Doing Use the strategies and resources list to help. In schools, the class or subject teacher needs to retain day to day responsibility for planning and working with the child especially where the interventions involve group or one-to-one teaching delivered by a teaching assistant or specialist teacher. Reviewing Review the effectiveness of the support and the impact on the child’s progress in line with the agreed date and use this to inform further analysis of his/her needs and support requirements. Involve the child and parents in reviewing both the impact of support and plans to change it. Discuss the activities and support that will help to achieve goals set and identify the responsibilities of the parent, child and the setting or school in this. Review meetings with parents should be held at least three times a year and lead by someone with a good knowledge of the child. ‘Holding a review meeting’ (see Appendix 1) gives pointers on how to ensure that this is a helpful and productive process for all. Keeping records Accurately record provision for learners with SEN. This supports the assess – plan – do – review process, and provides evidence of the work that has been done and the progress made. Settings and schools determine their own approach to record keeping, but as part of any school inspection Ofsted will expect to see evidence of the interventions and support that are in place and whether they lead to accelerated or sustained progress. Oxfordshire has developed record keeping templates to capture person centred planning, pupil outcomes, assessments, planning and reviewing. This information will be required for children and young people who require additional SEN top-ups or who may require co-ordinated assessment and an Education, Health and Care Plan (more information about EHC plans can be found on the Local Offer website ). D2: Communication and Interaction needs (C&I) Foundation years This section describes children who have greater needs than most of their peers for support with communication and interaction (C&I). Children with communication and interaction needs may have difficulty in expressing themselves, in understanding language, and with interacting with others and the world around them. Children need help to acquire language skills in order to develop their thinking as well as their ability to communicate.
Foundation years Learning needs Name By 4 years the child needs support for at least one of the following: Date & age Date & age The child needs support for some of the following: Memory joining in with familiar rhymes and stories joining in with familiar repeated phrases or refrains recall of familiar words recalling 2 or 3 pictures/objects hidden in a memory game Auditory processing/ Phonological skills distinguishing different sounds hearing the first sounds of words following a new, one-step instruction Visual discrimination recognising their own name drawing a simple human face matching activities continuing a simple 2 element sequencing pattern Copying / pretend joining in make-believe play with other children extending a play sequence Organisation remembering and following regular routines organising own activities Physical coordination putting on simple garments managing basic personal care drawing a large circle turning the pages of a book tracking left to right when looking at books making basic snips using scissors making movements across the mid-line of their body deciding which hand to use for drawing and writing organising themselves for activities running crawling jumping with 2 feet pushing a trike with 2 feet Mathematical skills joining in with class counting activities, songs and games counting orally up to 5 by him/herself beginning to understand big/little, long/short beginning to count objects using number names Social joining in with construction play Attention attending in line with peers
/concentration Foundation years Learning needs Name By 5 years the child needs support for at least one of the following: Date & age Date & age The child needs support for some of the following: Memory learning the words for familiar songs and rhymes remembering the repeated phrases in simple books retelling simple stories spotting deliberate mistakes in familiar rhymes recall of familiar words remembering letters representing first sets of sounds, e.g. satpin Auditory processing/ Phonological skills remembering a simple sequence of sounds identifying the first sound of words completing the rhymes in simple books following a new, 2-step instruction Visual discrimination drawing a recognisable human figure writing own name making their own 2 element sequencing pattern Copying / pretend imitating adult roles, eg dressing up for dramatic play extending a play sequence Organisation remembering and following regular routines organising own activities Coordination getting dressed managing own personal care drawing recognisable shapes deciding which hand to use for drawing and writing writing left to right using scissors correctly and holding paper with other hand making movements across the mid-line of their body hopping commando-crawling pedalling a trike Mathematical skills recognising significant numbers (age, house number etc) counting orally up to 10 by him/herself
Give clear visual and verbal prompts when there is to be a change of activity (e.g. 2 minute/1 minute warning). Use specific strategies consistently, for example praise for being (‘what a lovely smile’) and praise for doing (‘thank you for tidying up the puzzles; that was really helpful’). Build in opportunities for the child to develop emotional literacy so that he/she can verbally communicate and understand the feelings that they and others have. Give open access to specific activities that help to calm the child, eg pulley work, digging. Ensure all adults use positive, enabling language. Use a fresh start principle to encourage a warm welcome to each new session every day. Use the child’s areas of special interest to engage him/her in motivational learning. Helpful resources include: The Parenting Puzzle by Candida Hunt, The Family Links Nurturing Programme. The Incredible Years, Caroline Webster Stratton, Incredible Years 2006. Promoting Positive Behaviour, National Day Nurseries Association, Hope Education. Supporting Children with Behavioural, Emotional and Social difficulties: Inclusion Development Programme (now in the National Archives). Why Love Matters, Sue Gerhart, Brunner-Routledge, 2004. Good Grief, Barbara Ward and Associates, Jessica Kingsley Behavioural and Emotional difficulties, Hannah Mortimer, Scholastic, 2002. Box of Feelings, Distributed by Speechmark Publishing Ltd, ISBN The EYSEN toolkit contains ideas for activities, strategies and resources: Wider thinking All staff should be aware of the implications of the child’s social, emotional and mental health needs and how to respond appropriately. Support may be needed for the child to access out of school/setting activities including trips. Information sharing, with consent of parents where appropriate can help the child to participate successfully. Advice, support and information for parents and carers are available from a range services and organisations. See Oxfordshire’s Local Offer website (). SENDIASS Oxfordshire offers advice and support to parents, and can help parents, carers and professionals to work together to support the inclusion and achievement of children with SEN. Information about out of school/setting activities including childcare and short breaks is also available from the Family Information Service Directory (FISD) via the Oxfordshire County Council Local Offer website. Further Training for Staff