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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:
If targets achieved and progress made:
• Continuetomonitorinclassbutwithpossiblefurtherinterventiontoensurecontinuationofprogress.
If targets NOT achieved and limited progress:
• 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:
If targets achieved and progress made:
• Continuetomonitorwithoutexternalsupport.
or
• ContinueonSENSupportbutwithnextlevelofbespokeintervention.Monitorwithappropriateprofessional.
If targets NOT achieved and limited progress:
• 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:
If targets achieved and progress made:
• continuetomonitorwithclassbasedsupport.
or
• ContinueonSENSupportbutwithpossiblefurtherinterventiontoensurecontinuationofprogress.
If targets NOT achieved and limited progress:
• 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
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
Good quality first teaching
combined with
good quality SEN Support
Good quality first teaching
combined with
good quality SEN Support
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.
In association with:
Bexley’s Educational Autism Advisory Services
In association with:
Children’s Speech and Language Therapy Service and The Joint Communication Team
Expected good class practice to support pupils with…
Social communication difficultiesExpected good class practice to support pupils with…
Difficulties understanding language
16 17
Good quality first teaching Good quality first teaching
Good quality first teaching
combined with
good quality SEN Support
Good quality first teaching
combined with
good quality SEN Support
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.
In association with:
Children’s Speech and Language Therapy Service and The Joint Communication Team
In association with:
Children’s Speech and Language Therapy Service and The Joint Communication Team
Expected good class practice to support pupils with…
Difficulties in using languageExpected good class practice to support pupils with…
Difficulties in word finding and vocabulary
18 19
Good quality first teaching
Good quality first teaching
combined with
good quality SEN Support
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
Expected good class practice to support pupils with…
Difficulties with cognition and learning
In association with:
Bexley’s Educational Psychology Service
Good quality first teaching
Good quality first teaching
combined with
good quality SEN Support
Understandthatbehaviourisamethodofcommunication.Whatisthepupiltryingtocommunicate?Canyouidentifythetriggers?
Instructionsneedtobeclearandexplicit.Makeexpectationsveryclear.
Buddy/peermentoringsystems.
Givingpositionsofresponsibilitytopromotepositiveself-esteem.
Regularcontactwithhometoestablishpatternsofbehaviourinotherenvironmentsaswellasstrategiesbeingtried.
Speaktoparents/carers.Rememberthathowachildrepresentsinschoolisnotalwaysindicativeofhowthechildiscoping.Signsofanxietyofchallengingbehavioursmayonlybeevidentathome.
Contactbooks:developacollaborativerelationshipwiththeparents/carers.Workingtogetheristhemostpositiveandbeneficialwayofsupportingthepupilacrossbothsettings.
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.
Expected good class practice to support pupils with…
Anxiety and needs that challenge behaviours
In association with:
Bexley’s Social, Emotional and Mental Health Support Partners
20 21
Good quality first teaching
Good quality first teaching
combined with
good quality SEN Support
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
Providewritten,visualandrecordedsupport.Useimagesandbreaklongchunksoftextup.Whenreadingisachallenge,itcanbehelpfulforachildtohaverecordedmaterialsandbookstolistento.
Pre-teachmotorskills.Ifyourlessonincludesusingscissors,foldingpaper,oranyothertaskthatmightcauseachildtostruggle,provideplentyofassistanceandtrytointroducethestudenttotheactivitybeforehand,soheorshehasachancetopracticeandgetfamiliarwiththephysicalmanipulationsrequired.
Jumpaheadprogramme(orequivalentmotorskillsdevelopmentprogramme)attendanceandrecordingofachievements.
Expected good class practice to support pupils with…
Co-ordination difficulties
In association with:
Children’s Occupational Therapy Service
Good quality first teaching
Good quality first teaching
combined with
good quality SEN Support
Providesensoryrestbreaks/movementbreaks.
Fidgettoys/chewtoys.
Provideaclearvisualtimetablewithplentyofpreparationfortransitions.
Pre-teaching:helppreparethepupilbyprovidingsensorycircuitandregularmovementbreaksPRIORtolessonsand/orasrequiredduringlessons.
Sensorypathwaysinplaceinschool.
Accesstosensorycircuits.
Accesstoear-defenders,deskpartitionboards,weightedblankets,quietarea,safe/calmingzone.
Accesstoasensorytoolbox.
Accesstoastructuredlunchclub/quietareaifthepupilfindsbeinginanoisyplayground/foodhalldifficult.
Knowledgeofimpactofsensoryactivitiestoachievetherequiredbenefitsforthechild.
Expected good class practice to support pupils with…
Sensory difficulties
In association with:
Children’s Occupational Therapy Service
22 23
Good quality first teaching
Good quality first teaching
combined with
good quality SEN Support
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.
Providewritten,visualandrecordedsupport.Useimagesandbreaklongchunksoftextup.Whenreadingisachallenge,itcanbehelpfulforachildtohaverecordedmaterialsandbookstolistento.
Pre-teaching:helppreparethepupilbypre-teachingkeywordsandconceptsPRIORtolessons.
Extratimeforprocessingandcompletingwork,notjustinschoolbuthomeworktoo.Askparentstoscribehomeworkforitberecordedontoatalkingtinorrecordingapp?
Expected good class practice to support pupils with…
Memory and retention difficulties
In association with:
Bexley’s Educational Psychology Service, Children’s Speech and Language Therapy Service and the Joint Communication Team
Good quality first teaching
Good quality first teaching
combined with
good quality SEN Support
Speaktoparents/carers.Rememberthathowachildrepresentsinschoolisnotalwaysindicativeofhowthechild/youngpersoniscoping.Signsofanxietyoremotionalbehavioursmayonlybeevidentinoneenvironment.
Contactbooks:developacollaborativerelationshipwiththeparents/carers.Workingtogetheristhemostpositiveandbeneficialwayofsupportingthepupilacrossbothsettings.
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.
Expected good class practice to support pupils with…
Emotional / well-being difficulties
In association with:
Bexley’s Social, Emotional and Mental Health Support Partners and Well Being Leader at Lessness Heath Primary School (The Primary First Trust)
24 25
Good quality first teaching
Good quality first teaching
combined with
good quality SEN Support
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).
Expected good class practice to support pupils with…
Reluctant speakers / selective mutism
In association with:
Children’s Speech and Language Therapy Service and The Joint Communication Team
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.
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