Communication and Interaction SLCN = Speech and Language Communication Needs; ASD = Autistic Spectrum Disorder; PDD-NOS – Pervasive Developmental Disorder (not otherwise specified) Wave Possible Indicators Possible Support Staff Involved SLCN ASD 1- all pupils are on wave 1 unless otherwise identified Minor difficulties with social inference Generally attends in lessons, follows teacher instruction Enjoys structure/routine Becomes disorientated by change in routine or familiarity Support from class teacher using high quality differentiated tasks and visual / concrete materials Visual timetable Broken down instructions Class teacher 2 level. Not classed as SEND Some difficulties with social inference Cannot recall more than 5 unrelated items, in correct order, in a verbal memory task Minor receptive or expressive language irregularities/difficulties Generally attends lessons, follows teacher instruction literally Agitated, upset by change in routine or familiarity or finds them quite challenging Challenged by group work, often wanting control Concern form possibly submitted to SENDCO for advice, support, observation or notification (with evidence of L1 support complete but not successful) Intervention via social group/TA support Observation/recommendations from SALT Contact parents Class teacher SENDCO TAs Speech and Language Therapist 3 – 1:1 support received or external agencies involved Regular/noticeable difficulties with social inference Frequent receptive or expressive language irregularities / difficulties (word finding difficulties) Unable to follow a (Infants), 3-part (junior) instruction Possibly diagnosed with ASD or PDD Noticeable difficulties with social interaction, poor communication and understanding affecting behaviour Struggles to follow whole class situation – needs to be told instruction directly May be socially withdrawn / vulnerable Concern form submitted by Class Teacher Withdrawal for intervention 1:2 or 1:1 (social skills) by school staff Speech and Language Therapist x 1 session per week Lego Therapy SENDCO TAs Class teacher Speech and Language Therapist 4 Statement (until 2016) or Education Health and Care Plan (EHCP) As detailed in Statement or EHCP SENDCO TA/LSA Class Teachers Other external agencies 2-
Cognition and Learning Level Possible Indicators Possible Support Staff Involved Non-verbal Verbal Suffolk Reading Test SWST PIPS 1- all pupils are on wave 1 unless otherwise identified >100 >100 >100 >100 >50 First class quality teaching Differentiation/extension applicable Class teacher TA 2 Not classed at SEN 95-100 95-100 95-100 95-100 40 – 50 Concern form possibly submitted to SENDCO for advice, support, observation or notification (with evidence of L1 support complete but not successful) Support from class teacher using high quality differentiated tasks and visual / concrete materials In-class support Small group intervention 1:1 specialist teaching And/or early morning group Contact parents Class teacher SENDCO TAs teachers Specialist teachers 3 – 1:1 support received or external agencies involved <95 <95 <95 <95 <40 Concern form possibly submitted to SENDCO for advice, support, observation or notification (with evidence of L1 support complete but not successful) 1:1 support with specialist teacher Intervention group support x 1 per week (withdrawn) And/or early morning group SENDCO Class teacher SEND teacher TAs Educational Head of Year 4 Education Health and Care Plan (EHCP) As detailed in Statement or EHCP All of the above + Local Authority
Social Emotional and Mental Health Possible Indicators Possible Pupil Support Staff Involved 1- all pupils are on wave 1 unless otherwise identified Shy, introverted, low confidence Class teacher / TA to talk to child Give pupil roles of responsibility to improve self-esteem teacher TAs 2 Level. Not classed at SEN Homework regularly not completed Significantly broken attendance Disengagement in 2 or more subjects Withdrawn / behaviour issues Troubled friendships Poor / unkempt clothing or hair appearance Poor self-esteem Attendance monitoring Buddy system Clear personalised reward chart Concern form possibly submitted to SENDCO for advice, support, observation or notification Significant responsibility within class Contact parents SENDCO Class Teacher TAs 3 – 1:1 support received or external agencies involved School refusal Attendance is extremely patchy, rare Rarely on-target in Achievement is extremely poor Progress is limited, if at all Very poor self-esteem Behaviour is significantly impacting on learning for the individual and the Concern form submitted by Teacher Attendance monitoring –contact parents Social groups x 1 weekly Specialist support Individual Learning Plan? SENDCO Class Teacher TAs LA? Social Services? CAMHs? Paediatrician? 4 Education Health and Care Plan (EHCP) As detailed in Statement or EHCP SENDCO Class Teachers TA/LSA
Sensory and Physical Level Possible Indicators Possible Pupil Support Involved Visual Hearing Medical 1- all pupils are on wave 1 unless otherwise identified No concern Mild hearing loss Mild hypermobility/poor writing speed Consider seating position in class Class teacher TAs 2 Not classed at SEN Frustration with work Poor reading speed Poor writing speed Mild hearing loss Difficulty with attention and / or concentration Fatigue Hypermobility Syndrome Poor writing speed Generally takes longer to complete tasks Concern form possibly submitted to SENDCO for advice, support, observation or notification SENDCO Class Teacher TAs 3 – 1:1 support received or external agencies involved Registered as partially sighted Distance vision worse than 6/18 Spatial and perception difficulties Coordination difficulties Moderate hearing loss Possible use of hearing aids Student specific e.g. significant hypermobility syndrome affecting many of life Concern form submitted by Class Teacher seated facing and close to teacher Teacher to look at pupil when speaking Possibly seek advice from specialists SENDCO Class Teacher TAs External Services 4 Education Health and Care Plan (EHCP) As detailed in EHCP SENDCO TA/LSA Class Teachers