Some evidence of repetitive play, restricted interests and limited imaginative play. Some short term unexpected behaviours. Glasses and needs encouragement to wear. Needs to wear an eye patch. Some visual difficulties/ loss. Some difficulties speaking with adults outside of the family. Some withdrawal from the company of others. Immature speech sounds. Requires repetition, slow pace of language and use of key words, for example, intelligible to familiar adult, verbal or no- verbal. Some difficulties regulating own emotions and recognising those of others which may be evidenced by some difficulties in taking turns, sharing and social interaction (age to be taken into consideration). Some combined hearing and visual loss. Limited ability to tolerate social interaction (age to be taken into account). Some difficulty speaking with adults outside of family. Some withdrawal from company of others. Short term withdrawal from activities/changes in behaviour and play/increase in anxiety levels. Accessible information and support where English or signing is an additional language. Higher than usual levels of anxiety at times of change (routine/environment/people). Seeks frequent reassurance from adults. Physical or medical difficulties that require specialist medication or equipment or some adult support, for example, gross or fine motor skills, or asthma. Some difficulties following adult directed activities. Accessible information and support where English/ signing is an additional language. Reluctant to explore activities or try new ideas. Not reliably toilet trained (age to be taken into consideration).
external professionals and SEND Inclusion Grant where appropriate. Play Cognition & Learning Social, Emotional & Mental Health needs Sensory and/or Physical needs Communication & Interaction Social Interaction Communication Significant delay in reaching milestones: Under 2 years – 6-12 months delay 3 years – 12 – 18 months delay 4 years – 18 – 24 months delay Significant separation difficulties that persist. Moderate to severe hearing loss, wears aids. Frequent and significant difficulties following social norms, for example, eye contact, turn taking, conversation Child’s expressive and/or receptive language is showing significant delay and/or disorder requiring support from SALT, for example, little or no speech or signing (age and first language to be taken into consideration). Evidence of frequent repetitive play, restricted interests and significant difficulties with imaginative play. Reluctance to engage with activities by withdrawing or challenging behaviour. Sight impaired or severely sight impaired. Multisensory impairment (moderate hearing loss (or greater) and sight impaired) requiring adult support to teach and manage learning with the support from outside agencies. Persistent and significant difficulties forming relationships which may be evidenced by lack of recognition of self and others. Additional support required to teach and manage alternative communication systems which may involve support from outside agencies. Evidence that the child has difficulties retaining concepts over time. Significant and frequent unusual behaviours requiring adult intervention. Physical/medical difficulties that require varied and extensive equipment and adapted Significant difficulties understanding social boundaries and play and other activities. Loss of previously demonstrated communication skills specifically spoken or signed.
Evidence of persistent repetitive play, restricted interests and severe difficulties in imaginative play. Unable to sustain activities without significant support, consistent adult attention and intervention. Severe visual loss which requires continuous support for mobility and self-help skills. Inability to form relationships which may be evidenced by no recognition of self or others. Child has limited understanding of what is said or signed (age and first language to be taken into account). Evidence that the child has significant difficulties retaining concepts over time. Persistent, unpredictable extremes of demanding behaviour which affects the child’s safety and that of others. Severe multisensory impairment with severe impact on development. No understanding of social boundaries in play or other activities including social interaction. Intensive support required to teach and manage alternative communication systems involving outside agencies. Child consistently losing skills. Persistently presents a significant danger to self and others and destroys materials. Physical or medical difficulties that require specialist equipment, adapted resources and position changes and a high level of adult support. Unable to tolerate any social interaction other than in meeting own basic needs. Sustained loss of previously demonstrated communication skills specifically spoken or signed. Totally withdrawn from activities over a period of time and severe changes in behaviour and play/ frequent high anxiety levels. High levels of adult support for self-care needs Severe medical difficulties that require controlled medication and intensive intervention throughout the day. Activities remain at sensory motor, self-stimulatory level or are self-absorbed/repetitious to the exclusion of other activities. Child may be frequently overwhelmed by sensory stimuli. Severe and persistent difficulties regulating own emotions and recognising those of others which may be evidenced by: Long term severe difficulties in social interaction which prevent learning. Physical/medical difficulties that put the safety and of the child at severe risk and require intensive monitoring Adults may need specialist training to support physical/medical needs. Severe and persistent levels of anxiety requiring intensive support to enable emotional regulation.
Particular care needs to be taken in assessing children and young people who are deaf and have additional needs. Where communication and language is severely delayed the child or young person may be more able than is first assumed. Regular strategies and intervention for children with hearing loss may also be less available to a child who has other difficulties e.g. sign language for a child with physical difficulties. Specialist Teachers for Hearing Impairment (Teachers of the Deaf) support will be determined following consultation/assessment. Setting and support workers will need to have access to continuous professional development in order to acquire and maintain the specialist skills required for their role. A range of CPD opportunities will be made available through the specialist support services Impact of Condition on Learning Quality First Teaching Strategies/ Specialised Adaptations Relevant Information/Assessments Making satisfactory progress but at risk of or beginning to fall behind. Sometimes misunderstands instructions and needs reassurance or reinforcement before beginning a task. Apparent fluctuations in attention, responses to sound and spoken language. Difficulties understanding peers in group discussions and on the playground – may feel isolated or anxious at times. Frequent ear infections and hospital appointments may have caused higher than usual school absence as well as intermittent hearing loss. Basic classroom management strategies should be put in place using materials and guidance available from the National Deaf Children’s Society. Examples include: Favourable Positioning Management of background noise Repetition of instructions Multi-sensory approaches to teaching and learning – practical and visual reinforcement Management of turn taking in classroom discussions , repeating key points New vocabulary is shared with parents Home-School communication book is set up The School Leader should clarify the nature and possible implications of the diagnoses by liaising with parents, health professionals and the Sensory Team , for example: Unilateral hearing loss Mild or moderate bilateral (both sided) temporary hearing loss caused by Glue Ear Mild or moderate bilateral hearing loss which may or may not require hearing aids The school should carry out a basic assessment of the impact of the hearing loss using a telephone consultation with the Sensory Team if needed. The School Leader can make a full referral to the Sensory Team if it felt that further guidance is needed. School
Numeracy Difficulty with some or all of the following; Number awareness Estimating Memory Reliable counting Visual and spatial orientation Directional confusion Slow processing Sequencing Noticing patterns Money Telling the time DCD CYP may experience difficulty with the following: Gross and fine motor skills; Spatial awareness; Organisational skills; Over reliance on vision to guide motor behaviour; Poor core stability, balance, excessive fidgeting; Gross and fine motor planning; Visual perception. Memory Memory weaknesses often accompany learning aids, talking tins; Specific praise and feedback; Time to think – think, pair, share. Numeracy Access throughout all phases to concrete resources e.g. hundred squares, number lines, Numicon, cubes etc. Priority given to understanding above rote learning; Teach in the sequence of language, concrete resources and diagrams before symbols; Use of a calculator when calculation is not the focus of the lesson, e.g. when solving word problems; Opportunities for over learning through games Planned regular revisiting of prior learning Link learning to real world situations DCD Core stability, e.g. wobble cushion, exercises and games; Correct seating position, e.g. appropriate size tables and chairs; Development of letter formation, e.g. using a handwriting scheme, pencil grips, sloping board etc.; Gross motor skills, e.g. throwing, catching hopping etc.; Fine motor skills, e.g. hand and arm exercises, specialist scissors, specialist rulers, pegboard, threading, play dough, putting pegs on washing lines, etc.; Sequencing and organisation skills e.g. first/next boards, writing frames, visual timetables. Memory Slow down delivery of information; Literacy and Dyslexia. Primary and Secondary Inclusion Development Programme: Teaching and supporting pupils with dyslexia Checklist for DCD to aid recognition of difficulties. (Appendices) There are many multi-sensory programmes within schools to develop motor skills. Write Dance is just one of these. writedancetraining.com Write Dance - an approach/method that provides to develop physical skills needed to develop handwriting skills driven music for pre-school/nursery, Reception, KS1 and SEND Checklist for Memory Difficulties to aid recognition. and
Quality First Teaching for pupils with SCD/ASD: (Provided from – Age Weighted Pupil Unit (AWPU) delegated resources) Impact of Condition on Learning Quality Teaching Strategies/Specialised Adaptations Relevant Information/Assessments Mild social difficulties. Able to work on same tasks as peers with some additional support. Able to learn in the whole class group. Interested in peers and wants to have friends but needs help with this. Student responds to planned strategies. Student may be developing understanding of their difficulty and can manage their levels of occasional mild anxiety and sensory needs. This will depend on the student, their age, cognitive ability and their autism. Whole school awareness and understanding of SCD/ASD and its implications for the curriculum. Tasks may need to be differentiated by level/outcome/pitch/pace and grouping. Aspects of structured teaching (TEACCH) may be helpful. Staff are skilled at selecting appropriate methods and materials into their lesson plans to ensure access across the curriculum for student with individual needs. Class teacher will use the First Assess Communication Tool (The FACT+) to inform outcome setting and using the plan, review, assess cycle. Effective home/school liaison. Students’ pastoral care needs are met. Students have regular opportunities to evaluate their performance in learning activities. Students’ self-assessment routinely used to set individual learning targets. Targeted Support for pupils with SCD/ASD: (Quality First Teaching strategies for pupils with SCD/ASD, above, should be implemented and evidenced)
Impact of Condition on Learning Quality Teaching Strategies/Specialised Adaptations Relevant Information/Assessments The students difficulties that may present in either the home and/or school may include: inability to interpret social cues, poor social timing, lack of social empathy, rejection of normal body contact or unawareness of other people’s personal space, sensory reactions to body contact, difficulties maintaining appropriate eye contact, lack of social conversation skills, literal use and interpretation of speech, rigidity and inflexibility of thought processes, resistance to change, solitary play and unusually focussed special interests. may have issues relating to health and personal care issues The student can exhibit highly atypical behaviour, such as: obsessive, challenging and/or withdrawn behaviours, an inappropriate use of language, abnormal responses to sensory experiences and signs of distress requiring significant adjustments. Students may need access to: Flexible teaching arrangements; Help in acquiring, comprehending and using language; Help in articulation; Help in acquiring literacy skills; Where necessary, help in using low level alternative means of communication; Support in using different means of communication confidently for a range of purposes; Support in organising and coordinating oral and written language; Withdrawal facilities provided for times of stress; Opportunities for the development of social interaction and communication skills. Staff to monitor students during break times and lunchtimes and have strategies in place to reduce anxiety during unstructured times. Curricular language will benefit from ‘scaffolding’ approaches. Additional access to I.T. may be necessary. The student may need considerable preparation for changes in routine. Provision map targets will be addressed through individual, small group and class work within the curriculum framework. Staff able to monitor and assess for access to special exam arrangements. Strategies such as Social Scripts may be used to promote social success/appropriate behaviour. Multi-agency advice may be required through the TAF or diagnostic process. Multi-agency support may be required due to overlap of educational, social or health needs. Parent/carer to be involved in the formulation, monitoring and implementation of targets. Use of a home-school diary to aid communication. Staff have received focused training on the specific implications of the effects of SCD/Autism on the student. The student may need an individual risk reduction plan. A record will be kept of consultation with external professionals, such as the Specialist Teacher , Educational Psychologists, CAMHS or Speech and Language Therapists if they are involved with the student.
evidenced) Impact of Condition on Learning Quality Teaching Strategies/Specialised Adaptations Relevant Information/Assessments Severe difficulties with the ability to function independently in the school environment and in their everyday life. May require daily therapy and medical intervention to crucially avoid pressure damage and maintain joint integrity. Supervision and support to navigate an appropriately adapted school building/campus and access to the curriculum. If a wheelchair dependent user the student: will be a dependent wheelchair (electric or manual) and/or walking aid user with a severe physical difficulty; will have very restricted movement and hoisting/position changes required regularly during the day; will require intimate self-care/self-help skills to be met by others; will have minimal fine motor skills; may be at the early stages of developing mobility. If not wheelchair dependent the student: will have a severe physical difficulty; may need the use of physical aids, for example, a standing frame or moulded seating. may have restricted purposeful hand movement. May require intimate care/self-help skills to be met by others. Differentiation of opportunity and extra time to access the curriculum. Needs one-to-one adult support 100% of the time. May need help to record work. May need help eating and drinking. Needs adaptations for PE curriculum and all practical subjects. Needs support for social intervention/breaks, lunchtimes, between lessons, as well as arriving and departing from school. May need taught lessons on self-help. Requires a Mobility Plan which includes focused activities to develop physical skills. MEDICAL NEEDS DESCRIPTION OF NEED
Impact of Condition on Learning Quality Teaching Strategies/Specialised Adaptations Relevant Information/Assessments Medical condition may necessitate supervision or support for medication needs at specific times, e.g. medication, diet, toileting Progress within the curriculum may be affected by condition or medication. May participate in most/all activities but at a slower pace that peers or show signs of increasing fatigues during the school day. Access to word processors. Some limited items of special equipment and teaching approaches. May need more supervision in potentially hazardous situation e.g. science lab, swimming, using PE apparatus Differentiation may be required to take account of slower pace or to catch up following periods of absence. Extra help may be required at times in the school day, e.g. dressing, undressing, steps, and stairs. Focussed support via a Provision Map in place by class/form teacher to allow the students to catch up following periods of absence Suitable arrangements may be needed for administration of emergency medication Suitable training to school staff or other emergency measures in school Supervision of health and hygiene procedures. Access to alternative methods of recording if required. Class or subject teachers are responsible for working with the student on a daily basis, delivering any individual programmes. Some additional support may be required at periods throughout the day and social situations such as breaks may need particular attention. Possibly teaching assistant trained in managing care needs. Training in Manual Handling may be necessary. Differentiation required to access some curricular areas, e.g. PE, handwriting tasks, unstructured times and environmental adaptation. Medical condition will be generally stable and under control, but may need monitoring in school and close liaison maintained with home. School curriculum promotes personal care and safety and school staff arranges and takes responsibility for any regular medical intervention to be carried out. Risk assessment + emergency plan for medical emergency. Teaching staff and therapist to assess changing needs. Input to the provision map/IEP may be required from a physiotherapist, occupational therapist. Consideration of concessions for examinations etc. Specific information on the causes and implications of the medical condition may need to be circulated to relevant members of staff. Personalised Interventions for pupils with Medical Needs:
times. May occasionally be unpredictable or destructive. Changes of routine explained and discussed with CYP with time to prepare for them. Appropriate behaviour is noticed, praised and rewarded. Opportunities for positive social interactions, including turn taking and sharing. Modelling, by adults, of behaviour that shows patience, respect, good humour and calmness. System of meaningful rules, incentives and sanctions with consistent and fair application –remove. Tasks may need to be differentiated by level/outcome/pitch/pace and grouping to match learning needs, concentration level, interest and motivation. Language of emotions displayed clearly, both in words and pictures, to assist with the development of emotional literacy – accessible to the age in the class. There should be strategies to focus on emotional needs. These may include strategies such as Circle Time, Friendship Circles, discussion groups, mentoring/buddying. developed. Pupils’ self-assessment routinely used to set individual learning targets. Parent/Carer engagement and involvement are positively and actively promoted from the earliest opportunity. Targeted Support for pupils with SEMH needs: (Quality First Teaching strategies for pupils with SEMH Needs, above, should be implemented and evidenced) Impact of Condition on Learning and Development Teaching Strategies/Specialised Adaptations Relevant Information/Assessments The students difficulties that may present in either the home and/or school may include: persistent emotional or behavioural difficulties that have not been reduced by differentiated learning opportunities or by the behaviour management techniques usually employed by the Additional levels of pastoral support are likely to include: Social support groups Individual support through daily mentoring by a skilled adult Peer support strategies at key times Clear communication throughout the school management system with weekly updates Staff training regarding the characteristics of students with SEMHD and the impact on curriculum access could be provided by external agencies, e.g. Specialist Teachers, Educational Psychologists Pastoral Support Plan (PSPs) may be set following consultation with external