Organisational skills Social and emotional skills There will be extreme difficulty in acquiring Literacy and numeracy skills at KS1and limited progress at KS2 despite high quality time limited interventions. Use Years Foundation Profile and Next steps/P Scale assessment or sub-levels of the early National Curriculum levels as required to measure progress. All staff are aware of indicators for Specific Learning Difficulties and are able to contribute to identification. SENCO/teachers use a range of assessment tools to assess CYP e.g. National assessments, Cognitive Assessment Tests (CATs) Reading and Spelling tests etc. Interventions/Resources Provision of evidenced based interventions for CYP who are not making expected progress e.g. Booster Classes, Pupil Progress Units (KS3), EY Fun Time, Every Child a Talker,(N-YR), Every Child a Reader (Y1/2), Every Child Counts (Y2), Every Child a Writer (Y2), One-to-one Tuition Targeted intervention individually or in groups as appropriate For example: Working memory skills, Reading, Spelling, Numeracy, Vocabulary teaching, Comprehension and Inference, Use of Language, Sentence structures, The speech sound system, Sequencing, Active listening skills, Social skills, Fine/gross motor Skills Access to simple, every day, assistive resources, which aid access to the curriculum e.g. nonslip mats, sloping writing surfaces, pencil grips, a range of scissors. Access to everyday ICT resources e.g. laptops and more specialised assistive resources and devices e.g. symbol software, Text to speech software. In some cases the use of specialist, high cost ICT for access to curriculum. Analysis of data identifies links between quality of teaching and learning. Inclusion/SEN register and care plans available for all staff and information contained in them regularly updated. Use of equipment to aid the development of fine motor skills e.g. Sloped desk surfaces, pencil grips and adapted scissors. Outcomes Outcomes of assessment will indicate the impact of the interventions (middle column) measured by the child’s attainment and achievement as indicated in the Identification column. School/settings will produce evidence of progress as result of interventions used.
Element 2 Funding What school would be expected to provide for pupils with SEND Communication and Interaction: Speech and Language (SLCN) Identification: the levels described below indicate the range of possible SEND a mainstream school could be expected to make provision for without "high needs funding”. Expected within school arrangements to meet identified needs of CYP with SEND External support available Presentation A child with delayed and/or disordered speech and language development that is not due to factors such as: Learning English as an additional language Curriculum SLCN policy as part of ‘Quality First Teaching’ to meet SLCN including: Use of clear, simple, adult language providing greater understanding at the child’s level of understanding. Advice on SLCN sought from (as appropriate): Learning and Autism Support Team (for children with SLCN presenting as a LD) Early Years Support
Social deprivation and impoverished language experience Sensory impairment The child may present with some of the following expressive (i.e., spoken language), receptive (i.e., language understanding) and/or pragmatic (i.e., social skills) difficulties: An inability to communicate their needs at the level of their peers. Persistent difficulties in understanding and using language to access the curriculum even when this has been differentiated Persistent difficulties understanding and Cueing and reinforcing children’s listening/attention Modelling, prompting and reinforcing children’s language Clear classroom routines supported by visual cues e.g. objects of reference, signs, symbols, gestures, basic signing to support language, photographs, visual timetables, Pre-teaching and teaching for generalisation Seating plans Peer support Take up time, schedules and routines Opportunities for direct experience and practical activities including use of ICT. Team (for children with SLCN presenting as a LD/SEBD or complex need within the Foundation Stage) Psychology Service (for children with SLCN and more complex needs) Speech and Language Therapy Service (for children with clearly identifiable SLCN) Use of the MIN guidance for Speech Language and Difficulties Use of the Inclusion development Program (IDP)
participating in differentiated group discussions and age appropriate social interaction Speech impairments that makes their spoken language difficult to understand except for those who are familiar with the child’s speech Assessment in conjunction with SaLT or specialist teacher’s advice sought Attainment SLCN likely to impact learning attainment with possible stronger attainments in non-verbal learning A range of teaching and learning approaches and resources that take account of different learning styles (including, multi-sensory) to develop basic skills, with opportunities for pre teaching, overlearning and revision. Schemes of work are differentiated including drawing on work from earlier year groups CYP given time to respond to questions and complete activities. CYP’s language to be monitored for content and complexity Teaching and support promotes and enhances independent learning and the generalisation of new skills to new situations. Staffing Key staff trained to The Communication Trust enhanced level (SLC) or other minimum training requirements for SLCN.