsareinexpensiveandwillofteninvolveachangeinpracticeratherthantheprovisionofexpensivepiecesofequipmentoradditionalstaff.ThefactthatadisabledpupilhasSENDorEHCPlandoesnottakeawayaschool’sdutytomakereasonableadjustmentsforthatpupil.

Responsibility: Class teacher, SENCo and Senior Leadership Team.

Identifying SEN Support

6.43 (Pg:100CoP)WhereitisdecidedthatapupildoeshaveSEND,thedecisionshouldberecordedintheschoolrecordsandthepupil’sparentsmustbeformallyinformedthatspecialeducationalprovisionisbeingmade.

Responsibility: SENCo

SEN Support

ApupilhasSENDwheretheirlearningdifficulty,socialemotionalneedsordisabilitycallsforprovisiondifferentto,oradditionalfrom,normalclassroompracticeavailabletopupilsofthesameage,usingthegraduatedapproachtoremovebarrierstolearning.Howeversupportisprovided,acleardateforreviewingprogressshouldbeagreedandtheparent,pupilandteachingstaffshouldeachbeclearabouthowtheywillhelpthepupil reach the expected outcomes.

Responsibility:Classteacher,supportstaffwithSENCo

Involving parents and pupils in planning and reviewing progress

6.65(Pg:104CoP)WhereapupilisreceivingSENSupport,schoolsshouldtalktoparentsregularlytosetclearoutcomesandreviewprogresstowardsthem,discusstheactivitiesandsupportthatwillhelpachievethem,andidentifytheresponsibilitiesoftheparent,thepupilandtheschool.Schools should meet parents at least three times each year.

6.71Arecordoftheoutcomes,actionandsupportagreedthroughthediscussionshouldbekeptandsharedwithalltheappropriateschoolstaff.Thisrecordshouldbegiventothepupil’sparents.Theschool’smanagementinformationsystemshouldbeupdatedasappropriate.

Responsibility:ClassteacherwithSENCo

• Exitdataforinterventions

• Progress data

•Pupil/Parentviews

• QFT,differentiation

•ClassteacherandTAsettargetsandInterventions-entry data

• Carryoutinterventions,differentiation,adaptationsto equipment or environment

• Observe

•AnnotateSENSupportguidance

• Progress Data

• Professional reports

• Pupils/ParentView

•ImpactofInterventions

Review

Plan

Assess

Do

8 9

SEN Support with external agency input

6.58(pg102CoP)Whereapupilcontinuestomakelessthanexpectedprogress,despiteevidence-basedsupportandinterventionsthatarematchedtothepupil’sareaofneed,theschoolshouldconsiderinvolvingspecialists, including those secured by the school itself or from outside agencies.

6.59SchoolsmayinvolvespecialistsatanypointtoadvisethemonearlyidentificationofSENDandeffectivesupportandinterventions.Aschoolshouldalwaysinvolveaspecialistwhereapupilcontinuestomakelittleornoprogressorwheretheycontinuetoworkatlevelssubstantiallybelowthoseexpectedofpupilsofasimilaragedespiteevidence-basedSENSupportdeliveredbyappropriatelytrainedstaff.Thepupil’sparentsshouldalwaysbeinvolvedinanydecisiontoinvolvespecialists.TheinvolvementofspecialistsandwhatwasdiscussedoragreedshouldberecordedandsharedwiththeparentsandteachingstaffsupportingthechildinthesamewayasotherSENSupport.Arecordofallsuchmeetingsshouldbekeptonthepupilfile.

Responsibility:Classteacher,supportstaff,SENCo,externalagency

References:

• ReasonableAdjustmentsforDisabledPupils-GuidanceforSchoolsinEngland(2015)

• SpecialEducationalNeedsandDisabilityCodeofPractice:0to25years–(2015)

• AccessArrangementsandReasonableAdjustments2018-2019–JointCouncilforqualifications(JCQ)

• EqualityAct2010

Access Arrangements

AccessArrangementsarepre-examinationadjustmentsforcandidatesbasedonevidenceofneedandnormalwayofworking.AccessArrangementsallowcandidates/learnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentwithoutchangingthedemandsoftheassessment.-forexample,extratime,readers,scribesandBraillequestionpapers.InthiswayawardingbodieswillcomplywiththedutyoftheEqualityAct2010tomake‘reasonableadjustments’.TheEqualityAct2010requiresanAwardingBodytomakereasonableadjustmentswhereadisabledpersonwouldbeatasubstantialdisadvantageinundertakinganassessment.

Responsibility: SENCo and SLT

Cognition and Learning (C&L)

Some examples:

• Specific learning difficulty such as Dyslexia (SpLD)

• Moderatelearningdifficulties(MLD)

• Severelearningdifficulties

Communication and Interaction (C&I)

Some examples:

• Speech,LanguageandCommunicationNeed(SLCN)

• Developmentallanguagedisorder(DLD)(previouslylanguage disorder)

• AutismSpectrumDisorder

• Reluctantspeakers/selectivemutism

• Stammer

Social, Emotional and Mental Health (SEMH)

Some examples:

• Socialinteractions

• Becomingwithdrawnorisolated

• Anxiety/depression

• Displayingchallenging,disruptiveordisturbingbehaviour

• ADHD

4 Areas of Need as defined in the Code of Practice.

(p97CoP)AreasofneedarerequiredforpupilsatSENSupport.Theneedcanbewithoutdiagnosisorlabel.

Sensory and / or Physical

Some examples:

• Visual impairment (VI)

• Hearing impairment (HI)

• Physical disability (PD)

• Sensoryprocessingdifficulties

• DevelopmentalCo-ordinationDisorder(DCD)(Dyspraxia)

10 11

Class Based SupportQualify First Teaching and standard expectation of good classroom practice

Assess, Plan, Do

• Classteacheridentifiesgaps/areasofweakness.

• Informationgatheringwithfamilyandpupil.Thisindicatesneedscouldbeaddressedthroughrefinementstoqualityfirstteachingand/ortargetedclassbasedinterventions.

• Classteacherensuresadaptedclassroompracticeanduseofresources(RESOURCE1:StrategiesGuide).

• Timelimited,targetedclassbasedinterventionsareprovidedfocussingonkeyareasofconcern,thenevaluated.

Review:

If targets achieved and progress made:

• Continuetomonitorinclassbutwithpossiblefurtherinterventiontoensurecontinuationofprogress.

If targets NOT achieved and limited progress:

• Furtherinvestigationsareneeded.

Class Based Support with SENCo adviceQualify First Teaching and standard expectation of good classroom practice

Assess, Plan, Do

• Teachertocomplete‘EarlyIdentificationofNeed’formandsendtoSENCo.(Resource2Pg:25or27).

• SENCOtocheckteachersarealreadyusingtheirownassessmentstoidentifystrengthsandgapsinlearningandareusingthisinformationtoinformdifferentiatedplanning,teachingandpractice.

• SENCOtoreplyandadvise.

• Furtherclassactionandadvicetobeimplementedandreviewed.

Cycle of processes when identifying early needs and SEND.

Review:


• Continuetomonitorinclassbutwithpossiblefurtherinterventiontoensurecontinuationofprogress.


• DespiteadjustmentstoQFTandorinterventionsthereislimitedornoprogress.Concernsstillremain.ThismightbeindicativeofanSENDandmayrequirefurtherinvestigation.

SEN Support with external agency input Qualify First Teaching and standard expectation of good classroom practice and SEN Support

Assess, Plan, Do

• Consultationwithteachers/pupil/parents/carersastowhyexternaladviceisneeded.

• RefertoEarlyInterventionTeamorotheradvisoryspecialist.

• CompleteSENSupportPlan,includingtargetsfromprofessionals’reports,withshort-termtargetsanddetails ofadditionalprovision,sharedwithparents/carersandpupils.

• Implementationofsupportplanmonitoredbyclassteacher/formtutorwithsupportfromSENCo.

• Continuetomonitorprogressofchild/youngpersontermlyviaexternalagencymeetings.

• Supportplanreviewedwithpupilandparent/carerswithinaterm.

Review:


• Continuetomonitorwithoutexternalsupport.

or

• ContinueonSENSupportbutwithnextlevelofbespokeintervention.Monitorwithappropriateprofessional.


• Raiseconcernsatappropriateexternalagencymeetingsforfurtheradvice.

SEN SupportQualify First Teaching and standard expectation of good classroom practice and SEN Support

Assess, Plan, Do

• SENSupportPlantobecompleted.(Resource3pg:29-36)

• Consultationwithpupil/parents/carers.Parents/carersnotifiedformallythatchild/youngpersonisonSENDregister.

• Assessmentandareasofneedidentified.

• Targetsandadditionalinterventionsplanned.

• Implement support.

• Reviewimpactandevaluate.

• Consultationandreviewwithpupil/parents/carers.

A pupil has SEND where their learning difficulty or disability calls for provision different to, or additional from, normal classroom practice available to pupils of the same age.

Review:


• continuetomonitorwithclassbasedsupport.

or

• ContinueonSENSupportbutwithpossiblefurtherinterventiontoensurecontinuationofprogress.


• Furtherinvestigationsmaybeneededwithexternalagencyinput.

12 13

Resource 1

Strategies GuideExpected good class practice for pupils with needs presenting in the areas of:

Page

13 Attentionandlisteningdifficulties

14 Socialcommunicationdifficulties

15 Difficultiesunderstandinglanguage

16 Difficultieswithusinglanguage

17 Difficultieswithwordfindingandvocabulary

18 Cognitionandlearningdifficulties

19 Anxietyandneedsthatchallengebehaviours

20 Co-ordination,fineandgrossmotordifficulties

21 Sensorydifficulties

22 Memoryandretentiondifficulties

23 Emotional/well-beingdifficulties

24 Reluctantspeakers/selectivemutism

Good quality first teaching


combined with

good quality SEN Support

Makesureyouhavethepupil’sfullattention–saytheirnameandgaineye contact.

Havethepupilplacedatthefrontoftheclass(orcarpet)facingthedirectioninwhichyouwantthemtofocus.

Cue the pupil into listening by using their name at the beginning of your instruction,sentenceorquestion.

Givethepupiltimetoprocesswhatyouhavesaidbeforegivinganotherinstruction,ormoreinformation.

Giveregularpraisetoreinforceandencouragegoodlisteningandlearningbehaviour.(Positiveredirection–tellingthemwhattodoratherthanwhatnotto).Useavisualtosupportthis.

Usevisualtimerstopromoteattentionforasetamountoftime.

Usepeersupport(withoutthisalwaysbeingthesameyoungperson)andconsiderseatingcarefully.

Developattentionskillsinagroupsituationbyteachinggoodrulesoflistening:looktowardsthespeaker,goodsitting,notinterrupting.Passanobjectaroundthegrouptoshowwhoisspeaking.

Ensureyourinstructionsareshortandclear.Askthepupiltorepeatinstructions/tasksbacktoyouensuringtheyhaveclearlyunderstood.

Instructionsandtasksshouldbeclear,brief,conciseandinthecorrectorderwherepossible.Somepupilsmaybenefitfromthembeingwrittendownandbrokenintosimplesteps.

Usevisualsupport(e.g.gesture,signs,pictures)whengivinginformationorinstructions.

Usemulti–sensoryteachingtechniquesthatarevisual,auditoryandtactile.Supportabstractconceptswithconcreteapparatus.

Useofregularshortbreaks/naturalmovementbreaks.

Userewardsystems(e.g.stickers).

Providevisualorwrittenremindersfororganisingmaterialsandequipment.Useataskplan/taskmanagementboard.

Beveryspecificabouthowmuchworkyouexpecttobecompletedwithinasettimeframe.

Promptthechildwithkeywordsorinformationtolistenoutfor.Thiscouldbesuppliedinvisualform.

Aidconcentrationthroughuseoffiddletoys,wobblecushionetc.Useofsensorysupporttoaidconcentration–calming,alertingactivities.

In association with:

Bexley’s Educational Psychology Service, Social, Emotional and Mental Health Support Partners and Children’s Speech and Language Therapy Service

Expected good class practice to support pupils with…

Attention and listening difficulties

14 15

Good quality first teaching Good quality first teaching


combined with



combined with


Useliterallanguage;avoididioms,sarcasmandfiguresofspeech.

Collectthepupil’svoice:whataretheirspecialinterests/motivators?

Usevisualaidsasmuchaspossible;objects,pictures,symbolstoaidunderstanding.Beclearaboutwhatitisyouwantfromthepupilandnotaboutwhatyoudon’twant!

Usevisualtimetablesfordailyroutines.

Speaktoparents/carers.Rememberthathowachildrepresentsinschoolisnotalwaysindicativeofhowthechildiscoping.Signsofanxietyofchallengingbehavioursmayonlybeevidentathome.

Contactbooks:developacollaborativerelationshipwiththeparents/carers.Workingtogetheristhemostpositiveandbeneficialwayofsupportingthepupilacrossbothsettings.

Usepositivere-directionratherthannegative:‘Putthepensonthetable’ratherthan‘Don’tthrowthepens.’

Praisethepupilwhentheyshowadesiredbehavioure.g.“goodlistening,welldone”likewisemakesureyouletthemknowwhatyouarepleasedwith.

Ensurethatyouhavethepupil’sfullauditoryandvisualattentionbeforetalkingtothem.

Simplify–breakyourrequest/instructiondownintopartsormakeitsimplerbygiving1or2steps.Trytolimitnon-essentialinformationasthismayoverloadthepupil.

Emphasisekeywordswhengivinginformation(e.g.getyourEnglishbookand the blue pen).

Givepupilsextratimetoprocesswhatyouhavesaid.

Useconcrete,familiarvocabularyandspeakclearlyandnottooquickly.

Giveinstructionsbeforeanactivity,notduringit.

Providerepetitions–exactrepetitions.

Askyes/noquestionsorgivealternativesratherthanaskingopenquestions.

Reviseandsummarisestoriesandinformation.

Checkapupil’sunderstandingbyaskingthemtorepeatbackaninstructionandsupportpupilstorecognisewhentheyhavenotunderstood.

Supportpupilstorecognisewhentheyhavenotunderstood.Agreeastrategyforthemtoaskforhelporclarification.Providepraisewhentheydo this independently.

Focusonthefeature–helpyourpupilfocusonthefeaturetheyneedtolookattobeabletounderstandyourquestion(e.g.ifyouareaskinghowtwoitemsarealike,youcandrawtheirattentiontotherelevantsimilarity–colour/sizeetc).

Usevisualtimetablestosupportdailyroutines.

Developunderstandingofcauseandeffectthroughactivitieswherethepupilhastoconsider‘whatif?’suchascomicstripsorsocialstories.

Teachthepupilsocialskillsandgiveopportunitiestopracticetheseskills,withadultsupport,inasmallgroupsetting.

Useroleplaytoteachthepupilhowtocopewithdifferentsocialsituations.

Usemulti–sensoryteachingtechniquesthatarevisual,auditoryandtactile.Supportabstractconceptswithconcreteapparatus.

Useofself-regulationstrategiessuchastrafficlightsystemsorthe5-pointscale.

Uselunchclubsoradultsupervisedstructuredlunchtimesforthosechildrenwhostruggleduringunstructuredtimes.

Use‘first/then’orchoicesboard.

Pre-teachsubjectspecificvocabularyPRIORtothelesson.

Usegamesthatsupportthedevelopmentofnon-verbalreasoningskills.Thiscouldincludeactivitiesinvolvingsequencingandpredictingpatterns;matchingororderingobjectsinrelationtocertaincharacteristicssuchassize,colour,shape.

Usemulti-sensoryteachingtechniquesthatarevisual,auditoryandtactile.

Usevisualaidsasmuchaspossible;objects,pictures,symbols,gestures,signing, PECS to aid understanding.

Ensurethevocabularyyouuseisinlinewiththestudent’slanguagelevel.


Bexley’s Educational Autism Advisory Services


Children’s Speech and Language Therapy Service and The Joint Communication Team


Social communication difficultiesExpected good class practice to support pupils with…

Difficulties understanding language

16 17

Good quality first teaching Good quality first teaching


combined with



combined with


Provideagoodlanguagemodel,keepingyourlanguageclearandconcise.Repeatwhatpupilshavesaidemphasisingthecorrectwordorderandgrammar.

Givethepupilsufficienttimetoprocesswhathasbeensaidandtoorganise their response.

Providestudentswithasimplestructuretohelpthemorganisetheirlanguagee.g.first,then,next.

Providevisualpromptsalongsidekeyvocabularytosupportthere-tellingofevents.

Toencourageparticipationinagroup,askquestionswhichgivealternatives(e.g.‘wasTompleasedorunhappy?’).Thisallowspupilstobecomemoreinvolvedinthediscussion.

Givepupilsplentyoftimetosaywhattheymean.

Provideopportunitiesforlanguageuse(e.g.re-tellingastoryordescribingarecentactivity).

Encouragepupilstoorganiseideasverballybeforewritingthemdown.Atalkingtinorothervoicerecordingappscouldbeprovidedtosupportwiththis.

Differentiateworktoreflectthepupil’slanguageandcommunicationprofile.

Scaffolding–startatalevelwherethechildisconfidentandthengradually stretch them.

Ifyouknowwhatthewordis,providealternatives.

Cuepupilsbygivingthemthefirstsoundoftheword(e.g.it’sa‘lllll’…)

Askpupilsquestionsabouttheword(e.g.‘Wheredoyoufindit?Whatdoyouuseitfor?’).

Encouragepupilstorehearsethewordonceithasbeenretrieved.

Encouragepupilstousethewordinasentence.

Teachandusethewordinarangeofdifferentcontexts.Providemultipleexposurestonewwords.

Whenteachingnewwords,useawordwebtodiscussphonological(e.g.firstsound)andmeaning(e.g.locationandfunction)features.

Whenlearningnewwords,trytomakeasmanyassociationswiththenewwordaspossible.Teachrelatedwordsandgroupnewwordsintocategories.

Supportpupilstoreflectontheirownwordlearning.

Modelcorrectproductionofsounds.

Ifthechildcanmakethesound,provideachoiceforcorrection(e.g.‘isitatuporacup?’).andpraiseallattemptsattryingtoself-correct.

Extendthepupil’ssentencesbyaddingsomethingextra(e.g.foryoungerchildren:ifthepupilsays‘there’sabus’,youcouldsay‘there’sabig,redbus’.Forolderchildren:(ifthepupilsays‘themanisdigging’,youcouldsay‘themanisdiggingandthewomanisplanting’).

Encouragestudentstousealternativemeansofcommunicating,drawing,PECs, gestures, scribing, typing.

Useofmindmapstoorganisethoughts.

Trialtheuseofspecificapproachestofurthersupportthecontentandstructureoflanguagethesemayinclude‘ColourfulSemantics’or‘ShapeCoding’(seeschoolSpeechandLanguageTherapist).

Ensurespeechandlanguagecareplanrecommendationsareputintoplace.

Pre-teachimportantvocabulary.

Workonpupils’phonologicalawareness(e.g.encouragingpupilstotapoutsyllables,forexample,‘e-le-phant’;identifyingthefirstandlastsoundinwords).

Supportingsounddevelopmentthroughphonicsandreadingtasks.Youmaywanttousethe‘LettersandSounds’resource.






Difficulties in using languageExpected good class practice to support pupils with…

Difficulties in word finding and vocabulary

18 19



combined with


Beawareofthepupil’sstartingpointsothatexpectedprocesscanbemeasured accurately.

Pupils should be taught to the curriculum year they are able to access not their chronological age.

Allclassworkandhomeworkshouldbedifferentiatedacrossallsubjectsto enable the pupil to access the full curriculum.

Useofmodellingtoaidunderstanding.

Routinelygivetheopportunityofalternativestowrittenrecording.

Keyvocabularyisdisplayedwithappropriatevisuals.

Usevisualtimerstopromoteattentionforasetamountoftime.

Beveryspecificabouthowmuchworkyouexpecttobecompletedwithinasettimeframe.

Regularuseofrestbreaks.

Useofreader,scribeortalkingtinsorothervoicerecordingapps.

Useoftaskboard:tasksarebrokendownintosmallmanageablesteps.Thesestepsareshownexplicitly.

Pre-teaching:helppreparethepupilbypre-teachingkeywordsandconceptsPRIORtolessons.

Providewritten,visualandrecordedsupport.Useimagesandbreaklongchunksoftextup.Whenreadingisachallenge,itcanbehelpfulforachildtohaverecordedmaterialsandbookstolistento.

Extratimeforprocessingandcompletingwork,notjustinschoolbuthomeworktoo.Couldparentsscribehomeworkoritberecordedonatalkingtinorothervoicerecordingapp?

Provideopportunityfortouchtypinglearning:https://www.bbc.com/bitesize/articles/z3c6tfr


Difficulties with cognition and learning


Bexley’s Educational Psychology Service



combined with


Understandthatbehaviourisamethodofcommunication.Whatisthepupiltryingtocommunicate?Canyouidentifythetriggers?

Instructionsneedtobeclearandexplicit.Makeexpectationsveryclear.

Buddy/peermentoringsystems.

Givingpositionsofresponsibilitytopromotepositiveself-esteem.

Regularcontactwithhometoestablishpatternsofbehaviourinotherenvironmentsaswellasstrategiesbeingtried.

Speaktoparents/carers.Rememberthathowachildrepresentsinschoolisnotalwaysindicativeofhowthechildiscoping.Signsofanxietyofchallengingbehavioursmayonlybeevidentathome.


Incorporatea‘feelingsregister’whendoingmorningandafternoonregister.Ratherthanjustrespondingwith‘yes/here’theycangiveanumber1-3,orword(happy,sad,lonely,amazing).Ifapupilisunhappythisallowstheteachertointerveneatanappropriatetimewithinthenext lesson.

Useofself-regulationsstrategiessuchastrafficlightsystems,greenwristbandsor5pointscale.

Developunderstandingofcauseandeffectthroughactivitieswherethepupilhastoconsider‘whatif?’suchascomicstripsorsocialstories.

Providethepupilwithasafeplaceorquietareatoseekoutwhenneeded.

Useofchoicesboardtoallowthechildtohavesomecontrolbutstillachievingthesameendresult.

Checkinandoutdailywithanadult.Thishelpsthepupilprepareforthedayahead.Likewisehaveclosureonanyissuesthathavearisenduringthe day.

Worktoidentifypotentialstressors/triggersthroughobservations/pupilvoiceandpictures(5pointscale).

UsetheSPENCEAnxietyScale,BoxallProfile,Self-ImageProfileorStrengths,DifficultiesQuestionnaire(SDQ’s)asaholisticapproachtounderstandingthepupilswell-being.


Anxiety and needs that challenge behaviours


Bexley’s Social, Emotional and Mental Health Support Partners

20 21



combined with


Considerreasonableadjustmentstoequipmentsucharangeofpencilgrips,chunkypens,writingslopes,moveandsit/wobblecushions,handedrulers,loopedandlefthandedscissors.

Alternativestohandwritingsuchastalkingtinsorothervoicerecordingapps, scribing or typing.

Rest/movementbreaks.

Seatingpositionintheclass.Pupilswithco-ordinationdifficultiesfinditbettertositfacingtheboard,asthismakescopyingandtrackingeasierfor them.

Extratimeforprocessingandcompletingwork,notjustinschoolbuthomeworktoo.Couldparentsscribehomeworkforitberecordedonatalkingtinonothervoicerecordingapp?

Provideopportunitiesforlearningtouchtyping:https://www.bbc.com/bitesize/articles/z3c6tfr


Pre-teachmotorskills.Ifyourlessonincludesusingscissors,foldingpaper,oranyothertaskthatmightcauseachildtostruggle,provideplentyofassistanceandtrytointroducethestudenttotheactivitybeforehand,soheorshehasachancetopracticeandgetfamiliarwiththephysicalmanipulationsrequired.

Jumpaheadprogramme(orequivalentmotorskillsdevelopmentprogramme)attendanceandrecordingofachievements.


Co-ordination difficulties


Children’s Occupational Therapy Service



combined with


Providesensoryrestbreaks/movementbreaks.

Fidgettoys/chewtoys.

Provideaclearvisualtimetablewithplentyofpreparationfortransitions.

Pre-teaching:helppreparethepupilbyprovidingsensorycircuitandregularmovementbreaksPRIORtolessonsand/orasrequiredduringlessons.

Sensorypathwaysinplaceinschool.

Accesstosensorycircuits.

Accesstoear-defenders,deskpartitionboards,weightedblankets,quietarea,safe/calmingzone.

Accesstoasensorytoolbox.

Accesstoastructuredlunchclub/quietareaifthepupilfindsbeinginanoisyplayground/foodhalldifficult.

Knowledgeofimpactofsensoryactivitiestoachievetherequiredbenefitsforthechild.


Sensory difficulties


Children’s Occupational Therapy Service

22 23



combined with


Allclassworkandhomeworkshouldbedifferentiatedacrossallsubjectsto enable the pupil to access the full curriculum.

Useofmodellingtoaidunderstanding.

Scaffoldworkbyprovidingwritingframes/promptsheets.

Keyvocabisdisplayedwithappropriatevisuals.

Useoftalkingtinsandotherrecordingappssothepupilcanverbalisetheirideasandplaybacktohelpaidmemory.

Breakinstructionsdownintosmallchunks.

Checkapupil’sunderstandingbyaskingthemtorepeatbackaninstruction.

Teachrehearsalandvisualisationtechniquestoaidmemory.

Providerepetitions–exactrepetitionsandrephrasing.

Encourageactivelistening–agreeawayforpupilstoaskforhelporclarification.

Toinstilapositivestateofmind,berelaxedaboutdifficultiesandsupportpupilsintheirattemptstoovercomethem.

Useoftaskmanagementboards:tasksarebrokendownintosmallmanageablesteps.Thesestepsareshownexplicitly.


Pre-teaching:helppreparethepupilbypre-teachingkeywordsandconceptsPRIORtolessons.

Extratimeforprocessingandcompletingwork,notjustinschoolbuthomeworktoo.Askparentstoscribehomeworkforitberecordedontoatalkingtinorrecordingapp?


Memory and retention difficulties


Bexley’s Educational Psychology Service, Children’s Speech and Language Therapy Service and the Joint Communication Team



combined with


Speaktoparents/carers.Rememberthathowachildrepresentsinschoolisnotalwaysindicativeofhowthechild/youngpersoniscoping.Signsofanxietyoremotionalbehavioursmayonlybeevidentinoneenvironment.


Incorporatea‘feelingsregister’whendoingmorningandafternoonregister.Ratherthanjustrespondingwith‘yes/here’theycangiveanumber1-3,orword(happy,sad,lonely,amazing).Ifapupilisunhappythisallowstheteachertoexplorethisatanappropriatetimewithinthenext lesson.

PromotewholeschoolstrategyofWell-BeingMentors,orsimilar.BexleyEITteamcanadviseonthis.

Introduceafeelingsboxwithintheclassroom,thiscanbefilledwithsensoryobjectsandcanhelppupils,regulatetheirfeelingsatchallengingtimes.

Starteachdaywithapositivecomplimentsession,oruseacheck-inprocessthatfocusesonwell-beingandbegineachdayfromafreshstart.Itisimportantnottotakepresentingbehaviourspersonally.Thisapproachcanhelpbuildpositiverelationships.

Understandandlookbeyondthebehavioursofpupils,oftenthereareunresolvedissuesthatsitunderthebehavioursymptoms.Gettingtoknowyourpupils’triggersforbehavioursarekey.

UseawidevarietyofhighqualityPHSE/SEALresources.

Usethe5waystoWellbeingResourceshttps://www.gov.uk/government/publications/five-ways-to-mental-wellbeing

Checkinandoutdailywithanadult.Thishelpsthepupilprepareforthedayahead.Likewise,haveclosureonanyissuesthathavearisenthroughout the day.

UsetheSPENCEAnxietyScale,BoxallProfile,Self-ImageProfileorStrengths,DifficultiesQuestionnaire(SQQ’s)asaholisticapproachtounderstandingthepupil’swell-being.(copiesinSENCoDropBox).

Encourageuseofworryboxorworrydiary(inhomeorschool)wherethechild/youngpersonwritesdownordrawstheirworries,ensuringthisisfollowedupbyanyspecificadultintheappropriatesettingdaily.

Givepupilstheopportunityforashort-managedtimeout,withinanagreedspaceintheclassroom,withsupportofavisualtime.Thiswillhelpthemtobegintomanagetheiremotions,whentheystarttoescalate.


Emotional / well-being difficulties


Bexley’s Social, Emotional and Mental Health Support Partners and Well Being Leader at Lessness Heath Primary School (The Primary First Trust)

24 25



combined with


Donotdrawwholeclassattentiontothefactthatthepupildoesnotspeak.

Removeallpressurestospeakbutensurethatallassociationswithcommunicationarepositive.

Understandthechild’sanxiety.

Stafftodiscreetlyacknowledgethechild’sdifficultyandhowtheyfeel–discussingphobiasandanxietymaybeuseful.(Itmaybehelpfultoallowthepupiltodevelopaspecialrelationshipwithoneadult.)

Allowandacceptcommunicationinanyform(e.g.recordinganswersonpaper,typingetc…).

Considerothermethodsofcommunicationtosupportpupilstoexpressthemselves(i.e.writing,gesture,drawing).E.g.awavetoanswertheregister,provideavisualforthepupiltorequesthelporusethetoilet.

Askyes/noquestionsandprovideforcedalternativeswherechoicesneed to be made.

Reducethepupil’sfeelingsoffailure.

Providefrequentopportunitiestoengageinteract(withoutpressure)inordertopreventthepupilembracingtheirnon-speakingrole.

Encouragepupilstoplay/interactwiththeirpeersintheclassroomandon the playground.

Makecommentswhichpraiseofthepupil’seffortwiththetaskratherthan comment on their speech.

Provideanenvironmentwherethepupilfeelssafe(thismaybeawayfromtheclassroombutwouldbefreefromdistractions/interruptions)forrapportbuildingwithakeyadultandopportunitiestocommunicatewithoutanxiety.

Providemotivatingandengagingactivities(notnecessarilycurriculumbased)forthechildinarelaxedenvironment,givingthepupilanirresistibleurgetocommunicate.

Schoolstafftoincorporateawholeschoolapproachtoreluctantspeakerstrategy(includingallsupportstaffe.g.caretakersetc.)

Stafftomonitorpupil’sanxietythroughuseofvisualsupport(e.g.usingtrafficlight/smileyfaceswhichthepupilcanpointtoshowhowtheyarefeeling).

EnsureSpeechandLanguagecareplanrecommendationsareputintoplace.

RefertostagesofReluctantSpeakerforatargetedindividualisedapproach (see drop box).


Reluctant speakers / selective mutism



Pupil Details Data

Name Reading Writing Maths

ClassWhat area of need are you most concerned about?

Cognition and Learning

CommunicationandInteraction Social,EmotionalandMental

Health

Sensory and Physical

What are your MAIN concerns? What are the parent and pupil’s MAIN concerns?

What advice has been given to parents and pupil so far?

When and what has been tried so far?

Adapted classroom practice and use of resources Interventions

Impact of this Impact of this

RESOURCE 2 Primary

Early Identification of Need Teachers Sheet

Signed: (Teacher)

Signed: (Parent)

Date:

Date:

26 27

For SENCO use only:Pupil Details Subject Data

English Maths Science Others

Name Baseline Baseline Baseline Baseline

Class Current Current Current Current

DOB: Expected Expected Expected Expected

What area of need are you most concerned about?

Cognition and Learning

CommunicationandInteraction

Social,EmotionalandMentalHealth

Senory and Physical

What are your MAIN concerns? (Include information from round robin.)

What are the parent and pupil’s MAIN concerns?

What advice has been given to parents and pupil so far?

When and what has been tried so far?

Adapted classroom practice and use of resources Interventions

Impact of this Impact of this

RESOURCE 2 Secondary

Early Identification of Need Teachers Sheet

Signed: (Teacher)

Signed: (Parent)

Date:

Date:

ReceivedbySENCOon:

Advice given: Actions to be taken:

To be followed up by:

Designated person: Deadline:

28 29

ReceivedbySENCOon:

Advice given: Actions to be taken:

To be followed up by:

Designated person: Deadline:

For SENCO use only:

28

SEN Support Plan

Name: Tommy Bloggs DOB: 26.12.08 Year Group & Class: 5S Date: 12.01.19 Review Date: 26.04.19 Pupil Premium? Yes

Attendance: Autumn 1 2

Spring 1 2

Summer 1 2

84.7% 95.5% 96.4% 97% 100% 100%

History including any previous external agency involvement: In year 2 Tommy was seen by SALT. Assessments showed his understanding and language was age appropriate. Last year Tommy had social intervention support with Mrs Smith to help him develop more positive social skills. Tommy now has developed 2 positive relationships with peers in his class. He says this has made him feel much happier in school.

Pupil Voice: I find it difficult to: Control my anger. Work for long time. Parent/Carer Concerns: Tommy gets very angry very quickly at home He gets very stressed and struggles with

homework. He can’t do it without our help. School concerns: Struggles to complete tasks set. Can quickly lose his temper. Can frequently have unhappy lunchtimes External agency / community support: N/A

What I need you to do to help me: Listen to me when I am upset. Help me do my work. Parental Support: For Tommy to be able to complete his homework

with minimal adult support. For Tommy to feel happier at home and to be

able to self-regulate his behaviour. School targets: For Tommy to have 4 out of 5 happy lunchtimes For Tommy to be able to work independently for

15 minutes per lesson. For Tommy to be able to learn to self-regulate

his emotions both at home and in school.

I will help myself by: I will make sure I find Mrs Smith every morning and afternoon to have a quick chat about my day and how I

am feeling. I will use my 5 point scale in school and at home to help me, Mum and my teacher understand how I am

feeling. Parental Support: To check Tommy has understood what he needs to do for his homework task. Using the visual timer provided

by school, allow Tommy to work independently for 15 mins. To develop the use of the 5 point scale at home. School intervention / support: Homework will be differentiated to suit Tommy’s unsupported ability. Tommy to be given a 15 min visual timer for home and school use, with clear expectations on what he should

achieve within that time. For Tommy to check in and out with his TA in the morning and at end of day. This will help Tommy to prepare

for the day ahead and have closure at the end of the day with any issues he feels have not been resolved. Mrs Evans (SENCo) will go through the 5-point scale with Tommy and provide him with one for use in class

and at home. Tommy to have access to structured lunch club 5 x a week to help him during these unstructured times.

ASSESS PLAN

DO

Resource 3. Example 1

30 31

29

RUNNING RECORD OF INTERVENTIONS (for year 4)

Date Intervention Entry Exit 12.02.19 Year 5

Active listening skills

Focus: To increase concentration and to

be able to follow instructions

independently of greater complexity.

Can follow 2 step instructions (next to, after).

Concentrate for 5 minutes

Can now follow 4 steps complex instructions 80% of time.

Can follow instructions using prepositions above, below and before.

Concentrate for 8-10 minutes with no need for prompts.

07.06.18 Year 4

Social skills To develop turn

taking skills within a small group, and to develop ability to be able to wait his turn

to speak in small groups and whole class situations.

4 / 5 times will shout out in class

Will have to be first when turn taking otherwise gets angry.

Can tolerate being in small groups of 3.

3 / 5 times Tommy will now put his hand up in class.

He can tolerate being in a group of 5 children.

Is happy to be 2nd or 3rd at waiting for his turn. Does not like being last though.

Date: __________________________ Pupil Signature: __________________________ Parent: Signature: __________________________ SENCo/ Teacher Signature: __________________________

This means that: I am now using my 5 point scale I can tell Mum and my teachers when I am starting to feel angry without me

having to lose my temper so often. I still get upset about twice a week. I love my visual timer! I know when work is going to end and how much I have to do. I feel much happier at

school. I now only need to find Mrs Smith a couple of times a week as I find talking to her helps. Parental Views: The daily checking in and out has really helped. Tommy is having far less meltdowns at home as any

problems are resolved before he comes home. It is lovely to see him being able to do his homework by himself. Sometimes I may scribe for him if it is English but on the whole it is taking far less time and much less anxiety now the homework is suited to his ability.

School intervention / support: Tommy has coped very well in structured lunch club and we have only had 2 bad playtimes in the past 5

weeks. He is completing work much better and clearly enjoys using the visual timer. He is able to use his 5 point scale very well in class and has only reached 5 on 2 occasions, when he needed

to have 10 minutes time out. Tommy’s attendance has dramatically increased too, from 85% to 96%. Tommy says this is because he is

happy to come to school now.

REVIEW

30

Nam

e: T

omm

y Bl

oggs

H

isto

ry:

Tom

my

tran

sitio

ned

wel

l int

o ye

ar 7

and

hav

ing

a bu

bby

syst

em s

et u

p fo

r hi

m r

eally

hel

ped.

In

yea

r 6

Tom

my

was

see

n by

SA

LT. A

sses

smen

ts s

how

ed h

is u

nder

stan

ding

and

lang

uage

w

as a

ge a

ppro

pria

te. L

ast y

ear

Tom

my

had

soci

al in

terv

entio

n su

ppor

t with

Mrs

Sm

ith to

hel

p hi

m d

evel

op m

ore

posi

tive

soci

al s

kills

. Tom

my

now

has

dev

elop

ed 2

pos

itive

rel

atio

nshi

ps

with

pee

rs in

his

cla

ss. H

e sa

ys t

his

has

mad

e hi

m fe

el m

uch

happ

ier

in s

choo

l. A

bout

me:

I w

ould

like

you

to

know

tha

t:

I l

ove

Che

lsea

Foo

tbal

l clu

b an

d w

ant

to b

e a

prof

essi

onal

pla

yer.

I lov

e do

gs a

nd h

ave

a H

usky

cal

led

Sky.

I lik

e sc

hool

now

tha

t I h

ave

som

e fr

iend

s.

I c

an g

et u

pset

whe

n I d

on’t

know

wha

t I h

ave

to d

o in

cla

ss.

D.O

.B. 1

2.09

.03

Form

: 7C

Acc

ess

Arr

ange

men

ts

Nor

mal

way

of w

orki

ng

25

% e

xtra

tim

e

Gro

up R

eade

r

Key

wor

ker:

Mrs

Jone

s

Dat

e: 1

0.01

.19

Rev

iew

Dat

e:10

.04.

19

A

tten

danc

e:

A

utum

n

Spri

ng

Sum

mer

84

.7%

95

.5%

96

.4%

97

%

100%

10

0%

Ass

ess

Pla

n

Do

Tom

my’

s V

iew

s:

I f

ind

it di

fficu

lt to

con

trol

m

y te

mpe

r so

met

imes

.

I can

som

etim

es s

trug

gle

to

unde

rsta

nd in

stru

ctio

ns.

I f

ind

lunc

htim

es t

oo n

oisy

an

d do

not

like

the

pl

aygr

ound

. P

aren

t vi

ews

T

omm

y ca

n ge

t an

gry

very

qu

ickl

y at

hom

e.

G

ets

very

st

ress

ed

and

stru

ggle

s w

ith

hom

ewor

k.

He

can’

t do

it

with

out

our

help

.

I wou

ld li

ke y

ou to

hel

p m

e by

:

List

enin

g to

me

whe

n I a

m

upse

t

H

elp

me

star

t m

y w

ork,

by

mak

ing

sure

I u

nder

stan

d th

e ta

sk s

et.

Par

enta

l Sup

port

:

For

Tom

my

to

be

able

to

co

mpl

ete

his

hom

ewor

k w

ith

min

imal

adu

lt su

ppor

t.

Fo

r T

omm

y to

feel

hap

pier

at

hom

e an

d to

be

able

to

self-

regu

late

his

beh

avio

ur.

I will

hel

p m

ysel

f by:

I will

mak

e su

re I

find

Mrs

Sm

ith e

very

mor

ning

and

afte

rnoo

n to

hav

e a

quic

k ch

at a

bout

my

day

and

how

I am

feel

ing.

I will

use

my

5-po

int

scal

e to

hel

p m

e co

mm

unic

ate

to M

um a

nd m

y te

ache

rs h

ow I

am fe

elin

g.

Par

enta

l Sup

port

:

To

chec

k T

omm

y ha

s un

ders

tood

wha

t he

need

s to

do

for

his

hom

ewor

k ta

sk. U

sing

the

timer

on

his

phon

e, a

llow

Tom

my

to w

ork

inde

pend

ently

for

15 m

inut

es.

T

o de

velo

p th

e us

e of

the

5-po

int s

cale

at h

ome

with

cle

ar u

nder

stan

ding

of w

hat s

uppo

rt T

omm

y w

ill n

eed

at e

ach

poin

t.

Res

ourc

e 3.

Exa

mpl

e 2

32 33

31

Scho

ol v

iew

s:

St

rugg

les

to c

ompl

ete

task

s se

t.

C

an q

uick

ly lo

se h

is t

empe

r.

C

an fr

eque

ntly

hav

e un

happ

y lu

ncht

imes

Scho

ol t

arge

ts:

Fo

r T

omm

y to

hav

e 4

out o

f 5

happ

y lu

ncht

imes

For

Tom

my

to

be

able

to

w

ork

inde

pend

ently

fo

r 15

m

inut

es p

er le

sson

.

For

Tom

my

to b

e ab

le to

lear

n to

sel

f-reg

ulat

e hi

s em

otio

ns

both

at

hom

e an

d in

sch

ool.

Scho

ol in

terv

enti

on /

supp

ort:

Hom

ewor

k w

ill b

e di

ffere

ntia

ted

to s

uit

Tom

my’

s un

supp

orte

d ab

ility

.

Tom

my

to u

se t

imer

app

on

his

mob

ile fo

r ho

me

and

scho

ol u

se, w

ith c

lear

exp

ecta

tions

on

wha

t he

sho

uld

achi

eve

with

in t

hat

time.

For

Tom

my

to c

heck

in a

nd o

ut w

ith h

is T

A in

the

mor

ning

and

at e

nd o

f day

. Thi

s w

ill h

elp

Tom

my

to p

repa

re fo

r th

e da

y ah

ead

and

have

clo

sure

ove

r at

the

end

of t

he d

ay w

ith a

ny is

sues

he

feel

s ha

ve n

ot b

een

reso

lved

.

Mrs

Eva

ns (

SEN

Co)

will

go

thro

ugh

the

5-po

int

scal

e w

ith T

omm

y an

d pr

ovid

e hi

m o

ne fo

r us

e in

cl

ass

and

at h

ome.

Tom

my

to h

ave

acce

ss t

o st

ruct

ured

lunc

h cl

ub 5

x a

wee

k to

hel

p hi

m d

urin

g th

ese

unst

ruct

ured

tim

es.

Dat

e se

t for

revi

ew:

16.

05.1

8 @

2pm

Dat

e of

Rev

iew

: 20

.05.

18 (p

ostp

oned

due

to T

omm

y’s

illne

ss)

Rev

iew

T

omm

y’s

Vie

ws

U

sing

my

5-po

int

scal

e ha

s m

ade

me

feel

muc

h be

tter

. I

am a

ble

to l

et M

um o

r m

y te

ache

rs

know

whe

n I a

m s

tart

ing

to fe

el a

ngry

with

out

alw

ays

havi

ng t

o sc

ream

or

shou

t.

I l

ove

usin

g m

y vi

sual

tim

er. I

kno

w h

ow m

uch

I ha

ve t

o do

and

whe

n w

ork

is g

oing

to

end.

I lik

e sc

hool

now

and

don

’t m

ind

com

ing.

Lunc

htim

es a

re m

uch

bett

er fo

r m

e in

the

LR

C

as it

is q

uiet

er in

the

re a

nd I

can

play

Leg

o.

Pare

nt’s

Vie

ws

T

he d

aily

che

ck in

s an

d ou

ts h

ave

real

ly h

elpe

d.

Tom

my

is h

avin

g fa

r le

ss m

eltd

owns

at

hom

e as

he

feel

s th

at is

sues

are

bei

ng r

esol

ved

befo

re h

e co

mes

hom

e.

It

is l

ovel

y to

see

him

bei

ng a

ble

to d

o hi

s ho

mew

ork

by h

imse

lf no

w th

at it

is s

uite

d to

his

abili

ty.

I m

ay s

omet

imes

scr

ibe

for

him

if

it is

En

glis

h bu

t on

the

who

le it

is ta

king

far

less

tim

e an

d ca

usin

g fa

r le

ss a

nxie

ty fo

r bo

th o

f us.

Scho

ol’s

Vie

ws

T

omm

y ha

s co

ped

very

wel

l in

stru

ctur

ed lu

nch

club

and

he

has

only

2 u

nhap

py p

layt

imes

in t

he

past

5 w

eeks

(was

ori

gina

lly 4

/ 5

days

per

wee

k)

H

e is

com

plet

ing

wor

k to

a m

uch

bett

er s

tand

ard

and

on t

ime.

He

clea

rly

enjo

ys u

sing

the

vis

ual

timer

.

He

is us

ing

his

5-po

int

scal

e w

ell i

n cl

ass

and

has

only

rea

ched

5 o

n 2

occa

sion

s w

hen

he n

eede

d to

hav

e 10

min

utes

tim

eout

.

Tom

my’

s at

tend

ance

has

dra

mat

ical

ly in

crea

sed

from

89%

to

96%

as

he s

ays

he is

hap

pier

to

be

in s

choo

l now

.

32

R

UN

NIN

G R

EC

OR

D O

F IN

TE

RV

EN

TIO

N (

for

year

6)

Dat

e In

terv

enti

on

Ent

ry

Exi

t

12.0

2.19

Y

ear

6

Act

ive

liste

ning

ski

lls

Focu

s: T

o in

crea

se

conc

entr

atio

n an

d to

be

able

to

follo

w

inst

ruct

ions

in

depe

nden

tly o

f gre

ater

co

mpl

exity

.

C

an fo

llow

2 s

tep

inst

ruct

ions

(ne

xt t

o, a

fter)

.

Con

cent

rate

for

10 m

inut

es.

C

an n

ow fo

llow

4 s

teps

com

plex

inst

ruct

ions

80%

of

time.

Can

follo

w in

stru

ctio

ns u

sing

pre

posi

tions

abo

ve a

nd

belo

w.

C

once

ntra

te fo

r 15

min

utes

.

07.0

6.18

Y

ear

6

Soci

al s

kills

T

o de

velo

p tu

rn t

akin

g sk

ills

with

in a

sm

all

grou

p, a

nd t

o de

velo

p ab

ility

to

be a

ble

to w

ait

his

turn

to

spea

k in

sm

all

grou

ps a

nd w

hole

cla

ss

situ

atio

ns.

4

/ 5 t

imes

will

sho

ut o

ut in

cla

ss

W

ill h

ave

to b

e fir

st w

hen

turn

tak

ing

othe

rwis

e ge

ts a

ngry

.

Can

tol

erat

e be

ing

in s

mal

l gro

ups

of 3

.

3

/ 5 t

imes

Tom

my

will

now

put

his

hand

up

in c

lass

.

Can

tol

erat

e be

ing

in a

gro

up o

f 5 c

hild

ren.

Is h

appy

to

be 2

nd o

r 3rd

at

wai

ting

for

his

turn

. Doe

s no

t lik

e be

ing

last

tho

ugh.

Dat

e:

__

____

____

____

____

____

____

Pu

pil S

igna

ture

:

__

____

____

____

____

____

____

Pa

rent

: Sig

natu

re:

_

____

____

____

____

____

____

_ SE

NC

o/ T

each

er S

igna

ture

: _

____

____

____

____

____

____

_

34 35

33

SEN

Sup

port

Pla

n.

N

ame:

C

harl

ie A

non

DO

B:

12.1

2.09

Tod

ays

Dat

e: 1

2.02

.19

C

lass

:

3S

R

evie

w D

ate:

26.

04.1

9 R

evie

w fr

om p

revi

ous

plan

: Oct

ober

201

8 C

harl

ies

Vie

ws:

I stil

l thi

nk I

am g

ood

at M

aths

.

The

wor

ds d

o no

t w

obbl

e on

the

pag

e no

w t

hat

I hav

e m

y ne

w g

lass

es.

I s

till l

ike

scho

ol a

nd h

ave

lots

of f

rien

ds.

Mrs

Ano

n’s

Vie

ws:

Cha

rlie

see

ms

happ

ier

to r

ead

to m

e at

ho

me

now

she

has

her

blu

e gl

asse

s.

I h

ave

been

rea

lly p

leas

ed in

how

she

has

pr

ogre

ssed

with

pho

nics

. I t

hink

the

ext

ra

supp

ort

has

real

ly h

elpe

d he

r.

Scho

ol’s

Vie

ws:

Cha

rlie

was

see

n by

QM

H a

nd h

as v

isua

l st

ress

. Sh

e no

w

need

s aq

ua

colo

ured

gl

asse

s or

ove

rlay

s. S

he r

espo

nded

ver

y w

ell t

o th

e ad

ditio

nal p

honi

cs s

uppo

rt la

st

term

and

sco

red

30/3

0 in

the

tes

t.

C

harl

ie’s

rea

ding

has

impr

oved

and

she

has

go

ne u

p 2

book

ban

ds s

ince

hav

ing

her

new

gl

asse

s.

Sh

e no

w c

onsi

sten

tly u

ses

finge

r sp

aces

in

her

wri

tten

wor

k.

C

urre

nt a

sses

smen

t:

I d

on’t

like

doin

g m

y sp

ellin

gs a

s th

ey

are

too

hard

for

me.

I don

’t re

ally

like

Art

as

draw

ing

and

cutt

ing

is q

uite

har

d fo

r m

e.

I a

m c

once

rned

abo

ut t

he p

rogr

ess

Cha

rlie

is

mak

ing

in L

itera

cy. T

he g

lass

es h

ave

help

ed h

er r

eadi

ng b

ut s

he is

stil

l beh

ind.

Cha

rlie

see

ms

to s

trug

gle

to h

old

her

penc

il co

rrec

tly a

nd c

anno

t us

e sc

isso

rs o

r a

knife

an

d fo

rk p

rope

rly.

She

stru

ggle

s to

lear

n he

r w

eekl

y sp

ellin

g an

d th

is c

ause

s he

r to

get

ups

et a

t ho

me.

Sh

e se

ems

to fo

rget

the

m b

y th

e m

orni

ng.

C

harl

ie h

as h

ad j

ump

ahea

d in

terv

entio

n w

ith M

rs S

mith

for

the

las

t 2

term

s an

d,

whi

lst t

here

has

bee

n so

me

prog

ress

, the

re

are

still

con

cern

s bo

th f

rom

par

ents

and

sc

hool

re

gard

ing

her

fine

mot

or

deve

lopm

ent.

Prog

ress

in

w

ritin

g ha

s be

en

slow

th

is te

rm.

Cha

rlie

ne

eds

prom

ptin

g to

us

e ca

pita

l let

ters

and

full

stop

s co

nsis

tent

ly.

Term

: Au

t Sp

r Su

m

Rea

ding

1S

2B

2B

W

ritin

g 1S

2B

2B

M

aths

3B

3W

3S

Res

ourc

e 3.

Exa

mpl

e 3

34

SCH

OO

L:

Pla

n:

D

o:

E

xpec

ted

impa

ct a

nd o

utco

mes

:

To

be a

ble

to u

se c

apita

l let

ters

con

siste

ntly

in

her

wri

tten

wor

k.

To

have

a c

ue c

ard

in f

ront

of

her

rem

indi

ng

Cha

rlie

to

use

capi

tal l

ette

rs a

nd fu

ll st

ops.

Cha

rlie

will

be

able

to

use

CL

inde

pend

ently

th

e m

ajor

ity o

f the

tim

e in

her

wri

tten

wor

k.

The

te

ache

r an

d In

clus

ion

Man

ager

w

ill

mon

itor

this

thr

ough

her

wri

tten

wor

k.

For

Cha

rlie

to

us

e he

r aq

ua

over

lay

or

glas

ses

ever

y da

y.

For

any

adul

ts w

orki

ng w

ith C

harl

ie t

o re

min

d he

r to

use

her

gla

sses

or

over

lay

as s

he h

as

Mea

rs Ir

len.

She

will

be

able

to r

ead

mor

e flu

ently

and

wri

te

on a

str

aigh

t lin

e w

hen

usin

g th

em.

To

have

diff

eren

tiate

d sp

ellin

gs s

et b

y th

e T

A.

Cha

rlie

will

hav

e 5

diffe

rent

iate

d sp

ellin

gs e

ach

wee

k se

t by

the

TA

whi

ch li

nk in

to w

ords

she

is

lear

ning

in h

er p

honi

c se

ssio

ns.

Cha

rlie

w

ill

be

mor

e co

nfid

ent

in

spel

ling

wor

ds w

ith s

impl

er e

ndin

g an

d pa

tter

ns. T

he

teac

her

and

Incl

usio

n M

anag

er w

ill m

onito

r th

is t

hrou

gh h

er r

eadi

ng a

nd w

ritt

en w

ork.

T

o be

ab

le

to

use

and

blen

d ph

ase

3 gr

aphe

mes

.

To

have

pho

nic

revi

sing

pha

se 3

of

the

lett

ers

and

soun

ds p

rogr

amm

e.

Cha

rlie

will

bec

ome

mor

e co

nfid

ent

in t

he

read

ing

/ and

sou

ndin

g ou

t pha

se 3

gra

phem

es.

The

te

ache

r an

d In

clus

ion

Man

ager

w

ill

mon

itor

this

thr

ough

her

rea

ding

and

wri

ting

skill

s an

d w

ritt

en w

ork.

T

o be

ref

erre

d to

the

OT

tea

m f

or h

er

mot

or s

kills

to

be a

sses

sed

too.

Incl

usio

n m

anag

er w

ill m

ake

said

ref

erra

l. S

choo

l w

ill p

rovi

de C

harl

ie w

ith p

enci

l gr

ip,

wri

ting

slop

e an

d ad

apte

d sc

isso

rs.

A f

ull

asse

ssm

ent

of C

harl

ie’s

mot

or n

eeds

w

ith s

uppo

rt p

lan

give

n.

Wit

hin

Cla

ss S

uppo

rt:

2

x Li

tera

cy g

roup

sup

port

per

wee

k fo

r th

e gu

ided

ses

sion

. (1:

6)

W

ork

will

alw

ays

be d

iffer

entia

ted

so t

hat

Cha

rlie

can

wor

k in

depe

nden

tly.

C

harl

ie h

as T

A s

uppo

rt fo

r th

e fir

st 2

0 m

inut

es o

f eve

ry L

itera

cy a

nd M

aths

less

on t

o m

ake

sure

she

has

und

erst

ood

task

s so

tha

t sh

e ca

n w

ork

inde

pend

ently

. A

ddit

iona

l Sup

port

Cha

rlie

has

2 x

30

min

utes

TA

sup

port

a w

eek

to h

er d

evel

op h

er p

hase

3 p

honi

c kn

owle

dge

as s

tate

d ab

ove.

(1:

2)

C

harl

ie h

as d

aily

rea

ding

sup

port

with

a T

A. (

4 x

15 m

inut

es p

er w

eek.

)

Afte

r C

hrist

mas

Cha

rlie

will

hav

e FF

T 4

x 3

0 m

inut

es p

er w

eek.

Thi

s w

ill h

elp

supp

ort a

nd d

evel

op h

er p

honi

c ab

ilitie

s. T

his

inte

rven

tion

will

run

for

12 w

eeks

. (It

will

rep

lace

the

cur

rent

pho

nic

supp

ort

twic

e a

wee

k).

36 37

35

HO

ME

SU

PP

OR

T:

Pla

n:

Im

pact

and

Out

com

es:

To

enco

urag

e C

harl

ie t

o us

e ca

pita

l let

ters

an

d fu

ll st

ops

cons

iste

ntly

in

her

wri

tten

w

ork.

To

have

a c

ue c

ard

in fr

ont

of h

er r

emin

ding

her

to

use

cap

ital l

ette

rs a

nd fu

ll st

ops.

(pr

ovid

ed b

y sc

hool

)

By th

e en

d of

term

Cha

rlie

will

be

usin

g C

L an

d FS

con

sist

ently

in h

er w

ritt

en w

ork.

T

he t

each

er w

ill m

onito

r th

is t

hrou

gh h

er

hom

ewor

k.

To

hear

Cha

rlie

rea

d da

ily, f

ocus

ing

on a

ny

wor

ds w

hich

hav

e th

e sa

me

patt

erns

as

her

wee

kly

spel

lings

.

Mrs

Ano

n sa

ys s

he w

ill r

ead

to, a

s w

ell a

s lis

ten

to, C

harl

ie e

very

eve

ning

/bed

time.

H

er r

eadi

ng w

ill c

ontin

ue t

o im

prov

e, a

s w

ill

her

conf

iden

ce. C

harl

ie w

ill b

e ab

le to

mov

e up

to

the

nex

t bo

ok b

and.

D

ate:

___

____

____

____

____

____

___

Pupi

l Sig

natu

re:

____

____

____

____

____

____

__

Pare

nt: S

igna

ture

:

___

____

____

____

____

____

___

SEN

Co

/ Tea

cher

Sig

natu

re:

___

____

____

____

____

____

___

Communication diagnosis and terminology

Autism Spectrum Disorder (ASD)Adevelopmentaldisorderthataffectscommunicationandbehaviour.Difficultywithcommunicationandinteractionwithotherpeople.Restrictedinterestsandrepetitivebehaviours.

Attention Deficit Hyperactivity Disorder (ADHD)Abehaviouraldisorderthatincludessymptomssuchasinattentiveness,hyperactivityandimpulsiveness.

Attention and listening Difficultieswithattentionandlisteninghaveaneffectonallareasoflearning;ifachildisnotabletolistenandpayattentiontheywillbeunabletoprocessinformationtheyaregiven.

Auditory Processing Disorder (APD)Defectiveprocessingofauditoryinformationinspiteofnormalauditorythresholds,resultingfromdysfunctionofmechanismsdedicatedtoaudition.

Developmental Language Disorder (DLD)DevelopmentalLanguageDisorderor(previouslyknownasSpecificLanguageImpairmentorSLI)meansthatthechildhassignificant,on-goingdifficultiesunderstandingand/orusingspokenlanguage,inallthelanguagesusedbythe child.

Delay Delaysinunderstandingandtalkingmeansthatachildisdevelopingtheseskillsataslowerratebutintheexpectedorderandfollowingatypicalpattern.

DisorderDisorderisusedwhenachild’slistening;understandingandtalkingaredevelopinginanunexpectedway,differentlytootherchildrenandnotfollowingatypicalpattern.

Education Health Care Plan (EHCP)AnEHCplanisalegaldocumentthatdescribesachildoryoungperson’sspecialeducational,healthandsocialcareneeds.Itexplainstheextrahelpthatwillbegiventomeetthoseneedsandhowthathelpwillsupportthechildoryoungpersontoachievewhattheywanttointheirlife.

Expressive languageBeingabletoputthoughtsintowordsandsentencesinawaythatmakessenseandisgrammaticallyaccurate.Expressivelanguagealsoinformsanindividual’swriting.

Hearing impaired (HI)Hearingimpairmentisapartialortotalinabilitytohear.Adeafpersonhaslittletonohearing.Hearinglossmayoccurinoneorbothears.Hearinglosscanbecategorisedasmild,moderate,moderate-severe,severe,orprofound.

Language disorder (LD)Languagedisordersorlanguageimpairmentsaredisordersthatinvolvetheprocessingoflinguisticinformation.Problemsthatmaybeexperiencedcaninvolvegrammar(syntaxand/ormorphology),semantics(meaning),orotheraspects of language.

The Glossary of TermsProvided by Children’s Speech and Language Therapy Service

38 39

Percentile rangePercentilesareameansofcomparingapupil’sperformancewithotherpupilsofthesameage.Scoresbetweenthe16-84percentilesarewithinthebroadaveragerange,with50theexactaverage.Apercentilescoreof16meansthatif100pupilsofthesameageweregiventhesameassessment84ofthesewouldachieveahigherscoreand16achievelower.

Phonological awarenessAnindividual’sawarenessofthephonologicalstructure,orsoundstructure,ofwords.Phonologicalawarenessisanimportant and reliable predictor of later reading ability and has, therefore, been the focus of much research.

Receptive language Theabilitytounderstandinformation.Itinvolvesunderstandingthewords,sentencesandmeaningofwhatotherssayorwhatisread.

Reciprocal interactionReciprocalinteractionreferstoanexchangeinwhichindividualsorobjectsexhibitsimilarbehaviour,eitheratthesametimeorinaback-and-forthmanner.Agoodhugisareciprocalinteractionasitrequiresbothpartiestointeractto produce the hug.

Speech difficulties Atypeofspeech,languageandcommunicationneed(SLCN).Manychildrentakelongertodeveloparangeofspeechsoundsandneedsomehelpwiththeirunclearspeech.Speechdifficultiesinclude:

• Difficultywithtellingthedifferencebetweensounds

• Difficultywiththearticulation(making)ofsounds

• Difficultywithcombiningsoundsinwords

• Difficultysayinglongerwords

• Difficultywiththerhythm,flowor‘tune’ofspeaking

Social communicationTheuseoflanguageinsocialcontexts.Itencompassessocialinteraction,socialcognition,pragmatics,andlanguageprocessing.

Visual impairment (VI)Adecreasedabilitytoseetoadegreethatcausesproblemsnotfixablebyusualmeans,suchasglasses.

Follow us

Ifyouwouldliketheinformationinthisdocumentinadifferentformat,pleasecall02083037777 andaskforCommunications/Graphics.Thereferencetoquoteis:607498/06.19