Consider whether the child has particular support needs* Additional support needs may be indicated if the child: Tick/ date Now look at the detailed descriptors for: Has a known difficulty or impairment that may impact on his/her learning As appropriate to the identified difficulty/impairment Was ‘emerging’ across all/most areas of the EYFSP C&L needs C&I needs Sensory needs SEMH needs Had a markedly uneven Profile at the end of the Foundation Stage C&L needs C&I needs Sensory needs SEMH needs Is working below the level of the Phonics screening test (eg has no understanding of grapheme-phoneme correspondence) C&L needs C&I needs Sensory needs Has a standardised score of 80 or less in standardised tests of language, literacy or numeracy C&L needs C&I needs Sensory needs Has difficulty in sequencing events and tasks C&L needs C&I needs Has difficulty remembering instructions and information C&L needs C&I needs Has difficulty in retaining new learning C&L needs Shows significant or sustained unhappiness, stress or disaffection which may lead to periods of absence SEMH needs C&L needs, C&I needs Emotional, social and/or behavioural development impacts on own learning and that of others SEMH needs C&L needs C&I needs Has difficulties with communication that inhibit learning, understanding and participation C&I needs Sensory needs Finds it challenging to participate in whole class/group or unstructured activities C&I needs SEMH needs Sensory needs Appears not to listen/respond to questions or instructions C&I needs Hearing needs SEMH needs Has significant difficulty in making and maintaining relationships C&I needs SEMH needs Sensory needs Has marked difficulty with tasks requiring the use of fine or gross motor skills Physical needs Sensory needs C&L needs Has difficulty concentrating and/or is easily distracted C&L needs, C&I needs SEMH needs Sensory needs Is tired after sustained concentration at school and/or at home Sensory needs C&L needs Physical needs *see intro to this section for abbreviations
Consider whether the child has particular support needs* Additional support needs may be indicated if the child: Tick/ date Now look at the detailed descriptors for: Has a known difficulty or impairment that may impact on his/her learning As appropriate to the identified difficulty/impairment Has a standardised score of less than 80 in standardised tests of cognitive ability or attainment C&L needs C&I needs Sensory needs Has difficulty in sequencing tasks and events C&L needs C&I needs Has difficulty remembering instructions and information C&L needs C&I needs Has difficulty in understanding abstract concepts and generalising from experience C&L needs C&I needs Has an uneven learning profile and a learning style that does not follow the usual developmental patterns C&I needs Has difficulty in retaining new learning C&L needs Shows significant or sustained unhappiness, stress or disaffection which may lead to periods of absence SEMH needs C&L needs C&I needs Emotional, social and/or behavioural development impacts on own learning and that of others SEMH needs C&L needs Sensory needs Has difficulties with communication that inhibit learning, understanding and participation C&I needs Sensory needs SEMH needs Finds it challenging to participate in whole class/group or unstructured activities C&I needs SEMH needs Has significant difficulty in making and maintaining relationships C&I needs SEMH needs Sensory needs Self-organisation skills impact on own and others’ learning C&L needs C&I needs Has marked difficulty with tasks requiring the use of fine or gross motor skills Physical needs Sensory needs C&L needs Finds it difficult to follow or copy work on whiteboard Sensory needs C&L needs Has difficulty concentrating and/or is easily distracted C&L needs C&I needs SEMH needs Sensory needs Is tired after sustained concentration at school and/or at home Sensory needs C&L needs Physical needs *see intro to this section for abbreviations
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 /concentration attending in line with peers
Years 5 & 6 Communication and interaction Name The child needs support for some of the following: The child needs support for some of the following: Date & year gp Date & year gp Listening and attention listening in a small group or the whole class sustaining concentration in a small group or the whole class listening to an instruction whilst carrying out a task focusing independently on an adult initiated task for 20 minutes or more Speaking articulating words clearly recalling known words in a conversation making needs and wants known appropriately retelling an event in sequence eg something that has happened at break or at home Understanding and processing following instructions and spoken information in the classroom understanding abstract terms or concepts, eg time, space, quantities understanding what they have read Interaction and social communication interacting appropriately with others, understanding the accepted rules of social interaction to alter what they say depending on who they are talking to joining in with group and whole class activities understanding the social rules of group work sharing resources, eg books, games, learning equipment understanding that communication is a shared process interpreting non literal language establishing and maintaining appropriate friendships making a choice when given a limited range of options ‘reading’ the physical clues of non-verbal language, eg facial expressions, gestures knowing what to do at unstructured times of day managing changes in routine Other managing stresses and anxieties managing sensory responses (these may be hypo or hyper) being organised for learning Assessment and planning Date Further assessment may be required to identify more specifically the areas where the child needs support.
F8: Sensory and Physical (S&P) Physical needs (PD) Years 3, 4, 5, 6 This section describes children who have greater needs than most of their peers for support with their physical needs. Some children with physical difficulties will have had their needs identified at an early age and may already have received support. For others needs may occur as the result of a progressive physical condition or an accident or injury. Many children with physical needs require minor adaptations to the learning environment that would be considered as reasonable adjustments under the Equality Act 2010. For some this is the only support that is needed, they do not need additional SEN support. Where children have a diagnosed progressive physical condition, eg Duchenne muscular dystrophy, it is important to plan and prepare early for later needs. This section contains: Detailed descriptors to help identify children with physical difficulties. Guidance on supporting children with physical needs. Unmet physical needs may impact on the child’s ability to learn at the same rate as his/her peers. The child may also have linked social and emotional needs. Look across descriptors for all relevant areas of need to make sure that support is tailored appropriately. Years 3, 4, 5, 6 Physical needs Name A child with a physical need may: A child with a physical need may: Date & year gp Date & year gp move awkwardly or require aids to walk, if they can, or may use a wheelchair try to avoid or have difficulty with some practical activities become tired easily have a medical diagnosis of a physical condition which may or may not be progressive. The child/young person needs support for some of the following: The child needs support for some of the following: Mobility moving safely around the school moving around on uneven ground managing stairs accessing physical activities, eg using climbing frame, equipment to develop a sense of danger