Using the SEND Ranges (City of London)

Using the SEND Ranges 0-25 Years

Contents

5 Foreword 7 A focus on inclusive practice and removing barriers to learning 9 Specific Characteristics of Effective Provision for Children and

Young People (CYP) with SEND 0-25 11 The Graduated Approach: Quality First Teaching Expectations 19 The SEND ranges

22 The SEND Ranges and their links to Early Help processes, the Children’s Social Care Service and Safeguarding Thresholds

24 Preparation for Adulthood (PfA) 26 Definition of acronyms

Nr Tn Ss

30 Guidance for Children with SEND in the Early Years 38 Cognition and Learning

44 Communication and Interaction

50 Social, Emotional and Mental Health

56 Sensory and/or Physical and Medical Needs

Primary And Secondary

68 Guidance for School Aged Pupils with SEND 70 Cognition and Learning Needs

82 Communication and Interaction: ASD

94 Speech and Language Communication 112 ~~ Hearing Impairment

123 Visual Impairment

134 Dual Sensory Impairment

142 ~— Physical and Medical Needs

158 = Social, Emotional and Mental Health

Post 16

182 Guidance for Post 16 pupils with SEND

196 = Cognition and Learning

200 =Communication and Interaction: ASD

208 = Sensory and/or Physical Needs

220 ~— Social, Emotional and Mental Health

227 ~~ Preparation for Adulthood: Useful Information and Resources Acknowledgements

SEND Ranges Guidance 2023

3

Dear Colleagues

The City of London (City) SEND Strategy outlines our vison, we want the City to be the best possible place for children and young people to grow up. We work in partnership to provide a safe, inclusive, and supportive environment where all our children and young people, regardless of background and circumstance, feel they belong. We also provide high quality services, quality education and excellent opportunities to enable children and young people to be healthy, develop resilience, achieve their potential, and thrive and fulfil their potential and lead happy, healthy and productive adult lives.

The City has great pleasure in presenting ‘The SEND Ranges’ which is the City's response to meeting the SEND Code of Practice (2015) Graduated Approach and the new SEND Improvement Plan launched by the DfE on March 2nd 2023. We want to build on best practice nationally and to shape our Graduated Approach to all schools, colleges and settings who host

and educate our City children and young people. The City SEND Ranges

will provide an invaluable framework for staff in all settings 0-25 to address the early identification of needs, provide ideas for curriculum adaptation, guidance on assessment and the effective deployment of resources including staff. The Ranges are based on the four areas of the SEND Code of Practice and give guidance and ideas from Early Years to Post 19. It includes the Preparation for Adulthood (PfA) outcomes from the Early Years through to 25.

The SEND Ranges provide guidance on what should be ‘ordinarily available’

to meet the needs of the most complex child and young person who may

be either in a mainstream setting, additional resource base or a specialist provision. A training package for professionals and families will be available in the Summer Term 2023. These will be available in a variety of forms including webinars and face to face meetings and visits. The Aldgate School, the one maintained school in the City, is trialling the SEND Ranges with a view to this then being available in all of our settings. | hope that these SEND Ranges will be helpful for all children and young people wherever they may be educated.

The SEND Ranges, will provide an excellent framework for our educators in delivering the City’s vision and values set out in our SEND Strategy for children and young people - 2020-2024; SEND City Together: ‘Going the extra Square Mile.’

Ruby Sayed Chairman - Communities & Children's Services

SEND Ranges Guidance 2023 5

A focus on inclusive practice and removing barriers to learning

As part of its commitments under articles 7 and 24 of the United Nations Convention of the Rights of Persons with Disabilities, the UK Government is committed to inclusive education of disabled children and young people and the progressive removal of barriers to learning and participation in mainstream education.

The Equality Act 2010 and Part 3 of the Children and Families Act 2014 interact in a number of important ways. They share a common focus on removing barriers to learning. In the Children and Families Act 2014 duties for planning, commissioning, and reviewing provision, the Local Offer and the duties requiring different agencies to work together apply to all children and young people with SEN or disabilities.

The key areas of focus for the Children and Families Act 2014 are based on the following principles:

* High expectations and aspirations for what young people can achieve

¢ Aspirations of the young people and their parents and carers that are in place at the centre of everything we do

Early identification of needs and integrated early help

¢ Integrated assessment and planning from 0-25 years focused on long term outcomes, bringing together education, health, and care support.

* High quality provision organised with clear pathways and providing choice to families

* Excellent outcomes achieved through the knowledge, skills, and attitude of everyone working with the children and young people with SEND.

SEND Ranges Guidance 2023

7

Specific Characteristics of Effective Provision for Children and Young People (CYP) with SEND 0-25

* Development of a personalised pathway where the CYP is at the

heart of all that is done.

* Transition is effective across all settings 0-25 and there are clear expectations regarding the sharing of information and planning for the next stage.

* The school/setting follows the SEND Code in terms of the graduated response of Assess, Plan, Do and Review in all aspects of their work and this can be clearly evidenced

* Curriculum modifications are made and documented in short and medium-term planning

* The management and monitoring of teaching and learning standards in schools/settings has a focus on high quality differentiation and the golden thread of all teachers are teachers of SEND.

* Settings have made reasonable

adjustments to their curriculum, and they can evidence this change through planning, observations, learning walks, scaffolding and scrutiny of CYP's work.

There is a clear and well documented training plan across the whole school/ setting for staff in terms of understanding and meeting the needs of CYP with SEND.

Parents and CYP are involved at all stages

TAs/support staff are routinely involved with planning, assessment, and evaluation of CYP’s progress

There are clear baseline assessments on entry and exit of all the interventions

Target setting is Smart (Specific, Measurable Achievable, Realistic and Time Limited)

and can be followed through in terms of input and impact

Timetables are personalised

¢ Leaders and managers regularly scrutinise the work of CYP with SEND, observe lessons and undertake focused learning walks. This is then fed back to the governor for SEND who comes into the school on at least a 6-weekly basis to report to the Governing Body on the progress of CYP with SEND and those who are vulnerable. A report is given to the SEND governor by the SENDCO which includes information on key areas of SEND practice, data on outcomes and developments in school/setting.

* The learning environment is conducive to the needs of CYP with SEND and is communication friendly

* The resources, and in particular ICT, enable CYP with SEND to access the curriculum

SEND Ranges Guidance 2023 9

The Graduated Approach:

Quality First Teaching Expectations

Core Principles

The following Core Principles underpins work with children and young people with SEND at whatever level in the educational system. These will be further developed as the Ranges document is piloted in educational setting in the City, and also to incorporate family and young people's views, along with those from Health and Social Care.

> Every teacher/practitioner is a teacher of SEND - in fact, everyone in any setting has a responsibility for SEND as acore part of their work.

» There must be a whole school/setting approach to meeting the needs of children and young people with SEND and/or barriers to learning and their families.

» The CYP and family voice is of paramount importance

> The environment should be supportive, inclusive, shaped to recognise differences and flexible to meet the needs as they arise.

» Senior Leaders including Governors to demonstrate clear commitment to ensuring high quality aspirational provision for SEND that permeates throughout the organisation.

» SENDCO's must be qualified and have he Level 3 SENCO qualification, plus other accredited specialist courses and have a training plan available to ensure that they are up to date with current and future best practice

> There is a strong culture of ensuring that Quality First teaching is embedded across the setting and is an integral part of planning, delivery and part of the appraisal and performance management of every member of staff.

> Teaching Assistants and support staff have a clear management structure with specialisms and training that enable them to provide high quality

v

specialist interventions that ensure children and young people with SEND make at least good if not outstanding progress.

The SENDCO has the responsibility ensuring that the right support is in place for the child. All staff and in particular senior and middle leaders are responsible and accountable for the quality delivery and outcomes within their area. They contribute to the holistic vision and ethos of the organisation.

Early identification and assessment are embedded in the whole school/ setting approach to SEND with a clear understanding of assess, plan, do, review and an understanding of diagnostic tests.

Curriculum to be ambitious, rigorous, flexible, and bespoke to the needs of all. It must be progressive, building on skills and understanding providing a tich tapestry for which learning can take place.

Resources — National SEND Fund is effectively targeted to those children and young people who have SEND/ barriers to learning in schools.

There is an effective Quality Assurance System in place to monitor and track interventions and approaches through evidence-based enquiry. Preparation for Adulthood (PFA) is embedded across all settings 0-25 and the four key outcomes are key drivers in the ambitious curriculum.

SEND Ranges Guidance 2023 11

Leadership And Management

1. Provision for special educational need and disabilities (SEND) including those with additional needs and disadvantaged groups,

is well led and managed.

* Clarity over the role of the Governing Body/Trust and Leadership Team through effective Governance structure and professional development.

SEND training programme is secularly in place for all

Staff are confident that the Governing Body and SLT are knowledgeable about the inclusion of CYP with SEND and this is reflected in the vision, practices and values so that all children achieve and realise their potential. The Governance, SLT and the SENDCO act as champions for inclusion, have evidence of effective policy, practice and procedures through minutes and strategy which holds leaders and managers to account.

* The Local Offer is well known and used effectively and the staff as a whole team have taken an active part in the development of the school information report.

The SENDCO is trained, well qualified and is part of the senior management team. They have time and administrative support to carry out their role effectively. Their time is spent in supporting Quality First teaching as well as those CYP with more significant needs.

The Governance of the school/ setting including the leadership actively monitors the outcomes

of CYP with SEND and provides accurate information in a timely and accurate manner.

The school’s/setting’s ethos and values are in tune with effective inclusive practice.

. Leaders are ambitious for children and young people with additional needs, and this is the ambition is shared by staff.

* Staff know that they work in an inclusive school/setting where diversity is valued and welcomed and can provide examples of how they established and maintain an inclusive environment within day- to-day practice.

Curriculum is well planned and incorporates the PfA outcomes which are embedded from the early years.

The curriculum is planned

to meet needs and reflects leaders’ high aspirations for all

SEND Ranges Guidance 2023

children and young people from disadvantaged groups.

* The curriculum is planned to meet the needs of all children in the settings addressing the implementation and impact on all CYP.

¢ There are regular reviews and evaluation including deep dives, the voice of the child and family in the development of the bespoke curriculum pathway

Curriculum, Teaching And Learning

1. The curriculum is successfully adapted to be ambitious and meets the needs of all CYP which includes their independence, aspirations and the planning of various professionals reflets this.

Curriculum identifies

* Needs, strengths and interests * Pace is good and the

* Gains in knowledge environment effective and

* Additional resources regularly reviewed.

* Appropriate methods of * Staff are committed to develop communication the expertise.

* Allis accessible * PfA is built in at every level

2. Staff adapt learning approaches to provide suitable learning challenges. Staff cater for different learning needs and styles with individual and/or small group planning and programmes where appropriate. Every Teacher and leader is a teacher and leader of SEND.

* Learning is carefully planned * Multi-sensory teaching techniques * Staff effectively interact with the are embedded CYP * Handwriting skills, effective * Reading and communication are approaches to homework, at the heart of the curriculum# age-appropriate study skills, key * Staff have the skills in vocabulary and resources are implementation within easy reach of all CYP.

3. Staff ensure that children and young people have opportunities to work in different ways i.e., independently and in a variety of small groups.

* Strategies to promote ¢ Seating plans and organisational independent learning plans in place including the * Scaffolding of learning effective use of additional adults. * Staff specifically trained re the interventions

4. Staff provide regular opportunities for collaborative learning and peer support. * Building and maintaining positive relationships * Opportunities to develop peer awareness * School/setting promotes the culture of peer support.

SEND Ranges Guidance 2023 13

Assessment And Individual

Planning 1. A regular cycle of assess, plan, do review * Staff are aware of CYP starting * There are regular reviews and points the use of a variety of assessment * Aware of CYP strengths and profiles including the Boxhall area for development through a profile diagnostic approach * Pupils voice is always captured * Information is shared effectively * CYP are aware of what they need between and across phases to do to get to the next stage.

* All CYP have equal opportunities across the curriculum

2. Staff ensure that formative assessment and feedback are a feature of daily practice, and this should be reflected in the marking and assessment policy.

* There is account of prior learning * Marking clearly moves the CYP

* Wide range of assessment forward in their learning and strategies understanding

* CYP have regular opportunities for * The impact of interventions is reflection critically evaluated

3. Expertiese is in place to manage access arrangements

* Adaptations are made « Adapted resource and or equipment * Procedures are | place to inform are available to support the access. parent/carer

* Reasonable adjustments made in the light of needs

14 SEND Ranges Guidance 2023

Partnership And CO-PRODUCTION With Children, Young People And Parent Carers

1. The school/setting works in co-production with their parent carers in decision making

* Co-production of all materials * Information on the Local Offer * Understanding and use of the is comprehensive and shows a Local offer variety of bespoke pathways and * Parents made aware of the benefits -0-25 communication channels and * There are formal and informal their child's individual needs events for parents and career to * Good communication and share their views effective communication * Transition is carefully and between school and parent/carer sensitively managed

2. Children and young people are enabled to participate in their assessment and review procedures

* CYP actively participate in all * Person centred approaches are reviews and are a part of decision- regularly reviewed making bodies

* CYP know their next steps and their end of year targets

Supporting Social And Emotional Development/Pastoral Care

1. The school/settings recognises and responds to the social and emotional aspect and support need of these CYP with additional needs and the provision must take account of issues and the impact of these such as family breakdown, family illness, moving home, bereavement and other key challenges and changes.

* There is a calm and purposeful * Setting promotes the emotional environment regulation of all children and

* Language is differentiated to young people meet needs

* Strong relationship with sexual: and mental health

2. Children and young people feel safe and valued and know that they can approach staff who will listen to their opinions and concerns. * Negatives beliefs are challenged * Schools councils are active * The voice of the CYP is central to the school/setting improvement and is encouraged and acted upon

SEND Ranges Guidance 2023 15

The Physical And Sensory Environment

1. The physical environment is adapted to meet the needs of children and young people.

¢ There is a purposeful and well ¢ Extra-curricular activities and visits are organised learning environment planned to fully include all

¢ Physical accessibility checks of the * Children and pupil views are regularly building and individual learning sought to plan for the future provision spaces are regularly carries out in this area with various tools such as an * Use of funds is targeted within a clear environmental audit. strategic plan.

* The furniture and equipment is of the right size and quality

2. Staff are aware of the sensory needs and issues that may impact on children and young people

* Needs are known and planned for * Staff are aware of lighting, smells and * Equipment is readily available to noises in the room which would affect support equal access those CYP with sensory needs * The environment is adapted to * All sensory experiences are risk meet the needs of sensory impaired assessed

children and young people * Displays are meaningful and there is access to safe spaces

Equipment And Resources

1. Resources are available in every classroom or learning environment and the quality and impact of the support is

scrutinised. * Resources are easily accessible and ¢ Resources are clear and uncluttered, readily used to promote leaning, labelled using text and images

independence and reduce stigma * There is easy access to sensory equipment

2. Specific resources and strategies are provided to overcome potential barriers to learning * Resources are available ¢ These are planned and used ¢ ICT and ATC are available for those effectively to support learning. with ore complex needs

16 SEND Ranges Guidance 2023

Staff Skills, Training, Transitions And Use Of Expertise

1. All staff including teaching assistants make a positive contribution to the progress of CYP

* Additional adults are employed * Staff are well trained and there is a effectively clear plan for ongoing professional

* Clear and regular communication development and best practice is between adults shred across the school/setting

* Group/seating arrangements are reviewed to ensure that independence is developed as far as possible

2. All transitions during the day are well planned and well manged and provide the opportunities for the CYP to develop the skills to manage change

* Some of the transitions include the ¢ Support for CYP is readily available on start and end of the say, moving entry to school and exit between and within lessons, * All about me plans are in place changing from structured to * Strong liaison with parents and carers unstructured time, break to lessons, and the staff within the next stage special events and life events. of education, employment and or

* Staff prepare the CYP for the training.

forthcoming events through visual timetables and discussions about daily transitions.

SEND Ranges Guidance 2023 17

The SEND ranges

The SEND range descriptors are based on national best practice in determining and describing the needs of CYP with SEND. They are based on the four areas of the SEND Code of Practice (2015) and on the ‘golden thread’ of the graduated approach - of assess, plan, do and review that pervades all best practice.

The following will be the focus of this new pupil need led approach using the

SEND Ranges 0-25:

¢ Greater emphasis on accountability and targeting of ‘Notional SEND’ budgets and funding from the ‘'High Needs Block to meet each pupil's needs An evidence base

of the assessment of need, the range of interventions in place and the impact and outcome

Schools/settings to provide evidence of interventions through a provision map for the pupil/class/group/ school/college Schools/settings to demonstrate that they are following the SEND Code of Practice: interventions should be based on the graduated approach of assess, plan, do and review. Evidence of interventions whether successful and/or unsuccessful must be recorded.

* Interventions should be clearly defined, and have specific timescales and outcomes that can be measured through quantitative and qualitative data Schools/settings to

take account of environmental factors — routines, structure, noise levels and rooming, as well as the impact of mental health, sensory needs and emotional resilience

* An emphasis on ‘Quality First Teaching’ and what that looks like in practice - every teacher/practitioner is a teacher of SEND.

It is envisaged that most pupils’ needs will be met at ranges 1-3 through the notional budget in the school/college, and for the higher ranges this will be funded through top up funding from the LA High Needs budget

* Schools/Colleges will need to demonstrate how they are spending the Element 1 (AWPU) and Element 2 (notional SEND based on deprivation indicators including Pupil Premium) — this currently equates to £6,000 in the notional SEND budget

Provision maps showing the range, frequency and impact of interventions will need to be costed at all levels

Services that are provided to schools/and other settings including Further Education and Work Based Training Providers will need

to demonstrate their effectiveness and impact (including

the cost) in the CYP's provision map

SEND Ranges Guidance 2023 19

The SEND range descriptors will provide a core framework for all professionals working with the CYP and will give greater clarity for parents, families and carers in terms of what their child’s needs are, and what each child is receiving.

The SEND ranges provide a helpful reference point in relation to identifying the level of need and will support children and young people with additional needs with consistency across schools and other settings. The provisions included help provide clarity for schools/ settings and families about the role

of schools/settings and education for children and young people whose needs fall into the lower ranges.

The linear model of assessment and diagnosis that has been used in the development of these ranges does not correlate directly to delivery within health services. A key indicator from a health service and therapies perspective is in relation to the impact of the condition, disability, impairment and/or need on the functional ability of the child or young person in relation to their day-to-day life and learning opportunities, which could vary significantly within all the ranges, even within the lower ends of the scale.

20 SEND Ranges Guidance 2023

There may be an identified need for input and intervention with children and young people, by health services, at any time within any of the ranges depending on the level of impact on the child or young person.

These ranges therefore serve the helpful purpose of providing a framework to support the allocation of educational and SEND resources and support by providing a simplified indication of health resources that could potentially be required.

The provision map will give clarity as to when assessments should take place, the specific interventions which have been put in place and the impact they have had, as well as the outcomes.

This evidence will be the basis for any additional funding that may be required over and above that which is provided by the school/colleges SEND budget.

A school/setting would also need to include any support and the impact of that support that they have bought into outside of LA services.

Interventions provided by the school/ setting or by specialist staff employed by the LA, the NHS or the school/setting should be planned in terms of input at universal, targeted and specialist levels.

Those CYP who have 1:1 support and/ resilience wherever appropriate.

or small group work and interventions LA officers will be well versed in the should be closely monitored on a half interpretation and implementation of

or termly basis through a provision map the ranges. The Ranges will be used with the intention that the interventions across all aspects of the SEND provision, move/de-escalate to targeted then systems and practices including the City universal support — thus moving towards — of London's SEND Panels

greater independence and emotional

The guidance can be found on the following pages:

Early years General information 30 Cognition and Learning 38 Communication and Interaction 44 Social, Emotional and Mental Health 50 Sensory and/or Physical and Medical Needs 56 Primary and Secondary General information 68 Cognition and Learning Needs 70 Communication and Interaction: ASD 82 Communication and Interaction: SLCN 94 Hearing Impairment 112 Visual Impairment 123 Dual Sensory Needs 134 Physical and Medical Needs 142 SEMH 158 Post 16 General information 182 Cognition and Learning 196 Communication and Interaction 200 Sensory and/or Physical and Medical Needs 208 Social, Emotional and Mental Health 220

SEND Ranges Guidance 2023 21

The SEND Ranges and their links to Early Help processes, the Children’s Social Care Service and Safeguarding Thresholds

The City of London SEND Ranges should be read alongside the City of London's ‘Thresholds of Need’ document. The document can be accessed here: www.cityoflondon.gov.uk/assets/Services-DCCS/Thresholds-of-Need-2022.pdf. Services for children, young people, and families in the City of London are based on the recognition of a continuum of need (the “windscreen” model) where

needs may move between levels:

Tier 2 Children with additional needs that can be met through the provision of ‘early help’ - a Ha referral to children’s social care is Not required Tier 1 Children with no additional needs whose health and developmental needs can be met by universal services

$ g

UND 7, ye? 46.

Tier 3 Children with complex multiple needs who need statutory and specialist services. A referral to children’s Ha social care is required Tier 4 Children in acute need. Require

immediate referral

to children’s social care and/or the police

% % &

If unsure, please contact the Children and Families Hub

As far as possible, we have aligned the Ranges to the multi-agency Thresholds of Need. However, just because a child may have been identified as having SEND at a Range this does not mean that an Early Help Assessment must take place - the two are different processes. SENDCOs need to read and understand the Multi-Agency Guide to our Thresholds of need and to make a judgement as to when an Early Help Assessment might be warranted.

22 SEND Ranges Guidance 2023

Threshold is a point at which something happens, stops happening or changes for the child or family. Thresholds

are a way of describing transitions between the levels of need and types of services and support. They are also ways of identifying the points at which professionals should engage in dialogue with each other and with families to assess what has happened and what if anything needs to happen next or happen differently.

Professionals should refer to both documents at the same time where there is a need to support a child with SEND and his/her family. This is particularly relevant when:

* A child in the Early Years has a recognised disability that will require ongoing support; the Early Years SEND pathway should be followed

* Do contact children’s services for advice/guidance if a child has a disability and may need support aged 0-18 (and 18-25 for those with an EHCP)

* A child or young person has a substantial or life-limiting disability which may require the support of the Children's Social Care Service call our duty line on 020 7332 3621 or email children.duty@cityoflondon.gov.uk.

For further information visit our website:

Early Help and Safeguarding Referral - City of London

A child or young person and their family are likely to require support from a multi-agency Team Around the Family as referred to in the SEND Ranges; an Early Help Assessment should be completed

A child or young person is being considered for a neurological pathway referral (e.g., ASD, ADHD); these pathways require a parenting assessment and/or intervention to be completed first and this will almost always be part of an Early Help Plan

* A child or young person has identified SEMH or behavioural difficulties and may require alternative educational provision; consideration should always be given to a multi-agency approach via an Early Help Assessment or

* A child or young person is at risk of abuse due to their level of vulnerability or disability; the Thresholds of Need should be used to determine the level of risk and a safeguarding referral made if appropriate

¢ Early Help and Safeguarding Referral - City of London

These examples are not exclusive and there will be other situations which require professionals to consider the SEND Ranges alongside the Thresholds of Need.

@ For advice in relation to carrying out an Early Help Assessment please contact the duty line on 020 7332 3621 or children.duty@cityoflondon.gov.uk.

@ For advice in relation to the

SEND Ranges, please contact the City of London's Education and Early Years’ Service: EEYService@cityoflondon.gov.uk

SEND Ranges Guidance 2023 23

Preparation for Adulthood (PfA)

Preparation for Adulthood (PfA) starts at the earliest stage in life through the development of early communication, feeding, making choices to becoming an independent adult. The curriculum in early years settings and schools should be shaped around the needs of the child and young person regardless of disability. The PfA outcomes gives a clear framework for a curriculum model that can be developed 0-25 using the excellent practice that is already in our settings. It will also support effective transition across and between settings building upon the PfA outcomes, working closely with parents and in shaping EHC plans that are realistic and prepare children and young people with SEND for their next stage.

24 SEND Ranges Guidance 2023

It will be important regardless of age/ stage/Range to read through all the PfA outcomes 0-25 so that parents, young people and professionals can plan for the next outcome in their preparation for adulthood. Many of children and young people with SEND will have complex needs that span across several of the Ranges, so it will be important

to read all the PfA outcomes to plan a bespoke pathway. The PfA outcomes are not exhaustive and parents, young people and professionals can work and plan together to expand this framework and build all the curriculum experiences both in the setting/school, at home and in the local community that will meet the needs, aspirations and wishes of the child and young person.

Suggestions in relation to PfA outcomes can be found on the following pages:

Early years Cognition and Learning 38 Communication and Interaction 44 Social, Emotional and Mental Health 50 Sensory and/or Physical and Medical Needs 56 Primary and Secondary | Cognition and Learning 70 Communication and Interaction 82 Sensory and/or Physical and Medical Needs 112 Social, Emotional and Mental Health 158 Post 16 Cognition and Learning 196 Communication and Interaction 200 Sensory and/or Physical and Medical Needs 208 Social, Emotional and Mental Health 220

Schools and settings will need to ensure understanding of how the school spends that SENDCOs are appropriately trained — element 1 and 2 of the notional SEND

and qualified. It is important that they budget as well as knowledge of the are part of the senior leadership team additional funding that comes into and that they have access to and the school/setting via the top up/high knowledge of the school’s budget. In needs funds.

addition, they must have a thorough

SEND Ranges Guidance 2023 25

Definition of acronyms

AAC Augmentative and Alternative Communication

AAD Adaptive, Assistive Devices

ALP Alternative Learning Provision

ANSD Auditory Neuropathy Spectrum Disorder

ARC Additionally Resourced Centre/Provision

ARP Additional Resource Provision

ASC/ASD Autism Spectrum Condition/Autistic Spectrum Disorder

AWPU. Age-weighted Pupil Unit (funding related)

BOO Basket of Opportunities

BSL British Sign Language

CAMHS Child and Adolescent Mental Health Service

CLDD Complex Learning Difficulties and Disabilities

COLTALE City of London Talks and Listens Enthusiastically

CVI Cerebral Visual Impairment

CYP Child or Young Person

CSE Child Sexual Exploitation

DAF Disability Access Fund

Ob Hl Decibels Hearing Level

DfE Department for Education

EAL English as an Additional Language

EHA Early Health Assessment

EHCP Education, Health and Care Plan

ELKLAN Training by Speech and Language Specialists to Education Staff

ELSA Emotional Literacy Support Assistant

EP Educational Psychologist

EYFS Early Years Foundation Stage

Friends An intervention programme underpinned by the principles of Cognitive Behaviour Therapy with the primary aim of reducing participant anxiety levels.

HI Hearing Impairment

LA Local Authority

LI Language Impairment

LINS Low Incidence Needs Service

MSA Midday Supervisory Assistant

MSI Multi-Sensory Impairment

26 SEND Ranges Guidance 2023

MAPPA Multi-Agency Public Protection Arrangements

NatSIP National Sensory Impairment Partnership

NC National Curriculum

NPSLBA National Programme for Specialist Leaders of Behaviour and Attendance

NVC Non-Verbal Communication

OT Occupational Therapist

PECs Picture Exchange Communication System

PSHEE Personal, Social, Health and Economic Education

QFT Quality First Teaching

QIMSI Qualified Teacher of the Multi-Sensory Impaired

QIvl Qualified Teacher of Children and Young People with Vision Impairment

SALT Speech and Language Therapy

SEAL Social and Emotional Aspects of Learning

Silver An early intervention for children who need additional support in

SEAL developing their social, emotional and behavioural skills.

SEMH Social, Emotional and Mental Health

SENAP Special Educational Needs Advisory Panel

SENDCo Special Education Needs and Disability Co-ordinator

SEND Special Education Needs and Disability

SLCN Speech, Language and Communication Needs

SLD Severe Learning Difficulties

SLT Speech and Language Therapist

Smart Specific, Measurable, Achievable, Relevant, Timebound (relating to targets)

SRE Sex and Relationship Education

SSE Sign Supported English

TA Teaching Assistant

TAF Team Around the Family

ToD Teacher of the Deaf

Vi Visual Impairment

VOCA Voice Output Communication Aids

YOS Youth Offending Service

SEND Ranges Guidance 2023 27

Guidance for Children with SEND in the Early Years

SEND Ranges Guidance 2023 29

Guidance for Children with SEND in the Early Years

Early Years Best Practice: Guiding Principles

The Early Years Foundation Stage Statutory Framework 2021 contains

the regulatory and legal framework for early childhood education and care. There are a number of non- statutory documents which describe what adults can do and provide

to ensure all children have the best possible start in life. This includes details of provision, which enables them to develop their personalities, talents

and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender. Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.

Guiding Principles in relation to best practice include the following:

* To recognise that each child is unique and learns in different ways and at different points in their development.

* To appreciate the importance of the developmental stage of the child rather than their chronological age.

* To recognise that there are going to be vast differences within each cohort. There will be differences between gender, time of birth (autumn — summer), early birth, low

30 SEND Ranges Guidance 2023: Early Years

birth weight, pre-birth circumstances, socio-economic factors and children/ families who move frequently etc.

* Children need to have the opportunity to interact, form attachments and engage in order for the setting to effectively understand/evaluate the whole child.

The environment is pivotal to all the above. It needs to be stimulating and address the children’s interests and needs. Practitioners must regularly reflect on the environment and their practice to ensure that it meets the needs of the children. All Early Years practitioners/teachers understand and observe each child's development and learning, assess progress and plan for next steps. Families have a crucial role in the development and assessment of their child's education and progress. Practitioners have a professional responsibility to involve and to listen to parents at regular intervals. Monitoring children's progress throughout the Early Years Foundation Stage is essential. Decisions about a child’s level of need should be part of a continuous and systematic cycle of planning, action and review within a school/setting that is clearly evidenced through relevant and fit for purpose documentation.

There are various assessment tools that settings can use. However, it is important that the setting undertake assessments that are accurate, reliable and valid. Assessments should have:

* Contributions and evidence from a range of adults including parents and from a variety of different sources.

* Observations of the child to highlight specific areas of learning and next steps where appropriate

* Evidence of moderation with other professionals — in house and/or external

* Arange of evidence bases which can be recorded in different ways along with the practitioners’ knowledge of the child e.g., the learning support journal.

Assessment for learning informs planning for suitably differentiated teaching

and learning. The key lies in effective individualised arrangements for learning and teaching. The resources might

be extra adult time; the provision of different materials or special equipment; some individualised or group support or staff deployment and training.

It needs to be noted that the complexity of some children’s emotional and behavioural needs may not be reflected in the ranges below. However, settings must acknowledge the impact of emotional and behavioural difficulties on all aspects of the child's progress and wellbeing. The prevalence of attachment disorder and mental health related conditions/family circumstance compound the accuracy of assessment tools.

SEND Ranges Guidance 2023: Early Years 31

Support for children with SEND in the

Early Years

Children within the Early Years Foundation Stage access their entitlement to early education from a range of providers including private, voluntary and independent settings (PVI), schools and Nursery schools and childminders. The SEND Code of Practice (2015) states that Early Years providers must have arrangements in place to support children with SEND, which should include a clear approach to identifying and responding to SEND that is the responsibility of all practitioners within the setting.

Where a child appears to be functioning below age-related expectations, or where a child's progress gives cause

for concern, practitioners should consider progress information from

the setting in addition to advice and recommendations from external professionals. If a child is not making expected progress in relation to the 3 prime areas of early years development (Personal Social & Emotional, Communication & Language and Physical Development) this will clearly impact on their ability to make good progress in relation to the 4 specific areas (Literacy, Mathematics, Understanding the World & Expressive Arts and Design) through which the prime areas are strengthened and applied.

Some children can be identified as having additional needs within The Early Years Foundation Stage (birth to 5 years). It may be clearly evident what the child's

32 SEND Ranges Guidance 2023: Early Years

primary need is; however, for the majority of children it takes time for the primary need to be established through ongoing observation and assessment.

The Early Years Foundation Stage emphasises the importance of identifying children who require additional support as early as possible and focusses on ensuring the full involvement of the child's parents/carers in the process. Support includes listening to families’ concerns about their child's development and taking part in a sensitive two-way exchange of information which supports effective planning. This includes ensuring:

¢ Parents/carers contribute to the assessment

¢ Parents/carers are invited to participate in target setting, monitoring progress and reviews, and are involved in supporting targets in the home

* There is consistent involvement of relevant professionals as required

* The ascertainable views of the child are taken into account

* Opportunities are available for parents/ carers to learn how to support their child further

Support for a young child does not always require the deployment of extra staff to enable one to one support to

be given to the child. Early support can take the form of training, physical or sensory adaptations, creating enabling environments, or provision planning, to enable the very young child with special educational needs to learn and progress fully.

Transition

Settings need to be mindful that on entry, children may be accessing a group setting for the first time. With

this is mind, practitioners need to

take into account children’s previous experiences both at home and within the wider community. Practitioners must be sensitive to this when monitoring children's development and progress across the ranges. Children in the Early Years need time to settle and become used to routines of the setting, which for some children may be very unfamiliar.

It is important that when children start

in a setting, or move on to another setting or to school, they have the best possible chance of a smooth transition and a successful placement. Transition should be seen as a process not an event. The key to successful transitions lies in the preparation and planning beforehand and the settling in, or follow up, afterwards.

Planning and preparation for transition into the setting should involve parents/ carers in addition to a range of further elements which may include:

* Establishing relationships

* Sharing information

* Planned visits

* Creating continuities

* Preparation in the setting * Training and support

* Settling in and follow up

It is the responsibility of the original setting to ensure the appropriate transfer of information to the receiving setting. Successful transition at all stages of development and across all settings for children with SEND has its foundation

in good practice for all children.

Where a child’s needs have been identified before they are admitted to the setting, transition is likely to require more detailed planning, the closer participation of parents and the sharing of a wider range of information. The period of planning and preparation is likely to involve the SENDCo as well as the allocated key person and, for some children, the involvement of a wider range of professionals.

Lead Early Years Advisor— Education and Early Years Service

The City of London is committed to providing effective early identification and intervention for children with SEND. It is essential that all children with SEND have their needs identified as early as possible with the aim of providing early intervention to help remove barriers

to learning. The service promotes inclusive practice for children aged from birth to five and those children with Special Educational Needs and Disabilities (SEND) in order to ensure that all children are fully included within the setting. We work with settings to create a common understanding of the Code of Practice to help secure the best possible outcomes for children in their care.

SEND Ranges Guidance 2023: Early Years 33

Settings are supported in the context that they adhere to:

* The Equality Act 2010 * The EYFS Statutory Framework

* The Special Educational Needs Code of Practice, with reference to chapters 5 and 6

¢ Working positively to ensure that they are offering fully inclusive services which meet the needs of all children

Aims of the service

* To ensure there is sufficient expertise and experience amongst local early years providers to support children with SEND through the development of a quality workforce.

To provide advice and guidance

to early years providers on the development of inclusive early learning through training, forums and individual setting support.

To support settings in establishing links between education, health and social care to facilitate appropriate early provision for children with SEND, including transition into compulsory schooling.

Role of the service

* Providing day to day support to practitioners and early years SENDCos in the implementation of the Code of Practice for SEND.

34 SEND Ranges Guidance 2023: Early Years

* Empowering all those working in early years settings to respond to and meet the diverse needs of children in their care.

* Helping early years settings to meet the needs of children with SEND as quickly as possible through advice and support.

* Disseminating high quality, inclusive practice across early years settings.

* Facilitating multi-agency working between the setting and other professionals involved in supporting children with SEND.

* Supporting the successful admission and inclusion of children with SEND.

* Providing a high quality, continuous and relevant SENDCo training programme.

* Promoting effective communication, ensuring a shared dialogue between professionals and parents.

* Providing guidance and support for referrals to additional services.

* Monitoring and reviewing progress including supporting successful transitions between settings and schools.

Should you require support or have any queries or concerns the service can be contacted at

Education and Early Years Service EEYService@cityoflondon.gov.uk

Early Years Inclusion Funding

The Early Years National Funding Formula, introduced by the Government in April 2017, placed a requirement on Local Authorities to establish an early years SEN Inclusion Fund (SENIF). The intention of the fund is to support Early Years practitioners to secure better outcomes for children with SEND.

Early years SEN Inclusion Fund (SENIF)

is available to 3 and 4-year-old

children who attend settings in the

City of London and who have special educational needs and/or a disability. This is to enable them to have the opportunity to access an Ofsted registered Early Years setting as part of the SEND graduated approach, where their educational needs are not able to be met without additional resources. For 2-year-olds, funding is allocated on the basis of up to 15 hours of attendance and for 3- and 4-year-olds on the

basis of up to 30 hours attendance. Additional information, eligibility

criteria and the application process

for SENIF can be found https://www.fis. cityoflondon.gov.uk/practitioners/early- years-hub/useful-forms

Disability Living Allowance

Disability Living Allowance (DLA)

is available to families to help with additional costs of looking after a child who is under 16 and has difficulties walking or requires much more looking after than a child of the same age who does not have a disability. Applications for DLA are made online at https:// www.gov.uk/disability-living-allowance- children

The Disability Access Fund

The Disability Access Fund (DAF) is a one-off payment of £828 per eligible child from April 2023. This funding helps early years and childcare providers to make reasonable adjustments in their settings to support an individual child with a special need and/or disability.

SEND Ranges Guidance 2023: Early Years 35

A child will be eligible for a DAF payment if they are in receipt of disability living allowance (DLA) and are receiving free early education

for 3- and 4-year-olds (either 15 or

30 hours). Children are not eligible if they are in a primary school reception class. However, children who defer their start in reception and remain in their nursery provision will continue to be entitled to a DAF payment. DAF can only be claimed once in any financial year. If a child attends more than one setting the child's parents will choose which setting will receive the funding. This preference will be recorded on the parental declaration form that all parents are required to complete. This form is available from the childcare setting. If a child moves to anew provider within the financial year the new setting will not be eligible to claim a DAF payment until the next financial year.

Evidence is required to support

each application. This includes a completed application form signed by parents and provider and a copy of the DLA benefits award letter. The DAF application form can be found here: https://www.fis.cityoflondon. gov.uk/practitioners/early-years-hub/ useful-forms. Completed documents are then submitted by the provider to EEYService@cityoflondon.gov.uk. Payments are made the week after a successful application is received. A DAF claim may be submitted at any point in the year or term. There is no deadline submission date each term for this funding.

36 SEND Ranges Guidance 2023: Early Years

Early Years SEND Ranges

The following information relates to children in the Early Years Foundation Stage (EYFS) from birth to the term after their 5th birthday, who have a range of special educational needs (SEND).

For children in their Reception year in school, please read in conjunction with the relevant school age primary need descriptors for:

* Communication and Interaction: Autism Spectrum Disorders

* Communication and Interaction: Speech, Language and Communication Needs

* Cognition and Learning Needs * SEMH Needs

* Sensory and/or Physical Needs: > Hearing Impairment > Visual Impairment > Dual Sensory Needs > Physical and Medical needs

Identifying the Range

1. Read the descriptors in each document and identify those that best describe the child. You may find it useful to print off a copy of these and highlight ones that apply.

2. Use the SEND guidance descriptor information (Presenting Behaviours) in the first column of each range to think about how the child's individual profile affects their access to the curriculum and setting. These statements support a decision about whether the child is mildly, moderately, severely or profoundly

affected and give guidance about how contexts and support needed affect placement at a range.

3. Steps 1 and 2 above should enable professionals to make a judgement about which range the child is at currently. It is important to recognise that these ranges can alter either because the child's profile changes or because of context changes such as times of transition/ school/setting placement.

It is crucial to note that the ranges are intended as a guide for settings and that children’s development across the prime areas may be difficult to map

directly into the different ranges. This may be particularly true of children with certain difficulties, e.g. ASD where the child's developmental profile is ‘spiky’. For example, some children may sit ‘between’ ranges. In these cases, professional judgement must be considered when reviewing the level of support that may be needed. In each of the ranges, take into account the overarching range descriptor and information in both the ‘Assessment and Planning’ and the ‘Teaching and Learning Strategies/Curriculum and Interventions’ sections. The child's developmental profile must not be taken in isolation.

Using the Guidance to Support Learning

Once the range has been established, professionals will find advice about how to support the learning of children at each range. It is important to recognise that Quality First Teaching will provide a firm basis upon which to use the additional strategies identified at each range. Strategies and advice from earlier ranges need to be utilised alongside more specialised information as the ranges increase. Specialist health interventions may be required at any level, and this is an indicative framework as to how health resources may be

deployed.

The ranges are colour-coded throughout the Early Years section of the

guidance as follows:

(550 Range 1 - School/setting- based responses — Universal mainstream

[+5] Range 2 - School/setting- based responses — Universal/ Targeted mainstream

(155) Range 3 - School/setting- based responses — Targeted mainstream

(5) Range 4 - Targeted/Specialist either in mainstream or specialist additional resource

[7] Range 5 - Targeted support in mainstream/specialist resource or special school

SEND Ranges Guidance 2023: Early Years 37

Range 1: Cognition and Learning

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/Curriculum and Interventions

The child development profile is below what would be expected for their chronological age.

Cognitive abilities broadly lie within age related expectations however

the child may be easily distracted and require prompts to remain on

task, may need adult encouragement to remain engaged in play and/or may struggle to concentrate on adult directed activities (more than would be expected for a child of that age range and observed over time).

Setting to liaise with the family/ carer and gather information relating to the child Discussion re family engagement with supporting agencies

Setting to supplement usual systems of assessment and planning with additional observations, and across a range of contexts e.g., outdoors, lunchtime. Progress to be monitored for at least 2 terms

Termly/ half-termly (as appropriate) review of child's progress in relation to the EYFS

Good use of Quality First Teaching with close reference to the EYFS developmental profile

Use of Early Support Developmental Journal as best practice to support small step approach to learning.

Possible attendance at more than one setting must be taken into consideration.

Consider early referral to SALT where understanding is identified as a difficulty.

Use of the Coltale assessment can identify areas of specific need in SLC which are linked.

Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use

of photographs and pupil learning journal alongside adult observation and assessments to enable monitoring

Effective differentiation of activities, in terms of adult engagement, levels of language and visual prompts, to enable learning at a level appropriate to the child.

Any planned interventions involve the parent/carer, child, SENDCo and key person. Use of quality first teaching and monitoring through EYFS levels

Flexible grouping strategy

to focus adult support where needed. Continuous provision enhanced, directed and targeted.

Implementation of reasonable adjustments to the EYFS environments and curriculum

Coltale/Speech and Language UK strategies.

38 SEND Ranges Guidance 2023: Early Years

Range 2: Cognition and Learning

Presenting Behaviour Assessment and Planning Teaching and Learning Strategies/ Curriculum and Interventions

The child has MILD but As Range 1 Emphasis on providing an enabling persistent difficulties and is - - - environment inside and outside with not making expected progress | SENDCo involved in ongoing developmentally appropriate resources. despite a range of interventions | bservation. Child is not making | Use of photographs and pupil learning and quality first teaching. expected progress towards age | journal alongside adult observation and

| related expectations assessments to enable monitoring The child's development

remains below age related 0 . Increased evidence of differentiation expectations. professionals as appropriate. of activities and materials to reflect

: ; These professionals to attend —_| developmental and language levels, Child presents with some reviews. and a focus on implementing key

mild learning difficulty/delay, learning outcomes from support plan. shows some difficulties with

conceptual understanding. and Learning. Planned interventions involve as Range Child shows some difficulties | Consider EP referral. 1+ SENDCo and other professionals.

with engagement in learning Support plan with Smart targets Clarity on support given at: experiences in place, if moving to SEND . continuous provision

re . Is easily distracted and requires. | SUPPOrt level from quality frst | 7 NTE prompts and adult intervention | teaching, otherwise continue to remain on task with EYFS developmental records, taking account

Refer and involve other

Referral to SALT and Language

Flexible grouping strategy, evidenced in support plan, to focus adult support

May need some adult of specialist advice where where needed.

encouragement to remain appropriate. Supervision and

engaged in adult-initiated play. | monitoring of the support plan _ | Additional adult support may be by SENDCo. Professionals to required for some activities (group and be involved in the termly review | individual), and to implement support process. plan targets or EYFS targeted areas. Unable to follow adult directed | Access to ICT and specialist activities within a small group equipment/materials. where child has chosen the . activity. Implementation of reasonable

adjustments to the EYFS environments.

Clear assessment relating to and curriculum

Impact of the intervention

strategies to guide next steps _| Staff training needs are addressed.

Specific interventions, e.g. Early Talk

Setting to liaise with parent/carer Boost

SEND Ranges Guidance 2023: Early Years 39

Range 3: Cognition and Learning

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/ Curriculum and Interventions

The child has MILD to Moderate, persistent difficulties and is not making expected progress despite a level of focused intervention and implementation of advice and recommendations from external agencies and the provision of quality first teaching.

The child's development remains below age related expectations.

Child needs differentiated work and targeted

support with conceptual understanding, and reasoning across the EYFS

Child presents with a very uneven profile of early learning skills that requires a balance

of small group and additional adult support

Demonstrates some difficulties learning basic concepts and retaining them over time despite targeted support

Limited and/or repetitive play skills, these persisting despite targeted support.

Displays some difficulties with imaginative play unless supported by an adult

Experiences some difficulties following adult led routines and structure

Observations and EYFS developmental assessment identifies on-going needs and delayed progress in relation to age related expectations. The profile may be spikey.

SENDCo involved in ongoing observation. Profile shows child is not making expected progress despite significant levels of focused intervention and implementation of advice from external agencies.

Involvement of additional support services as appropriate. (SALT) This may include Paediatrician or Educational Psychologist where relevant and additional agencies on follow up from these.

Support plan with Smart targets takes account of specialist advice and details additional adult input in relation to staffing ratios for specific time periods.

Plan organises support in: * Continuous provision

* Personalised provision * Targeted provision

Referral submitted for SENIF to enhance in setting provision in key areas

Interventions are assessed for Impact on progress.

Gather evidence for potential EHCP application with chronology of actions and evidence.

Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use of photographs and child's learning journey alongside adult observation and monitoring assessments etc. to enable monitoring

Increased differentiation of activities and materials to reflect developmental and language levels, and a focus on key learning outcomes from support plan.

Differentiation may include deployment of additional adults to support planned interventions within:

* Continuous provision

* Enhanced/Personalised provision

* Targeted Provision

Interventions and staffing ratios evidenced within support plan

Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids.

Use of Makaton, intensive interaction and visual approaches to supporting the development of early learning skills

Access to ICT and specialist equipment/ materials.

Implementation of reasonable adjustments to the EYFS environments and curriculum

Staff will need access to specific specialist training.

Consideration given to the ‘sensory’ environment and planned sensory breaks following a three-step approach: sensory activity, adult directed activity, and child led activity. Repetition of these steps to enable the child to engage effectively.

40

SEND Ranges Guidance 2023: Early Years

Range 4: Cognition and Learning

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/Curriculum and Interventions

The child has Moderate to Severe, persistent difficulties and is not making expected progress despite significant levels of focused intervention and implementation of advice and recommendations from external agencies and the provision of quality first teaching,

The child developmental profile is significantly below age related expectations.

Moderate to severe learning difficulties, showing significant delay in problem solving/ reasoning skills,

Limited and restricted play skills which are persistent despite targeted support

Within the extremely low range on standardised assessments of cognitive ability and requires an individualised curriculum and substantial individual adult support

Experiences persistent difficulties learning basic concepts and retaining them over time despite targeted support

Displays persistent patterns of repetitive play

SENDCo involved in on-going observation. Support in place from relevant external agencies in line with agency referral processes and strategies and support implemented and evidenced within support plans and review documentation.

High level modifications to learning environment and the breaking down of tasks into small steps within an adapted and individualised curriculum.

Progress is closely monitored by the school/setting. Early Support Developmental Journals. Outside agency targets and careful monitoring of Impact of strategies and interventions

Support plan with Smart targets includes specialist advice as part of a multi-agency plan.

6-8 weekly review of child's progress towards targets on individualised learning/support plan.

Consideration given to application for an Education Health and Care needs assessment on basis of levels of development and complexity of need. Next steps to be determined in consultation with relevant professionals and parents/carers

Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use of photographs and pupil learning journal alongside adult observation and assessments to enable monitoring

Increased differentiation of activities and materials to

reflect developmental levels

and acquisition of early learning skills, and a focus on key learning outcomes from support plan.

SENDCo and key person implement advice given by external support services

Planning of interventions involve all advising agencies and reflect very clear multi agency strategies and approaches

Planned adult deployment to target support within: * Continuous provision

* Enhanced/Personalised provision * Targeted provision

Increased focus on individualised planned interventions, daily trained adult attention and support for individual/ group activities following specialist advice

Grouping strategies used flexibly to enhance learning and access to the curriculum.

Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids.

Implementation of reasonable adjustments to the EYFS environments and curriculum

Multi-sensory approaches used to support access to EYFS.

SEND Ranges Guidance 2023: Early Years

41

Range 5: Cognition and Learning

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/ Curriculum and Interventions

The child has Severe, persistent difficulties and is not making expected progress despite significant levels of focused intervention and implementation of advice and recommendations from external agencies and the provision of quality first teaching.

The child developmental profile is significantly below age related expectations.

Severe learning difficulties and global delay, affecting self-help and independence skills

Tendency to withdraw from group learning activities which is severely impacting on learning

Requires intensive support to enable the child to engage with learning.

Severely limited and restricted play skills which are persistent despite targeted support

Within the extremely low range on standardised assessments of cognitive ability and requires an individualised curriculum and substantial individual adult support

Experiences persistent and significant difficulties learning basic concepts and retaining them over time despite targeted support

Displays persistent patterns of repetitive play

Functions at a level that requires considerable and specialised interventions and adaptations to the environment/curriculum

As range 4.

SENDCo involved in on going observation. Support in place from relevant external agencies in line with agency referral processes and strategies and support implemented and evidenced within support plans and review documentation.

High level modifications to learning environment and breaking down of tasks into small steps within an individualised curriculum.

Progress is closely monitored by the school/setting. Outside agency recommendations and careful monitoring of Impact of strategies and interventions

Support plan with Smart targets takes account of specialist advice.

Termly/ half-termly review of child's progress towards targets on individualised learning/support plan.

Consideration given to application for an Education Health and

Care needs assessment on basis of levels of development and complexity of need. Multi agency SEND support planning meeting arranged in line with EHC needs assessment processes.

Continued with planned strategies and interventions in accordance with recommendations from relevant professionals as detailed within child's individualised support plan

Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use of photographs and pupil learning journal alongside adult observation and assessments to enable monitoring

Increased differentiation of activities and materials to reflect developmental and language levels, and a focus on key learning outcomes from support plan.

SENDCo and key person implement advice given by external support services. Extensive specialist input and advice followed.

Planning of interventions involve all advising agencies and reflect very clear multi agency strategies and approaches

Planned adult deployment to target support within:

* Continuous provision

* Enhanced/Personalised provision * Targeted provision

Increased focus on individualised planned interventions, daily trained adult attention and support for individual/ group activities following specialist advice

Grouping strategies used flexibly to enhance learning and access to the curriculum.

Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids.

Implementation of reasonable adjustments to the EYFS environment and curriculum

Multi-sensory approaches used to support access to EYFS.

42 SEND Ranges Guidance 2023: Early Years

Cognition and Learning: PfA Outcomes and Provision

aspects of real-world/ role play and show developing awareness of the tasks carried out by different professionals (doctor, nurse, firefighter, police officer).

Child will show interest in activities and resources within the nursery environment and will engage in aspects of exploratory, functional and sensory play, demonstrating developing understanding of the world around them.

Child will show developing imagination through substitution

and representation of objects within play (using a cardboard tube to represent a phone, for example)

Child will begin to make meaningful choices between objects and activities

Child will show increased listening skills and task focus

choices between options offered at snack and mealtimes.

Child will understand risk/ safety within

the home (hot pans, cooker top, boiling water etc.).

Child will participate

in self-care activities. e.g. dressing and undressing.

a developing understanding of friendships and interaction with others and will be able to name ‘friends’ within their nursery group.

PfA Outcomes Employability/ Independence | Community Health Education Participation

EY (0-4 years) | Child will engage in Child will make —_ | Child will show Child will begin to

recognise which foods and drinks are healthier and the importance of a healthy diet.

Child will understand the importance of self-care routines

to maintain good health (washing hands, cleaning teeth, having a bath etc.)

Child will have

a developing understanding that some substances are harmful to ingest or touch.

Child will understand basic feelings and emotions

Provision

Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/ Interventions sections of the Early Years Ranges Guidance: Cognition and Learning.

SEND Ranges Guidance 2023: Early Years 43

Range 1 - Communication and Interaction

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/ Curriculum and Interventions

The child development profile is below what would be expected for their chronological age.

May develop spoken language at a slower rate than peers

Some difficulties with understanding of language

May demonstrate limited understanding of nonverbal cues

Some immature speech sounds. Requires help with key words. Requires repetition from an adult

May have English as an additional language

Difficulty being understood by adults outside the family

Some difficulties in interactions with peers; may need adult prompting

May display shorter attention span in comparison to peers

Range of noises and sounds in babble limited.

Assessment for learning informs planning for suitably differentiated teaching

Setting to liaise with the family/ carer and gather information relating to the child

Discussion re family engagement with supporting agencies

Early referral to SALT to be considered

Setting to supplement usual systems of assessment and planning with additional observations, and across

a range of contexts e.g. outdoors, lunchtime. Progress to be monitored for at least

2 terms

6 - 8 weekly (as appropriate) review of child's progress in relation to the EYFS

Good use of Quality First Teaching.

Use of Early Support Developmental Journal as best practice to support small step approach to learning.

Observation by practitioner and SENDCo to assess next steps in liaison with parent/ carer

Possible attendance at more than one setting must be taken into consideration

Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use of photographs and the child's learning journey alongside adult observation and assessments to enable monitoring

Focus on attention and listening activities (this will filter out those children with environmental impact delay)

Ensure all adult language is supported by visual prompts — photographs, pictures, Makaton

Create differentiated groups for targeted attention, listening and social play skills

Adults to present high quality expressive speech and adapt levels of language

Effective differentiation of activities to enable learning at a level appropriate to the child.

Any planned interventions involve the parent/ carer, child, SENDCo and key person. Use of quality first teaching and monitoring through EYFS levels

Flexible grouping strategy to focus adult support where needed.

Implementation of reasonable adjustments to the EYFS environments and curriculum

44

SEND Ranges Guidance 2023: Early Years

Range 2 - Communication and Interaction

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/ Curriculum and Interventions

The child has MILD but persistent difficulties and

is not making expected progress despite a range of interventions and quality first teaching,

The child's development remains below age related expectations.

Child has difficulty following or understanding instructions and everyday language without visual references

‘Adults have difficulty understanding speech without it being in context

Child has poor enunciation/ clarity of speech/making noises/sounds.

Immaturity in socialisation. Older age range looks towards adults rather than peers.

Some difficulties with social communication and interaction

Lack of awareness of social space aand related social difficulties

Difficulties forming and maintaining friendships with peers

Younger age range - not linking with an important adult. Lack of playing with sound/ noise/babble

As Range 1

SENDCo involved in ongoing observation. Child is not making expected progress towards age related expectations

Refer and involve other professionals as appropriate. These professionals to attend reviews, SALT initially. SENDCo to involve other agencies in accordance with SALT based guidance

Support plan with Smart targets in place, if moving

to SEND support level

from quality first teaching, otherwise continue with

EYFS developmental records, taking account of specialist advice where appropriate. Supervision and monitoring of the support plan by SENDCo. Professionals to be involved in the termly review process.

Clear assessment relating to Impact of the intervention strategies to guide next steps

Setting to liaise with parent/ carer

Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use of photographs and child's learning journey alongside adult observation and assessments to enable monitoring

Increased differentiation of activities and materials to reflect developmental and language levels, and a focus on

implementing key learning outcomes.

Planned interventions involve as Range 1 + SENDCo and other professionals.

Clarity on support given at:

* Continuous provision

* Enhanced/Personalised provision * Targeted provision

Flexible grouping strategy, evidenced in support plan, to focus adult support where needed.

Additional adult support may be required for some activities (group and individual), and to implement support plan targets or EYFS targeted areas.

Access to ICT and specialist equipment/ materials.

Use of Makaton, intensive interaction and visual approaches to supporting the developing of language and interaction skills

‘Access and use of ‘Autism’ friendly strategies/focus upon social play and interaction skills

Implementation of reasonable adjustments to the EYFS environments and curriculum

Staff training needs are addressed.

Draw on Coltale/Speech and Language UK strategies

SEND Ranges Guidance 2023: Early Years

45

Range 3: Communication and Interaction

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/ Curriculum and Interventions

The child has MILD to Moderate and persistent difficulties and is not making expected progress despite a level of focused intervention and implementation

of advice and recommendations from external agencies and the provision of quality first teaching.

The child's development remains below age related expectations.

Mild to moderate delay in expressive and/ or receptive language requiring regular SALT input

Has reduced vocabulary both receptively and expressively impacting on learning and retention of new words

May display some loss of previously demonstrated communication skills

Difficulty communicating or expressing feelings or needs.

Limited ability to understand the impact of their actions on others

Child is becoming increasingly isolated from peers

Limited initiation of social interaction limited noises/babble, limited response to adult interactions: physical/ verbal responses.

SENDCo involved in ongoing observation. Profile shows

child is not making expected progress despite significant levels of focused intervention and implementation of advice from external agencies.

Involvement of additional support services as appropriate. This

may include Paediatrician or Educational Psychologist where relevant and additional agencies on follow up from these.

Support plan with Smart targets takes account of specialist advice and details additional adult input in relation to staffing ratios for specific time periods.

Plan organises support in:

* Continuous provision

* Enhansed/Personalised provision

* Targeted

Referral submitted for EYIF to enhance in setting provision in key areas

Interventions are assessed for Impact on progress

Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use of photographs and child's learning journey alongside adult observation and assessments to enable monitoring

Increased differentiation of activities and materials to reflect developmental and language levels, and a focus on key learning outcomes from support plan.

Differentiation may include deployment of additional adults to support planned interventions within:

* Continuous provision

* Enhanced/Personalised provision

* Targeted provision

Increased focus on planned interventions, may continue. As a baseline provision Speech and Langiage UK and COLTALE strategies implemented throughout with targeted individualised interventions included in accordance with recommendations from Salt, Ep.

Interventions and staffing ratios evidenced within support plan

Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids. Visual timetable, clear routines, preparation for change and activity transitions

Use of Makaton, intensive interaction and visual approaches to supporting the development of language and interaction skills

Access and use of Autism friendly strategies/ social play and interaction skills

Staff may need access to specific specialist training.

Consideration given to the ‘sensory’ environment and planned sensory breaks following a three-step approach: sensory activity, adult directed activity, and child led activity. Repetition of these steps to enable the child to engage effectively.

Implementation of reasonable adjustments to the EYFS environment and curriculum

46

SEND Ranges Guidance 2023: Early Years

Range 4: Communication and Interaction

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/ Curriculum and Interventions

The child has Moderate to Severe, persistent difficulties and is not making expected progress despite significant levels of focused intervention and implementation of advice and recommendations from external agencies and the provision of quality first teaching,

The child's developmental profile is significantly below age related expectations.

Moderate to severe language and /or speech sound disorder/ limited language or babble.

Uses mix of speech and alternative communication methods such as visuals, Makaton, BSL and/or augmented communication systems

Child's speech, language and communication needs are significantly delayed.

Child may avoid communication or use extremely limited non- verbal communication when in a speaking situation.

Child avoids interactions with others.

Displays tendency to withdraw from social and group learning activities

Appears unaware of others.

Displays difficulties expressing emotions

Persistent and significant difficulties engaging in social interactions and forming relationships with others

Difficulties in relation to understanding and interpretation of social interactions and social situations

SENDCo involved in on-going observation. Support in place from relevant external agencies in line with agency referral processes and strategies and support implemented and evidenced within support plans and review documentation.

High level modifications to learning environment and the breaking down of tasks into small steps within an individualised curriculum.

Progress is closely monitored by the school/ setting and recorded using setting. Outside agency recommendations and careful monitoring of Impact of strategies and interventions

Support plan with Smart targets takes account of specialist advice.

6-8 weekly review of child's progress towards targets on individualised learning/support plan.

Consideration given to application for an Education Health and Care needs assessment on basis of levels of development and complexity of need. Next steps to be determined in consultation

with relevant professionals and parents/carers

Emphasis on providing an enabling environment inside and outside

with developmentally appropriate resources. Use of photographs and child's learning journey alongside adult observation and assessments to enable monitoring

Increased differentiation of activities and materials to reflect developmental and language levels, and a focus on key learning outcomes from support plan.

SENDCo and key person implement advice given by external support services

Planning of interventions involve all advising agencies and reflect very clear multi agency strategies and approaches

Planned adult deployment to target support within:

* Continuous provision

* Enhanced/Personalised provision * Targeted provision

Increased focus on individualised planned interventions, daily trained adult attention and support for individual/ group activities following specialist advice

Grouping strategies used flexibly to enhance learning and access to the curriculum.

Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids.

Implementation of reasonable adjustments to the EYFS environment and curriculum

Multi-sensory approaches used to support access to EYFS.

SEND Ranges Guidance 2023: Early Years

47

Range 5: Communication and Interaction

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/ Curriculum and Interventions

The child has Severe, persistent difficulties and is not making expected progress despite significant levels of focused intervention and implementation of advice and recommendations from external agencies and the provision of quality first teaching.

Severe delay in receptive and/ or expressive language

Very limited understanding of what is said or signed

Child communicates by gesture, eye pointing or symbols

May display sustained loss of communication skills previously demonstrated

Child is unable to speak or communicate in the setting which hasn't improved over the last 3 months and is having a significant impact on their ability to access the learning environment

Frequent and significant difficulties following adult direction due to difficulties with understanding of language

Withdrawal from social and group learning activities which are severely impacting on learning

Significant evidence of persistent repetitive play and restricted interests

Inability to form relationships / unable to tolerate social interaction other than to get needs met Severe and persistent high anxiety levels requiring intensive support No understanding of social boundaries/ tolerating social interaction

Functions at a level that requires considerable and specialised interventions and adaptations to the EYFS environment and curriculum

As range 4.

SENDCo involved in on going observation. Support in place from relevant external agencies in line with agency referral processes and strategies and support implemented and evidenced within support plans and review documentation.

High level modifications to learning environment and breaking down of tasks into small steps within an individualised curriculum.

Progress is closely monitored by the school/ setting. Outside agency recommendations and careful monitoring of Impact

of strategies and interventions

Support plan with Smart targets takes account of specialist advice.

Half-termly review of child's progress towards targets on individualised learning/support plan.

Consideration given to application for an Education Health and Care needs assessment on basis of levels of development and complexity of need. Multi agency SEND support planning meeting arranged in line with EHC needs assessment processes.

Continued with planned strategies and interventions

in accordance with recommendations from relevant professionals as detailed within child's individualised support plan

Emphasis on providing an enabling environment inside and outside

with developmentally appropriate resources. Use of photographs and child's learning journey alongside adult observation and assessments to enable monitoring

Increased differentiation of activities and materials to reflect developmental and language levels, and a focus on key learning outcomes from support plan.

SENDCo and key person implement advice given by external support services. Extensive specialist input and advice followed.

Planning of interventions involve all advising agencies and reflect very clear multi agency strategies and approaches

Planned adult deployment to target support within:

* Continuous provision

* Enhanced/Personalised provision * Targeted provision

Increased focus on individualised planned interventions, daily trained adult attention and support for individual/ group activities following specialist advice

Grouping strategies used flexibly to enhance learning and access to the curriculum.

Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids. Implementation of reasonable adjustments to the EYFS environments and curriculum Multi-sensory approaches used to support access to EYFS.

48

SEND Ranges Guidance 2023: Early Years

Communication and Interaction: PfA Outcomes and Provision

follow direction within routines and comply with simple instructions.

Child will show increased listening skills, attention and task focus

Child will have the communication and interaction skills to facilitate joint play with peers.

Child will have

the language and communication skills to support real world/ role play (doctor, nurse, builder, firefighter, policeman).

communication and interaction skills required to request objects or help as required.

Child will have the language and communication skills necessary to support their understanding and ability to make choices between options offered (indoor/ outdoor play, snack time, meal time, activities to access within free play etc.).

PfA Outcomes Employability/ Independence Community Health Education Participation

-Y (0-4 years) | Child will be able to Child will have the | Child will have the Child will be able

communication and interaction skills required to support the development of shared interaction, friendships and play with peers.

to alert an adult at times when they are hurt or feeling unwell.

Child will

have the communication skills required skills to convey basic feelings to others to facilitate emotional well being

Provision

Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/ Interventions sections of the Early Years Ranges Guidance: Communication and Interaction.

SEND Ranges Guidance 2023: Early Years

49

Range 1: Social, Emotional and Mental Health

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/ Curriculum and Interventions

The child developmental profile is below what would be expected for their chronological age.

May present with some difficulties settling into setting

May display emotional distress (anxiety) and seek out peer/adult support including ‘detached’ behaviours.

Occasional and short term unwanted behavioural difficulties resulting in adult intervention.

Displays some attention seeking behaviours

Occasionally needs adult support in self-regulation.

Setting to liaise with the family/ carer and gather information relating to the child

Discussion re family engagement with supporting agencies

Setting to supplement usual systems of assessment and planning with additional observations, and across a range of contexts e.g., outdoors, lunchtime. Progress to be monitored for at least 2 terms

6-8 weekly (as appropriate) review of child's progress in relation to the EYFS

Good use of Quality First Teaching

Use of Early Support Developmental Journal as best practice to support small step approach to learning.

Observation by practitioner and SENDCo to assess next steps in liaison with parent/carer

May benefit from SALT referral if needs impact on SLC development.

Referral for bumpy speech/ dysfluency.

Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use of photographs and child’s learning journey alongside adult observation and assessments to enable monitoring

Effective differentiation of activities to enable learning at a level appropriate to the child.

Any planned interventions involve the parent/carer, child, SENDCo and key person. Use of quality first teaching.

Flexible grouping strategy to focus adult support where needed.

Implementation of reasonable adjustments to the EYFS environment and curriculum

Nurture strategy activities.

Blast and Early Talk Boost focus on confidence as well as SLC are useful at this point.

Signposting points to support and training e.g., Incredible Years.

50

SEND Ranges Guidance 2023: Early Years

Range 2: Social, Emotional and Mental Health

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/ Curriculum and Interventions

The child has MILD but persistent difficulties and is

not making expected progress despite a range of interventions and quality first teaching.

The child's development remains below age related expectations.

Frequently displays some difficulties entering in the setting and can be unsettled at periods throughout the day.

Has difficulty seeking comfort from familiar adults and/or with self-soothing.

Ongoing difficulties relating to separating from carer

Can be highly distracted within activities and need some short- term individual adult direction to participate and engage

in activities. Sits for shorter lengths of time than peers of the same chronological age.

Does not consistently conform to routine and boundaries.

Some difficulties with behaviour management

Some attention seeking or avoidant behaviours, likely to show reliance on adults

Some difficulties recognising and communicating emotions

Some difficulties managing change to routine and transitions

Frequently needs adult support in self-regulation.

As Range 1

SENDCo involved in ongoing observation. Child is not making expected progress towards age related expectations

Refer and involve other professionals as appropriate. These professionals to attend reviews.

Support plan with Smart targets in place, if moving

to SEND support level

from quality first teaching, otherwise continue with EYFS developmental records, taking account of specialist advice where appropriate. Supervision and monitoring of the support plan by SENDCo. Professionals to be involved in the termly review process.

Clear assessment relating to Impact of the intervention strategies to guide next steps

Setting to liaise with parent/ carer

Seek informal advice from CAMHS.

SALT involvement.

Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use of photographs and child's learning journey alongside adult observation

and assessments to enable monitoring. Staff trained in ‘nurture programme’ and ‘Friends.

Increased differentiation of activities and materials to reflect developmental and language levels, and a focus on

implementing key learning outcomes.

Planned interventions involve as Range 1 + SENDCo and other professionals.

Clarity on support given at:

* Continuous provision

* Enhanced/Personalised provision * Targeted provision

Flexible grouping strategy, evidenced in support plan, to focus adult support where needed.

Additional adult support may be required for some activities (group and individual), and to implement support plan targets or EYFS targeted areas.

Access to ICT and specialist equipment/ materials.

Implementation of reasonable adjustments to the EYFS environment and curriculum

Staff training needs are addressed including attachment and behaviour management.

Environment provides ‘space for one’ for a child to withdraw.

SEND Ranges Guidance 2023: Early Years 51

Range 3: Social, Emotional and Mental Health

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/Curriculum and Interventions

The child has MILD to Moderate and persistent difficulties and is not making expected progress despite a level of focused intervention and implementation of advice and recommendations from external agencies and the provision of quality first teaching.

The child's development remains below age related expectations.

Displays some unusual behaviours or changes in behaviour requiring adult intervention

May display some difficulties in sharing, turn taking and social interaction

May display difficulties with attention and concentration

Displays some refusal to follow instructions, may run from adults

May display aggressive behaviour toward adults and peers when told no

Displays some tendencies to withdraw from activities and some unwillingness to engage with others

Displays some difficulties forming relationships which impact upon development despite targeted intervention

Concerns regarding social and emotional health that require outside agency input and has an impact on development Displays increased levels of anxiety and may be overly dependent on ‘comfort objects’.

Frequently detaches from others.

May display signs of hypervigilance

Child only speaks or communicates a few words to a familiar adult in an altered voice such as a whisper or when withdrawn from the main group

Show signs of distress when faced with new people, places, events or when unsure what is going to happen

May find transitions difficult

Unable to predict what will happen without adult prompts

Have difficulties understanding social and physical risks.

Child is becoming increasingly isolated from peers

Implementation of reasonable adjustments to the EYFS environment and curriculum

Observations and EYFS developmental assessment

identify on-going needs and delayed progress in relation to age related expectations

SENDCo involved in ongoing observation. Profile shows child is not making expected progress despite significant levels of focused intervention and implementation of advice from external agencies.

Involvement of additional support services as appropriate. This may include Paediatrician or Educational Psychologist where relevant and additional agencies on follow up from these.

Support plan with Smart targets takes account of specialist advice and details additional adult input in relation to staffing ratios for specific time periods.

Plan organises support in:

* Continuous provision

* Enhanced/Personalised provision

* Targeted provision

Referral submitted for SENIF to enhance in setting provision in key areas Interventions are assessed for Impact on progress.

Consider referral to CAMHS.

SALT involvement if necessary.

Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use

of photographs and pupil learning journal alongside adult observation and assessments to enable monitoring

Increased differentiation of activities and materials to reflect developmental and language levels, and a focus on key learning outcomes from support plan.

Differentiation may include deployment of additional adults to support planned interventions within:

* Continuous provision

* Enhanced/Personalised provision

* Targeted provision Interventions and staffing ratios evidenced within support plan

Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids.

Use of Makaton, intensive interaction, and visual approaches to supporting the development of interaction skills

Access to ICT and specialist equipment/materials.

Staff may need access to specific specialist training, particularly in attachment behaviour. Consideration given to the ‘sensory’ environment and planned sensory breaks following a three-step approach: sensory activity, adult directed activity, and child led activity. Repetition of these steps to enable the child to engage effectively.

Specialist resources for sensory breaks - ‘stretch’, ‘pull’, ‘twist! etc.

Referral for parents to support/ training.

52

SEND Ranges Guidance 2023: Early Years

Range 4: Social, Emotional and Mental Health

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/Curriculum and Interventions

The child has Moderate to Severe, persistent difficulties and is not making expected progress despite significant levels of focused intervention and implementation of advice and recommendations from external agencies and the provision of quality first teaching,

The child's developmental profile is significantly below age related expectations.

Unpredictable extremes of demanding behaviour which affects the safety of self and others

Severe and persistent difficulties in social interaction

Severe attachment difficulties affecting development

Unable to sustain activities without significant, consistent adult attention and intervention

Displays considerable difficulties with attention and concentration

Regular refusal to follow instructions, may run from adults

Displays aggressive behaviour toward adults and peers when told no

Frequently displays high levels of anxiety May display signs of hypervigilance Finds transitions difficult

Displays some social withdrawal and reluctance to engage with social activities

Child may have suffered acute trauma or abuse, rendering them vulnerable, requiring a high level of multiagency involvement over a sustained period.

Have social emotional needs that significantly impact on the ability to build and maintain successful relationships with adults and peers Displays difficulties managing emotions

which may lead to challenging behaviours, increased anxiety, and episodes of heightened emotional state

Child is known to be able to speak to familiar adults outside of the setting but only communicates through gestures and is unable to speak freely to adults and/or peers within the setting

Shows signs of distress over even small changes in the environment

Rigid, repetitive, or obsessional behaviours make it difficult to cope with unexpected changes and to engage in learning. These can lead to severe anxiety, aggression, or withdrawals

SENDCo involved in on-going observation. Support in place from relevant external agencies in line with agency referral processes and strategies and support implemented and evidenced within support plans and review documentation.

High level modifications to learning environment and the breaking down of tasks into small steps within an individualised curriculum.

Progress is closely monitored by the school/ setting.

Support plan with Smart targets takes account of specialist advice.

6-8 weekly review of child's progress towards targets on individualised learning/ support plan.

Consideration given to application for an Education Health and Care needs assessment on basis of levels of development and complexity of need. Next steps to be determined in consultation with relevant professionals and parents/ carers.

CAMHS involvement.

Emphasis on providing an enabling environment inside and outside

with developmentally appropriate resources.

Use of photographs and child's learning journey alongside adult observation and assessments to enable monitoring

Increased differentiation of activities and materials to reflect developmental and language levels, and a focus on key learning outcomes from support plan.

SENDCo and key person implement advice given by external support services

Planning of interventions involve all advising agencies and reflect very clear multi agency strategies and approaches

Planned adult deployment to target support within:

* Continuous provision

* Enhanced/Personalised provision

* Targeted provision Increased focus on individualised planned interventions, daily trained adult attention and support for individual/ group activities following specialist advice

Grouping strategies used flexibly to enhance learning and access to the curriculum.

Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids.

Implementation of reasonable adjustments to the EYFS environment and curriculum

Multi-sensory approaches used to support access to EYFS.

Sensory breaks/resources etc. as at Range 3.

SEND Ranges Guidance 2023: Early Years

53

Range 5: Social, Emotional and Mental Health

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/ Curriculum and Interventions

The child has Severe, persistent difficulties and is not making expected progress despite significant levels of focused intervention and implementation of advice and recommendations from external agencies and the provision of quality first teaching.

The child's developmental profile is significantly below age related expectations.

Involved in incidents where intense emotional distress and or impulsive behaviour can put themselves or others at risk.

Requires a high level of intervention from adults including specialist support to address the child's social and emotional needs

Regular (daily) episodes of non- compliance

Regular (daily) intensive episodes of challenging behaviour (biting, spitting, kicking etc.) which are unpredictable, persistent and extreme in relation to the child's ages and stages of development

Needs a safe designated

area within the context of the setting which allows the child to undertake individualised activities and make progress with their learning

Child unable to function, participate and engage without direct intensive adult support or specific support mechanisms as identified in child's behaviour support/risk management plan

Persistent and severe social isolation

Severe and persistent high anxiety levels requiring intensive support

Frequent, and unpredictable, behaviours that jeopardise the health and safety of self and others

As range 4.

SENDCo involved in on going observation. Support in place from relevant external agencies in line with agency referral processes and strategies and support implemented and evidenced within support plans and review documentation.

High level modifications to learning environment and breaking down of tasks into small steps within an individualised curriculum.

Progress is closely monitored by the school/ setting.

Support plan with Smart targets takes account of specialist advice.

6-8 weekly review of child's progress towards targets on individualised learning/ support plan.

Consideration given to application for an Education Health and Care needs assessment on basis of levels of development and complexity of need. Multi agency SEND support planning meeting arranged in line with EHC needs assessment processes.

Continued with planned strategies and interventions in accordance with recommendations from relevant professionals

as detailed within child's individualised support plan

Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use of photographs and child's learning journey alongside adult observation and assessments to enable monitoring

Increased differentiation of activities and materials to reflect developmental and language levels, and a focus on key learning outcomes from support plan.

SENDCo and key person implement advice given by external support services. Extensive specialist input and advice followed.

Planning of interventions involve all advising agencies and reflect very clear multi agency strategies and approaches

Planned adult deployment to target support within:

* Continuous provision

* Enhanced/Personalised provision * Targeted provision

Increased focus on individualised planned interventions, daily trained adult attention and support for individual/ group activities following specialist advice

Grouping strategies used flexibly to enhance learning and access to the curriculum.

Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids.

Implementation of reasonable adjustments to the EYFS environments and curriculum

Multi-sensory approaches used to support access to EYFS, as with previous ranges 3 & 4,

54 SEND Ranges Guidance 2023: Early Years

Social, Emotional and Mental Health: PfA Outcomes and Provision

PfA Outcomes

share news with an adult

to sit alongside peers to access meal times and snack times, developing the skills to pass out plates, cutlery and cups to their peers and to take a turn to serve themselves and others.

Employability/Education | Independence |Community Health Participation

-Y (0-4 years) | Child will have the social Child will develop | Child will have Child will attend and emotional skills and a growing social skills necessary dental, resilience required to be _| awareness of necessary to medical and optical able to adapt to change _| independent facilitate shared checks following and new environments. living skills play and interaction | parental direction and

a through real- with peers, supervision.

Child will be more able world play developing a to regulate basic feelings; (kitchens, DIY, growing awareness Child will cooperate developing skills such as cleaning). of friendships to with self-care and waiting to take a turn in an a support emotional personal hygiene activity or when wanting to | Child will be able routines with

wellbeing and self- esteem.

Child will be able to recognise indicators of basic feelings in peers (happy and sad) and with support and modelling

will respond accordingly at their developmental level (giving a hug to a peer who is crying for example)

With prompting, child will begin

to develop an awareness of basic social conventions in interaction with other, for example, using please and thankyou when asking for or receiving things from others

prompting and adult support as required.

Child will show awareness of basic feelings and will have the support and strategies required to promote resilience and emotional wellbeing.

Provision

Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/ Interventions sections of the Early Years Ranges Guidance: Social, Emotional and Mental

Health.

SEND Ranges Guidance 2023: Early Years 55

Range 1: Sensory and/or Physical and Medical Needs

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/Curriculum and Interventions

The child's developmental profile is below what would be expected for their chronological age.

Child has a medically diagnosed sensory impairment which means that without reasonable adjustments and management the child is at risk of making less than expected progress than their peers. With these in place, child is making good progress in line with their overall development.

Vision: Vision within normal range, including when corrected by glasses 6/6 - 6/12

Hearing: Child may miss-hear verbal information which requires monitoring

Child may have some immaturities of speech but is understood by adults

Physical and Medical: Physical development and general health within normal levels

Child attempts all physical activities within normal day

May be evidence of some mild problems with fine motor skills and recording

Mild problems with self-help and independence

May be evidence of problems with gross motor skills and coordination often seen in physical play

May have continence/ toileting issues

Medical condition that impacts on time in Early Years and requires an individual health care plan. Possible conditions include, asthma, cystic fibrosis, pacemaker (chronic heart disease), arthritis, epilepsy, diabetes, chronic disease, Crohn disease.

Setting to liaise with the family/ carer and gather information relating to the child

Discussion re family engagement with supporting agencies

Setting to supplement usual systems of assessment and planning with additional observations, and across a range of contexts e.g. outdoors, lunchtime. Progress to be monitored for at least 2 terms

Half-termly (as appropriate) review of child's progress

Good use of Quality First Teaching

Use of Early Support Developmental Journal as best practice to support small step approach to learning.

Observation by practitioner and SENDCo to assess next steps in liaison with parent/carer

Information and advice from therapists would be provided on diagnosis with further information and advice on request.

Any mobility issues require risk assessment for child and others. if there are functional difficulties may require OT or advice.

A physiotherapy referral may also be required.

Early Intervention/ Risk assessment may be required by the OT of toileting, feeding, fine and gross motor skills

Emphasis on providing

an enabling environment inside and outside

with developmentally appropriate resources.

Use of photographs and child's learning journey alongside adult observation and assessments to enable monitoring

Effective differentiation of activities to enable learning at a level appropriate to the child.

Any planned interventions involve the parent/carer, child, SENDCo and key person. Use of quality first teaching and monitoring of progress.

Flexible grouping strategy to focus adult support where needed.

Implementation of reasonable adjustments to the EYFS environment and curriculum

Adjustments made to learning environment both indoors and outdoors.

Support may be needed for transitions.

Training for staff.

56

SEND Ranges Guidance 2023: Early Years

Range 2: Sensory and/or Physical and Medical Needs

Presenting Behaviour Assessment and Planning Teaching and Learning Strategies/ Curriculum and Interventions

The child has MILD but persistent As Range 1 Emphasis on providing an enabling

difficulties and is not making expected | SENDCo involved in ongoing _| environment inside and outside

progress despite a range of interventions | Sbservation which show with developmentally appropriate

and quality first teaching. child is not making expected _| resources. Use of photographs and

The child's development remains below _| progress towards age related _| child's learning journey alongside

age related expectations. expectations adult observation and assessments

Child has a medically diagnosed Referrals made to to enable monitoring

sensory impairment which means that | Occupational Therapy and Increased differentiation of

without reasonable adjustments and Physiotherapy as required. An | activities and materials to reflect

management the child is at high risk of |_| Occupational Therapist may _| developmental and language levels,

making less than expected progress than | see children at any range due _| and a focus on implementing key

their peers. With reasonable adjustments | to an open referral system learning outcomes.

and appropriate management strategies | which may include assessment | Planned interventions involve as

the child is making satisfactory progress _| for equipment/adaptations. __| Range 1 + SENDCo and other

in line with their general development. | the Occupational Therapy or _| Professionals.

Vision: Physiotherapy Service may Clarity on support given at:

Mild impairment have the child on their active __| * Continuous provision

Mild bilateral field loss or adapted to caseload and will support with | ¢ Enhanced/Personalised provision

monocular vision trouble shooting for specialist | Targeted provision

Navigates safely in familiar environment | €quipment. They will monitor | Flexible grouping strategy,

Wears patch 1-2 hours daily. Child's progress and may evidenced in support plan, to focus

Colour blind generate an additional single | adult support where needed.

a visit/report giving advice Hearings _____ | specific to the child on request. Moderate hearing impairment requiring ired f i adult support to monitor adjustments. and individual), and to implement Hearing corrected through use of “ support plan targets or EYFS hearing aids Support plan with Smart targeted areas.

Physical and Medical: targets in place, if moving Access to ICT and specialist

to SEND support level “ ; Mild but persistent problems with hand/ | from quality frst teaching, equipment/materials.

eye coordination, fine/gross motor skills | otherwise continue with EYFS _ | plementation of reasonable and recording, impacting on access to developmental records, taking adjustments to the EYFS curriculum i environments and curriculum

Additional adult support may be

° \ required for some activities (group Professionals to attend reviews

where appropriate

account of specialist advice me Making slow or little progress despite where appropriate. Supervision | Staff training needs are addressed targeted teaching approaches and monitoring of the support | ¢.9., lifting and assisting, eating and

Continuing difficulties with continence’ _| Plan by SENDCo. Professionals | drinking. toileting to be involved in the termly

Continuing problems with self-help and _ | °° Process:

independence Clear assessment relating to

Impact of the intervention

Continuing problems with gross motor | strategies to guide next steps

skills and coordination often seen in physical play

Some implications for risk assessment €.g., educational visits, playground equipment Able to use mobility aid with some competence to overcome physical difficulties, e.g., walking frame or power

Setting to liaise with parent/ carer.

Risk assessment for learning environment.

Risk assessment may be required to adhere to Health

chair and Safety requirements

Likely to have difficulties adapting to May require an environmental

new/specific environments assessment re toileting and nappy changing.

‘medical condition that impacts on time | M@PPY Hanging.

in Early Years and requires a medical care _| Staff may require moving and

plan Possible conditions include, asthma, _ | handling training

cystic fibrosis, pacemaker (chronic heart _| May require OT assessment for

disease), arthritis, epilepsy, diabetes, postural management

chronic disease, Crohn disease.

May require an OT assessment

SEND Ranges Guidance 2023: Early Years 57,

Range 3: Sensory and/or Physical and Medical Needs

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/Curriculum and Interventions

The child has MILD to Moderate and persistent difficulties and is not making expected progress despite a level of focused intervention

and implementation of advice and recommendations from external agencies and the provision of quality first teaching.

The child's development remains below age related expectations.

Child has a moderate medically diagnosed sensory impairment which has impacted on their communication, language, learning and/or social skills/self-esteem. Child will need modified activities and additional support to enable them to make good progress.

Vision: * Mild to moderate visual difficulties / visual loss with on-

going input from the Sensory Support Service

Hearing:

* Mild to moderate hearing loss and wears aid(s) with on-going input from the Sensory Support Service

Physical and Medical:

¢ Physical and/or medical difficulties that require varied equipment and adapted resources

Moderate physical and or medical difficulties that require close monitoring to ensure safety

Moderate gross and/or fine motor difficulties

Exploration, interaction and/or mobility now impacting more on access to the curriculum

Need specialist input to comply with health and safety legislation, e.g., to access learning, for personal care needs, at break and mealtimes

Observations and EYFS developmental assessment identify ‘on-going needs and delayed progress in relation to age related expectations

SENDCo involved in ongoing observation. Profile shows child

is not making expected progress despite significant levels of focused intervention and implementation of advice from external agencies.

Referrals made to Occupational Therapy and Physiotherapy via medical consultant as required and activities incorporated into support plan. An educational occupational therapist may see children at any range due to an open referral system which may include assessment for equipment/adaptations. The NHS occupational therapist can only be accessed by a Paediatric Consultant referral.

Plan organises support in:

* Continuous provision

* Enhanced/personalised provision * Targeted provision

Referral submitted for SENIF to enhance in setting provision in key areas

Interventions are assessed for Impact on progress

Risk assessment for learning environment.

Risk assessment may be required to adhere to Health and Safety requirements

May require an environmental assessment re toileting and nappy changing.

Staff may require moving and handling training

May require OT assessment for postural management

Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use of photographs and child's learning journey alongside adult observation and monitoring assessments etc. to enable monitoring

Increased differentiation of activities and materials to reflect developmental levels, and a focus on key learning outcomes from support plan.

Differentiation may include deployment of additional adults to support planned interventions within:

* Continuous provision

¢ Enhanced/Personalised provision * Targeted provision

Implementation of reasonable adjustments to the EYFS environment and curriculum

Staff may need access to specific specialist training.

Consideration given to the ‘sensory’ environment and planned sensory breaks following a three- step approach: sensory activity, adult directed activity, and child led activity. Repetition of these steps to enable the child to engage effectively. Adult support will be required for this.

May require moving and handling training and access to specialist training

58

SEND Ranges Guidance 2023: Early Years

Range 3: Sensory and/or Physical and Medical Needs (continued)

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/Curriculum and Interventions

* Increased dependence on mobility aids i.e., wheelchair or walking aid

Increased use of alternative methods for extended

recording e.g., scribe, ICT

* May require administration of life-saving medication or tube feeding, tracheotomy, oxygen, insulin etc.

Physical independence is impaired and requires input and programmes from relevant professionals

Experience difficulties/ unusual responses to sensory experiences (can be easily distracted, upset by noise/touch/light)

Sensory services/therapists and other medical professionals, work with education provision on an ongoing basis to set targets, carrying out specialist assessments, providing training in the care and management skills for technological equipment and advise on modifications to the curriculum and learning activities. They may provide some direct teaching for targeted areas and would have an integral part at reviews.

Involvement of additional support services as appropriate.

Support plan with Smart targets takes account of specialist advice and details additional adult input in relation to staffing ratios for specific time periods.

Interventions and staffing ratios evidenced within support plan

Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids.

Use of Makaton, intensive interaction and visual approaches to supporting the developing of language and interaction skills

SEND Ranges Guidance 2023: Early Years

59

Range 4 - Sensory and/or Physical and Medical Needs

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/Curriculum and Interventions

The child has Moderate to Severe, persistent difficulties and is not making expected progress despite significant levels of focused intervention and implementation of advice and recommendations from external agencies and the provision of quality first teaching.

The child's developmental profile is significantly below age related expectations.

Child has a significant medically diagnosed sensory impairment which has a significant impact upon their communication, language, learning and/or social skills/self-esteem. Child will need modified activities, additional support and some alternative approaches to enable them to make good progress.

Vision:

Moderate to severe visual loss which requires continuous support for mobility and self-help skills

Moderate to severe multisensory impairment with significant impact on development

Hearing:

Severe hearing loss that has a significant impact on development

Severe multisensory impairment with significant impact on development

Physical and Medical:

Significant physical/medical difficulties with or without associated learning difficulties

Physical and/or medical condition will have a significant impact on the ability to access the curriculum. This may be through a combination of physical, communication and learning difficulties

SENDCo involved in on-going observation. Support in place from relevant external agencies in line with agency referral processes

and strategies and support implemented and evidenced within support plans and review documentation.

High level modifications to learning environment and the breaking down of tasks into small steps within an individualised curriculum.

Interventions and support in place in accordance with advice from occupational therapy and physiotherapy.

Occupational therapists, physiotherapists, speech and language therapists, educational psychologists, work with education provision on an ongoing basis to set targets, carrying out specialist assessments, providing training in the care and management skills for technological equipment and advice on modifications to the curriculum and learning activities. They will provide direct teaching for targeted areas, and this would include children seen for blocks of time. They would have an integral part at reviews.

Progress is closely monitored by the school/ setting and recorded using setting tracking systems in line with EYFS, and Early Support Developmental Journals. Outside agency recommendations and careful monitoring of Impact of strategies and interventions

Support plan with Smart targets takes account of specialist advice.

Emphasis on providing an enabling environment inside and outside with developmentally appropriate resources. Use of photographs and child's learning journey alongside adult observation and monitoring to enable monitoring

Increased differentiation of activities and materials to reflect developmental levels, and a focus on key learning outcomes from support plan.

SENDCo and key person implement advice given by external support services

Planning of interventions involve all advising agencies and reflect very clear multi agency strategies and approaches

Planned adult deployment to target support within:

* Continuous provision

* Enhanced/Personalised provision

* Targeted provision

Increased focus on individualised planned interventions, daily trained adult attention and support for individual/ group activities following specialist advice

Grouping strategies used flexibly to enhance learning and access to the curriculum.

Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids.

Implementation of reasonable adjustments to the EYFS environments and curriculu

60

SEND Ranges Guidance 2023: Early Years

Range 4 - Sensory and/or Physical and Medical Needs (continued)

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/Curriculum and Interventions

Physical and/ or medical difficulties that require specialist equipment, adapted resources and position changes requiring a high level of adult support

Significant and persistent difficulties in mobility

Physical care and manual handling in order to be included

Significant personal care needs which require adult support

Impaired progress and attainment in all areas, or at least prime areas.

Severe physical difficulties or a medical condition that requires access to assistive technology to support communication, understanding and learning

High levels of self-care needs

Child needs daily adult support with health care regimes

Child needs daily specialist programme for co-ordination skills

Experiences persistent difficulties relating to sensory experiences and regulation

Risk assessment may be required to adhere to Health and Safety requirements

May require an environmental assessment re toileting and nappy changing.

If there are functional difficulties may require OT or advice.

6-8 weekly review of child's progress towards targets on individualised learning/support plan. Consideration given to application for an Education Health and Care needs assessment on basis of levels of development and complexity of need. Next steps to be determined in consultation with relevant professionals and parents/ carers.

Medical Professionals contribute to planning and assessment.

Risk assessment for learning environment.

Multi-sensory approaches used to support access to EYFS.

Staff may require moving and handling training and access to specialist training

SEND Ranges Guidance 2023: Early Years

61

Range 5: Sensory and/or Physical and Medical Needs

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/ Curriculum and Interventions

The child has Severe, persistent difficulties and is not making expected progress despite significant levels of focused intervention and implementation of advice and recommendations from external agencies and the provision of quality first teaching.

The child's developmental profile is significantly below age related expectations.

Child has a significant medically diagnosed sensory impairment which has had a severe impact ‘on their communication, language, learning and/or social skills/self-esteem requiring alternative approaches to make good progress.

Vision:

Profound visual loss which requires continuous support for mobility and self-help skills

Profound multisensory impairment with severe impact on development

Hearing:

Profound hearing loss that has a severe impact on development

Profound multisensory impairment with severe impact on development

Physical and Medical: Has limited ability to contribute to self-care therefore is highly reliant on adult support for moving, positioning, personal care including drinking eating etc.

Profound long-term progressive/ regressive condition(s)

Profound physical, long term condition/needs

Profound physical, long term condition/needs

As range 4.

SENDCo involved in on going observation. Support in place from relevant external agencies in line with agency referral processes and strategies and support implemented and evidenced within support plans and review documentation.

High level modifications to learning environment and breaking down of tasks into small steps within an individualised curriculum.

Interventions and support in place in accordance with advice from occupational therapy and physiotherapy.

Speech and language therapists, occupational therapist and physiotherapist may work with education provision on an ongoing basis to set targets, carrying

out specialist assessments, providing training in the care and management skills for technological equipment and advise on modifications to the curriculum and learning activities. They will provide direct teaching for targeted areas, and this would include children seen for blocks of time. They would have an integral part at reviews.

The child will be receiving the highest levels of support from therapists with support for the family and direct intervention with the child as well as support for school as in Range 4.

Progress is closely monitored by the school/ setting. Outside agency recommendations and careful monitoring of Impact of strategies and interventions.

Support plan with Smart targets takes account of specialist advice. Half-termly review of child's progress

towards targets on individualised learning/support plan.

Emphasis on providing an enabling environment inside and outside

with developmentally appropriate resources, Use of photographs and child's learning journey alongside adult observation and assessments to enable monitoring

Increased differentiation of activities and materials to reflect developmental and language levels, and a focus on key learning outcomes from support plan.

SENDCo and key person implement advice given by external support services. Extensive specialist input and advice followed.

Planning of interventions involve all advising agencies and reflect very clear multi agency strategies and approaches

Planned adult deployment to target support within:

* Continuous provision

¢ Enhanced/Personalised provision * Targeted provision

Increased focus on individualised planned interventions, daily trained adult attention and support for individual/ group activities following specialist advice

Grouping strategies used flexibly to enhance learning and access to the curriculum.

Increased focus on specific activities and/ or use of resources, including ICT and specialist equipment/ materials/ communication aids.

Implementation of reasonable adjustments to the EYFS environment and curriculum

Multi-sensory approaches used to support access to EYFS.

62

SEND Ranges Guidance 2023: Early Years

Range 5: Sensory and/or Physical and Medical Needs (continued)

Presenting Behaviour

Assessment and Planning

Teaching and Learning Strategies/ Curriculum and Interventions

Require continues monitoring and support throughout the day, which includes complex medical interventions

Functions at a level that requires considerable and specialised interventions and adaptations to the EYFS

Consideration given to application for an Education Health and Care needs assessment on basis of levels of development and complexity of need. Multi agency SEND support planning meeting arranged in

line with EHC needs assessment processes.

Continued with planned strategies and interventions in accordance with recommendations from relevant professionals as detailed within child's individualised support plan

Risk assessment for learning environment.

Risk assessment may be required to adhere to Health and Safety requirements

May require an environmental assessment re toileting and nappy changing.

May require OT assessment for postural management

Staff may require moving and handling training and access to specialist training

Consideration needs to be given

to specialist seating with regard to transport and specialist advice on Health and Safety during school trips.

SEND Ranges Guidance 2023: Early Years 63

Sensory, Physical and Medical: PfA Outcomes and Provision

PfA Outcomes

Employability/Education | Independence | Community Health Participation EY (0-4 years) | Child will access the EY Child will be able | Child will access Child will attend

environment and activities in accordance with their physical capabilities, to support them to make progress towards early learning goals. N.B, for some children with complex medical/physical needs, alternative feeding plans will need to be considered following guidance from relevant professionals.

Child will dress and undress with increasing independence in accordance with their physical/medical needs.

to use the toilet independently in accordance with their physical/ medical needs/ diagnoses. Child will participate in mealtime routines using cutlery with increasing dexterity and independence to feed themselves appropriately. N.B for some children

community-based activities/clubs/ groups in accordance with their physical/ medical capabilities, to facilitate shared play and interaction and to support the development of friendships with peers. Child will access visits/day trips as appropriate.

regular medical, optical and visual checks to support good health.

Child will comply with self-care routines and medical routines to support good physical health.

Child will engage in regular physical exercise to maintain good physical health and support the development of gross motor skills.

Child will try a range of new foods offered to support the development of a balanced and healthy diet.

Provision

Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/ Interventions sections of the Early Years Ranges Guidance: Physical, Medical and Sensory

Needs.

64 SEND Ranges Guidance 2023: Early Years

Guidance for children and young oeopale with SEND In primary and secondary settings

Guidance for School Aged Pupils with SEND: Implementation of the Ranges in Primary

and Secondary settings

The ranges are a very useful guide for SENDCOs and schools/services to assess and identify the needs of pupils and to put into place the appropriate support. The ranges are from range 1 through to at least ranges 5 and 6, whilst some go beyond to 7. They describe the pupil's needs and provide suggestions for the types of interventions that will be required. Schools/settings will need to evidence all their interventions and the impact of these through a provision map- and other evidence. This is best practice nationally and Ofsted require this level of evidence of input and impact.

In time, when schools/settings have become familiar with provision maps, these will be used alongside Support Plans and One Page Profiles.

Any additional support over and above the notional SEND budget from the LA will be based on the needs as identified through the ranges and on how the school/setting has implemented their resources to meet pupils’ needs in Ranges 1-4. It is expected that the SENDCO will have access to the school’s SEND budget as well as be familiar with other spending, including the Pupil Premium and other similar funds, as some pupils will fall into several funding areas. It is important that the right funds

are spent for the right pupils and that there is evidence to show input, impact and outcome.

The provision map should show not only school/setting-based interventions, but also those of specialists and outside agencies if they are involved. This

will give an informed overview of the interventions, as well as their impact and the progress that the pupil has made as a result. The provision map should be part of a progress check every half term and a data run at the end of every term, in line with the assessment framework and process in each school/setting. Undertaking provision maps in this way will also correlate the attainment/achievements alongside other indicators such as attendance, behaviour etc.

In some cases, pupils will fall into more than one range, or will have needs in more than one area. The school/setting will need to study the ranges and to highlight where the greatest need is. This may change in time and as the pupil matures. There will be specific times such as transition where the needs may change because of the differing environments and expectations. The ranges are a guide and provide a framework for the evidence that will be required.

68 SEND Ranges Guidance 2023: Primary and Secondary

Identifying the Range

1. Read the descriptors in each document and identify those that best describe your pupil. You may find it Useful to print off a copy of these and highlight ones that apply.

2. Use the SEND guidance descriptor information (Presenting Behaviours) in the first column of each range to think about how the pupil's individual profile affects their access to the curriculum and school/setting life. These statements support a decision

about whether the pupil is mildly, moderately, severely or profoundly affected and give guidance about how contexts and support needed affect placement at a range.

. Steps 1 and 2 above should enable

professionals to make a judgement about which range the pupil is at currently. It is important to recognise that these ranges can alter either because the pupil's profile changes or because of context changes such as times of transition/ school/setting placement.

[Range 1 - Post 16 setting- based responses — Universal mainstream

SS Range 2 - Post 16 setting- based responses — Universal/ Targeted mainstream

— Range 3 - Post 16 setting- based responses - Targeted mainstream

Range 4 - Targeted/Specialist either in mainstream or specialist additional resource

Using the Guidance to Support Learning

Once the range has been established, professionals will find advice about how to support the learning of pupils at each range. It is important to recognise that Quality First Teaching will provide a firm basis upon which to use the additional strategies identified at each range. Strategies and advice from earlier ranges need to be utilised alongside more specialised information as the ranges increase. Specialist health interventions may be required at any level and this is an indicative framework as to how health resources may be deployed.

The ranges are colour-coded throughout the school age guidance as follows:

[1] Range 5 - Specialist Resource/ Special School / Specialist College

(5) range 6 - Special School / Specialist College

= Range 7 — Highly Specialist Provision possibly 24 hours

SEND Ranges Guidance 2023: Primary and Secondary 69

Cognition and Learning Needs Guidance

Range Descriptors Overview

Range 1 * May be below age-related expectations Mild * Difficulty with the acquisition/use of language, literacy and numeracy skills * Difficulty with the pace of curriculum delivery * Some problems with concept development * Evidence of some difficulties in aspects of literacy, numeracy or motor coordination * Attainment levels are likely to be a year or more delayed Range 2 * Continuing and persistent difficulties in the acquisition/use of language/literacy/

Mild - Moderate

numeracy skills

* The pupil is operating at a level well below expected outcomes and there is evidence of an increasing gap between them and their peers despite targeted intervention and differentiation through a support plan

* Evidence of difficulties with aspects of cognition i.e., memory, concept development, information processing, understanding, sequencing, and reasoning that impact on learning and/or limit access to the curriculum

* Progress is at a slow rate but with evidence of response to intervention

* Support is required to maintain gains and to access the curriculum

* Attainment is well below expectations despite targeted differentiation

* Processing difficulties limit independence and pupil may need adult support in some areas

* The pupil will have mild but persistent difficulties in aspects of literacy, numeracy, or motor co-ordination despite regular attendance, appropriate intervention, and quality first teaching

* May have difficulties with organisation and independence in comparison to peers

* Difficulties impact on access to the curriculum

* Pupil will require reasonable adjustments to support them in the classroom

* Self-esteem and motivation may be an issue

* Possibly other needs or circumstances that impact on learning

Range 3 Moderate

As above plus:

* Persistent difficulties in the acquisition/use of language/literacy/numeracy skills

* May appear resistant to previous interventions

* Pupil is operating at a level significantly below expected outcomes and there is evidence of an increasing gap between them and their peers despite targeted intervention, differentiation, and curriculum modification

* Moderate difficulties with independent working and may sometimes need the support of an adult and a modified curriculum or assessment findings from a range of standardised cognitive assessments

* Assessment by an Educational Psychologist indicates significant and enduring difficulties with several aspects of cognition e.g., memory, concept development, information processing, understanding, sequencing, and reasoning

* Difficulties impact on learning and/or limit access to the curriculum

* Significant discrepancies between different areas of cognition or a highly unusual profile of strengths and difficulties

* Personalised learning plan

* Access to advice from a specialist

* Support for reading/recording to access the curriculum at the appropriate level of understanding

* Pupil will have moderate and persistent difficulties with literacy, numeracy and/ or motor co-ordination despite regular attendance, significant levels of focused intervention, effective provision mapping and quality first teaching

* Difficulties in some aspect of cognitive processing will be present, i.e., slow phonological processing, poor working memory, and difficulties with auditory and visual processing

70 SEND Ranges Guidance 2023: Primary and Secondary

Range Descriptors Overview

Range 3 * Difficulties will affect access to curriculum, and specialist support/advice and Moderate arrangements will be required * May require assistive technology and/or augmented or alternative communication supports * Difficulties with learning may impact on self-esteem, motivation, and emotional wellbeing despite positive support * Involvement of pupil in target setting and personalised learning Range 4a * Pupil will have significant and persistent difficulties with literacy, numeracy or motor Significant co-ordination despite regular attendance and high-quality specialist intervention and teaching * Key language, literacy and/or numeracy skills are well below functional levels for their year group ~ the pupil cannot access text or record independently * Pupil has significant levels of difficulty in cognitive processing, requiring significant alteration to the pace and delivery of the curriculum * Difficulties likely to be long term/lifelong * Condition is pervasive and debilitating * Significantly affects access to curriculum and academic progress * High levels of support required which include assistive technology * Social skills and behaviour may be affected, and issues of self-esteem and motivation are likely to be present * The pupil may appear to be increasingly socially immature and vulnerable because of limited social awareness, difficulties with reasoning, understanding or expressing thoughts Range 4b As Range 4a plus:

* Difficulties are so significant that specialist daily teaching in literacy and numeracy and access to a modified curriculum are required

* The level of adjustment and specialist teaching across the curriculum required is significantly greater than is normally provided in a mainstream setting

* Severe learning difficulties have been identified

* Significant and persistent difficulties in the acquisition/use of language/literacy/ numeracy skills within the curriculum and out of school activities

* Complex and severe language and communication difficulties

* Access to specialist support for personal needs

* Complex needs identified*

SEND Ranges Guidance 2023: Primary and Secondary 71

Range 1

Presenting Assessment and Planning | Teaching Curriculum/ Resources and Behaviours and Learning Intervention Staffing strategies The pupil will | School *Mainstream | * Quality First. | ¢ Main provision by have mild * Part of normal school and | lass with Teaching class/subject teacher cifficulies class assessments flexible * Simplify level/_| Mainstream class in aspects roupin i in aspect * Normal curriculum plans | SfOUPIN9 | pace/amount | with enhanced yr include Quality First iS) of teacher talk | differentiation numeracy or « ity First |S Consid motor co- Teaching (QFT) strategies Koco er ¢ Emphasis on _| ¢ Regular targeted ‘agan identi! ordination * Parents and children seoetures identifying and | small group support, despite regular | involved in monitoring 7 teaching gaps | where staffing allows attendance, and supporting their * Opportunities | assessment | « Time limited appropriate targets for small group | . Opportunities | programmes of small intervention | assessment work based for skill group work based on and quality Inaddition t \ on Se, He reinforcement/ | identified need teaching. Pupil | ° In addition to norma need e.g, revision/ ti may hove Pl | classroom assessments, listening/ transfer and ° Pbportunities for il A 21 /small grou difficulties with | the teacher will also thinking generalisation | cysont focsect} on discuss next steps with | « aj Ppor 1 some orallof | ee SENDCO Mainstream | « Formal specific targets, with the following: ; class with teaching of outcomes closely * Below ns Pree screen sr flexible vocabulary and | monitored expected rate rlen’s (coloured overlays), | grouping concepts | Sfattainment | dyslexia, dyscalculia, arrangements P * Pupils should be motor skills difficulties | 6 6, iti in mainstream * Below age- " portunities classes and should related and | ° Tools you might use: for small group not routinely be national GL Assessment online work based withdrawn and taught expectations | screeners, Lucid on identified by aTA i need e.g. * Difficulty * For concerns regarding | Pe 9 * All school staff with the motor skills use a motor ‘Se should have me i i maths, motor acquisition/ skill check list and/ skills access to regular, use of or speak to the school . targeted Continuing language, nurse/OT ° Opportunities Professional literacy, * Seek advice and fr generic Development i i e one- numeracy information from Dyslexia | ‘YP° © * Full inclusion within skills Guidance and Dyscalculia the curriculum ‘ rogrammes * Difficulty Guidance ee et through use of with the Planning addressing differentiation and usual pace * Normal curriculum plans gaps - any group support of curriculum to include QFT strategies | intervention * Activities planned delivery and adjustments to should have through OFT * Some activities to remove any clear entry and with emphasis on problems barriers which difficulties | exit criteria concrete, experiential

with concept development

Evidence of some difficulties

in aspects

of literacy, numeracy and/or motor co-ordination

may present

Timetable any one-to-one /small group intervention into weekly routine as appropriate (the number of sessions would be dependent on the intervention)

Monitor effectiveness of interventions ensuring

and visual supports

Multi-sensory learning opportunities

Strategies employed to encourage cognitive engagement, transferring and generalising learning e.g, Thinking Skills

* Attainment clear entry and exit points and problem solving levels are and detailed provision * Links established likely tobe a | map between new and year or more | ¢ Parents and children prior learning with delayed involved in monitoring support from review

and supporting their and overlearning targets 72 SEND Ranges Guidance 2023: Primary and Secondary

Range 2

Attainment is well below expectations despite targeted differentiation

Processing difficulties limit independence and may need adult support in some areas

SENDCo or specialist teacher to explore SPLD factors

Presenting Behaviours Assessment and | Teaching and Curriculum/ Resources and Planning Learning strategies | Intervention Staffing The pupil will have mild | School * Mainstream class | ® Quality First | © Parents are fully but persistent difficulties with enhanced Teaching informed of school in aspects of literacy, As Range 1 plus: differentiation, > provision for child numeracy or motor co- regular targeted —_| * Programme and involved in neracy > Assessment 9 g includes in ordination despite regular small group : ; decisions about attendance, appropriate | * SENDCO will use | support differentiated | interventions to intervention and quality screening tools . . and modified meet the pupil's teaching. available for use| * Time limited tasks within needs in schools to programmes of an inclusive Take note of descriptors establish a profile | S™all group work curriculum * Main provision for other SEN needs, of the pupil's based on identified ; by class/subject which may not be primary | Strengths and need * Modify level/ | teacher with need. weaknesses. This . pace/amount | support from cas . * Opportunities of teacher SENDCO and * Continuing and will inform areas | for 1:1 support talk to pupils | Savice from persistent difficulties forintervention | focused on specific | identified specialist teachers in the acquisition/use and adjustments/ | targets, with need 26 appropriate of language/literacy/ arrangements outcomes closely numeracy skills required for monitored ° Programmes * Additional access to the ‘0 consis adult, under * The pupil is operating curriculum and | As Range 1 provision | _ of small the direction of at a level well below exams plus: achievable teacher, provides expected outcomes . . steps sustained and and there is evidence _| Planning * 1:1 specific targeted support of an increasing oa; . multisensory, * Pre-teach ed suf 99aP |e Teaching plans lati tsand | onan individual/ between them and their | clearly show cumulative, concepts an roup basis d d ¥ structured vocabulary group peers despite targete adjustments intervention and made for programmes * Multi-sensory | * Include withdrawal differentiation through it / to support the , ona time limited individual pupil isition of learning support plan t th acquisition o rtuniti basis, entry and © access the literacy, cursive opportunities + criteria clearl eos curriculum ers exit criteria clearly * Evidence of difficulties andwriting, * Emphasis on stated with aspects of © This should numeracy, and using and cognition i.e., memory, | include planning | motor skills. applying and | As Range 1 concept development, - rovision plus: Mformation processing for additional | « Opportunities for generalisation | PI Pp i "| adults supporting | mixed groupings of skills * staff to deliver 1:1 understanding, the pupil within i i for at sequencing and he ee as pupil’s cognitive | § individual programme for a reasoning that impact ability is likely to targets least 30 minutes, on learning and/or limit | * SENDCO to be higher than within group | 3 times weekly access to the curriculum oversee planning renege programmes | « Adults use the of a personalise and/or 1: * Progress is at a slow rate Ite full developmental oes Is ¢ multi-sensory carefully level of language butwith evidence of || intervention. This monitored and | appropriate response to intervention | should be time- reviewed ‘Id i to the child in * Support is required to tabled, and a questioning and maintain gains and to private area made explanation access the curriculum available , ; * Simple Thinking

Skills Activities/ Intensive use of ‘Thinking Skills’ approach, sorting/ matching/visual sequencing/ classifying and categorising

74

SEND Ranges Guidance 2023: Primary and Secondary

Range 2 (continued)

Presenting Behaviours Assessment and | Teaching and Curriculum/ Resources and Planning Learning strategies | Intervention Staffing * May have difficulties ¢ Regular The child As Range 1 ° Use real objects with organisation monitoring and experiences provision plus: wherever possible and independence in reviewing of success through . Differentiated * Individual reading parison to peers interventions carefully planned curriculum -oieneningaon | fring, | gienatensané | wi [tia maths access to the curriculum | accordingly — this that include | °* Alphabet arc and the pupil will require | should take place alternative activities special arrangements termly hod and additional support in methods * Precision teaching the classroom * Staff trained to record regularly on and access * Motor co- * Self-esteem and whole class text. This will ordination motivation may be an differentiation, / include ICT as | programme Issue scaffolding. with appropriate * Busy box * Possibly other needs opportunities for Same Preaiction, ¢ 5-minute box

or circumstances that impact on learning

peer support

text-to-speech

* Visual timetables, timeline

° OFT is supplemented by appropriate small group work with close monitoring in place

* Individualised programmes are incorporated into provision

* Clear entry and exit criteria

SEND Ranges Guidance 2023: Primary and Secondary

75

Range 3

Presenting Behaviours Assessment Teaching Curriculum/ Resources and and Planning and Learning Intervention Staffing strategies The pupil will have moderate and | School *Mainstream | ¢ Quality First | ¢ Main provision persistent difficulties with literacy, |. sENDCO class, Teaching by class/subject numeracy or motor co-ordination should take predominantly | Tasks and teacher with support despite regular attendance, advice from working on presentation | from SENDCO significant levels of focused assessment by | Modified increasingly | and advice from intervention, effective provision EP/specialist curriculum individualised | specialist teacher mapping and quality teaching teacher tasks and modified | and non-education * Persistent difficulties in the * Fraquent in an inclusive | Professionals as ster * Involvement of quent n appropriate

acquisition/use of language/ education and | opportunities | curriculum

literacy/numeracy skills and honeducation | forsmall group |. Visual cues | * A consistent

appear resistant to previous professionals work based to support structured

interventions as appropriate | Onidentified | auditory environment * Pupil operating at a level * Reviews should} "224 information at | Which may include

significantly below expected take nove of | ® Daily all stages of || Withdrawal, carefully

outcomes

Evidence of an increasing gap between them and their peers despite targeted intervention, differentiation and curriculum modification

Moderate difficulties with independent working

Needs the support of an adult and a modified curriculum

Cognitive and school assessment indicates significant and enduring difficulties with several aspects of cognition e.g., memory, concept development, information processing, understanding, sequencing and reasoning

Difficulties impact on learning and/or limit access to the curriculum

Significant discrepancies between different areas of cognition or a highly unusual profile of strengths and difficulties which require a personalised support plan

Difficulties in some aspects of cognitive processing will be present, i.e., slow phonological processing, poor working memory, difficulties with auditory and visual processing

Difficulties will affect access to curriculum

Specialist support/advice and arrangements required

Likely to need assistive technology

Difficulties with learning may impact on self-esteem, motivation and emotional wellbeing despite positive support

evidence- based needs

Curriculum plans, and progress

are closely monitored by school tracker

Targets are individualised, short term and specific

Continued regular engagement of parents/ carer

Involvement of pupil in target setting and personalised learning

Consideration of specific literacy/ learning difficulties evidence

opportunities for 1:1 support focused on specific support plan targets * Grouping needs to be flexible and include positive peer models with input from class teacher as well as additional adults Adults use the developmental level of language appropriate to the child in questioning and explanation

delivery Individualised level/pace/ amount of teacher talk

* Ensure transfer and generalisation of skills has occurred before teaching anything new

Small steps targets

within group programmes and/or 1:1 Alternative ways of recording as appropriate individualised programmes are incorporated into provision

Clear entry and exit criteria

monitored and planned by class teacher for a specific target

Additional adult, under the direction of the teacher, provides sustained targeted support on an individual/group basis

Clear monitoring of effectiveness of interventions

Additional adult to be trained to deliver interventions and support

Use of ‘Thinking Skills’ approach, sorting/ matching/ visual sequencing/ classifying and categorising

Pupil experiences success through carefully planned interventions and expectations

SLCN activities

Motor co-ordination programme

QFT is supplemented by appropriate small group work (this can be in class with the teacher directing) with close monitoring in place

76 SEND Ranges Guidance 2023: Primary and Secondary

Range 4a

Presenting Behaviours | Assessment Teaching Curriculum/ Resources and

and Planning | and Learning Intervention Staffing

strategies

The pupil will have School *Mainstream | # Quality First * Main provision significant and persistent | seNDCO class, Teaching by class/subject difficulties with literacy, | Sake predominantly |. tasks and teacher with support numeracy and/or motor | advice from working on presentation from SENDCo co-ordination despite assessment by | Modified increasingly and advice from regular attendance and | Ep/specialist | Curriculum individualiced specialist teacher high-quality specialist teacher tasks and modified and non-education intervention and and the + Frequent in an inclusive professionals as teaching. involvement of | opportunities | curriculum appropriate

* Key language, literacy and/or numeracy skills are well below functional levels for their year group

Pupil cannot access text or record independently

Pupil has significant levels of difficulty in cognitive processing requiring significant alteration to the pace and delivery of the curriculum

Difficulties likely to be long term/lifelong

The condition is pervasive and debilitating and significantly affects access to curriculum and academic progress

High levels of support are required which include assistive technology

Social skills and behaviour may be affected, and issues

of self-esteem and motivation are likely to be present

The pupil may appear to be increasingly socially immature and vulnerable because of limited social awareness, difficulties with reasoning, understanding or expressing thoughts

education and non-education professionals, such as Health professionals

as appropriate

Curriculum plans, and progress

are closely monitored

* Targets

are highly individualised * Continued regular engagement of parents

Curriculum plans, classroom support and interventions and graduated approaches

to achieve outcomes

for small group work based

on identified need

* Daily opportunities for support focused on specific support plan targets

* Opportunities for multi- sensory interventions to address core difficulties will be in place

Schools

may refer to Occupational therapy, or commission services where waiting lists are too long

Visual cues to support auditory information at all stages of delivery

Teaching and activities are adapted to reduce the impact of processing difficulties e.g., working memory, processing speed Individualised level/pace/ amount of teacher talk

Ensure transfer and generalisation of skills has occurred before teaching anything new

Small steps targets

within group programmes and/ or 1:1

Tasks and presentation are personalised to the pupils needs and monitored regularly

to ensure

they remain appropriate

Emphasis on literacy, numeracy, PSHEE and ICT

* Access arrangements and adjustments are part of everyday learning and practice (normal way of working)

* Aconsistent structured environment may include withdrawal, carefully monitored, and planned by class teacher for a specific target

Additional adult, under the direction of the teacher, provides sustained targeted support on an individual/group basis

Clear monitoring

of effectiveness of interventions Additional adult to be trained to deliver interventions and support

Modified class

curriculum

Pupil still included in activities wherever appropriate

Use real objects for thinking skill activities (explore the context for the objects)

* Appropriate thinking skills strategies

Access to assistive technology must

be made for those pupils with SPLD — e.g., Clicker 7 Text Help ReadMrite, Penfriend and audio recording devices.

SEND Ranges Guidance 2023: Primary and Secondary

77

Range 4b

Presenting Assessment Teaching and Curriculum/ Resources and Staffing Behaviours and Planning | Learning strategies | Intervention Severe and School * Mainstream class, | * Modified class | ¢ Main provision by class/ persistent * SENDCO predominantly curriculum subject teacher with support difficulties in takes working on * Quality First from SENDCo and advice the acquisition’ | advice from modified Teaching from specialist teacher and use of language | sececement curriculum tasks non-education professionals Niteracy/ by EP and the | « Frequent * Tasks and as appropriate numeracy skills, | involvement | o presentation A consi d J pportunities increasingly * A consistent structure within the of education | for small group individualiced environment may include curriculum and) and non- work based on and modified withdrawal, which is carefully in out of school] education identified need by | jh on inclusive monitored, and planned activities professionals | specialist teacher | curriculum by the class teacher for a * Severe as appropriate | and specialist : specific target “i * Visual cues to cognitive * Targets are support staff support auditory | * Additional adult, under the impairment individualised, | * Daily opportunities | formation at all_| ditection of the teacher severely short term for support stages of deliver provides sustained targeted restricts and specifi focused fi 8 y individual/ pecific focused on specific oo. support on an individua access fo the | eg, using provision targets | ° nalviduelised group basis curriculum jevel/pace. Bsquared/ | 6 The pupil P \ ori f Pupi amount of teacher | * Clear monitoring * Severe level pivats to set | experiences talk of effectiveness of of cognitive | targets success through | Ts interventions impairmen * Continued carefully planned _ | * Ensure transfer : that is a regular terventoneand | and generalisation | * Additional adult to lifelong engagement | expectations of skills has be trained to deliver disability and | of parents occurred before interventions and support significantly * Adults use the teaching anything | ¢ Intensive use of ‘Thinking impacts . progress developmental new Skills’ approach, sorting/ on social is closely level of language? | «call steps matching/visual sequencing/ development ppropria targets classifying and categorising and and tracked to the child in rg) , independence | ¢ Utilise questioning and within group 4 * Use ral objects wherever rogrammes an ossible and requires education explanation ace Pr : specialist and outside _| * Simple language * Pupil still included in teaching professionals | level with * Emphasis on group activities wherever es for instructions literacy, numeracy | appropriate vein assessment | chunked PSHEE and ICT | « Mastery learning — use of Learning ; ry g Difficulties and advice * Tasks and the Education Endowment © Curriculum presentation are Fund Toolkit to locate . Complex plans personalised appropriate interventions needs 1 fe identified* classroom to the pupil's * Precision teaching support and needs and as _ * The level of interventions 4a monitored * Motor co-ordination adjustment are planned regularly programme and specialist. | and'evaluated to ensure * Visual timetables, timeline, teaching they remain cues, task plans across the appropriate * For those pupils with curriculum * Highly adapted SPLD access to assistive required ‘ teaching methods | technology must be made significan or ter thar which incorporate | « QFT is supplemented by greater than the use of ~ is normally learning aids and small group work with close provided in mult consory monitoring in place mainstream teaching as * Individualised literacy/ setting standard numeracy incorporated into

provision * Clear entry and exit criteria

* 1:1 Speech and Language Therapy if appropriate

78 SEND Ranges Guidance 2023: Primary and Secondary

Range 5

Presenting Assessment and _ | Teaching Curriculum/ Resources and Staffing Behaviours Planning and Learning Intervention strategies Severe and School * Extremely As 4b plus © Staff need to be trained persistent * As 4b with long | Modified and access to aids | and have experience difficulties in term involvernent | individualised personalised | working with pupils the acquisition’ | of specialist work tothe pupils | with high cognition and use of language | provision and | « Small group needse.g., | learning needs Niteracy/ appropriate and 1:1 daily communication | » Access to extra staffing numeracy skills, | non-educational | developing needs to support pupils in times within the professionals in | basic skills * Ensure that of crisis and stress and to curriculum and | accordance with | 6 Need for appropriate escort pupils on outings in out of school | the outcomes specialist advice and and trips activities. identified within | intervention materials * Appropriately trained * Moderate or the Education, from time to are always staff to deal with medical severe learning | Health and time to model | 2Vailable such nd physical issues as ciffeutes have Core Plan, if interventions as FECS, appropriate een identified | applicable for schools to Makaton, ICT | modification of * Complex * Previous follow curriculum and severe assessment ee language and | informs the * Group activities carefully communication | planning process monitored to ensure the difficulties for appropriate pupil is not isolated or * Profound Programmes excluded Learning + Targets are * Pupil still included in Difficulties, short-term activities wherever which are and specific, appropriate lifelong. monitored and * Emphasis on using real * Complex reviewed ona objects and experiences Needs short-term basis for all activities identified * * Parents/carers * Visual support throughout are naturally © Specialist ICT hard and involved

software

AAC systems to support communication environment

Specialist equipment to promote selt-help, physical access, and mobility

Appropriate indoor and outdoor provision in a safe and secure setting

Specialist hygiene facilities ifnecessary

Access to specialist educational and non- educational services in accordance with the EHC Plan, if applicable.

Information regarding Services and training will be on the Local Offer and Together for Children Website.

SEND Ranges Guidance 2023: Primary and Secondary 79

Cognition and learning: PfA Outcomes and provision

PfA Outcomes

Employability/ Independence Community | Health Education Participation Reception to Y2 | Child will have the Child will understand | Child will Child will understand (5-7 years) listening skills and the concept of time __| have an the concept of being concentration to increase | and will develop the _| understanding | healthy, including the the amount of time they _| skills necessary to of the concept | benefits of exercise are able to maintain access digital and of friendships | and making healthy focus upon learning tasks | analogue clocks. and will be food choices and Child will be developing | Child will understand | $8, Wying | will begin to apply early concepts of literacy | the concept of cooking | approach to _| of mealtimes and and numeracy skills to | and the contribution of | Shared play _| attendance at clubs enable them to lay the _| ingredients to produce | with peers. _| and sports activities. foundations of later different foods. leaming. Child will understand a. the need for regular So ea clm dental, vision, and awareness of ‘growing Resrnanencs up’ and beginning to to maintain good have some ideas of what health. they would ‘like to be’, when they are older. Y3 to Y6 Child will understand Child will understand | Child will Child will understand (8-11 years) and be able to talk about | the concept of money, | understand __| the purpose of different careers and demonstrating the vaccinations and education options so that | awareness that importance will cooperate with

they are able to make choices about what they will do next.

Child will begin to develop a profile of interests and aspirations to demonstrate individual strengths and skills.

different objects are of different monetary values and beginning to use money to pay for items such as snacks in school.

Child will begin to understand concepts relation to travel and transport including paying for a ticket/ pass, timetables, and road signs and will be aware of the role of these in facilitating independent travel.

Child will understand the concept of recipes relating to preparation of food and will be able to follow these with adult support to make simple foods (cupcakes, sandwiches etc.)

of being safe within the local community, including online, and will begin to understand potential areas of risk, e.g., strangers, online hazards, bullying and ways to take steps to avoid these.

Child will be familiar with the local area, including particular places, routes of travel to enable them to begin to understand where they are going and methods to get there.

these to ensure good medical health.

Child will understand changes to their body associated with puberty and will be aware of self-care routines required

to maintain good physical health.

Child will understand minor health needs that they may have, asthma, eczema, difficulties with vision and/or hearing;

they will understand the strategies and resources to manage these.

80

SEND Ranges Guidance 2023: Primary and Secondary

Y7toY11 (11-16 years)

Child will be able to understand information relating to course options (GCSE, NVQ, Entry level qualifications, vocational options etc.) including the requirements for access to a range of HE options to enable realistic and informed choices.

Child will be able to think about subject option choices alongside longer- term career goals and will be able to choose subjects and course options to enable next steps in their chosen direction.

Child will begin to think about and plan work experience/part-time opportunities to enable them to understand workplace demands and requirements and to

gain early experience in areas of interest for future employment.

Child will continue to develop a profile

of interests and achievements in order to demonstrate individual strengths and skills. This will be used in accordance with careers sessions and guidance.

Child will understand supported employment options e.g., Access to Work.

Child will understand monetary value, how much money they have and how much money items cost and will be able to make decisions in relation to what they spend their money on as a first step towards financial budgeting.

Child will demonstrate skills in accessing local transport services, buying a ticket/pass, understanding bus times, using these systems of travel to access school, for example.

Child will understand information relating to different food groups and meal planning

and will be able to understand instructions within a recipe card/ book to enable them to cook simple meals with support.

Child will understand risks associated with social media, online gaming

and online communities and will be increasingly competent in understanding how to keep themselves safe.

Child will understand social

norms and conventions

in relation to

a variety of friendships and relationships and will be able to use this knowledge to enable them to engage appropriately within a range social context.

Child will understand options in relation to

a range of leisure and social activities available and will be able

to use this to make informed and positive choices about how they want to spend their free time.

Child will show increased understanding of the wider picture and wil build resistance to support emotional wellbeing.

Child will understand information relating to sex education

and sexual health

in preparation for adulthood.

Child will understand the role of the GP and the support available to them.

Child will understand the risks associated with drugs and alcohol and will apply information learned to keep themselves safe.

Child will have a more active role in understanding and managing more complex health needs to facilitate greater independence.

Provision

Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/ Interventions sections of the School Age Ranges Guidance: Cognition and Learning.

SEND Ranges Guidance 2023: Primary and Secondary 81

Communication and Interaction/Autism Spectrum Disorders

The children and young people to whom this guidance relates will present with a range of communication and interaction differences which challenge their learning and social inclusion. Individual pupils display a range of differences which will vary in severity and intensity, and which may change over time. It is not expected that any

pupil will match all the descriptors listed below. Pupils who display social communication and interaction differences but who are

not diagnosed with an autism spectrum disorder share some of the difficulties in social imagination, inflexibility of thought and sensory differences seen in pupils on the autism spectrum. The suggested provision and resourcing at the appropriate range will support effective teaching and learning for this group of children and young people.

Children and young people with communication and interaction differences/autism have differences in the areas identified below. Use these descriptors to identify the needs of an individual pupil:

own wishes and feelings (expressive and receptive needs) Speech may be delayed or unusual

ASD Descriptors Communication and Reciprocal Social

Interaction (Social Effect) and have an odd intonation pattern * Difficulties recognising that they are with immediate or delayed repetition part of a class, group, or wider social (echolalia) situation ¢ Literal interpretations of language and * Social situations present challenges learning with poor understanding of resulting in emotional outbursts, abstract language withdrawal, social vulnerability and/or — * Higher order language skills may be isolation impaired, e.g., understanding and use * Poor empathy, imagination and play of metaphor, inference and emotional skills which affect social understanding language and impact on learning in subjects « Issues with interpreting and such as English and RE understanding whole class instructions « Unusual eye gaze or eye contact and general information * Facial expressions may be limited or * Difficulties with the concept of time reduced in range and sequencing of events significantly * May not use or understand non-verbal affect everyday activities communication * Difficulties with personal space - may * Difficulties with understanding spoken invade other's space or find close language or difficulties expressing their group work difficult

82 SEND Ranges Guidance 2023: Primary and Secondary - Communication and Interaction

* May have little awareness of danger in comparison to children of their age

* May ‘run’ or ‘climb’ with no regard to hazards, or be unaware of hurting others

* May have coping strategies that enable successful social interaction with peers. At times of stress or anxiety, however, responses will be unusual and socially awkward

Restricted and Repetitive Behaviours

* Anxiety over even small unplanned changes in the environment or learning tasks, leading to reactions of outbursts or withdrawal

Unusual or different behaviours or obsessions with everyday objects, people or toys, which can lead to difficulties with finishing desired activities

May display an intense interest

in a topic that is explored with

a high level of frequency and/

or inappropriateness to context or audience

Difficulties managing transition between different environments or tasks

Inability to maintain focus and concentration age appropriately Easily distracted or unable to switch attention easily

Inconsistent patterns of behaviour across a spectrum from challenging or impulsive to extreme passivity

Sensory Differences

¢ Unusual over- or under-responsiveness to sensory stimuli e.g., touch or noise which may affect access to everyday events or activities e.g., dining halls

Difficulties in environments with a lot of people, especially in spaces where the number is people of heightened and noise becomes expansive

Show signs of delayed hand/eye co- ordination and/or fine/gross motor skills or display unusual body movements such as flapping, toe walking, tics, or unusual posturing

Display unusual sensory responses

to the environment at times of heightened stress: this may present as anxiety

Sensory differences can affect physical milestones such as toileting and eating development: these can cause high anxiety in the child/young person and those who care for them

The table below should be read alongside the lists above of

* Communication and Reciprocal Social Interaction (Social Effect)

* Restricted and Repetitive Behaviours * Sensory Differences

Students may display different combinations of the outlined behaviours, even at the lower ranges.

SEND Ranges Guidance 2023: Primary and Secondary - Communication and Interaction 83

Communication and Interaction Needs Guidance

Range Descriptors Overview

Range 1 Mild

* Pupils will have communication and interaction needs that may affect their access to some aspects of the National Curriculum, including the social emotional curriculum and school life

The pupil does not have a diagnosis of an autism spectrum disorder made by an appropriate multi-agency team

Students may or may not have low level sensory needs

Range 2 Mild - Moderate

Pupils will have communication and interaction needs that affect access to a number of aspects of the National Curriculum, including the social emotional curriculum and school life

Students may or may not have low to moderate sensory needs

Range 3 Moderate

Pupils will have communication and interaction needs that will moderately affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life

This is especially true in new and unfamiliar contexts

The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention, and generalisation of skills and therefore on the result of any assessment

Pupils may or may not have a diagnosis of an autism spectrum disorder (ASD) made by an appropriate multi-agency team

Students may or may not have moderate sensory needs

Range 4a Significant

Pupils will have communication and interaction needs that significantly affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life

This is especially true in new and unfamiliar contexts but will also affect access at times of high stress in some known and familiar contexts and with familiar support/people available

The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention, and generalisation of skills and therefore on the result of any assessment

Pupils will have an uneven learning profile, but their attainment levels suggest they can access a differentiated mainstream curriculum

Pupils may or may not have a diagnosis of an autism spectrum disorder (ASD) by an appropriate multi-agency diagnostic team

Students may or may not have sensory significant sensory needs

Range 4b Range 4b

Pupils will have communication and interaction needs that severely affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life, even in known and familiar contexts and with familiar support/people available

The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention, and generalisation of skills and therefore on the result of any assessment

Pupils at range 4(b) will be in a mainstream settin:

* Pupils will have an uneven learning profile, but their attainment levels suggest they can access a differentiated mainstream curriculum

* They will require significantly more support than is normally provided in a mainstream setting

* Students may or may not have sensory significant sensory needs

84 SEND Ranges Guidance 2023: Primary and Secondary

* Pupils will have communication and interaction needs that severely affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life, even in known and familiar contexts and with familiar support/people available

* The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention, and generalisation of skills and therefore on the result of any assessment

Pupils at range 5 may be in the following settings: Mainstream

* Pupils may have an uneven learning profile, but their attainment levels suggest they can access a differentiated

mainstream curriculum

* They will require significantly more support than is normally provided at a universal level in a mainstream setting

Special * Attainment profile is below expected NC performance indicators and/or PIVATs /B Squared.

* They may or may not have a diagnosis of an autism spectrum disorder (ASD)-/ and or EHCP.

* Students may or may not have severe sensory needs

* Pupils will have communication and interaction needs identified by the range descriptors that profoundly affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life, even in known and familiar contexts and with familiar support/people available

* Pupils will need an environment where interpersonal challenges are minimised by the adult managed setting

* The pervasive nature of the Autism/C&I needs is likely to have a detrimental effect on the acquisition, retention, and generalisation of skills and therefore on the result of any assessment

* Students may or may not have profound sensory needs

* Pupils within the specialist provision need an environment where interpersonal challenges are minimised by the adult managed setting

SEND Ranges Guidance 2023: Primary and Secondary 85

Range 1

Presenting Assessment and Teaching and Curriculum/ Resources and Behaviours Planning Learning strategies | Intervention Staffing

1. Use the first section | Assessment: * Must be included | Resources, Setting:

of this document to . in mainstream Provision: .

identify the relevant | ° Will be part of class with specific * Flexible use

descriptors for the child or young person with whom you are working.

2. Consider whether the following statement describes how the pupil is affected within school:

Pupils at range 1 will have communication and interaction needs identified by the range descriptors that affect their access to some aspects of the National Curriculum, including the social emotional curriculum and school life.

3. If this statement accurately describes your child use the advice given in range 1. If not, you will need to consider descriptors for other levels.

The pupil does not have a diagnosis of an autism spectrum disorder made by an appropriate multi- agency team.

NC Level

Across the expected range with an unusual learning profile showing relative weaknesses in some areas and strengths in others.

school/setting and class teaching and assessments

Planning:

* Curriculum plans should include individual/group targets

Family to be involved regularly and support targets at home

Pupil will be involved in setting and monitoring targets, where appropriate

Information around specific pupil will be shared with staff in setting at pupil progress meetings

support for targets which involve communication and interaction

Should be offered opportunities

for small group work within the usual classroom planning and management

* The use of Quality First teaching approaches to support the development of social communication and interaction skills

Must have full inclusion to the National Curriculum

Flexibility may be required to enable the pupil to follow instructions and/or record work

Instructions may need to be supported by use of visual and written cues

Preparation for change and the need for clear routines will be required

Reduction of complex language, especially when giving instructions and asking questions, will be required

of resources and staffing available in the classroom

© Staff trained in de-escalation strategies

86 SEND Ranges Guidance 2023: Primary and Secondary

Range 2

Presenting Assessment and | Teaching and Curriculum/ Resources and Behaviours Planning Learning strategies Intervention Staffing Mild Needs Assessment: ¢ Will be mainstream | As range 1 plus: As range 1, plus:

1. Use the first section of this document to identify the relevant descriptors for

the child or young person with whom you are working,

2. Consider whether the following statement describes this need:

At Range 2, the pupil will have communication and interaction needs identified by the range descriptors that affect access

to a number of aspects of the National Curriculum, including the

social emotional curriculum and school life.

3. If this statement accurately describes your child or young person use the advice given in Range 2. If not, you will need to consider descriptors for other levels.

There may not be a diagnosis of an autism spectrum disorder by an appropriate multi- agency team.

NC Level

Across the expected range but with an unusual profile showing relative weaknesses in certain areas and strengths in others.

As range 1 plus:

* Use of more detailed NC assessment tools e.g., B Squared/PIVATS

* Could also include other assessments relating to need, advice from SLT or OT advice (where applicable

Planning:

© Curriculum plans will reflect levels of achievement and include individually focused targets, especially in Speech, Language, and communication

class-based and will have opportunity for small group

and individual work to target specific needs relating to communication and interaction needs

* May need adaptations to the working environment such as a quiet area within the classroom for individual work

As range 1 plus

* The use of Quality First teaching approaches to support the development of social communication and interaction skills

Flexibility will be required to enable the pupil to follow instructions and/or record work

Clear use of visual and written cues will be useful to support instructions

Preparation for change and the need for clear routines will be required

Reduction of complex language, especially when giving instructions and asking questions, will be required

© Curriculum access will be facilitated by using a structured approach to provision which should involve: using visual systems or timetables; reducing language for instructions/ information giving

Teaching approaches should take account of difficulties identified within the range descriptors

Setting:

* Will need additional professional support from skilled colleagues, e.g., SENDCO, to aid curriculum modifications

* Should consider staff training to ensure that they are trained to meet the needs of the students in their class

* Will need additional professional support from skilled colleagues to develop strategies to address social interaction, social communication, and social understanding

Will need use of additional school support to implement specific materials, approaches, and resources as appropriate

Staff trained in de-escalation strategies.

Schools are encouraged to have an ASD Champion in their setting.

SEND Ranges Guidance 2023: Primary and Secondary 87

Range 3

Presenting Behaviours | Assessment and | Teaching and Learning | Curriculum/ Resources and Planning strategies Intervention Staffing Moderate Needs Assessment: As range 1 and 2 plus: As range 1 and | As range 1 and 2

1. Use the first section of this document to identify the relevant descriptors for the child or young person with whom you are working.

2. Consider whether the following statement describes how the pupil is affected within school:

At Range 3, pupils will have communication and interaction needs identified by the range descriptors that will moderately affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life. This is especially true in new and unfamiliar contexts.

3. If this statement accurately describes your child use the advice given in Range 3. If

not, you will need to consider descriptors for other levels.

The pervasive nature of the Autism/ C8 needs is likely to have

a detrimental effect on the acquisition, retention and generalisation of skills and therefore

on the result of any assessment. The pupil may or may not have a diagnosis of an autism spectrum disorder

made by an appropriate clinical team.

NC Levels

Across the expected range but with an unusual profile showing weaknesses in some areas and strengths in others.

As range 1 and 2 plus:

* More specialised assessment tools in relation to specific descriptors such as: PSE p-level assessments; TALC; Motivational Assessment; STAR behavioural analysis

* Accurate and up to date assessment of independent levels (NC/P- Levels) must be kept as a working document to aid planning and to share with family

* Assessment includes a profile of sensory needs

Planning:

© Curriculum plans will reflect levels of achievement and must include individually focused targets

* Planning may need to incorporate adaptations such as rest breaks, time allocated to sensory difficulties and processing needs

* Inclusion within the mainstream classroom. However, there will be a need for an enhanced level of individual support

Targeted support will be needed which may include unstructured parts of the day, e.g. start and end of school day, breaks, lunchtimes and trips out of school

Support for areas of sensory needs which may include 'time out’ space and other environmental adaptations to reduce stress and anxiety

As range 1 and 2 plus:

* The use of Quality First teaching approaches to support the development of social communication and interaction skills

Flexibility will be required to enable the pupil to follow instructions and/or record work

Clear use of visual and written cues will be useful to support instruction.

Preparation for change and the need for clear routines will be required

Reduction of complex language, especially when giving instructions and asking questions, will be required

Staff will need to implement recommendations made by the Autism lead

2 plus:

¢ Will need to make noticeable adaptations to the curriculum to aid access and reduce anxiety

* Will need differentiation by presentation and/or outcome

¢ Will need enhanced PSHCE teaching to ensure skills embedded

plus: Setting:

* Advice/ training information from Early Bird/Early Bird Plus/1st Steps and Jigsaw/ Local Offer. Training will be sought

Teaching approaches must take account

of difficulties identified within the range descriptors

Staff working directly with pupils must have knowledge and training in good practice when working with pupils with communication and interaction needs/Autism

Schools should consider using the Autism Education

Trust staff competencies to support development of specialist skills

Schools should consider ELKLAN Communication Friendly Schools training to enhance skill levels in working with pupils with these needs

Staff trained in the use of de-escalation strategies

SEND Ranges Guidance 2023: Primary and Secondary

Range 4a

Presenting Behaviours Assessmentand | Teaching Curriculum/ Resources and Planning and Learning | Intervention Staffing strategies

Significant Needs As range 1-3 As range 1 -3 As range 1-3 plus: | As range 1 - 3 plus:

1. Use the first section of || PMS Plus: Must implement __ | Setting:

this document to identify Assessment: * Robust recommendations

the relevant descriptors for - planning of As /Aot ° All staff aware

the child or young person | * Should include | tg meet Support of de-escalation

with whom you are working. | @ssessment objectives strategies advice from defined in | As range 1-3 plus -

2. Consider whether other agencies, | support plans | 6 cia * Key staff trained

the following statement eg., Sli/Ot * Significant in Team Teach

describes how the pupil adaptations approaches

is affected within school: * Assessment to curriculum, * Additional

At Range 4a, pupil will should include teaching methods Iwona

have communication and details about and environment training o'

interaction needs identified | Sensory needs needed to mainstream |

by the range descriptors. | Planning: access the curiculum

that significantly affect curriculum. These | sifications

their access to the National | « Increased level will include: and social

Curriculum, including the of understanding conceptual ‘teraction, social

social emotional curriculum | by teaching and understanding commumeation

and all aspects of school support staff will of everyday ‘

life. This is especially true in new and unfamiliar contexts but will also affect access at times of high stress in some known and familiar contexts and with familiar support/ people available.

3. If this statement accurately describes your child or young person use the advice given in Range 4a. If not, you will need to consider descriptors for other levels.

The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention and generalisation of skills and therefore on the result of any assessment.

The pupil will have an uneven learning profile, but their attainment levels suggest they can access a differentiated mainstream curriculum.

NC Level

Across the expected range but with an unusual profile showing weaknesses in some areas and strengths in others.

require plans for developing whole school understanding of pupil's needs

To include all setting staff that come into contact with pupil on a daily basis

Shadowing staff in specialist settings

Planning must include adaptations

to curriculum

to ensure the development of independent learning and life skills

language and subject specific vocabulary;

pace of delivery; significant pre- learning and over learning of concepts and functions and use of alternative recording methods

Where appropriate

an alternative curriculum must be offered

to develop independence and life skills

Will need enhanced

PSHCE and SRE programmes

to ensure skills embedded; these are likely to need some element of individual work

and social understanding

SEND Ranges Guidance 2023: Primary and Secondary 89

Range 4

Presenting Behaviours Assessment and | Teaching Curriculum/ Resources and Planning and Learning intervention Staffing strategies Severe Needs Assessment: As ranges 1 — 4a | As ranges 1 -4a As ranges 1 - 4a

1. Use the first section of this document to identify the relevant descriptors for the child or young person with whom you are working.

2. Consider whether the following statement describes how the pupil is affected within school:

At Range 4b, pupil will have communication and interaction needs that severely affect their access

to the National Curriculum, including the social emotional curriculum and all aspects of school life, even in known and familiar contexts and with familiar support/ people available.

3. If this statement accurately describes your child or young person use the advice given in range 4b. If not, you will need to consider descriptors for other levels.

The pervasive nature of the Autism/ C&l needs is likely to have a detrimental effect on the acquisition, retention and generalisation of skills and therefore on the result of any assessment.

Pupils at range 4b may be in a mainstream setting/ Resource Base.

Pupils may have an uneven learning profile,

but their attainment levels suggest they can access a differentiated mainstream curriculum. They will require significantly more support than is normally provided in a mainstream setting.

NC Level

Across the expected range but with an unusual profile

showing weaknesses in some areas and strengths in others.

As ranges 1- 4a plus:

© Must include detailed assessment for PSHCE, life skills and sensory needs

* Risk assessments, must be carried out and shared with all staff and family

Planning:

* Where needed, positive behaviour plans must be completed and shared with family

* Must include planning for whole day, including unstructured times

* Planning must consider learning styles, identified strengths, and learning needs

plus:

* Robust planning to meet objectives defined in Support Plan/ EHCP

* Access to a quiet area within the classroom must be available when needed to offer opportunities for distraction free learning

* A variety of groupings must be used to ensure learning, including time ina quiet, distraction free environment

plus:

© Curriculum modifications must be selected to engage with C&l needs/ Autism in relation to curriculum content and

peer group

* Therapeutic approaches will be integral to curriculum delivery and used to support the emotional wellbeing of pupil

* Planning for unstructured times must be provided

plus: Setting:

* Flexibility of staffing available to accommodate need, especially during unstructured times such as start and end of day, breaks and lunch and trips out of setting

* Key staff must have accredited training in Autism/C&l needs such as Elklan, or through the Autism Education Trust.

Additional training of mainstream

staff to support specific curriculum modifications in relation to needs identified in the range descriptors

As range 1-4a plus:

* Specialist staff to devise strategies which will be shared with mainstream staff and implemented into planning

90 SEND Ranges Guidance 2023: Primary and Secondary

Range 5

Presenting Behaviours Assessment Teaching Curriculum/ Resources and and Planning |@nd Learning | intervention Staffing strategies Profound Needs Asrange 1-4 |Asrange1-4 |Asrange1-4b | As range 1- 4b 1. Use the first section of this plus plus plus: plus: document to identify the relevant | « Must include | * Robust © Curriculum Setting: descriptors for the child or young detailed planning modifications .. person with whom you are working. | assessment | to meet must be * Flexibility 2. Consider whether the following | for PSHCE, objectives in | selected to of staffing statement describes how the pupil | _ life skills the support | engage with C&l| available to is affected within school: and sensor lan/ EHCP if | needs/Autism accommodate ry | pl 4 , , need, At Range 5, pupils will have needs applicable in relation to ecpecially communication and interaction * Assessment | © A variety of cursiculum during fi content, peer needs identified by the range of behaviour | groupings group ete unstructured descriptors that profoundly affect and medical | must be used times their access to the National _ needs to to ensure * Therapeutic Curriculum, including the, social inform the learning, approaches * Key staff must emotional curriculum and all planning including time | must be part of | have advanced aspects of school life, even in process in a quiet, the curriculum training in C&A known and familiar contexts and where distraction and used to needs/Autism with familiar support/people f with familiar support/peop| required free support the * Additional * environment emotional training of 3. If this statement accurately * Where : wellbeing of the ‘ ; needed, risk | # Dail mainstream describes your child use the advice f ly pupil staff to support given in Range 5. If not, you will assessments, | opportunities pupil specific need to consider descriptors for behaviour tomanage —_| * Access to curriculum support plans | their own specialist cu other levels. a ‘oti modifications " and positive | anxietiesby | approaches and | ' The pervasive nature of the handling graded access | equioment as in relation Autism/ C&I needs is likely to plans must be| toarange of | partofaholistic | toneeds — have a detrimental effect en carried out environments package to meet identified in the acquisition, retention and and shared the individual's the range generalisation of skills and therefore | vith all staff sensory, social descriptors on the result of any assessment. and family communication

Pupils at range 5 may be in the following settings:

Mainstream

The pupil may have an uneven learning profile, but their attainment levels suggest they can access a differentiated mainstream curriculum. They will require significantly more support than is normally provided in a mainstream setting.

Special

Attainment profile is below expected NC key performance indicators.

Complex Needs Identified * NC Level

* Across the expected range with an unusual learning profile showing relative weaknesses in some areas and strengths in others

* For pupils in special school

settings, attainment profile is below expected NC levels.

Must include planning for whole day, including unstructured times

Accurate and up to date assessment of independent levels (NC/P Levels) must be kept as

a working document to aid planning and to share with family

* Long term involvement of education and non- education professionals is likely to be needed

and understanding needs

* Use a range of alternative augmentative communication to support social and functional communication skills to enhance interaction and understanding (e.g., PECS, Makaton, electronic voice output communication aids (VOCA)

SEND Ranges Guidance 2023: Primary and Secondary 91

Range 6

Presenting Behaviours | Assessment and Teaching Curriculum/ Resources Planning and Learning Intervention and Staffing strategies 1. Use the first section Assessment * Robust planning | ¢ Curriculum * High staffing

of this document to identify the relevant descriptors for the child with whom you are working.

2. Consider whether the following statement describes how the pupil is affected within school:

At Range 6, pupils will have communication and interaction needs identified by the range descriptors that profoundly affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life, even in known and familiar contexts and with familiar support/ people available.

3. If this statement accurately describes your child, use the advice given in range 6. Ifnot, you will need to consider descriptors for other levels.

The pervasive nature of the Autism/ C8 needs is likely to have

a detrimental effect on the acquisition, retention and generalisation of skills and therefore

on the result of any assessment.

Pupils within the Communication and Interaction specialist setting, or enhanced DSP setting need an environment where interpersonal challenges are minimised by the adult managed setting.

* Targets must be individualised, short term, specific & reviewed

* Detailed pre-NC assessments (e.g., PIVATS, B-squared) to inform planning/ target setting

Ongoing teaching assessments, including social communication skills, emotional wellbeing and life skills, including preparation for adulthood

* Long-term involvement of educational and non-educational professionals as appropriate in assessment and planning

* Assessment of emotional regulation, sensory needs, individual behaviour needs, and medical needs must be used to inform the planning process

© Curriculum planning closely tracks levels of attainment and incorporates individual targets and therapy programmes

Individual care plan/protocol to be in place

* Positive handling

to meet the objectives in the EHCP

Small groups within a specialist provision for communication and interaction needs

* Specialist educational setting

* Daily opportunities for small group and 1:1 teaching and learning

Where possible, graded access to mainstream learning activities

and leisure opportunities

access will be facilitated by using a predictable approach which may involve using visual systems or timetables and reducing language for instruction/ information giving

* Teaching strategies should consider difficulties with transfer of skills; teaching approach should take account of difficulties in understanding the social rules and expectations of the classroom

* Use a range of alternative augmentative communication to support social and functional communication skills to enhance interaction and understanding (e.g., PECS, Makaton, electronic voice output communication aids (VOCA))

Use of adapted teaching materials and resources to support teaching and learning for those with sensory and/or physical impairment

Enhanced PSHCE/ life skills and SRE

ratio to support teaching and learning with sustained opportunities for 1:1 support

All staff trained and experienced in working with pupils with ASD

Additional staffing to escort pupils and support at times of crisis and stress

All staff trained and experienced in Team Teach approaches

Consistent staff team experienced in working with students who present with a range of needs because of their ASD diagnosis

Access to specialist approaches, equipment and therapeutic services as part of the curriculum

programmes Complex Needs plan to ensure skills Identified * * Behaviour Support embedded Plan and risk assessment 92 SEND Ranges Guidance 2023: Primary and Secondary

Guidance for children and young people with Speech, Language and Communication Needs

Introduction

The term SLCN is used in this guidance to refer to children and young people with

speech, language and communication

needs as described below.

There are four distinct and overlapping reasons for pupils to have SLCN!:

1. Primary need: a persistent developmental difficulty specific to the speech and language systems associated with speech sounds, formulating sentences, understanding, social interaction or fluency.

2. Secondary need: primary developmental factor related to autism, physical, hearing or cognitive impairments which affect speech, language and communication.

3. Reduced developmental opportunities meaning that language is impoverished or delayed; mainly linked to social disadvantage.

4. Speaking and understanding English as an additional language (EAL) does not in itself constitute a SLC difficulty. The varied structures and phonologies of different languages however cause initial short-term difficulties. It is important to recognise that children with EAL may also have the above 3 reasons for their SLCN.

Identification:

* There is wide variation in children’s early development meaning that SLCN is not often identified before the age of 2, unless due to secondary factors present pre-natal or from birth

¢ The nature of SLCN can change over time

* Arange of interventions, screening, observation, and assessment over time, involving both health and education professionals, are necessary to establish the nature of the difficulty

* Depending on the nature of the difficulty, pupils’ performance levels range between ‘well above average’ to ‘well below average’

This document provides guidance regarding provision, staffing, and identification for pupils at ranges

1-4. However, for all the reasons above, when planning provision and personalised learning, it is essential that the strengths and needs of individual pupils are considered rather than a diagnostic category of need. As such, this guidance should be used flexibly with regard to an individual's need

at any one time. For example, a child at Range 1 may require aspects of provision at Ranges 2/3 for a measured period of time.

| Effective and Efficient use of resources in services for C&YP with SLCN (Lindsay, Desforges, Dockrell, Law, Peacey ad Beecham) DCSF 2008 ISBN 978 84775 218 5

94 SEND Ranges Guidance 2023: Primary and Secondary - Speech, Language and Communication

All pupils need to be taught in a

communication-friendly learning

environment, reflected in the whole

school ethos:

¢ An understanding of the importance of language skills on social development and attainment

* Structured opportunities to support children's speech and language development

* Effective and positive adult-child interaction

¢ High quality verbal input by adults

Children may have a specific speech and language difficulty classed as a primary need if they are attending

a speech and language Additional Resourced Provision. Where applicable, guidance for pupils with autism, physical, cognition and learning, hearing and behavioural and emotional difficulties should also be consulted.

At Ranges 5 and above, SLCN would be a secondary need.

SEND Ranges Guidance 2023: Primary and Secondary - Speech, Language and Communication 95

Speech, Language, Communication Needs Guidance

Range Descriptors Overview

Range 1 Mild

Pupil will have communication and interaction needs which may affect access to some

aspects of the National Curriculum, including the social emotional curriculum and schoo life:

* Pupil does not have a diagnosis of an autism spectrum disorder made by an appropriate multi-agency team

* Speech is understood by familiar adults but has some immaturities, which may impact on social interaction. Phonological awareness (speech sound awareness) difficulties impact on literacy development.

* Difficulties with listening and attention that affect task engagement and independent learning

* Comments and questions indicate difficulties in understanding the main points of discussion, information, explanations, and the pupil needs some support with listening and responding

* Difficulties in the understanding of language for learning (conceptual language: size, time, shape, position)

* Reduced vocabulary range, both expressive and receptive * May rely on simple phrases with everyday vocabulary

* Social interaction could be limited and there may be some difficulty in making and maintaining friendships

* Behaviour as an indicator of SLCN: difficulties with independent learning, poor listening and attention, frustration, stress, lack of engagement

* May present with difficulty in talking fluently e.g., adults may observe repeated sounds, words, or phrases, if this is consistent, higher levels of need may be present

Range 2 Mild - Moderate

Pupil will have communication and interaction needs that affect access to a number of aspects of the National Curriculum, including the social emotional curriculum and school life:

* Speech is usually understood by familiar adults; unfamiliar people may not be able to understand what the child is saying if out of context.

* The child's speech may have some immaturities or use of more unusual sounds within their talking, which may impact on social interaction and the acquisition of literacy

* Difficulties with listening and attention that affect task engagement and independent learning

* Comments and questions indicate difficulties in understanding the main points of discussion, information and explanations

* Pupil needs some support with listening and responding

* Difficulties in the understanding of language for learning (conceptual language: size, time, shape, position)

* Reduced vocabulary range, both expressive and receptive

* May rely on simple phrases with everyday vocabulary

* May rely heavily on non-verbal communication to complete tasks (adult's gestures, copying peers) and this may mask comprehension weaknesses

* Social interaction could be limited and there may be some difficulty in making and maintaining friendships

* Behaviour as an indicator of SLCN: difficulties with independent learning, poor listening and attention, frustration, stress, lack of engagement

* Pupil is likely to present with difficulty in talking fluently e.g., adults may observe repeated sounds, words or phrases more consistently

96 SEND Ranges Guidance 2023: Primary and Secondary

Range 3 Moderate

Pupil will have communication and interaction needs that will moderately affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life. This is especially true in new and unfamiliar contexts.

* The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention, and generalisation of skills and therefore on the result of any assessment

* Pupils may or may not have a diagnosis of an autism spectrum disorder made by an appropriate multi-agency team

* Persistent delay against age related speech, language, and communication * Persistent difficulties that do not follow normal developmental patterns (disordered) Speech

* Speech may not be understood by others i.e., parents/family/carers where context is unknown. Difficulty in conveying meaning, feelings and needs to others due to speech intelligibility

* Speech sound difficulty may lead to limited opportunities to interact with peers * May be socially vulnerable * May become isolated or frustrated

* Phonological awareness (Speech sound awareness) difficulties impact on literacy development.

Expressive

* The pupil may have difficulty speaking in age-appropriate sentences and the vocabulary range is reduced. This will also be evident in written work

* Talking may not be fluent * May have difficulties in recounting events in a written or spoken narrative Receptive

* Difficulties in accessing the curriculum, following instructions, answering questions, processing verbal information, following everyday conversations

* Needs regular and planned additional support and resources

* Difficulties with listening and attention that affect task engagement and independent learning

* May not be able to focus attention for sustained periods * May appear passive or distracted

* Difficulties with sequencing, predicting, and inference within both social and academic contexts. This may impact on behaviour and responses in everyday situations e.g., not understanding the consequences of an action

Social Communication

* Difficulties with speech and/or language mean that social situations present challenges resulting in emotional outbursts, anxiety, social isolation and social vulnerability

* Difficulties with using and understanding non-verbal communication (NVC) such as facial expressions, tone of voice and gestures

* Poor understanding of abstract language and verbal reasoning skills needed for problem solving, inferring, and understanding the feelings of others

* Anxiety related to lack of understanding of time and inference

* Needs reassurance and forewarning of changes to routine or when encountering new situations/experiences

SEND Ranges Guidance 2023: Primary and Secondary 97

Range 4a Significant

Pupil will have communication and interaction needs that significantly affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life. This is especially true in new and unfamiliar contexts but will also affect access at times of high stress in some known and familiar contexts and with familiar support/people available.

¢ The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention, and generalisation of skills and therefore on the result of any assessment

* Pupil will have an uneven learning profile, but their attainment levels suggest they can access a differentiated mainstream curriculum

* Pupil may or may not have a diagnosis of an autism spectrum disorder made by an appropriate multi-agency diagnostic team Could communicate or benefit from communicating using Augmented and Alternative Communication

* Some or all aspects of language acquisition are significantly below age expected levels

* Significant speech sound difficulties, making speech difficult for all listeners to understand when out of context (and sometimes where it is known).

Must have an identified Speech, Language and /or Communication Delay/Disorder This could be difficulties in:

¢ Understanding and/or using language.

* Speech Sound development

* Social Interaction

Identification

* Diagnosed by a Speech and Language Therapist

* Pupils with Developmental Language Disorder (DLD) may have associated social communication difficulties

98 SEND Ranges Guidance 2023: Primary and Secondary

Range 4b

* Pupils with DLD may have difficulties with literacy associated with writing fluency, reading comprehension and spelling

* Pupils with DLD may have behavioural, emotional, and social difficulties which impact on everyday interactions and learning

Pupil will have communication and interaction needs that severely affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life, even in known and familiar contexts and with familiar support/people available.

* The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention, and generalisation of skills and therefore on the result of any assessment

* Could communicate or benefit from communicating using AAC

* Some or all aspects of language acquisition are significantly below age expected levels

* Significant speech sound difficulties, making speech difficult for all listeners to understand when out of context (and sometimes where it is known).

Must have a diagnosis of Developmental Language Disorder (DLD)

The main categories are:

* Mixed receptive/expressive language disorder

* Expressive only language disorder

* Higher order processing disorder

* Specific Speech Impairment

Identification

* Diagnosed by a Speech and Language Therapist

* Pupils with DLD often have associated social communication difficulties evident in rigid and repetitive behaviours

* Pupils with DLD have difficulties with literacy associated with writing fluency, reading comprehension and spelling, problem solving and reasoning in addition to contextual based Maths — more evident in mastery curriculum

* Pupils with DLD have difficulties with numeracy associated with mathematical concepts, word problems and working memory

Pupil will have communication and interaction needs that severely affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life, even in known and familiar contexts and with familiar support/people available.

Pupil will have communication and interaction needs that profoundly affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life, even in known and familiar contexts and with familiar support/people available. Pupils at range 6 will need an environment where interpersonal challenges are minimised by the adult managed setting.

¢ For those who have needs which are identified as being at Range 7 please refer to the additional SEN guidance information.

SEND Ranges Guidance 2023: Primary and Secondary 99

Range 1

Presenting Behaviours Assessment and | Teaching Curriculum/ Resources and Planning and Learning Intervention Staffing strategies SLCN may be an emerging but School must: * Mainstream School: School: not yet clearly identified primary * Identify evidence | classroom with | ¢ Literacy * Main provision by area of need; the pupil has that the pupil's attention paid tasks may class/subject teacher

some difficulty with speaking or

communication.

Pupils will present with some/all of

the difficulties below and these will

mildly affect curriculum access and social development:

* Pupil does not have a diagnosis of an autism spectrum disorder made by an appropriate multi- agency team

* Speech is understood by

familiar adults but has some

immaturities, which may impact on social interaction. Speech sound difficulties may impact on literacy difficulties.

Difficulties with listening and

attention that affect task

engagement and independent learning

* Comments and questions

indicate difficulties in

understanding the main points of discussion, information, explanations, and the pupil needs some support with listening and responding

Difficulties in the understanding

of language for learning

(conceptual language: size, time,

shape, position)

Reduced vocabulary range, both

expressive and receptive

Pupils may rely on simple

phrases with everyday vocabulary

Social interaction could be

limited and there may be

some difficulty in making and

maintaining friendships

Behaviour as an indicator

of SLCN: difficulties with

independent learning, poor

listening and attention, frustration, stress, lack of engagement

Pupils may present with difficulty

in talking fluently e.g., adults may

observe repeated sounds, words, or phrases, if this is consistent, higher levels of need may be present

NC Level

Across expected NC level range

with an unusual profile showing

strengths and weaknesses primarily in speaking and listening and/or literacy and social skills.

language is delayed

* Use EYFS profile, cognition and learning baseline assessment and checklists as a system of identification and monitoring

* Ensure the pupil is part of normal school and class assessments

¢ SENDCO and class teacher could be involved in more specific assessments and observations to clarify SLCN as the primary area of need, and the nature of the difficulty

° Other assessment tools schools use: Welcome, Speech/ Language Link, Communication Trust Progression Tools, One Step ata Time

* School to consider whether other professionals need to be involved

Schools could use www. talkingpoint.org. uk to help define if the issues are mild or moderate

to position in the classroom and acoustics

Flexible pupil groupings; positive peer speech and language models * Groupings reflect ability with modifications made to ensure curriculum access * Opportunity for planned small group activity focusing on language and communication

require some modification * Instructions supported by visual and written cues * To support pupils in attending to/ understanding information and instructions, adults to use short instructions with everyday vocabulary, with repetition Flexibility in expectations to follow instructions / record work * Opportunities for developing the understanding and use of language across the curriculum * Opportunities for time limited small group work based on identified need * Planning shows opportunities for language- based activities * Family supports targets at home Pupil involved in setting and monitoring their own targets

with advice from

SENDCO

Additional adults

routinely used to

support flexible groupings, small group activities and differentiation under the guidance of the teacher

Adults actively

support pupils by

modifying teacher talk and scaffolding/ modelling responses

Adults provide

support to enable

pupils to listen and respond to longer sequences of information in whole class situation

Adults provide

encouragement

and support to

collaborate with

peers in curriculum activities

Adults provide pre

and post tuition

to secure key and

specific vocabulary at

the start of a topic

Resources:

* Refer to The Communication Trust What Works for Pupils with SLCN database

* Quality First Teaching strategies

Interventions such as:

° Talk across the Curriculum

* Talking Partners@ primary

* Talking Partners@ secondary

* Nurturing Talk

* TalkBoost (Communication Trust)

* Talking Maths

* Colourful Stories

© Chatterbox

100

SEND Ranges Guidance 2023: Primary and Secondary

Range 2

Presenting Behaviours Assessment Teaching Curriculum/ Resources and and Planning and Learning Intervention Staffing strategies SLCN is identified as the School must: * Mainstream School: School: primary area of need; pupil classroom with ; , ; has some difficulty with * Identify attention paid _ | * Instructions * Main provision by speaking or communication. | evidence that | to position in supported class/subject teacher the pupil's the classroom by visual and with advice from Pupil will present with language is and acoustics written cues SENDCO some/all of the difficulties delayed below and these will * Flexible pupil | * T support * Adults routinely used mildly/moderately affect | * Use EYFS groupings; pupils in to support flexible curriculum access and social | Profile, positive peer attending to / groupings and development. cognition speech and understanding differentiation under and learning language information and | the guidance of the * Speech is usually baseline models instructions, teacher understood by familiar assessment adults to . adults; unfamiliar people | and checklists | * Groupings use short * Adults actively may not be able to asasystemof | reflect instructions support pupils by understand what the child | identification ability with with everyday modifying teacher is saying if out of context. and monitoring | modifications vocabulary, with talk and scaffolding/ made to repetition modelling responses * The child's speech may _| ¢ Ensure the ensure have some immaturities pupil is partof | Curriculum * Flexibility in * Regular, planned or use of more unusual normal school | access expectations support to listen sounds within their and class to follow and respond to talking, which may impact | assessments —_| ¢ Small group/ instructions / longer sequences of on social interaction. - individual record work information in whole Speech sound difficulties _| * Actively work to target . class situation monitor * Opportunities

may impact on the acquisition of literacy.

Difficulties with listening and attention that affect task engagement and independent learning

Comments and questions indicate difficulties in understanding the main points of discussion, information and explanations

Pupil needs some support with listening and responding

Difficulties in the understanding of language for learning (conceptual language: size, time, shape, position)

Reduced vocabulary range, both expressive and receptive

May rely on simple phrases with everyday vocabulary

behaviour as an indicator of SLCN

SENDCO and class teacher should be involved in more specific assessments and observations to clarify SLCN as the primary area of need, and the nature of the difficulty

Other assessment tools schools use: Welcome, Speech/ Language

Link (Primary), Communication Trust Progression Tools, One Step at a Time

specific needs

for developing the understanding and use of language across the curriculum

Opportunities for time limited small group/ individual

work based on identified need

Planning shows opportunities for language- based activities

Family supports targets at home

Pupil involved in setting and monitoring their own targets

Regular, planned encouragement and support to collaborate with peers in curriculum activities

Staff working directly with the pupil should have knowledge

and training in good practice for teaching and planning provision for children with SLCN

Resources:

* Refer to The Communication Trust What Works for Pupils with SLCN database

* OFT strategies

Interventions such as:

* Talk across the Curriculum

* Talking Partners@ primary

* Talking Partners@ secondary

102 SEND Ranges Guidance 2023: Primary and Secondary

Range 2 (continued)

Presenting Behaviours

Assessment and Planning

Teaching and Learning strategies

Curriculum/ Intervention

Resources and Staffing

* May rely heavily on non- verbal communication to complete tasks (adult's gestures, copying peers) and this may mask comprehension weaknesses

Social interaction could be limited and there may be some difficulty in making and maintaining friendships

Behaviour as an indicator of SLCN: difficulties with independent learning, poor listening and attention, frustration, stress, lack of engagement

Pupil is likely to present with difficulty in talking fluently e.g., adults may observe repeated sounds, words, or phrases more consistently

NC Level

Across expected NC level range with an unusual profile showing strengths and weaknesses primarily in speaking and listening and / or literacy and social skills.

* School to consider whether other professionals need to be involved

* Literacy tasks require regular modification

* Support and intervention can be offered from the language and learning team

* TalkBoost (| CAN))

* Early TalkBoost (I CAN))

* Talking Maths © Nurturing Talk

* Colourful Stories * Chatterbox

# ICT support: Clicker 7 voice recorder, talk to text, communication apps

* Splingo

SEND Ranges Guidance 2023: Primary and Secondary

103

Range 3

the primary area of need with

the nature of the difficulty

clarified from observations and assessments by

school, specialist education

professionals and health

professionals.

Will present with some/all

of the difficulties below and

these will moderately affect

curriculum access and social development:

* Persistent delay against age related speech, language, and communication

* Persistent difficulties that do not follow normal developmental patterns (disordered)

Speech

* Speech may not be understood by others where context is unknown.

* Difficulty in conveying meaning, feelings and needs to others due to speech intelligibility

* Speech sound difficulties impact on literacy development

* Speech sound difficulty may lead to limited opportunities to interact with peers

* May be socially vulnerable

* May become isolated or frustrated.

* Phonological awareness (speech sound awareness) difficulties may impact on literacy development.

Expressive

* The pupil may have difficulty speaking in age- appropriate sentences and the vocabulary range is reduced. This will also be evident in written work — sometimes children can write well but not speak well.

Talking may not be fluent

May have difficulties in recounting events in a written or spoken narrative

& 2 plus:

* Provide evidence of monitoring and identification of pupil needs before making a referral for assessment and advice from a specialist teacher

* SENDCO provide evidence of monitoring and identification of pupil needs before making a referral for assessment and advice from a Speech and Language Therapist (parental permission must be obtained)

* Reviews should consider the evidence base if there isaneed to consider specialist resources and provision

classroom with attention paid to position in the classroom and acoustics

Flexible pupil groupings; positive peer speech and language models

Groupings reflect

ability with modifications made to ensure curriculum access

* Regular, focused, time limited small group/ individual interventions

& 2 plus:

* Planning identifies inclusion of and provision for individual targets

Additional steps are taken to engage families and the pupil in achieving their targets

Mainstream class predominantly working on modified curriculum tasks

Frequent opportunities for time limited small group and individual work based

on identified need

Attention to position in the classroom and acoustics

Tasks and presentation personalised to pupil needs

* Curriculum access facilitated by a structured approach using visual systems, modification / reduction of language for instructions and information

Presenting Behaviours Assessment Teaching Curriculum/ Resources and and Planning | and Learning Intervention Staffing strategies SLCN will be identified as As for ranges1 |* Mainstream | As forranges 1_| School

* Main provision by class/subject teacher with advice from SENDCO

* Additional adult support informed by differentiated provision planned by the teacher

* Could include advice from Speech and Language Therapist to implement specific classroom-based strategies and to inform planning

* Additional adult support focused on specific individual targets and any SLT advice as appropriate

* Staff working directly with the pupil must have knowledge and training in good practice for teaching and planning provision for children with SLCN-sometimes the Therapist leaves programmes for staff to follow.

Other resources:

* Refer to The Communication Trust ‘What Works for pupils with SLCN’ database

* Advice sheets

104 = SEND Ranges Guidance 2023: Primary and Secondary

Range 3 (continued)

Presenting Behaviours

Assessment and Planning

Teaching and Learning strategies

Curriculum/ Intervention

Resources and Staffing

Receptive

* Difficulties in accessing the curriculum, following instructions, answering questions, processing verbal information, following everyday conversations

Needs regular and planned additional support and resources Difficulties with listening and attention that affect task engagement and independent learning

May not be able to focus attention for sustained periods

May appear passive or distracted Difficulties with sequencing, predicting, and inference within both social and academic contexts. This may impact on behaviour and responses in everyday situations e.g. not understanding the consequences of an action

Social Communication

* Difficulties with speech and/

or language mean that social situations present challenges resulting in emotional outbursts, anxiety, social isolation and social vulnerability

Difficulties with using and understanding non-verbal communication (NVC) such as facial expressions, tone of voice and gestures

Poor understanding of

abstract language and verbal reasoning skills needed for problem solving, inferring and understanding the feelings of others

Anxiety related to lack of understanding of time and inference

Needs reassurance and forewarning of changes to routine or when encountering new situations/experiences

NC Level

Across expected NC level range with an unusual profile showing strengths and weaknesses primarily in speaking and listening and/or literacy and social skills

* Consideration to the transference and generalisation of skills

Interventions: As range 1&2

SEND Ranges Guidance 2023: Primary and Secondary

105

Range 4a

Presenting Behaviours

Assessment and Planning

Teaching and Learning strategies

Curriculum/ Intervention

Resources and Staffing

SLCN will be identified as the primary

area of need with

the nature of the difficulty clarified from observations and assessments by school, specialist education professionals and health professionals.

Will present with some/all of the difficulties as described at Range 3 and these will severely affect curriculum access and social development.

* Could communicate or benefit from communicating using Augmented and Alternative Communication

Some or all aspects of language acquisition are significantly below age expected levels

Significant speech sound difficulties, making speech difficult to understand for

all listeners when out of context and sometimes where it is known.

Must have an identified Speech, Language and /or Communication Delay/ Disorder. This could be difficulties in:

As for ranges 1 - 3 plus:

* Provide an appropriately trained teacher or teaching assistant to implement the advice of the SLT

* Where there is a diagnosis of Language Impairment or Speech Impairment the pupil's individual academic potential should not be underestimated. However, planning must include a significant level of additional adult support and significant personalised differentiation to ensure curriculum access

Planning, targets and assessments must address pastoral considerations relevant to the individual pupil's emotional well- being as well

as social and functional use of language

* Mainstream classroom with attention paid to position in the classroom and acoustics

* Flexible pupil groupings * Positive peer

speech and language models

Groupings reflect ability with modifications made to ensure curriculum access

Regular, focused, time limited small group/individual interventions

As for ranges 1-3 plus:

* Mainstream class predominantly working on modified curriculum tasks

Individual targets following advice from SLT/specialist teacher must be incorporated in all activities throughout the school day

* Whole school understanding of the pupils individual needs through training such as ICAN Communication Friendly Schools and/or training from SLT service

Additional training of mainstream staff to support curriculum modifications

Use of staff

to implement specific materials, approaches and resources under the direction of the SLT

Daily opportunities for individual / small group work based on identified need

Provide 1:1 support focused on specific individual targets and any SLT advice as appropriate

Pay attention to position in the classroom and acoustics

* Main provision by class/subject teacher with advice from SENDCO which must include advice from specialist teacher and/or Speech and Language Therapist

Additional adult 1:1 support focused on specific individual targets and any SLT advice as appropriate

* Staff working directly with the pupil must have knowledge and training in good practice for teaching and planning provision for pupils with SLCN

Additional training of mainstream staff to support curriculum modifications

Additional adult support informed by differentiated provision planned by the teacher

Could include advice from Speech and Language Therapist to implement specific classroom- based strategies and to inform planning

106

SEND Ranges Guidance 2023: Primary and Secondary

Range 4a (continued)

Presenting Behaviours

Assessment and Planning

Teaching and Learning strategies

Curriculum/ Intervention

Resources and Staffing

* Understanding and/or using language

* Speech Sound development

* Social Interaction Identification

* Diagnosed by a Speech and Language Therapist

* Pupils with DLD may have associated social communication difficulties

* Pupils with DLD may have difficulties with literacy associated with writing fluency, reading comprehension and spelling

* Pupils with DLD may have behavioural, emotional and social difficulties which impact on everyday interactions and learning

NC Level

Across expected NC level range with an unusual profile showing strengths and weaknesses primarily in speaking and listening and literacy, social skills.

* Provide systematic and intensive mediation to facilitate curriculum access

°

Ensure specific structured teaching of vocabulary and concepts, in context

°

Provide support for social communication and functional language use

°

Provide specialist support with recording and communication

°

Provide specific programmes to develop independent use of ICT,

recording skills and communication through AAC as appropriate

SEND Ranges Guidance 2023: Primary and Secondary

107

Range 4b

Presenting Behaviours

Assessment and Planning

Teaching and Learning strategies

Curriculum/ Intervention

Resources and Staffing

SLCN is identified as the primary

area of need with

the nature of the difficulty established and clarified from observations and assessments by school, specialist education professionals and health professionals.

Will present with some/all of the difficulties as described at Range 3 and these will severely affect curriculum access and social development to the extent that needs cannot usually be

met in a mainstream setting, anda Designated Resourced Provision.

* Could communicate or benefit from communicating using AAC

Some or all aspects of language acquisition are significantly below age expected levels

Significant speech sound difficulties making speech difficult to understand out of context

Must have a diagnosis of DLD

The main categories are:

* Mixed receptive/ expressive language impairment/disorder

* Expressive only language impairment/disorder

As range 4a plus:

* Provide an appropriately trained teacher or teaching assistant to carry out SLT programmes for at least 15 minutes daily

Planning must adhere to the targets and include reasonable adjustments to support the mainstream classroom where possible

* Where there is a diagnosis of Developmental Language Disorder (with or without associated speech impairment) or where there is a severe speech impairment, the pupil's individual academic potential should not be underestimated. However, planning must include a significant level of additional adult support and significant personalised differentiation to ensure curriculum access

It must be recognised that language impairment is a persistent, severe and lifelong disability

* Planning, targets and assessments must address pastoral considerations relevant to the individual pupil (emotional well-being) as well as social and functional use of language

* Flexible pupil groupings

* Positive peer speech and language models

* Groupings reflect ability with modifications made to ensure curriculum access

As range 4a plus: * Small class sizes

* Daily targeted speech intervention

* Access to regular speech and language therapy

* Possible Outreach support

® Interventions need to be embedded not used in isolation.

School

* Should have a placement with access to specialist teaching and non-teaching support within the classroom and wider setting to facilitate access to the curriculum and social communication

* These staff will support mainstream staff in planning and delivering appropriate, inclusive and structured interventions anda differentiated curriculum

Ensure additional training is available for mainstream staff to support curriculum modifications

* ELKLAN Materials can be used.

108

SEND Ranges Guidance 2023: Primary and Secondary

Range 4b (continued)

Presenting Behaviours | Assessment and Teaching and Curriculum/ Resources and Planning Learning strategies | Intervention Staffing

* Higher order processing impairment/disorder

* Severe Speech Impairment

Identification

* Diagnosed by a Speech and Language Therapist

* Pupils with DLD often have associated social communication difficulties evident in rigid and repetitive behaviours

°

Pupils with DLD have difficulties with literacy associated with writing fluency, reading comprehension and spelling, problem solving and reasoning in addition to contextual based Maths - more evident in mastery curriculum

°

Pupils with DLD

have difficulties with numeracy associated with mathematical concepts, word problems and working memory

Pupils with DLD often have behavioural, emotional and social difficulties due to impoverished peer interactions, poor listening, attention and understanding.

NC Level

Across or below expected NC level range with an unusual profile showing strengths and weaknesses primarily in speaking and listening and literacy skills.

SEND Ranges Guidance 2023: Primary and Secondary 109

Communication and interaction: PfA Outcomes and Provision

PfA Outcomes

(8-11 years)

articulate their ideas in relation to different career and education options and will have

the communication skills required to ask questions to support them in moving towards making choices.

Child will be able to engage with career related role models/sessions on different career paths

from visitors in school

to further increase their understanding of potential options/areas of interest.

communication and interaction skills required to enable them to ask for things that they would like, to pay for things in a shop or school lunch hall, as step toward independent living.

Child will have the communication skills required

to facilitate the development

of age-related independent living skills to include cookery, travel time, money,

being able to ask questions and seek support/guidance where required.

communication and interaction

skills required to develop and maintain

friendships with peers.

Child will be able to interact and communicate appropriately with peers to enable participation in team games, youth and after-school clubs.

Child will have the language and communication skills required to outline any issues relating to bullying or safety online to an adult.

Employability/Education | Independence Community Health Participation

Reception |Child will have the Child will have the | Child will be able Child will have

to Y2 communication and communication and | to interact and the language,

(5-7 years) interaction skills required interaction skills | communicate communication skills to meet with adults required to enable | appropriately with required to gain the from a range of careers them, with adult peers to enable attention of an adult and obtain information, __| supervision support | participation in teams _|at times when they appropriate to the child's |and modelling, [and games, after feel unwell in order age and developmental |to ask for things —_|school clubs and to access appropriate level, in relation to that they would weekend activities. medical care as different jobs to enable like (ordering juice | required. them to begin to think —_|in a coffee shop, _|Child will have the a about what they may like asking for a toy or [communication and | Child will have to do in the future. food item at a shop | interaction skills the language and

| required to begin to | communication skills

Child will engage with real develop friendships _ | required to enable world visits (fire stations, with peers. them to articulate farms, etc.) and be able choices relating to to communicate with diet and physical adults present to obtain exercise. information relating to any questions they may have.

Y3 to Y6 Child will be able to Child will have the | Child will have the Child will have

the language and communication skills required to explain the issue to an adult at times when they are hurt or feel unwell in order to access appropriate medical care as required.

Child will have the language and communication skills required to enable them to articulate choices relating to diet and physical

exercise.

110 SEND Ranges Guidance 2023: Primary and Secondary

Y7toY11__|Child will be able to Child will have the |Child will have Child will have (11-16 engage with structured communication the language, the language and years) careers advisory sessions, | skills required communication and |communication communicating their to facilitate the _|interaction skills skills required to ask thoughts and ideas relating | development to develop and questions in order to potential career choices | of age-related maintain friendships __|to obtain additional and having the interaction |independent living |with peers and to information relating skills to talk with adults skills to include —_|integrate successfully _|to sex education to obtain additional cookery, travel into a range of managing more information/guidance as _| time, money, social groupings and _|complex health required to enable them to |being able to ask _| situations. needs, risks related make informed choices. |questions andseek | to drugs and alcohol — support/guidance |Child willbe able to | and support for Child will have the where required. interact appropriately | mental health and communication and via social media, online | wellbeing as required. interaction skills (written games and within the or verbal) required to. . online community | Child will be able facilitate the building ofa [Child will have the |tg maintain personal __|to communicate, personal/vocational profile |Communication —_| safety and lessen with adult support/ within careers sessions, |andinteraction —_| potential vulnerability. | prompting, any health moving towards building _/skills required to needs or concerns a CV for application for [enable them to toa GP to obtain further education/training _|S0Cialise with peers appropriate medical or employment. (unsupervised) care or support as within the aie Child will have the community and to communication and access activities interaction skills (written | within the local or verbal) required to. community in facilitate the building ofa_|accordance with personal/vocational profile | their preferences. within careers sessions, moving towards building a CV for application for further education/training or employment. Child will have the communication and interaction skills required to function within a workplace environment, either with respect to work experience/voluntary work or part time employment to enable them to gain work related experience and explain areas of interest. Provision __|Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/

Interventions sections of the School Age Ranges Guidance: Communication and Interaction,

SLCN and ASD.

SEND Ranges Guidance 2023: Primary and Secondary 111

Sensory and/or Physical and Medical Needs

Including guidance for Children and Young People with:

Hearing Impairment Visual Impairment

Dual Sensory Needs Physical and Medical Needs

Guidance for Children and Young People with

Hearing Impairment

Children with a permanent sensorineural and aided conductive hearing loss are identified by local audiology and ENT departments and referred directly to the Hearing Impairment Team/Sensory Support Services* and through the New- born Hearing Screening Programme. When a referral has been made, support is offered by specialist staff

from the team to children, families and schools/settings. For a pre-school child, home visits are made to families and

for those in a setting, advice is provided to staff and parents. Support from Teachers of the Deaf and specialist staff is offered, based on the NatsSIP Eligibility Framework.

It is acknowledged that other conditions occur alongside hearing loss, for example, degrees of learning difficulty, Autism Spectrum conditions, physical difficulties, visual impairment. Advice

on these is not specifically made within this guidance. Professionals find other guidance produced in this information set useful in these cases. This may affect the presentation as reflected when using the range descriptors.

* City of London children and young people attend over 80 schools and settings in many local authorities and are also registered with

GP practices outside of the City of London. The pathway will depend on the where the child and young person is registered for GP services.

Note: Colleagues consulting this guidance for children up to the end of the Foundation Stage need to use the guidance in conjunction with the document in this set, ‘SEND Inclusion in the Early Years’.

Glossary

Types of Deafness

Conductive Hearing Loss: when sound can't pass efficiently through the outer and middle ear to the cochlea and auditory nerve. The most common type of conductive deafness in children is caused by glue ear - when fluid builds up in the middle ear. For most children this is a temporary condition and

clears up by itself. For some children, the problem may be a chronic or permanent problem and they may have grommets inserted or be fitted with hearing aids.

Sensorineural deafness: when there is a fault in the inner ear or auditory nerve. Sensorineural deafness is permanent. Mixed hearing loss: a combination of conductive and sensorineural hearing loss.

Auditory Neuropathy Spectrum Disorder (ANSD): occurs when sounds are received normally by the cochlea but become disrupted as they travel to the brain.

112. SEND Ranges Guidance 2023: Primary and Secondary - Hearing Impairment

Degrees of Deafness

The British Society of Audiology descriptors are used to define degrees of hearing loss. These descriptors are based on the average hearing threshold levels at 250, 500, 1000, 2000 and 4000Hz in the better ear (where no response is taken to have a

value of 130 dBHL).

Mild hearing loss

Unaided threshold 21-40 dBHL

Moderate hearing loss

Severe hearing loss

Unaided threshold 41-70 dBHL Unaided threshold 71-95 dBHL

Profound hearing loss

Unaided threshold in excess of 95 dBHL

Children who have received Cochlear Implants function at different levels. Some who have been implanted early and have had successful intervention programmes are achieving alongside their hearing peers when they reach school age use spoken English as their preferred language and function as mild hearing loss. Others continue to struggle and even with implants need

or prefer a visual approach to learning.

NATSIP uses the phrase ‘Cochlear

implanted functioning as a mild/ moderate hearing loss’. This is not to say that these children do not need careful monitoring as there is evidence that despite appearing to be in lines with their hearing peers at school entry, they still struggle with aspects of learning frequently writing and social emotional. However, there still needs to be a differentiation in the ranges to reflect the severity of the impact of the managed hearing loss.

Hearing Impairment Descriptors - Overview of Ranges

The children and young people to whom this guidance relates will present

with a range of hearing loss which affects their language and communication development. The suggested provision and resourcing at the appropriate range will support effective teaching and learning for this group of children.

Children with hearing impairment have differences in the areas identified below. Use these descriptors to identify the needs of an individual pupil. Highlight the descriptors which are appropriate to an individual child and compare this to the

range models.

SEND Ranges Guidance 2023: Primary and Secondary - Hearing Impairment

113

Guidance for Children and Young People with Hearing Impairment

Range Descriptors Overview

Range 1 * Children who are not aided (see previous proposed descriptor). Local Authority

Mild Assessment may be carried out at the request of Audiology/ENT to support decisions. * Unilateral/bilateral hearing loss greater than 20dBHL

* This is likely to include children with a mild or unilateral loss which may be temporary/

fluctuating conductive or permanent sensorineural but who can manage well with reasonable adjustments and are subsequently not aided.

Range 2 * Bilateral mild long term conductive or sensorineural hearing loss Mild - * May have Auditory Neuropathy Spectrum Disorder Moderate

* Mild to moderate permanent unilateral (moderate or greater hearing loss) * Hearing aids used

* Moderate difficulty with listening, attention, concentration, speech, language and class participation

Range 3 * Bilateral moderate long term conductive or sensorineural hearing loss Moderate | «6 will have hearing aids and may have a radio aid * Will have moderate difficulty accessing spoken language, likely language delay

* May have Auditory Neuropathy Spectrum Disorder and may require frequent monitoring

* Moderate difficulty with listening, attention, concentration and class participation

Range 4a * Bilateral moderate or severe permanent hearing loss with no additional learning Significant difficulties

* Severe difficulty accessing spoken language and therefore the curriculum * May have additional language delay associated with hearing loss

* Will have hearing aids and may have a radio aid

* Auditory Neuropathy Spectrum Disorder and may have hearing aids

* Difficulties with attention, concentration, confidence and class participation

Range 4b * Bilateral moderate/severe or severe/profound permanent hearing loss

* May have additional language/learning difficulties associated with hearing loss * Will have hearing aids or cochlea implant

* Will have a radio aid

* Auditory Neuropathy Spectrum Disorder and may have cochlea implants

* Speech clarity may be affected

* Severe difficulties with attention, concentration, confidence and class participation

* Significant difficulty accessing spoken language and therefore the curriculum

114 SEND Ranges Guidance 2023: Primary and Secondary

* Bilateral moderate/severe/profound permanent hearing loss

* Profound language delay and communication difficulties which prevent the development of appropriate social and emotional health

* British Sign Language (BSL) or Sign Supported English (SSE) may be needed for effective communication

Will have hearing aids or cochlear implants Will have a radio aid

* Profound difficulty accessing spoken language and therefore the curriculum without specialist intervention

* Speech clarity may be profoundly affected

¢ Will have significant difficulties with attention, concentration, confidence and class participation

* Auditory Neuropathy Spectrum Disorder

* Additional language/learning difficulties associated with hearing loss

* Bilateral moderate/severe/profound permanent hearing loss © Profound language/learning difficulties associated with hearing loss

* Profound language delay and communication difficulties which prevent the development of appropriate social and emotional health

* May use BSL/SSE or augmentative communication to communicate

* Will have hearing aids/cochlear implants

Will have a radio aid

* Profound difficulty accessing spoken language and therefore the curriculum * Speech clarity will be affected

* Difficulty with attention, concentration, confidence and class participation

* Auditory Neuropathy Spectrum Disorder

Additional difficulties and learning needs not associated with hearing loss

SEND Ranges Guidance 2023: Primary and Secondary 115

* Aided or * Part of school * Mainstream class * Full inclusion ¢ Main provision * Chronic temporary | and class * Must have attention | Within National by class/ conductive or assessments to seating, lighting Curriculum subject teacher * Unilateral/bilateral | * Curriculum and acoustics * Support and minimal average plan must Advice from <20dBHL reflect levels of LA Hearing * Local authori ae ‘ Impairment assessment Y ed and include * Speech testing and Team/Sensory es cari individually other specialist Support out focused support | tools may be used Services. plan to assess access to Advice offered to spoken language

schools if the service | pa

is informed about the . child. * May receive

assessment and advice from a qualified Teacher of the Deaf,

as determined by the NatSIP eligibility criteria

116 SEND Ranges Guidance 2023: Primary and Secondary

Hearing loss: Assessment * Mainstream class Full * Main provision . . . inclusion by class/subject

* Chronic fluctuating or | * Part of school and | * Must have attention within teacher

fixed conductive class assessments to seating, lighting National , .

* Bilateral mild Referrals to Speech and acoustics Curriculum Glass teacher’ TA sensorineural or and Language * Teaching methods permanent unilateral | and Language which facilitate * Aradio aid

o. . and Learning if access to the system/

* Hearing aids will be | appropriate. curriculum, social/ streaming system required for clear ; emotional should be access to speech * Speech testing and development and considered. and without these other specialist class participation the individual will tools may be used * Advice and struggle to hear to assess access to Support spoken language spoken language from Hearing clearly. as part of LA Impairment

responsibilities. Team/Sensory

Use of one or two hearing aids has * Assessment and been recommended provision of mobility

; and habitation Auditory Neuropathy training.

Spectrum disorder functioning as a mild _ | Planning hearing loss but

needing monitoring.

Support Services.

* Curriculum plan must reflect levels

* Functional listening of achievement and evaluations indicate include individually child is able to focused support discriminate speech plan

sounds clearly

using prescribed amplification (hearing aids/cochlear

LA

* Assessment monitoring and

implant: advice from a * May struggle to qualified Teacher access spoken of the Deaf, as language in other determined by the contexts especially NatSIP eligibility framework

if not wearing aids or using radio aid if issued. This is likely to impact their wider (incidental) learning

* Speech testing and other specialist tools may be used to assess access to spoken language

May have difficulties with listening, * Teacher of the Deaf

concentration, will monitor hearing speech, language aid management and class

participation/Social

interaction.

A speech and language referral may also be considered.

SEND Ranges Guidance 2023: Primary and Secondary 117

concentration and class participation/social skills development.

Child is making expected progress given appropriate management strategies and service monitoring and advice

Areferral to Speech and Language should be considered.

intervention to promote positive deaf identity

Range 3 Assessment and Teaching Curriculum/ Resources Planning and Learning Intervention and Staffing strategies * Bilateral Chronic Conductive | Assessment © Mainstream © Full inclusion * Main or Moderate Sensorineural class within National provision hearing loss * Should be part of Curriculum by class/ school and class | * Must have subject * Hearing aids will be required | assessments attention * Differentiation by | teacher for clear access to speech | to seating, presentation and/ and without these the * May require lighting and or outcome * Speech individual will struggle to modification to acoustics testing hear spoken language. the presentation * Opportunities and other of assessments * Opportunities for explanation, specialist * Auditory Neuropathy for 1:1 and clarification and | Sole must Spectrum Disorder small group reinforcement of | be used functioning as a mild loss. | planning work lesson content to assess and language * Cochlear Implant user . gues access to lear ! © Curriculum plan “ spoken functioning as a Mild raust reflect levels * Specific ppoken hearing loss. chi ‘ interventions guag} onde for speaking carried * Functional listening and include listening and out by a evaluations indicate child individually teaching of qualified is able to discriminate focused support phonics Teacher of speech sounds clearly using | P/N the Deaf prescribed amplification and assistive technology (hearing sll free 4 aids/cochlear implant: radio | LA LA staff shou! sid) undergo * Assessment * Maybe referred | Deat * May struggle to access monitoring and to and have Awareness spoken language in other advice from a access to speech | Training. contexts i.e. not wearing qualified Teacher and language and | aids or using radio aid of the Deaf, communication | ¢ Child if issued. This is likely as determined interventions for | should be to impact their wider by the NatSIP deaf children assessed (incidental) learning eligibility criteria * Direct Teaching/ Sh aceistive. * May have delays/ * Teacher of the Intervention by listening gaps in their language Deaf will monitor the Teacher of the | technology development. and set hearing Deafto support | (radio aid/ . aid/radio aid vocabulary sound field * May have delays in their management development system) and phonological awareness. targets ard listening and | Where this iscrimination * May need longer to process Suite is shown to language and struggle with be positive longer instructions. * Teacher of system . - the Deaf may provided * May have difficulty with deliver specialist. | 29d listening, attention, maintained.

118 SEND Ranges Guidance 2023: Primary and Secondary

Range 4a Assessment and | Teaching Curriculum/ Resources and Planning and Learning Intervention Staffing strategies

* Bilateral moderate, severe Assessment * Mainstream class | © Full inclusion * Main provision or profound permanent * Part of school | * Must have within National | by class/subject hearing loss with no additional | and class regular Curriculum teacher with learning difficulties assessments opportunities | Differentiation | advice from

* Hearing aids will be required for 1:1 and by presentation | Teacher of the

for clear access to speech. May be implanted.

Cochlear implant user functioning as a mild/ moderate hearing loss.

Auditory Neuropathy Spectrum Disorder

Uses spoken language as preferred form of communication but may require visual cues to support understanding.

Functional listening evaluations suggest child has difficulty discriminating some speech sounds clearly even when using prescribed amplification and assistive technology (hearing aids/ cochlear implant: radio aid)

ESL in addition to hearing loss Radio aid

Significant difficulty accessing spoken language and therefore the curriculum.

Likely to have significant gaps/ delays in understanding of concepts/wider knowledge and learning.

More significant language delays associated with hearing loss.

Difficulties relating to auditory processing and memory and/ or sequencing.

Speech clarity may be affected Will have difficulties with attention, concentration, confidence and class participation

Language and communication require targeted support from Specialist Teachers in order for the learner to make expected progress and to access the curriculum

* May have a negative self- image relating to their hearing loss.

* Must have modifications to the presentation of assessments

Planning

* Curriculum plan reflects levels of achievement and must include individually focused support plan

LA

* Speech testing and other specialist tools must be used to assess access to spoken language

* Assessment monitoring and advice from a qualified Teacher of the Deaf, as determined by the NatSIP eligibility criteria

The school will make a referral for Assessment of SEND and monitor via annual reviews -

* Teacher of the Deaf will monitor and set hearing aid/radio aid management targets

Assessment and provision of mobility and habitation training.

small group work based on identified need

* Must have attention to seating, lighting and acoustics

LA

* Should have systematic application of speech and language and communication assessment tools for deaf children

and/or outcome

* Regular opportunities for explanation, clarification and reinforcement of lesson content and language

* Specific interventions for speaking, listening and teaching of phonics

Access to SALT

May be referred to and have access

to speech and language and communication interventions for deaf children

* Direct Teaching/ Intervention

by the Teacher of the Deaf

to support vocabulary development and listening and discrimination skills

Teacher of

the Deaf may set curriculum targets to help reduce the gap in attainment

Teacher of the Deaf may deliver specialist intervention to promote positive deaf

identity

Deaf

* Clear direction of TA with appropriate training in working with deaf pupils, under the direction of the teacher and with the advice from the Teacher of the Deaf to:

* Reinforce lesson content

* Deliver modified curriculum tasks

* Support language development

* Access toa quiet room for small group and 1:1 sessions

* School staff should undergo Deaf Awareness Training.

* child should be assessed for benefits of assistive listening technology (radio aid/ sound field system) and where this is shown to be positive system provided and maintained

SEND Ranges Guidance 2023: Primary and Secondary 119

Range 4b

Assessment and Planning

Teaching and Learning strategies

Curriculum/ Intervention

Resources and Staffing

* Bilateral moderate, severe or profound permanent hearing loss with no additional learning difficulties

Hearing aids will be required for access to speech, may be implanted.

Cochlear implant user functioning as a moderate hearing loss.

Auditory Neuropathy Spectrum Disorder functioning as Moderate or severe

Uses spoken language

as preferred form of communication but may require visual cues to support understanding, or may use alternate mode of language (BSL, SSE)

Functional listening evaluations suggest child has difficulty discriminating some speech sounds clearly even when using prescribed amplification and assistive technology (hearing aids/cochlear implant: radio aid) ESL in addition to hearing loss Radio aid

Significant difficulty accessing spoken language and therefore the curriculum.

More significant language delays associated with hearing loss.

Difficulties with auditory processing, memory and sequencing.

Speech clarity is affected Significant/gaps delays in their understanding of concepts, wider knowledge and learning. Will have difficulties with attention, concentration, confidence and class participation

Significant gaps/delays in learning related to their hearing loss.

May be showing Social/ Emotional and Mental Health difficulties related to their self- image of an individual with a hearing loss.

Language and communication require targeted support from Specialist Teachers in order for the learner to make expected progress and to access the curriculum

Assessment:

* Must be part of school and class assessments

¢ Must have modification to the presentation of assessments

Planning:

© Curriculum plan must closely track levels of achievement and all support plan targets are individualised, short term and specific incorporating advice from the Teacher of the Deaf

Assessment monitoring and advice from a qualified Teacher of the Deaf, as determined by the NatSIP eligibility criteria

Speech testing and other specialist tools must

be used to assess access to spoken language

* Mainstream class with flexible grouping arrangements

* Must have ongoing opportunities for 1:1 support focused on specific support plan targets

Must have frequent opportunities for small group work based on identified need

Must have particular attention to seating, lighting and acoustics Should have systematic application of speech and language and communication assessment tools for deaf children

* Must have differentiation by presentation and/or outcome personalised to pupil identified needs

Must have opportunities for explanation, clarification and reinforcement of lesson content and language

May be referred to and have access to speech and language and communication interventions for deaf children

Access to SALT

Direct Teaching/ Intervention by the Teacher of the Deaf

to support vocabulary development and listening and discrimination skills

Teacher of the Deaf may set curriculum targets to help reduce the gap in attainment

Teacher of the Deaf may deliver specialist intervention

to promote positive deaf identity

* Must have main provision by class/subject teacher with support from Teacher of the Deaf

* Must have additional adults with appropriate training under the direction of the teacher and Teacher of the Deaf to:

© Reinforce lesson content

0 Deliver modified curriculum tasks

© Support language development

* Should have specialist support staff with appropriate communication skills

* School staff should undergo Deaf Awareness Training as provided by Low Incidence Needs

* Access toa quiet room for small group and 1:1 session.

* Child should be assessed for benefits of assistive listening technology (radio aid/sound field system) and where this is shown to be positive system provided and maintained

120 SEND Ranges Guidance 2023: Primary and Secondary

* Bilateral Moderate/ Severe or Profound Permanent Hearing Loss

Auditory Neuropathy Spectrum Disorder functioning as a Severe Hearing Loss.

Hearing aids/cochlear implants will be required for access to speech.

May use spoken language as preferred form of communication but require visual cues to support understanding.

* May use a visual/gestural language as preferred mode of communication (BSL, SSE)

Functional Listening Evaluation indicates continued difficulties with sound discrimination even

in good listening conditions and using amplification (hearing aids/cochlear implant).

Significant language delays associated with hearing loss

Will have a radio aid

May be ESL

Speech clarity is affected

Significant difficulties with attention, concentration, confidence and class participation.

Profound language delay and communication difficulties impact

the development of appropriate social and emotional health.

Learner is making less than expected progress, or is at risk of making less than expected progress, and requires

a high level of intensive support from the service curriculum

Assessment:

* Must be part of school and class assessments

* Must have modification to the presentation of assessments

Planning:

* Curriculum plan must closely track levels of achievement and all support plan targets are individualised, short term and specific

Assessment monitoring and advice from

a qualified Teacher of

the Deaf, as determined

by the NatSIP eligibility criteria

Assessment and provision of mobility and rehabilitation training.

* Must have mainstream class with flexible grouping arrangements

* Must have ongoing opportunities for 1:1 support focused on specific support plan targets

Must have frequent opportunities for small group work based on identified need

Must have particular attention to seating, lighting and acoustics

Speech testing and other specialist tools must be used to assess access to spoken language

Should have systematic application of speech and language and communication assessment tools for deaf children

* Access to SALT

* Must have opportunities for explanation, clarification and reinforcement of lesson content and language

* Must have differentiation by presentation and/or outcome personalised to pupil identified needs (school planning)

May have access toa specialist provision

Main provision by class/subject teacher with support from Teacher of the Deaf

Must have ongoing specialist assessment of needs.

School staff must undergo Deaf Awareness Training as provided

by Hearing Impaired Service

Must have access to a quiet room for small group and 1:1 sessions

Provision needs to include SALT.

Must have timetabled teaching support directly from a Specialist Teacher of the Deaf/Hearing Impaired (Teacher of

the Deaf) as determined

by the NatSIP eligibility criteria. Assessment

for benefits

of assistive listening technology (radio aid/sound field system) and where this is shown to be positive system provided and maintained.

SEND Ranges Guidance 2023: Primary and Secondary 121

* Primary Need is hearing loss and is bilateral moderate, severe or profound and permanent or Auditory Neuropathy Spectrum Disorder functioning as a moderate or more severe hearing loss.

Additional difficulties and needs not associated with hearing loss

Profound language/ learning difficulties associated with hearing loss.

Learner is making less than expected progress, or is at risk of making less than expected progress, and

requires a high level of intensive support from specialist service curriculum

BSL/SSE or augmentative communication may be needed for effective communication

Hearing aids will be required for access to speech.

Aradio aid will be needed if there is background noise or if the speaker is further away or is quietly spoken.

Delays in language mean that it is difficult for them to access the curriculum.

Hearing loss has had a significant impact on their speech.

Profound language delay and communication difficulties impact

the development of appropriate social and emotional health.

Assessment:

* Must be part of school and class assessments

¢ Must have modification to the presentation of assessments

Planning:

* Curriculum plan must closely track levels of achievement and all support plan targets are individualised, short term and specific

Speech testing and other specialist tools must be used to assess access to spoken language

Must have systematic application

of speech, language and communication assessment tools for deaf children

* Must have assessment by education and non-education professionals as appropriate

* Must have mainstream class with flexible grouping arrangements

Must have ongoing opportunities for 1:1 support focused on specific support plan targets

Must have frequent opportunities for small group work based on identified need

Must have particular attention to seating, lighting and acoustics

Support and advice from a Teacher of the Deaf

* Access to SALT

* Must have opportunities for explanation, clarification and reinforcement of lesson content and language

* Must have differentiation by presentation and/or outcome personalised to pupil identified needs (school and Teacher of the Deaf planning)

* School staff must undergo Deaf Awareness Training as provided by Hearing Impaired Service

Must have timetabled teaching support directly from Teacher of

the Deaf as determined

by the NatSIP eligibility framework

Must have additional adults with appropriate training under the direction of the teacher and Teacher of the Deaf to:

Reinforce lesson content

Deliver modified curriculum tasks

Support language development

Access to deaf adults and peers

1:1 support from specialist support staff with appropriate BSL/ communication skills and skills

in supporting additional needs in all lessons

Specific deaf- related training for staff

SALT may be involved.

Child/young person should be assessed

for benefits of assistive listening technology (radio aid/sound field system)

and where this

is shown to be positive system provided and maintained

122. SEND Ranges Guidance 2023: Primary and Secondary

Guidance for Children and Young People

with Visual Impairment

Below is a summary of the offers for children with a visual impairment,

aged 5-19 attending mainstream

and special school settings. Separate guidance is available for young children aged 0 - 5, at home and in a range of pre-school and early years settings.

Universal offer

All new referrals from parents, settings/ schools, health and other professionals will receive an initial assessment, to include:

* Assessment of visual functioning, including classroom observations, by a Qualified Teacher of children and young people with Visual Impairment (QIVI)

* Information from school/setting

* Information from Health/other agencies

* Information from parent/carer

* Information from child/young person

The assessment will be aligned to the

NatSIP Eligibility Criteria, which will:

* Enable the service to provide an equitable allocation of resources

* Provide a means of identifying the levels of support required

* Provide entry and exit criteria

The outcome of the assessment will be an initial report written by the QTVI and Habilitation Officer if required, to reflect all the above, and to be shared with all stakeholders. The report will allocate a VI range and make recommendations on support, advice and teaching, in line with range descriptors and the funding of SEND provision. The cost of the first

£6.000 is within the delegated school budget.

Targeted offer Range 1-3

These descriptors outline the support and provision that must be made available to pupils with a visual impairment who do not have an Education, Health and Care Plan, by the school, and by the Local Authority Vision Impairment Teacher.

These descriptors are intended to be general indicators of a visual impairment which may be affecting learning. All the descriptions of visual functioning assume the pupil is wearing glasses if these have been prescribed, i.e. the visual acuities are based on the best achievable vision. Some conditions are not correctible

with glasses. Some pupils have reduced vision in 1 eye only or have variable vision. Some pupils have deteriorating vision, and this should be monitored on a regular basis.

Specialist offer Range 4 and above

These descriptors outline the support and provision that must be made available to pupils with a visual impairment who are eligible to have an Education, Health and Care Plan.

Please note: City of London children and young people attend over 80 schools and settings in many local authorities and are also registered with GP practices outside of the City of London. The pathway will depend on the where the child and young person is registered for GP services.

SEND Ranges Guidance 2023: Primary and Secondary - Visual Impairment 123

Guidance for Children and Young People with Visual Impairment

Range Descriptors Overview

Range 1 Mild Visual Impairment Mild * Pupils find concentration difficult * Pupils peer or screw up eyes * Distance vision approximately 6/18. This means that the pupil needs to be about 2 metres away to see what fully sighted pupils can see from 6 metres * Can probably see details on a whiteboard from the front of a classroom, as well as others can see from the back of the room Near vision: likely to have difficulty with print sizes smaller than 12 point or equivalent sized details in pictures * Pupils who have nystagmus may be within this range or subsequent ranges depending on what their visual acuity is at worst. Pupils who have nystagmus have fluctuating vision. Their vision can worsen if they are tired, upset, angry, worried or unwell. Itis likely their vision will worsen in unfamiliar places. They may struggle with depth perception and may find unfamiliar steps difficult or be cautious if the ground is uneven. Range 2 Moderate Visual Impairment Mild - ¢ Pupils find concentration difficult Moderate | ¢ Pupils peer or screw up eyes ¢ Pupils move closer when looking at books or notice boards * Pupils make frequent “copying” mistakes * Distance vision: approximately 6/24. This means that the pupil needs to be about 1.5 metres away to see what fully sighted pupils can see from 6 metres Will not be able to see details on a white board from the front of classroom as well as others can see from the back * Near vision: likely to have difficulty with print sizes smaller than 14 point or equivalent sized details in pictures Range 3 Moderate to Significant Visual Impairment Moderate | ¢ Pupil will find concentration difficult

* Pupil will peer or screw up eyes

* Pupil will move closer when looking at books or notice boards

* Pupil will make frequent “copying” mistakes

* Pupil will have poor hand - eye coordination

* Pupil will have a slow work rate

* Distance vision: approximately 6/36. This means that the pupil needs to be about 1 metre away to see what fully sighted pupils can see from 6 metres

* Will not be able to see details on a white board without approaching to within 1 metre of it

* Near vision: likely to have difficulty with print sizes smaller than 18 point or equivalent sized details in pictures

* Pupils may have Cerebral Visual Impairment (CVI) - these pupils have normal or near normal visual acuities but will display moderate to significant visual processing difficulties

124 SEND Ranges Guidance 2023: Primary and Secondary

Range 4a Significant

Cerebral Visual Impairment (CVI)

* CVI must be diagnosed by an ophthalmologist. The pupil will typically have good acuities when tested in familiar situations, but this will vary throughout the day. A key feature of CVI is that vision varies from hour to hour with the pupil's well-being.

* All pupils with CVI will have a different set of difficulties which means thorough assessment is a key aspect. The pupil has difficulties associated with dorsal processing stream, ventral processing stream or a combination of both.

Dorsal stream difficulties include:

* Difficulties seeing moving objects

* Difficulties reading

* Difficulties doing more than one thing at a time (e.g., looking and listening)

Ventral Stream Difficulties include:

* Inability to recognise familiar faces

* Difficulties route finding

© Difficulties with visual clutter

* Lower visual field loss

Range 4b

Severe Visual Impairment

* Pupils likely to be registered severely sighted/Visually Impaired or blind but still learning by sighted means

* Distance vision: 6/36 or 6/60 or worse. This means that the pupil can see at 6m what a fully sighted person could see from 60m. It represents a difficulty identifying any distance information, people or objects.

* Pupils would be unable to work from a white board in the classroom without human/ technical support.

* Near vision: likely to have difficulty with any print smaller than 24 point. Print sizes must be in a range from 24 - 36, and materials will require significant differentiation and modification.

* Usually, pupils who have suffered a late onset visual impairment, or where their vision has deteriorated rapidly

* Some pupils may also be continuing to use print at point 48

* Some pupils will be making the transition from print to Braille

* These pupils will usually be registered blind and learning by tactile methods

* Some may have little or no useful vision, and very limited or no learning by sighted means

* Usually, pupils who are born with severe visual impairment, who are identified early on as being tactile learners

* Pupils who are new to the country, with severe visual impairment

* These pupils will usually be registered blind and learning by tactile methods; they will have little or no useful vision, and very limited or no learning by sighted means

* Pupils with severe learning difficulties as a prime need, and who are blind or partially sighted, or have a diagnosis of CVI, as a secondary need

* Distance vision: difficulty identifying any distance information

* Near vision: will have difficulty responding to facial expressions at 50 cm

SEND Ranges Guidance 2023: Primary and Secondary 125

Mild visual impairment

* Pupil finds concentration difficult

Pupil peers or screws up eyes

Distance vision approximately 6/18: this means that the pupil needs

to be about 2 metres away to see what fully sighted pupils can see from 6 metres

Can probably see details on a whiteboard from the front of a classroom as well as others can see from the back of the room

Near vision: likely to have difficulty with print sizes smaller than 12 point or equivalent sized details in pictures

* Full inclusion within the Mainstream class

* Attention to seating position in classroom

* The school must make the QTVI report available to all appropriate staff

* The school must ensure that all staff are aware that the pupil will be experiencing visually related learning difficulties, and provide support to enable teachers to plan appropriately

* The school must monitor pupil progress in this respect

LA

* An initial functional vision assessment from QTVI that will indicate NatSIP criteria and level of need

°

A QTVI will ascertain what the pupil knows about their visual condition and their visual needs. The QTVI will give input if needed and set targets to enable to pupil to confidently advocate their needs within a range of situations.

.

The QTVI may use one of the following ways to identify the pupil's social and emotional needs:

0 questionnaire

o observations

© pupil voice

* QTV will carry out visual efficiency assessments to find out how the pupil uses their vision

* 1:1 input may be given

* Activities may be provided to be delivered by school

* QTV will set targets if needed

* Additional adults are deployed appropriately to increase pupil success and independence

* Resources made available from within school

* Learning materials must be selected for their clarity

© Quality First Teaching

© Full inclusion within mainstream class

.

Teaching methods which facilitate access to the curriculum, social / emotional development and class participation

°

ICT is used to increase access to the curriculum, where appropriate

°

Advice for

the school on teaching styles and possible equipment through a report and

a one-page vision profile

.

Training from

a OTVI will be offered to the school

126 SEND Ranges Guidance 2023: Primary and Secondary

Range 2 Assessment and Teaching and Learning | Curriculum/ Resources and Planning strategies Intervention Staffing Moderate visual ¢ The school must | ¢ Full inclusion within the | ¢ Quality First * Additional impairment make the QTVI mainstream class Teaching adults are ; report available : ; a deployed * Pupil finds: to all appropriate _| * Attention to seating * Full inclusion appropriately concentration staff position in classroom within to increase difficult «Teachers to ensure mainstream pupil «Pupilpeersor |” The school must /* Teer ons delivered | “25S success and screws up eyes staff are sare on interactive white * Teaching independence boards have a high methods

* Pupil moves closer when looking at books or notice boards

Pupil makes frequent “copying” mistakes

Distance vision: approximately 6/24, This means that the pupil needs to be about 1.5 metres away to see what fully sighted pupils can see from 6 metres

Will not be able to see details on a white board from the front of classroom as well as others can see from the back

Near vision: likely to have difficulty with print sizes smaller than 14 point or equivalent sized details in pictures

that the pupil will be experiencing visually related learning difficulties, and provide support to enable teachers to plan appropriately

The school must monitor pupil progress in this respect

LA

© An initial assessment from QTVI that will indicate NatSIP criteria and level of need

Possible one

to one sessions with pupil for short program to help develop Visual efficiency, effective use of low visual aids, use of assistive technology e.g., CCTV or iPad

* Advice for the school if required

contrast between the text and background. Any text displayed is in a clear font such as Arial or Comic Sans

There should be no Visual clutter displayed

Teachers to ensure pupils can access work displayed on interactive white boards in the method identified by the QTVI e.g., handouts, e-mailing presentations to be accessed on iPad or laptop or by use of mirroring software

Teachers to ensure large amounts of handwritten work on a white board is accessible to the pupil by either providing handouts or use of a camera so the pupil

can view what is being written at their desk on an iPad or laptop at the same time as their peers

Teachers to use dark coloured white board pens and avoid light colours or pens which are running out

which facilitate access to the curriculum, social / emotional development and class participation

School staff make basic adaptations

to curriculum delivery and materials to facilitate access for a visually impaired pupil, e.g., oral descriptions of visual materials

ICT is used to increase access to the curriculum, where appropriate

* Resources made available from within school

Learning materials must be selected for their clarity

* Equipment may include 2B or 4B pencil, large print ruler, large print protractor, low vision aids

Areading slope or writing slope may be appropriate

* Large print materials provided by school, as appropriate

LA

* QTVI to give advice on equipment, IT assessment, touch typing if appropriate

* Habilitation/ mobility training if required

SEND Ranges Guidance 2023: Primary and Secondary 127

Range 3 Assessment and | Teaching and Curriculum/ Resources and Planning Learning strategies | Intervention Staffing Moderate to * The school © Full inclusion within | * Quality First © Additional adults significant visual must make the the mainstream Teaching are deployed impairment. QTVI report class . . appropriately to oo available to all * Full inclusion increase pupil * Pupil will find appropriate staff | * Some additional | within success and

concentration difficult

* Pupil will peer or screw up eyes

* Pupil will move closer when looking at books or notice boards

* Pupil will make frequent “copying” mistakes

* Pupil will have poor hand-eye coordination

* Pupil will have a slow work rate

* Distance vision: approximately 6/36. This means that the pupil needs to be about 1 metre away to see what fully sighted pupils can see from 6 metres.

* Will not be able to see details on a white board without approaching to within 1 metre from it

* Near vision: likely to have difficulty with print sizes smaller than 18 point or equivalent sized details in pictures

* Pupil may also have Cerebral Visual Impairment (CVI) - these pupils have normal or near normal visual

The school must ensure that all staff are aware that the pupil will be experiencing visually related learning difficulties, and provide support to enable teachers to plan

appropriately

Planning must be based on current visual performance and prognosis of possible changes

LA

* The school must monitor pupil progress in this respect

¢ An initial assessment from QTVI that will indicate NatSIP criteria and level of need

* Possible one to one sessions with pupil for short program to help develop effectiveness of vision

* Advice for the school if required

* Training for staff

group and individual work to meet identified needs and to facilitate learning and inclusion, as appropriate

Attention to seating position in classroom

mainstream class

Teaching methods

which facilitate access to the curriculum, social / emotional development, and class participation

School staff make adaptations

to curriculum delivery to facilitate access for a visually impaired pupil, e4g., oral descriptions of visual materials

School staff provide some modification / differentiation

of learning materials to facilitate access e.g., attention to speed of lesson delivery and speed of working of VI pupil

ICT is used to increase access to the curriculum, where appropriate

Copyholder, electronic magnification, laptop as appropriate to meet assessed needs

independence

* Resources made available from within school

Learning materials must be selected for their clarity

* Equipment may include large print protractor, large print ruler, low vision aids, writing slope, reading slope, CCTV, iPad or laptop as appropriate to meet assessed needs

* Large print materials provided by school, as, appropriate

Diagrams, graphs, and picture sources modified as needed

LA

* Advice from a QTVI on equipment and touch typing if appropriate

Advice on providing large print materials

QTVI to give advice on providing large print resources, modifying diagrams, graphs and providing captions for picture sources

acuities but will * Large print * Habilitation/ display moderate materials mobility training if to significant provided by required visual processing school, as difficulties appropriate

128 SEND Ranges Guidance 2023: Primary and Secondary

Range 4a Assessment and | Teaching Curriculum/ Resources and Planning and Learning Intervention Staffing strategies Cerebral Visual * The school must | ¢ Additional © Quality First * Low vision Impairment (CV). make the QTVI_ | support from Teaching aids, electronic | report from a teaching magnification, Range 4a will be those the VI teacher assistant in class_| * Full inclusion laptop with pupils in mainstream with | available to all and around within mainstream | oftware as CVI who are experiencing appropriate staff | school, as class appropriate to mild, moderate or severe indicated by . meet assessed

difficulties.

* CVI must be diagnosed by an ophthalmologist. The pupil will typically have good acuities when tested in familiar situations, but this will vary throughout the day. Akey feature of CVI is that vision varies from hour to hour with the pupil's well-being.

All pupils with CVI will have a different set of difficulties which means thorough assessment is a key aspect

The pupil has difficulties associated with dorsal processing stream, ventral processing stream or a combination of both

Dorsal stream difficulties

include:

0 Difficulties seeing

moving objects

0 Difficulties reading

0 Difficulties doing more than one thing at a time (e.g., looking and listening)

* Ventral stream difficulties include: 0 Inability to recognise familiar faces 0 Difficulties route finding 0 Difficulties with visual clutter © Lower visual field loss

* This is not an exhaustive list, and difficulties may be mild, moderate or severe

The school must ensure that all staff are aware that the pupil will be experiencing visually related learning difficulties, and provide support to enable teachers to plan appropriately

The school must monitor pupil progress in this respect

Planning based on previous visual performance and / or prognosis of possible changes

The school will make a referral for Assessment of SEND and monitor via annual reviews

LA

* Advice and training for staff

assessment, to facilitate inclusive and independent learning, for preparation of resources, and to ensure safety

Teaching methods which facilitate access to the curriculum, social / emotional development and class participation

School staff make substantial adaptations

to curriculum delivery and materials to facilitate access for a child with cv

School staff provide modification/ differentiation of learning materials to facilitate access e.g., attention to speed of lesson delivery and speed of working of VI pupil

ICT is used to increase access to the curriculum, where appropriate

Significant modification of learning materials and curriculum delivery to facilitate learning and inclusion

needs

* Large print and differentiated materials to meet assessed needs

SEND Ranges Guidance 2023: Primary and Secondary 129

Range 4b Assessment and Teaching and Curriculum/ Resources and Planning Learning strategies | Intervention Staffing Severe Visual * The school must * Full inclusion * Quality First * Additional Impairment: make the OTVI within mainstream | Teaching support from a report available to all class teaching assistant * Pupil likely to * Teaching in class and

be registered partially sighted or blind but

still learning by sighted means

Distance vision: 6/36 or 6/60 or worse. This means that the pupil can see at 6m what a fully sighted person could see from 60m. It represents

a difficulty identifying

any distance information, people or objects.

This pupil would be unable to work from a white board in the classroom without human/ technical support

* Near vision: likely to have difficulty with any print smaller than 24 point

Print sizes be ain a range from 24 - 36, and will require significant differentiation and modification

appropriate staff

The school must ensure that all staff are aware that

the pupil will be experiencing visually related learning difficulties, and provide support to enable teachers to plan appropriately

The school must monitor pupil progress in this respect

Planning based on previous visual performance and / or prognosis of possible changes

The school will consider referral for an EHC Needs Assessment and monitor via annual reviews

LA

* An initial assessment from QTVI that will indicate NatSIP criteria and level of need

One to one sessions with pupil to help develop effectiveness of vision and support in learning

Training and advice for staff working with the pupil

QTVI to carry out assessment to assist decision between print and/or Braille

QTV to develop tactile skills including teaching of Braille or moon

* Individual and group work, as appropriate, to meet curriculum access and safety needs for individual skills teaching, and to facilitate inclusion and access

methods which facilitate access

to the curriculum, social / emotional development and class participation

School staff make substantial adaptations

to curriculum delivery and materials to facilitate access for a severely visually impaired pupil

School staff provide modification/ differentiation

of learning materials to facilitate access, e.g., attention to speed of lesson delivery and speed of working of VI pupil

ICT is used to increase access to the curriculum, where appropriate

Significant modification of learning materials and curriculum delivery to facilitate learning and inclusion

around school, as indicated by assessment, to facilitate inclusive and independent learning, preparation of resources, and to ensure safety

* Low vision aids

* Electronic magnification

* Laptop with software as appropriate to meet assessed needs

* Large print and differentiated materials to meet assessed needs

LA

* QTVI to give advice on IT and touch typing if appropriate

* Habilitation and mobility training if appropriate

* Advice from a QTVI on sourcing large and tactile print materials

* Support and advice from a QTVIon producing tactile materials

* Support from a QTV to develop Braille literacy across the curriculum

130 SEND Ranges Guidance 2023: Primary and Secondary

Pupils who | ® The school must work | Mainstream class __| # Quality First * VI pupils are on have suffered | with the VI teacher to Teaching roll of school, and a late onset facilitate assessment * Individual/dual . . have access to visual and planning across the | 2d. group work —_| ¢ Full inclusion the whole school impairment, curriculum as appropriate, to | within the community or where their meet curriculum mainstream vision has * The school must access and curriculum made | * Additional deteriorated | make the OTVI safety needs, for accessible for support from a rapidly. report available to all | individual skills an educationally | teaching assistant appropriate staff teaching, and to blind pupil in class and Or facilitate inclusion - around school / * The school must and access * Presentation of | as indicated by Pupils who. ensure that all staff are learning materials | csassment, to: are born with | aware that the pupil in alternative 0 facilitate severe visual | will be experiencing formats, including | inclusive and impairment, severe visually related Braille, tactile independent who are learning difficulties, diagrams, audio/ learning identified early | and provide support to speech 0 provide in-class on as tactile enable teachers to plan All school support jleaners appropriately staff most be o prepare * Some pupils | ¢ Schools must take responsible for specialist / may be account of prognosis of providing lesson tactile resources continuing to | possible change and curriculum 0 follow up _ use print at a content ahead of rehabilitation point 48 . Cpportunities in place the lesson, so it training ill be in an alternative the pupil and for taking the | * The school must format staff to produce transition monitor pupil progress * Teaching Braille and other from printto | inthis respect methods based tactile resources Braille * The school will make a on experiential | « Braille and other «These pupils | Teferral for Assessment an eth a | Betile learning will usually | of SEND and monitor materials

‘ strong verbal be registered emphasis, and | LA blindand | pq which facilitate

via annual reviews

* Advice on IT and

learning a access to the us by tactile * An initial assessment curriculum and touch typing if methods from QTV\ that will class participation | @PPropriate

indicate NatSIP criteria

and level of need * Habilitation and

mobility training if

* Some may have little

Skills teaching as

. appropriate for .

or no useful | * One to one sessions an educationally | appropriate

vision, with pupil to help blind pupil: .

and very develop effectiveness cognitive, * Advice on

limited or of vision and/or tactile language, socialy | Sourcing large

no learning | learning skills - support emotional Print ore e / i ‘1 ' materials

by sighted in learning tactile, mobility,

means

* Training and advice for independence, | * Support and

staff working with the careers advice from pupil hool a QTVion ° re rporte producing tactile facilitate

* Develop tactile skills materials including teaching of

Braille or moon

attendance and inclusion with VI curriculum, and at * Support with transition sport and leisure into the specialist base activities within school

SEND Ranges Guidance 2023: Primary and Secondary 131

Pupils with severe learning difficulties as a primary need, and who are blind or partially sighted, or have a diagnosis of CVI, as a secondary need.

* Distance vision: difficulty identifying any distance information

* Near vision: will have difficulty responding to facial expressions at 50 cm

* The school must * Special school class | ¢ Special school . make the report curriculum, with available to allthe | ° Small group multi-sensory appropriate staff | teaching approach

* School must ensure that all staff are aware of strategies, interventions and resources

°

* School must monitor pupil progress

LA

* Advice and training for the staff

School must provide teaching assistant support for on- going visual assessments and interventions

Access to multi-sensory equipment, e.g., sensory pool, trampoline, light room

132 SEND Ranges Guidance 2023: Primary and Secondary

WEY Matt Nu

an »

aN

Guidance for Children and Young People with Dual Sensory Impairment*

*Dual sensory impairment may also be referred to as multi-sensory impairment or deaf blindness

Dual Sensory Impairment Guidance

Range Descriptors Overview

Range 3

* MILD loss in both and making good use of at least one modality

* May have hearing aids and/or Low Visual Aid (LVA)

* Non-progressive condition

* May have a slower pace of working but has good compensatory strategies

* May have some difficulty with listening, attention and concentration but language and communication largely match potential given appropriate support

* Low level of support needed to manage equipment and aids

* May have additional learning needs

* Have Auditory Processing Disorder/Auditory Neuropathy/Cerebral Visual Impairment

Range 4

* Moderate loss in one modality and Mild/Moderate in the other

* May have hearing aids and/or LVAs

* Non-progressive condition

* May have additional language/learning needs associated with dual sensory impairment

* Likely to have difficulties accessing incidental learning, including signed and verbal communication

* May have a slower pace of learning, difficulties with attention, concentration and the development of independence and social skills

* May have additional learning needs

* Have Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment

* Severe/Profound loss in one modality and Moderate in the other or has a late diagnosed or recently acquired MSI

* Uses hearing aids and/or LVAs

* Non-progressive condition

* May have delayed development in some areas of learning and difficulties generalising learning and transferring skills

* May have difficulties coping with new experiences and have underdeveloped independence and self-help skills

* Likely to have communication difficulties

* Significant difficulties accessing incidental learning and the curriculum

* Likely to require some individual support to access learning and social interactions and to develop life-skills

* Likely to require a tactile approach to learning with access to real objects and context-based learning experiences and/or access to visual or tactile signed communication

* Significant difficulties with attention, concentration, confidence and class participation

* Significantly slower pace of learning

* May have additional learning needs

* Have Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment

134 SEND Ranges Guidance 2023: Primary and Secondary

Range 7

* Profound/Severe loss in one modality and Moderate/Severe in the other and/or progressive condition

* Likely to use hearing aids and/or LVAs

* Severe communication difficulties requiring an individual communication system using alternative and augmentative approaches

* May require a tactile approach to learning with access to real objects and context-based learning experiences and/or access to visual or tactile signed communication

* May have severe difficulties generalising learning and transferring skills

* Difficulties coping with new experiences

* May have underdeveloped independence and self-help skills

* May have difficulties developing relationships and lack social awareness leading to social isolation

* Likely to require a high level of individual support to access learning and social opportunities and to develop life-skills

* May display challenging and/or self-injurious behaviour

* May have additional learning needs

* May have limited clinical assessment information because of additional complex educational needs

* Have Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment

* Profound/Severe loss in both modalities,

* Likely to use hearing aids and/or LVAs

* Severe and complex communication difficulties requiring an individual communication system using alternative and augmentative approaches

* Severely restricted access to incidental learning

* May require a tactile and experiential approach to learning and individual curriculum and/or access to visual or tactile signed communication

* May require individual support with most aspects of basic care needs and to access learning and social opportunities

* May lack the strategies and motivation to make effective use of residual hearing and vision and require sensory stimulation programmes

* May be tactile defensive/selective and highly wary of new experiences

* May have difficulties developing relationships and lack social awareness leading to social isolation

* May display challenging and/or self-injurious behaviour

* May have additional learning needs

* May have limited clinical assessment information because of additional complex educational needs

* Have Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment

SEND Ranges Guidance 2023: Primary and Secondary 135

MILD loss in both and making good use of at least one modality.

* May have hearing aids and/ or LVAs

* Non- progressive condition

* May have a slower pace of working but has good compensatory strategies

* May have some difficulty with listening, attention and concentration but language and communication largely match potential given appropriate support

°

Low level of support needed to manage equipment and aids

* May have additional learning needs

* May have Auditory Processing Disorder/ Auditory Neuropathy/ Cerebral Visual Impairment

* Part of school and class assessment

* Requires modification to presentation of assessment

* Curriculum plan reflects levels of achievement and includes individually focused support plan targets

* Mainstream class

* Attention to seating, lighting, visual environment, and acoustics

* Opportunities for 1:1 and small group work

Full inclusion within National Curriculum

Teaching methods

which facilitate access to the curriculum, social/emotional development, and class participation

Opportunities for explanation, clarification and reinforcement of lesson content and language

* Main provision by class/subject teacher

* Additional adults are deployed appropriately to ensure pupil access

* Appropriate learning materials made available from within school including low vision aids and electronic magnification

136

SEND Ranges Guidance 2023: Primary and Secondary

Range 4 Assessmentand | Teaching and Curriculum/ Resources and Planning Learning strategies | Intervention Staffing Moderate loss in | ¢ Planning and ° Flexible class * Adaptations * Additional

one modality and Mild/Moderate in the other.

* Have hearing aids and/or LVAs

* Non-progressive condition

* Have additional language/learning needs associated with dual sensory impairment

Likely to have difficulties accessing incidental learning, including signed and verbal communication

Have a slower pace of learning, difficulties

with attention, concentration and the development of independence and social skills

* Have additional learning needs

* Have Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment

assessment modified to take into account the sensory needs of the pupil

Information

and advice is shared with all appropriate staff

* Support plan targets are specific and incorporate advice from QTMs|

groupings with frequent opportunities for small group and 1:1 work in a quiet environment

* Particular attention to seating, lighting, visual environment, and acoustics

to curriculum delivery to ensure access to the curriculum, social/emotional development, and class participation

Additional time to experience new activities, complete work, preview, and review lessons

targeted support for explanation, clarification, and reinforcement and to accommodate slower pace of learning

Access to a quiet room for small group and 1:1

session

* Appropriate learning materials including low vision aids and electronic magnification.

Ensure liaison with SALT

services.

SEND Ranges Guidance 2023: Primary and Secondary 137

Profound/Severe * Planning and _| * Daily opportunities | * Significant * Daily access loss in one modality and assessment for small group modification to individual Moderate in the other modified to take | work and individual | to learning support, orhas a late diagnosed or | into account the | support to ensure materials and trained to recently acquired MSI. sensory needs of | access to new curriculum meet the

* Uses hearing aids and |e PuPl experiences celvery needs of pupils

or LVAs . lnormation opportunities to |* levi 4 nou

and aavice Is mobility an © Input trom

* Non-progressive shared with al | complete werk, | ooendence/ | other

condition appropriate staff | een life skills educational

* May have delayed + EHCP targets programmes andinon- development in some are specific and * Additional time | rofessionals areas of learning and incorporate toexperience | Oe eee difficulties generalising advice from new activities, prop learning and transferring | QTM complete work, | * Need for skills preview, and balanced

+ May have difficulties review lessons | approach to coping with new support and experiences and have intervention to underdeveloped facilitate social independence and self- inclusion help skills As appropriate

* Likely to have to assessed communication difficulties needs:

* Significant difficulties * Adapted accessing incidental equipment learning and the to meet curriculum specialised

MSI needs

* Significant difficulties with attention, concentration, * Access to a confidence, and class quiet Sour for Participation and 1:1 session

* Likely to require some _ individual support to slow vision access learning and aids, electronic social interactions and to magnification, develop life skills laptop with

software, large

* Likely to require a tactile print materials. approach to learning with 7 access to real objects and * Ensure liaison context-based learning with SALT experiences and/or services. access to visual or tactile signed communication

* Significantly slower pace of learning

* May have additional learning needs

* May have Auditory Processing Disorder /

Auditory Neuropathy / Cerebral Visual Impairment

138 SEND Ranges Guidance 2023: Primary and Secondary

Profound/Severe Planning and * High level * Individual * Individual

loss in one modality and assessment of individual curriculum to support, trained Moderate/Severe in the | appropriate support within | facilitate learning | to meet the other and/or progressive to the needs small class through tactile needs of pupils condition. of a student groupings and experiential with MSI with severe approaches and i - © Access t dual sensory using alternative salif Sal impai i a qualifie * Likely to use hearing aids impairment or augmentative qual 4 communication experiences and/or VAs * Information Deafbolind Hon systems * Severe communication and advice is Intervenor difficulties requiring an shared with all * Individual Need f i eed for individual communication appropriate staff Programmes balanced system using alternative to facilitate the y' g alt * EHCP targets development of | @pproach to and augmentative are specific and men d pecitic an communication, | SYPPort an approaches incorporate compensatory, _ | intervention to * May require a tactile advice from independent facilitate social approach to learning with | QTMSI living, mobility, _ | inclusion access to real objects and and social skills | a, appropriate: context-based learning experiences and/or access * Adapted to visual or tactile signed equipment to communication meet specialised ao. MSI needs May have severe difficulties generalising learning and * Access to a transferring skills quiet room for ee . . small group and . Difficulties coping with new 1:1 session experiences * Tactile resources May have underdeveloped independence and self- * Materials help skills to support eae development ° May have difficulties - of alternative developing relationships communication and lack social awareness systems leading to social isolation . | | * Sensory ® Likely to require a high stimulation level of individual support resources

to access learning and social opportunities and to develop life skills

May display challenging and/or self-injurious behaviour

May have additional learning needs

May have limited clinical assessment information because of additional complex educational needs

May have Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment

SEND Ranges Guidance 2023: Primary and Secondary 139

Range 7 Assessment and | Teaching Curriculum/ Resources and Planning and Learning | Intervention Staffing strategies Profound/Severe loss in * Individual * Individual learning through | ¢ Individual both modalities. planning and support within | sensory and support from assessment small class __| experiential a qualified/ appropriate groupings | approaches and | experienced * Likely to use hearing aids to the needs using alternative | Deafblind and/or LVAs of a student or augmentative | Intervenor as with severe communication required * Severe and complex dual sensory systems communication difficulties impairment . * Need for requiring an individual ; * Individual balanced communication system using | * Information sensory approach to alternative and augmentative | and advice is stimulation support and approaches shared with all programmes intervention to appropriate staff ; facilitate social * Severely restricted access to * Individual inclusion incidental learning * EHCP targets programmes are specific and to facilitate the | As appropriate: * May require a tactile and incorporate development of experiential approach to advice from communication, | * Adapted learning and individual specialist staff compensatory, | equipment curriculum and/or access independent to meet to visual or tactile signed living, mobility, | specialised MSI

communication

* May require individual support with most aspects of basic care needs and to access learning and social opportunities

May lack the strategies and motivation to make effective use of residual hearing and vision and require sensory stimulation programmes

May be tactile defensive/ selective and highly wary of new experiences

May have difficulties developing relationships and lack social awareness leading to social isolation

May display challenging and/ or self-injurious behaviour

May have additional learning needs

May have limited clinical assessment information because of additional complex educational needs

May have Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment

and social skills

needs

* Access to a quiet room for small group and 1:1

sessions

* Tactile resources

* Materials to support development of alternative communication systems

* Sensory stimulation resources

140 SEND Ranges Guidance 2023: Primary and Secondary

Guidance for Children and Young People with Physical and Medical Needs

Physical/Medical Guidance

Range Descriptors Overview

Range 1 Mild

* Some mild problems with fine motor skills and recording

* Mild problems with self-help and independence

* Some problems with gross motor skills and coordination often seen in PE

* Some implications for risk assessment e.g., educational visits, high level P.E. or playground equipment

* May have continence/ toileting issues

* Possible low levels of self-esteem

* May have medical condition that impacts on time in school and requires a medical care plan

* An Occupational Therapist may see children at any range due to an open referral system which may include assessment for equipment/adaptations.

* It would be anticipated that schools would usually be able to implement first line strategies at this point, based on advice and strategies given in training packages delivered by Occupational Therapy and availability of drop-in sessions/telephone consultations

* Physio may intervene with children who have mild physical issues to prevent further deterioration/reduce impact of condition/early intervention to achieve more successful outcomes

Please note: City of London children and young people attend over 80 schools and settings in many local authorities and are also registered with GP practices outside of the City of London. The pathway will depend on the where the child and young person is registered for GP services.

Range 2 Mild - Moderate

* Continuing mild to moderate problems with hand/eye co-ordination, fine/gross motor skills and recording, impacting on access to curriculum

* Making slow or little progress despite provision of targeted teaching approaches

* Continuing difficulties with continence/ toileting

* Continuing problems with self-esteem and peer relationships

* Continuing problems with self-help and independence

* Continuing problems with gross motor skills and coordination often seen in PE

* Some implications for risk assessment e.g., educational visits, high level P.E. or playground equipment

* May have medical condition that impacts on time in school and requires a medical care plan

* May have a condition that requires assessment for equipment and resources.

* An Occupational Therapist may see children at any range due to an open referral system which may include assessment for equipment/adaptations.

* It would be anticipated that schools would usually be able to implement first line strategies at this point, based on advice and strategies given in training packages delivered by Occupational Therapy and availability of drop-in sessions/advice/telephone consultations

* Physio may intervene with children who have mild-moderate physical issues to prevent further deterioration/reduce impact of condition/early intervention to achieve more successful outcomes

Please note: City of London children and young people attend over 80 schools and settings in many local authorities and are also registered with GP practices outside of the City of London. The pathway will depend on the where the child and young person is registered for GP services.

142 SEND Ranges Guidance 2023: Primary and Secondary

Range 3

* Moderate or persistent gross and/or fine motor difficulties

Moderate | ¢ Recording and/or mobility now impacting more on access to the curriculum * May need specialist input to comply with health and safety legislation, e.g., to access learning in the classroom, for personal care needs, at break and lunch times * Increased dependence on seating to promote appropriate posture for fine motor activities/ feeding * Increased dependence on mobility aids i.e., wheelchair or walking aid * Increased use of alternative methods for extended recording e.g., scribe, ICT * May have medical condition that impacts on time in school and requires a medical/care/ specialist support plan for seating and specialist equipment via the OT. * An occupational therapist may see children at any range due to an open referral system which may include assessment for equipment/adaptations. © These children may form the basis of targeted assessment — assessment and advice to home and school with programme/strategies to follow * The school/setting may require moving and handling training. * Physio needs would be based on assessment on a case-by-case basis - if a child is at the level when they need a walking aid/wheelchair they will already be known to Physio Please note: City of London children and young people attend over 80 schools and settings in many local authorities and are also registered with GP practices outside of the City of London. The pathway will depend on the where the child and young person is registered for GP services. Range 4a | « Significant physical/medical difficulties with or without associated learning difficulties Significant | ¢ Physical and/or medical condition will have a significant impact on the ability to access the

curriculum. This may be through a combination of physical, communication and learning difficulties

* Significant and persistent difficulties in mobility around the building and in the classroom

* Significant personal care needs which require adult support and access to a hygiene suite with specialist equipment

* May have developmental delay and/or learning difficulties which impact upon access to curriculum

* Will require or will have an Education, Health and Care Plan

* Primary need is identified as physical/medical

* OT intervention will be based on functional needs and not necessarily on diagnosis or medical condition. An occupational therapist may see children at any range due to an open referral system which may include assessment for equipment/adaptations.

* Children in this category may require specialist equipment via physio/OT services

* Physio needs would be based on assessment on a case-by-case basis — children with degenerative neurological conditions or traumatic physical injury requiring rehabilitation would be known to physio in most cases

Please note: City of London children and young people attend over 80 schools and settings in many local authorities and are also registered with GP practices outside of the City of London. The pathway will depend on the where the child and young person is registered for GP services.

SEND Ranges Guidance 2023: Primary and Secondary 143

Range 4b

* Severe physical difficulties and/or a medical condition with or without associated learning difficulties

* Impaired progress and attainment

* Persistent difficulties in mobility around the building and in the classroom

* Severe physical difficulties or a medical condition that requires access to assistive technology to support communication, understanding and learning

* Aneed for high level support for all personal care, mobility, daily routines and learning needs - this may include specialist equipment.

* Will need an Education, Health and Care Plan

* Primary need is identified as physical/medical

* Physical conditions that require medical/therapy/respite intervention and support

* The need for an environment to support self-esteem and positive self-image

* A developing neuro-muscular degenerative condition or traumatic incident resulting in brain or physical injury

* OT intervention will be based on functional needs and not necessarily on diagnosis or medical condition. An occupational therapist may see children at any range due to an open referral system which may include assessment for equipment/adaptations.

* Children in this category may require specialist equipment via physio/OT services

* The school/setting may require moving and handling training

* Physio needs would be based on assessment on a case-b: degenerative neurological conditions or traumatic physical i would be known to physio in most cases

se basis — children with jury requiring rehabilitation

Please note: City of London children and young people attend over 80 schools and settings in many local authorities and are also registered with GP practices outside of the City of London. The pathway will depend on the where the child and young person is registered for GP services.

* A level of independent mobility or self-care that restricts/prevents an alternative mainstream placement

* An inability to make progress within the curriculum without the use of specialist materials, aids, equipment and high level of adult support throughout the school day. This would requirea specialist educational assessment via the occupational __ therapist.

* Furniture and/or extensive adaptations to the physical environment of the school via assessment through an | occupational therapist.

* Difficulties in making and sustaining peer relationships leading to concerns about social isolation, the risk of bullying and growing frustration

* Emotional and/or some behavioural difficulties including periods of withdrawal, disaffection, and reluctance to attend school

* A requirement that health care inputs and therapies be intensive and on a regular basis

* Given appropriate facilities is nevertheless unable to independently manage personal and/ or health care during the school day and requires regular direct intervention

* Is an Augmentative Alternative Communication (AAC) user

* Has a degenerative condition which impacts on independence

* OT intervention will be based on functional needs and not necessarily on diagnosis or medical condition. An Occupational Therapist may see children at any range due to an open referral system which may include assessment for equipment/adaptations.

* Children in this category may require specialist equipment via physio/OT services

* The school/setting may require moving and handling training

* Physio needs would be based on assessment on a case-by-case basis - children with degenerative neurological conditions or traumatic physical injury requiring rehabilitation would be known to physio in most cases

* A child with a degenerative condition may not require to be in this range simply as a result of diagnosis, e.g., Duchenne Muscular Dystrophy children may remain quite independent through most of their childhood years and may only require a lower range

Please note: City of London children and young people attend over 80 schools and settings in many local authorities and are also registered with GP practices outside of the City of London. The pathway will depend on the where the child and young person is registered for GP services.

144 SEND Ranges Guidance 2023: Primary and Secondary

* A permanent, severe and/or complex physical disability or serious medical condition.

The pupil will present with many of the following:

The associated severe and complex learning difficulties impact on their ability to make progress within the curriculum despite the use of specialist materials, aids, equipment, furniture and/or extensive adaptations to the physical environment of the school

© Difficulties in making and sustaining peer relationships leading to concerns about social isolation and vulnerability within the setting and wider environment

¢ Emotional and/or behavioural difficulties including regular periods of withdrawal, disaffection and ongoing reluctance to attend school

¢ A requirement that health care inputs and therapies be intensive and on a daily basis

* Given appropriate facilities is nevertheless unable to manage personal and/or health care during the school day and requires a high level of direct intervention

¢ Has a complex medical need requiring frequent monitoring and medical intervention throughout the school day

* Has a significant additional condition such as Hi/Vi/Msi which gives rise to the complexity of need

* Is an Augmentative Alternative Communication (AAC) user

* Has a degenerative condition

* May have intervention from Occupational Therapist/ Physiotherapist

* May require specialist equipment via physiotherapist/ Occupational Therapist

* OT intervention will be based on functional needs and not necessarily on diagnosis or medical condition. An occupational therapist may see children at any range due to an open referral system which may include assessment for equipment/adaptations.

* Children in this category may require specialist equipment via physio/OT services

* The school/setting may require moving and handling training

* Physio needs would be based on assessment on a case-by-case basis — children with degenerative neurological conditions or traumatic physical injury requiring rehabilitation would be known to physio in most cases

* A child with a degenerative condition may not require to be in this range simply as a result of diagnosis, e.g. Duchenne Muscular Dystrophy children may remain quite independent through most of their childhood years and may only require a lower range

Please note: City of London children and young people attend over 80 schools and settings in many local authorities and are also registered with GP practices outside of the City of London. The pathway will depend on the where the child and young person is registered for GP services.

SEND Ranges Guidance 2023: Primary and Secondary 145

Range 1 Assessment and Teaching Curriculum/ Resources and Staffing

Planning and Learning | Intervention strategies A mild physical Assessment ¢ Mainstream | ¢ Quality First | ¢ Flexible use of resources disability or «Part of continual | class with Teaching and staffing available in medical condition. | schooland class | occasional | e Follow school | the classroom to assist with The pupil will assessment additional handwriting | recording work, accessing present with many individual or | heme text, pre-teaching vocabulary,

* Monitoring of

of the following: Serene et

small group | with slight modifying teacher talk,

opr support modifications | Modelling responses, focusing goals in line * Attention to listening and attention * Some mild with National itior * Refer to j " ositioning In e Main provision class problems with Curriculum positioning in | Sensory/ Main p' by cl fine motor kis | « SENDCO classroom Physical Team | subject teacher with some and recording swarenessifno | First line information | 29-appropriate programmes ; elivered one to one or in * Mild problems progress apparent | strategies, on the small groups with self-help and | after targeted based on website on independence teaching approach | advice and | adapted * Input needed from health " strategies equipment’ | professionals via SENDCO ° Some problems | Risk assessment | given in aids if e.g., specialist nurse/ school wit ni 4 carrie ow training necessary nurse motor skills ani necessary, by ackages . . coordination school, with Gelivered — [Sam | Amaccupational therapist may often seen in PE referral to risk by OT end ifferentiation | see children at any range due assessment y a to PE to an open referral system *Some _ guidance via drop-in | curriculum if | which may include assessment e.g., educational | nurse to check consultations |*Accessto | # Children in this category may visits, high hearing, sight with health | appropriate | require specialist equipment level PE. or or for possible professionals | !CT provision | via physio/OT services playground medical condition ‘© biliy |” Tne School/setting may accessibili ino row ; equipment * Ifthere are options uty require moving and handling * May have functional Windows training continence/ difficulties may * Physio may intervene with toileting issues require OT or * Staff children who have mild * Ifthere are advice. awareness physical issues to prevent functional training of further deterioration/reduce relevant i difficulties may | plannin relevant impact of condition / early ig intervention to achieve more require OT or ; conditions advice * Range 1 universal i successful outcomes . rovision ona ‘need to a * Possible low p know’ basis __ | Resources/Provision

* Normal curriculum planning

levels of self- * Differentiated writing

esteem s materials and equipment , including group or * A medical individual targets * Non-slip mat (Dycem), condition that adapted pencils, pens, impacts on * Care plan in place, scissors, foot stool, writing time in school if appropriate, slope, cutlery via OT written with

and requires a assessment.

medical care plan | specialist nurse/

school nurse * Provide supportive / correctly

sized standard school chair NC Level Involve parents & table - this should be

regularly to available to children in range Across expected support targets at 1 to support their postural range with an home stability i.e., a chair and table unusual profile * Pupils involved in surface that fit the child — feet showing relative monitoring and supported, table at the correct strengths and setting targets height etc.

weaknesses.

146 SEND Ranges Guidance 2023: Primary and Secondary

Range 2 Assessment and Teaching Curriculum/ Resources and Staffing Planning and Learning Intervention strategies Amild - moderate Assessment ¢As above but | * Quality First | ¢ Main provision from physical disability or will be working | Teaching class teacher or subject medical condition. | * As forrange one | on modified specialist with support The pupil will present | but SENDCO curriculum * Follow school | from SENDCO with many of the to be involved tasks handwriting following: in more specific scheme * Occasional input from assessments and__| ¢ Small group with further additional adult to * Continuing mild to | observations or one to one modifications | provide targeted support moderate problems adult inputto | and extra under the direction of with hand / eye * SENDCO may practice skills time for teacher coordination, fine seek advice reinforcement — from health * Buddy system * Minimal support/

/ gross motor skills and recording, impacting on access to curriculum

Making slow or little progress despite provision of targeted teaching approaches

Continuing difficulties with continence/ toileting

Continuing problems with self- esteem and peer relationships

Continuing problems with self-help and

independence

Continuing problems with gross motor skills and coordination often seen in PE

Some implications for risk assessment e.g., educational visits, high level PE. or playground equipment

* Have medical condition that impacts on time in school and require a medical care plan

NC Level

Across expected range with an unusual profile showing relative strengths and weaknesses.

professionals

* SENDCO involvement if no progress apparent after targeted teaching approach

* If there are functional difficulties may require OT or advice.

Moving and handling training may be required.

Planning

* Range 1 universal provision

* Normal curriculum planning including group or individual targets

* Care plan in place, if appropriate, written with specialist nurse/ school nurse

* Alternative ways of recording to minimise handwriting

* Involve parents regularly to support targets at home

Pupil involved in monitoring and setting targets

Attention to position in classroom

First line strategies, based on advice and strategies given in training packages delivered

by OT and via drop-in sessions / telephone consultations with health professionals

* Some differentiation to PE curriculum

Opportunities to practice dressing and undressing skills

Access to appropriate ICT provision

supervision may be needed to meet hygiene needs and/or to support outside play and lunch time

* Advice to be sought from Health Professionals E.g., Physiotherapist, Occupational Therapist

* An occupational therapist may see children at any range due to an open referral system which may include assessment for equipment/adaptations.

Children in this category may require specialist equipment via physio/OT

services

The school/setting may require moving and handling training

Physio may intervene with children who have mild - moderate physical issues to prevent further deterioration / reduce impact of condition / early intervention to achieve more successful outcomes

Staff awareness training of relevant medical conditions on a ‘need to know’ basis

Resources/Provision

* Differentiated writing materials and equipment

* Non-slip mat (Dycem), adapted pencils, pens, scissors, foot stool, writing slope cutlery, via Ed OT

SEND Ranges Guidance 2023: Primary and Secondary 147

or medical condition. The pupil will present with many of the following: * Moderate or persistent gross and/ or fine motor difficulties

Recording and/ or mobility now impacting more on access to the curriculum

Need specialist input to comply with health

and safety legislation, e.g., to access learning in the classroom, for personal care needs, at break and lunch times

Increased dependence on seating

to promote appropriate posture for fine motor activities / feeding

Increased dependence

on mobility aids i.e., wheelchair or walking aid

Increased use of alternative methods for extended recording e.g., scribe, ICT

NC Level

Depending on the identified nature of

the difficulty, their NC level range may vary between ‘well above average’ to ‘well below average’.

* SENDCO seeks advice from Hi/Vi Team and health care professionals in order to discuss next steps

Need handwriting/ fine motor advice from OT

* Personal care and manual handling assessment in conjunction with Hi/Vi Team, Occupational Therapy, Physiotherapy and Health Professionals

If there are functional difficulties may require OT or advice. * May require environmental assessment re accessibility.

Planning

* Range 1 universal provision

* Normal curriculum planning including group or individual targets

* Care plan in place, if appropriate, written with specialist nurse/ school nurse

* If there are functional difficulties may require OT or advice.

* Individual targets on support plan following advice from HIMVI Team /OT and health professionals

* Modified planning for PE/outdoor play curriculum is likely to be needed

* Involve parents regularly to support targets at home

* Pupils involved in monitoring and setting targets

* Small group or one to one adult input to practice skills

* Individual skills- based work may need to take place

* Nurture group input may be necessary to help with low self esteem

* Buddy system

* Attention to position in classroom

* Quality First Teaching

* Programme to support the development of handwriting skills as advised by Occupational Therapy

Differentiated

writing materials and equipment

A programme to develop fine motor skills

Further differentiation to PE curriculum in conjunction with Physiotherapy (Physio needs would be based on assessment on a case-by-case basis)

Dressing and undressing skills programme in conjunction with | OT and Health OT for strategies.

More dependence on appropriate ICT for recording

Schools would make referral to OT if first line strategies / advice and programmes have been trialled and evidenced but achievement is limited

These children may form the basis of targeted assessment — assessment and advice to home and school with programme / strategies to follow

Range 3 Assessment and Teaching and Curriculum/ Resources and Planning Learning strategies | Intervention Staffing

A moderate Assessment * Mainstream Need the following: | * Main provision

physical disability classroom setting from class

teacher or subject specialist with support from SENDCO and/or HIM Team

Flexible use of classroom support to access curriculum and develop skills in recording up to 16.5h/ week

An occupational therapist may see children at any range due to an open referral system which may include assessment for equipment/ adaptations. Children in this category may require specialist equipment

via physio/OT services

The school/ setting may require moving and handling training

Resources/ Provision

* ICT equipment to aid recording

© Furniture and equipment assessed jointly by Hi/Vi Team and Occupational Therapy

Adapted site may be necessary to physically access the building - assessment by OT will be required.

Hygiene / medical room may be necessary

May need specialist low tech seating and/ or furniture and equipment

148

SEND Ranges Guidance 2023: Primary and Secondary

Range 4a Assessment and Teaching and Curriculum/ Resources and Staffing Planning Learning strategies | Intervention A significant physical | Assessment ¢ Mainstream Will need one | ¢ Will need 1:1 support

disability or medical

condition. The pupil

will present with many of the following:

* Significant physical/ medical difficulties with or without associated learning difficulties

Physical and/or medical condition will have a significant impact on the ability

to access the curriculum, through a combination

of physical, communication and learning difficulties

Significant and persistent difficulties in mobility around the building and in the classroom

Significant personal care needs which require adult support and access toa hygiene suite

Developmental delay and/or learning difficulties which impact upon access to curriculum

Primary need is identified as physical / medical

Significant physical/ medical difficulties affect access to many parts of the curriculum but performance on non-physical based tasks may be age appropriate

Where there is

a diagnosis of a physical disability or medical condition, the pupil's academic potential should not be underestimated

* SENDCO and specialists continually monitor and evaluate the need for the increased intensity of input from Speech and Language, Occupational Therapy, Physiotherapy as appropriate

* Personal care

assessment

* Manual handling assessment

¢ If there are functional difficulties may require OT or advice. * May require environmental assessment re accessibility Planning

* Range 1 universal

provision

* Modified curriculum in some or all areas

* Care plan in place, if appropriate, written with specialist nurse/ school nurse

Involve parents regularly to support targets at home

Pupils involved in monitoring and setting targets

Alternative ways of recording to minimise handwriting

Individual targets on support plan following advice from OT and health professionals

Modified planning for PE/outdoor play curriculum is likely to be needed

Interventions should be incorporated across all activities throughout the school day

classroom setting

* Individual skills- based work needs to take place

* Small group or one to one adult input to practice skills as advised by Hi/Vi Team /OT

* Nurture group input will be necessary to help with low self esteem

* Physiotherapy/ Occupational Therapy programme to be done in school

¢ Attention to position in classroom

* Buddy system

* Specialist speech and language sessions (via health professionals)

* Moving and handling training to be in place if required.

or more of the following:

* Programme to support the development of handwriting/ fine motor skills

Access to appropriate ICT for recording purposes Differentiated writing materials and equipment

Differentiation to PE curriculum

Dressing and undressing skills programme

Delivery of physio programme/ postural management by trained school staff

to access aspects of the curriculum and to develop skills in recording of between 16.5 h/ week to 27h/ week

May need individual adult support for mobility and personal care needs as advised by HIMVI Team / Occupational Therapy, Physiotherapy and Healthcare Professionals

OT intervention will be based on functional needs and not necessarily on diagnosis or medical condition. An occupational therapist may see children at any range due to an open referral system which may include assessment for equipment/ adaptations.

Children in this category may require specialist equipment via physio / OT services Resources/Provision

* ICT equipment to aid recording

* Specialist seating, furniture and equipment can be applied for under the Specialist Equipment Policy Process

* Physio needs would be based on assessment on a case-by-case basis.

* Adapted site will be necessary to physically access the building

* Hygiene room/facilities

* Accessibility of the whole school site, with facilities and practices that maintain the dignity of each pupil

* Site adaptations/ sling/hoisting to be considered in consultation with the Local Authority and OT

SEND Ranges Guidance 2023: Primary and Secondary

149

* Severe physical difficulties and/ ora medical condition with or without associated learning difficulties

Impaired progress and attainment

Persistent difficulties in

mobility around the building and in the classroom

Severe physical difficulties or a medical condition that requires access to assistive technology

to support communication, understanding and learning

The need for high level support

for all personal care, mobility, daily routines and learning needs

* May require an Education, Health and Care Needs assessment

Primary need is identified as physical/medical

Physical conditions that require medical/ therapy/respite intervention and support

The need for

an environment to support self-

the increased intensity of input from Speech and Language, Occupational

Therapy, Physiotherapy

* Personal care assessment

* Manual handling assessment

* If there are functional difficulties may require OT or advice.

* May require environmental assessment re accessibility

Planning

* Range 1 universal

provision

* Modified curriculum in some or all areas

* Care plan in place, if appropriate, written with specialist nurse/ school nurse

* Involve parents regularly to support targets at home

Pupils involved in monitoring and setting targets

Alternative ways of recording to minimise handwriting

Modified planning for PE/outdoor play curriculum is likely

Special Provision or special school

* Will follow OT strategies/ programmes in school

development of physical (fine and gross motor) skills Differentiated writing materials and equipment

Differentiation to PE curriculum

Independent life skills programmes

Delivery of physio programme/ postural management by trained school staff

Range 4B Assessment and Teaching Curriculum/ Resources and Staffing

Planning and Learning Intervention

strategies

A significant Assessment © Will attend Will need some | ¢ Will need 1:1 support physical disability or | SENDCO and a suitably or all of the to access aspects of medical condition. | Specialists equipped following: the curriculum and The pupil will continually monitor | Mainstream + Programme to develop skills in present with many | and evaluate school, to support the | ‘ecording of between of the following: the need for Designated 27.5h/ week to 35+h/

week

May need individual adult support for mobility and personal care needs as advised by HIMVI Team /OT and Healthcare Professionals

Individual and small group teaching as appropriate, carefully organised to ensure full access to the curriculum, which includes life and communication skills

Access to specialist resources including specific teaching programmes and systems

* These might include appropriate technological aids,

ICT programmes,

AAC or an amanuensis to aid independent learning and assist communication, recording skills etc. Accessibility of the whole school site, with facilities and practices that maintain the dignity of each pupil

Access to specialist resources to meet

the personal care and mobility needs of each pupil

Fully equipped hygiene facilities to meet the needs of those who require hoisting for all transfers

Site adaptations to be considered in consultation with the

esteem and to be needed Local Authority and positive self- OT environmental image assessment.

150 SEND Ranges Guidance 2023: Primary and Secondary

Range 4B (continued) | Assessment and Teaching and Curriculum/ | Resources and Staffing Planning Learning strategies | Intervention *Adeveloping neuro- _| Interventions should * A suitably equipped

muscular degenerative condition or traumatic incident resulting in

brain or physical injury

NC Level

Significant physical/ medical difficulties affect access to many parts

of the curriculum but performance on non- physical based tasks may be age appropriate.

Where there is a diagnosis of a physical disability or medical condition, the individual's academic potential should not be underestimated.

be incorporated across all activities throughout the school day

room(s) in which therapies can be carried out with appropriate hoisting facilities, therapy bench, parallel bars and height adjustable writing table

A time out area for rest periods where pupils can spend time out of their wheelchairs, for example, away from other activities whilst having regard for their dignity * An equipment room where specialist resources such as seating, standing frames, walkers, physiotherapy equipment can be stored

The facility to recharge powered wheelchairs and mobile hoists/ slings when necessary

Some pupils are likely to require specialist support in communication and recording with an emphasis on developing pupils independent use of ICT, recording skills and communication through AAC as appropriate

The range of resources should be reviewed at the annual planning meeting to ensure consistency and transparency as well as ensuring that schools have the appropriate specialist resources

to meet the needs of pupils.

Postural management requires regular review by OT.

* Slings for hoisting will be via OT.

SEND Ranges Guidance 2023: Primary and Secondary

151

A permanent, severe and/or complex physical disability or serious medical condition. The pupil will present with many of the following:

* A level of mobility or self-care that restricts/prevents an alternative mainstream placement

An inability to make progress within the curriculum without the use of specialist materials, aids, equipment and high level of adult support throughout the school day Furniture and/ or extensive adaptations to the physical environment of the school Difficulties in making and sustaining peer relationships leading to concerns

about social isolation, the risk of bullying and growing frustration

Emotional and/or some behavioural difficulties including periods of withdrawal, disaffection and reluctance to attend school

* A requirement that health

care inputs and therapies be intensive and on a regular basis

Assessment

* Formal assessment will have taken place or be in process Detailed PIVATS or similar assessments used to inform planning The assessment of physical, sensory/ medical and learning needs

to inform the planning process, including moving and handling

and therapy programmes

Risk assessments for: moving and handling, egress, movement around school and school trips

If there are functional difficulties may require OT or advice.

* May require environmental assessment re accessibility

Planning

© Curriculum

planning closely

tracks levels of achievement and incorporates individual targets, self-help and therapy programmes

* Targets are individualised, short term, specific and regularly reviewed Curriculum planning takes into account routine daily welfare and behaviour needs

* Individual care plan/ protocol to be in place

Small group teaching in

a specialist provision for whole school day Have specialist speech and language sessions Grouping for access to a total communication environment

Will attend

a specialist provision in mainstream or a special school Moving and handling training in place. Strategies in place from Health and oT.

Will need some or all of the following: * Curriculum access will be facilitated using a structured approach which will take account of © Individual learning styles © Personalisation to pupil needs © Small steps approach within the context of an appropriate sensory experiential curriculum

Curriculum delivered at a pace that allows pupils time

to assimilate information and then to respond appropriately Constant reinforcement and generalisation

of skills is an essential priority Communication skills are an essential

priority with

the use of total communication environment to facilitate access to the curriculum e.g., PECS, Makaton, objects of reference, situational and sensory clues, simple voice output devices (Big Macs)

Use of adapted teaching resources and materials to support teaching and learning

for those with sensory, physical and medical needs

Individual specialist support for mobility and personal care needs

High staffing ratio with specialist teaching and specialist non-teaching support to facilitate pupil access to the curriculum

Staff trained and ‘signed off’ in medical / physical interventions, postural management, and strategies as appropriate

Access to regular nursing support and advice

Access to specialist services €.g., educational psychologists, SEN services and health professionals

OT intervention

will be based on functional needs and not necessarily on diagnosis or medical condition

Staff trained in the

use of a range of specialist ICT and AAC equipment and software to support access to learning Access to specialist resources including specific teaching programmes and systems e.g., technological aids, ICT programmes, AAC Specialist seating, furniture and equipment advice from OT

Accessibility assessment by the OT of the whole school site, with facilities and practices that maintain the dignity of each pupil and staff member

152 SEND Ranges Guidance 2023: Primary and Secondary

* Given appropriate facilities is nevertheless unable to independently manage personal and/or health care during the school day and requires regular direct intervention

* Is an Augmentative Alternative Communication (AAC) user

* Has a degenerative condition

NC Level

Attainment levels will range from P scales in Primary to NC levels in Secondary.

Behaviour care plans in place if appropriate

¢ Plans in place for egress, moving and handling

¢ Parents involved regularly and support targets at home

¢ Pupils involved in monitoring and setting targets as much as possible

* Specialist learning environment that supports pupils need to accept and develop pre- requisite skills required to access communication and learning

* Access to specialist resources to meet the personal care and mobility needs of each pupil

Fully equipped hygiene facilities to meet the needs of those who require hoisting for all transfers

°

°

A suitably equipped room(s) in which therapies can be carried out including a height adjustable therapy bench and hoist and slings * A time out area for rest periods where pupils can spend time out of their wheelchairs, for example, away from other activities whilst having regard for their dignity An equipment room where specialist resources such as seating, wheelchairs, walkers, physiotherapy equipment can be stored The facility to recharge powered wheelchairs and mobile hoists/slings when necessary Will have access to specialist hydrotherapy/water- based activities with advice and guidance from the physiotherapist # Will have access to sensory room © Postural management to be regularly reviewed * All the above to be regularly reviewed by health care professionals.

°

.

°

SEND Ranges Guidance 2023: Primary and Secondary = 153

A permanent, severe and/or complex physical disability

or serious medical condition. The

pupil will present with many of the following:

The associated severe and complex learning difficulties impact on their ability to make progress within the curriculum despite the use of specialist materials, aids, equipment, furniture and/ or extensive adaptations to the physical environment of the school

Difficulties in making and sustaining peer relationships leading to concerns about social isolation and their vulnerability within the setting and wider environment

Emotional and/

or behavioural difficulties including regular periods

of withdrawal, disaffection and ongoing reluctance to attend school

A requirement that health care inputs and therapies be intensive and on a daily basis

Given appropriate facilities is nevertheless unable to manage personal and/or health care during the school day and requires a high level of direct intervention

* As at Range 5 addressing the severe or complex learning difficulties

* As at Range 5 but likely to require more 1:1 support

As at Range 5, plus will need some or all of the following:

* Programme to support the development of physical (fine and gross motor) skills

* Differentiated writing materials and equipment

* Differentiation to PE curriculum

* Independent life skills programmes

¢ Flexible use of classroom support to access curriculum and develop skills in recording

Training and advice from specialist support service and OT for teaching and support staff

Individual specialist support for mobility and personal care needs

Specialist teaching and specialist non-teaching support within the classroom and wider settings to facilitate pupil access to the curriculum

Individual and small group teaching as appropriate, carefully organised to ensure full access to the curriculum, which includes life and communication skills, and the realisation of each pupil's potential in attainment/ achievement

Access to specialist resources including specific teaching programmes and systems. These might include appropriate technological aids, ICT programmes, AAC or an amanuensis to aid independent learning and assist communication, recording skills etc.

Specialist seating, furniture and equipment

Accessibility of the whole school site, with facilities and practices that maintain the dignity of each pupil and staff member

Access to specialist resources to meet the personal care and mobility needs of each pupil

Fully equipped hygiene facilities to meet the needs of those who require hoisting for all transfers

154 SEND Ranges Guidance 2023: Primary and Secondary

* Has a complex medical need requiring frequent monitoring and medical intervention throughout the school day

* Has a significant additional condition such as Hi/Vi/Msi which gives rise to the complexity of need

¢ Is an Augmentative Alternative Communication (AAC) user

* Has a degenerative condition

NC Level

* Likely to be attaining within the p scales in all Key Stages

* A suitably equipped room(s) in which therapies can be carried out including therapy bench and hoist

* A time out area for rest periods where pupils can spend time out of their wheelchairs, for example, away from other activities whilst having regard for their dignity

* An equipment room where specialist resources such as seating, wheelchairs, walkers, physiotherapy equipment can be stored

* The facility to recharge powered wheelchairs and mobile hoists/slings when necessary

* Staff trained in physio intervention and postural management programmes.

SEND Ranges Guidance 2023: Primary and Secondary = 155

PfA Outcomes

Employability /Education Independence Community Health Participation Reception Child will cooperate with Child will Child willbe able | Child will attend relevant toY2 self-care routines and medical | cooperate with —_| to participate in _| health, dental, optical and (5-7 years) _ | routines, including those self-care routines, | team games, after- | hearing checks as required associated with any physical or | medical routines _| school clubs and _| to promote good physical medical conditions/diagnoses. | including those _| weekend activities _| health.

associated with any | in accordance

Child will access regulatory | physical or medical | with their physical

Child will cooperate with

activities to support them Ganka? eee a self-care routines and to concentrate and maintain | giagnoses capabilities. medical routines including focus in the classroom. those associated with any physical or medical Child will participate in sport and physical exercise in accordance with their physical/medical capabilities. Y3 to Y Child will be able to Child will be Child will be able _ | Child will be able to manage (8-11 years) | access careers information, _| able to move toaccess after- _| minor health needs. opportunities to meet role. | around the school _| school clubs, youth | models/talks from visitors to | environment as groups, sports Child will make healthy school through adaptions required. teams, community- | ating choices and will _ and formats which consider based groups in _| @79age in physical exercise

physical, sensory or medical | Child will begin | accordance with _| in accordance with their

pase earner to develop age- | their physical physical/medical capabilities. individual circumstances. appropriate life and medical skills to include | capabilities. basic cooking skills, awareness of transport and requirements for travel (tickets, timetables etc.), money in accordance with their physical and medical capabilities. Y7toY11__ | Child will be able to access. Child will be able | Child willbe able | Child will be more (11-16 years) | work experience placements, | to move around __ | to access transport | independent in managing voluntary work or part-time | the school or work- | options within more complex health employment opportunities | based environment | their physical needs in accordance with through adaptations and as required. and medical their physical and mental formats which consider a capabilities capabilities. physical, sensory and/or coca to facilitate va / medical needs as appropriate | demonstrate ingle! Child will attend their annual to individual circumstances. | 29@-appropriate | andcommunity _| health check with their GP — independent living | jarticipation. if registered as having a Child will understand skills to include learning disability. supported employment cookery, access _| Child will be options e.g., Access to Work | to local transport, | able to access a money, and time | community-based Child will be able to make management in _| groups/activities smooth transitions to new accordance with __| in accordance settings to facilitate emotional | their physical with their physical wellbeing and support and medical and medical integration and inclusion. capabilities. capabilities. Provision _| Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/Interventions

sections of the School Age Ranges Guidance: Physical, Medical and Sensory Needs: Hi, Vi, Dual Sensory Needs, Physical and Medical Needs.

156 SEND Ranges Guidance 2023: Primary and Secondary

Social, Emotional & Mental Health Needs

The children and young people to whom this guidance relates will present with a range of features of social, emotional and mental health difficulties which impact on their learning and social inclusion. Individual pupils may display a range of these features

which will vary in severity and intensity, and which change over time. It is not expected that any pupils will match

all the descriptors listed below. The descriptors may be used to support

the identification and assessment of the needs of an individual pupil. It

is imperative that the school has an inclusive environment and culture and demonstrates that each pupil's needs are of paramount importance. The voice of the pupil and family must be identified at an early stage and support given by the school and other agencies to the family to enable then to support outcomes and their child at home.

In September 2019 OFSTED introduced a ‘behaviour and attitudes’ judgement which assess whether leaders

are creating a calm and orderly environment, where bullying is tackled effectively by leaders when it occurs.

As the severity of mental health difficulties increases, the impact on the child's functioning and ability to access educational environment and activities increases as they move through the ranges.

Social

Pupil may

* Be socially vulnerable, withdrawn, or isolated within their peer group

Have immature social skills, or may not have had the opportunity to develop resilience and positive social and emotional skills needed within a whole school environment

Follow some but not all school rules/ routines in the school environment Have difficulties in social interactions/ relationships with both adults and peers

Have difficulties with social interaction, social communication and social understanding which regularly impact on classroom performance

Struggle to maintain positive relationships with peers and adults

Be slow to develop age-appropriate self-care skills due to levels of maturity or degree of learning difficulties Refuse to engage, be abusive towards staff and peers, may present as disengaged with the curriculum and routines of the school

« Damage property

Emotional

Pupil may:

* Show signs of stress and anxiety and/or difficulties managing their emotions

* Have difficulty identifying their emotions or triggers and may need support to self-regulate, or self- regulate in self-harming or anti-social ways

158 SEND Ranges Guidance 2023: Primary and Secondary

* Have fluctuating moods which might indicate depression or boredom, or heightened states such as excitement or hyperactivity, and be unable to prevent these from affecting their ability to positively socially interact with their peers

Exhibit crises which may be one off, prolonged, or regular responses to anxiety, or they may be learned responses to undesired or stressful situations

Be at risk of leaving the school premises or absconding during the school day

Show patterns of stress or anxiety related to a specific context or a specific time of the day

Have difficulties expressing empathy or be emotionally detached

Engage in high risk-taking activities both at school and within the community

Need to be in control exhibiting bullying behaviours either as victim or perpetrator

Be over-friendly or withdrawn with strangers and at risk of exploitation Be provocative in appearance

and behaviour, and there could be evidence of over sexualised language or behaviours. This is not blaming the pupil but describing what they might present as a result of their SEMH

Mental Health

Pupil may:

* Be unpredictable and may exhibit patterns of behaviour that impact on learning and inclusion

* Be disruptive or overactive and lack concentration in the classroom setting

* Be under assessment for mental

health difficulties; acute anxiety or attachment needs may have been identified

* Have a tendency to hurt others, self or animals

* Have issues around identity and belonging

¢ Experience acute anxiety, fear, isolation, bullying or harassment, leading to controlling behaviours

¢ Present with self-harming behaviour

* Have attempted suicide

* Engage in persistent substance abuse

Presenting behaviour may also include:

¢ A preference for own agenda and reluctance to follow instruction

¢ Presenting with different behaviour with different members of staff

¢ Patterns of regular school absence

* Disengaged from learning and significantly under-performing

¢ Verbally and physically aggressive

* Subject to neglect, with basic needs unmet or they may be preoccupied with hunger, illness, lack of sleep

* Identified as being at risk of CSE

The school will need to demonstrate that the provision, systems and training that are in place are effective in meeting the needs of pupils with SEMH. Consistency of approach in supporting positive behaviour is essential. Communication between staff and joint strategies in a behaviour/personalised plan must be in evidence. The school must have a graduated response to working with pupils with SEMH so that low level behaviour does not escalate into high level behaviours too quickly thus causing an inappropriate response.

SEND Ranges Guidance 2023: Primary and Secondary - Social, Emotional and Mental Health 159

SEMH Ranges Guidance

Range Descriptors Overview

Range 1 Mild

* Children will have been identified as presenting with some low-level features of behaviour, emotional, social difficulties

* They may sometimes appear isolated, have immature social skills, be occasionally disruptive in the classroom setting, be overactive and lack concentration

* They may follow some but not all school rules/routines around behaviour in the school environment

* They may experience some difficulties with social /interaction skills

* They may show signs of stress and anxiety and/or difficulties managing emotions on occasions

Range 2 Mild - Moderate

Difficulties identified at range 1 continue/worsen and there has been no significant measured change in the target behaviour/social skill despite quality first teaching and range 1 interventions being in place.

* SEMH continues to interfere with pupil's social/learning development across a range of settings and pupil does not follow routines in school consistently

* Pupil beginning to be at risk of exclusion and may have continued difficulties in social interactions/relationships with both adults and peers, including difficulties managing a range of emotions

* Pupil may have become socially and emotionally vulnerable, withdrawn, isolated, and unpredictable patterns of behaviour that impact on learning may be beginning to emerge

* Pupil may show patterns of stress/anxiety related to specific times of the day * Pupil may have a preference for own agenda and be reluctant to follow instructions

* Pupil may have begun to experience short term behavioural crises

Range 3 Moderate

Difficulties identified at range 2 continue/worsen and there has been no significant measured

change in the target behaviour/social skill despite quality first teaching and range 1 and 2

interventions being in place.

* SEMH interfere more frequently with pupils social/learning development across a range of settings and pupil does not follow routines in school without adult support

* Pupil may have experienced fixed term exclusion and more sustained difficulties in social interactions/relationships with both adults and peers, including difficulties managing a range of emotions

* Pupil remains socially and emotionally vulnerable, withdrawn, isolated, and susceptible to unpredictable patterns of behaviour that impact on learning

* Pupil patterns of stress/anxiety related to specific times of the day have become more common

* Pupil may have a preference for own agenda and may be reluctant to follow instructions

* Short-term behavioural crises have become more frequent and are more intense

160 SEND Ranges Guidance 2023: Primary and Secondary

Range 4a Significant

Pupil continues to present with significant and persistent levels of behaviour, emotional,

social difficulties which are now more complex, and which necessitate a multi-agency

response.

* Pupil is more likely to have experienced fixed term exclusion from school

* Pupil does not have the social and emotional skills needed to cope in a mainstream environment without adult support for a significant proportion of the school day

* Significant and increasing difficulties with social interaction, social communication and social understanding which regularly impact on classroom performance

* Pupil is increasingly isolated and struggles to maintain positive relationships with adults or peers

* Careful social and emotional differentiation of the curriculum essential to ensure access to the curriculum and progress with learning

Range 4b Severe

Pupil continues to present with severe and persistent levels of behaviour, emotional, social difficulties which continue to be complex and long term, and which necessitate a continued multi-agency response.

* Pupil is at increased risk of permanent exclusion

* Pupil does not have the social and emotional skills needed to cope in a mainstream environment without adult support for a significant proportion of the school day

* Significant and increasing difficulties with social interaction, social communication and social understanding which regularly impact on classroom performance

* Pupil is increasingly isolated and struggles to maintain positive relationships with adults or peers

* Careful social and emotional differentiation of the curriculum essential to ensure progress with learning

* Complex Needs identified *

Severe and increasing behavioural difficulties, often compounded by additional needs and requiring provision outside the mainstream environment, including:

* Moderate/ severe learning difficulties, mental health difficulties, acute anxiety, attachment issues

* Patterns of regular school absence

* Incidents of absconding behaviour

* Disengaged from learning, significant under-performance

* Verbally and physically aggressive

* Reliant on adult support to remain on task

* Struggles with change — both to routines and relationships

* Regular use of foul and abusive language

* Engaging in high-risk activities both at school and within the community

* Difficulties expressing empathy, emotionally detached, could have tendency to hurt others, self or animals

SEND Ranges Guidance 2023: Primary and Secondary 161

* Issues around identity and belonging

* Needing to be in control, bullying behaviours (victim & perpetrator)

* Difficulties sustaining relationships

* Over-friendly or withdrawn with strangers, at risk of exploitation

* Provocative in appearance and behaviour, evidence of sexualised language or behaviours

* Slow to develop age-appropriate self-care skills due to levels of maturity or degree of Learning Difficulties

* Physical, sensory and medical needs that require medication and regular review *Complex needs identified *

Continuing profound and increasing behavioural difficulties, often compounded by additional needs and requiring continued provision outside the mainstream environment, including:

* Significant challenging behaviour

Requiring a range of therapeutic interventions or referral to specialist support services (CAMHS, YOS)

* Unable to manage self in group without dedicated support

* Subject to neglect, basic needs unmet or preoccupied with hunger, illness, lack of sleep, acute anxiety, fear, isolation, bullying, harassment, controlling behaviours

* Consistent use of foul and abusive language * Involved in substance misuse either as a user or exploited into distribution/selling

* Poor attendance, requires high level of adult intervention to bring into school, even with transport provided

* Refusal to engage, extreme abuse towards staff and peers, disengaged, wilfully disruptive

* Regular absconding behaviour

* Significant damage to property

Requiring targeted teaching in order to access learning in dedicated space away from others

Health and safety risk to self and others due to increased levels of agitation and presenting risks

* Sexualised language and behaviour, identified at risk of Child Sexual Exploitation (CSE)

* Complex needs identified *

162 SEND Ranges Guidance 2023: Primary and Secondary

Continued long term and complex behavioural, emotional, and social difficulties, necessitating a continued multi-agency response coordinated as annual, interim or emergency SEND review and met in specialist provision. Needs likely to include:

* Self-harming behaviour

* Attempted suicide

¢ Persistent substance abuse

* Extreme sexualised language and behaviour, sexually exploited * Extreme violent/aggressive behaviour

* Serious mental health issues

* Long term non-attendance and disaffection

Regular appearance in court for anti-social behaviour/criminal activity * Puts self and others in danger

* Frequently missing for long periods

Extreme vulnerability due to MLD/SLD

* Medical conditions that are potentially life threatening and cannot be managed without dedicated support

* Complex needs identified*

SEND Ranges Guidance 2023: Primary and Secondary 163

Range 1 Presenting Behaviours

Assessment and Planning

Teaching and Learning strategies

Curriculum/ Intervention

Resources and Staffing

Pupil experiences low level /

low frequency difficulties with behavioural, emotional and social difficulties which mildly affect curriculum access.

Pupil may have difficulties with some or all of the following:

* Following classroom routines

Complying with adult direction

Responding appropriately to social situations

Forming and sustaining relationships with peers

Immature social/ emotional skills e.g., difficulties with turn-taking, reciprocal attention, sharing resources etc.

Some social isolation e.g., tends to play alone

Low-level anxiety in social situations

* Feeling sad or down.

Assessment will

continue as part of normal school and class assessments.

* Monitoring of the pupil's response to feedback, change in routine or environment

* Assessment for learning opportunities can be used to record observations and assessment of behaviour/anxiety levels

* Consideration of the pupil's learning style, including active engagement activities.

Information from the pupil regarding their views using person-centred approaches

Observations by Teacher/class Teaching Assistant /Key Stage Coordinator

School is proactive in identifying individual needs and monitors that action is taken

SENDCO may initiate more specific assessments and observations if required

* SEMH training for all staff

The teacher is held to account for the learning and progress of the pupil in the mainstream class.

* Quality First Teaching meets the needs of all pupils including SEMH

Flexible teaching groups

Some differentiation of activities and materials

Differentiated questioning

Use of visual, auditory and kinaesthetic approaches

* Awareness that a pupil may need more time to complete tasks and that equality of access may mean that they need to do some things differently (chunking)

* Resources and displays that support independence

* Routine feedback to pupils

* Environmental consideration to classroom organisation, seating and group dynamics

* Transparent system of class/ school rewards and sanctions

* Rules and expectations consistent across staff

* Use of different teaching styles

* Clear routines e.g., for transitions

The school can demonstrate an inclusive ethos that supports the learning and wellbeing of all children and young people.

* Positive whole school attendance ethos

The wider curriculum promotes positive examples of diversity

* Well-planned and stimulating PSHEE/ Citizenship curriculum, differentiated to needs of cohort/ class

Anti-bullying is routinely addressed, and pupils are confident in reporting incidents

SEAL styled materials and interventions available for staff use in the classroom

Provision of planned opportunities

to learn and practice social and emotional skills during structured activities

¢ Restorative Practice approaches

Educational visits are planned well in advance and take into account the needs of all pupils

The pupil's SEMH needs can be managed in a

mainstream class within an inclusive setting, with

differentiation of task and teaching style:

* Regularly updated policies for SEND, Behaviour and Anti- bullying

* Regularly monitored inclusion policies are implemented consistently and underpin practice

* Stimulating classroom and playground environments

* Access to ‘quiet areas’ in school

* The school employs additional adults to support the needs of all pupils e.g., Midday Supervisory Assistants (MSAs), Family Support Worker

* All staff have received training in managing SEMH needs and understanding how to support pupils effectively

* Staff are familiar with current DfE guidance

* Staff access LA training to keep informed of meeting the needs of pupil

* Designated time is allocated to TAs for planning and liaison with teachers

164

SEND Ranges Guidance 2023: Primary and Secondary

* Nurturing classroom approaches offering pupil opportunities to take on responsibilities e.g., class monitors, prefects, school council reps

* Close links with Parents/Carers

* Use of playground buddies, peer mediators, peer mentors

* Lunchtime clubs

* ‘Social and Emotional Learning through Circle Time’ curriculum (Primary)

* Staff access support e.g., via solution-focused conversations/ supervision

* Time to establish liaison with parents/ carers in line with school procedures e.g., parent consultation evenings

* Staff ‘meet and greet’ their pupils daily

* Structured system in place to support internal transitions

* Early years learning journals at foundation stage

SEND Ranges Guidance 2023: Primary and Secondary 165

Range 2 Presenting Behaviours

Assessment and Planning

Teaching and Learning strategies

Curriculum/ Intervention

Resources and Staffing

Pupil experiences low / medium level ongoing behavioural, emotional and social difficulties which are mild and moderate. These may affect curriculum access.

* Pupil may have a preference to follow own agenda

* Difficulties following adult direction e.g., regular incidences of non-compliance/ uncooperative behaviour

Difficulties with self-regulating e.g., emotional outbursts, hyperactive, impulsivity, mood swings, feeling anxious/worried Difficulties with appropriate learning behaviour e.g., sustaining attention and concentration, motivation to engage with work-related tasks

Low self-esteem and low general resilience

May experience difficulties responding to social situations, leading to social isolation from peers e.g., may be fearful or anxious in new situations

Hiding under furniture.

Immature social skills affecting ability to establish and maintain friendships

Reliance on adults for reassurance

Difficulties forming relationships with adults.

* Confused thinking,

* Problems sleeping.

As range 1 plus

* More detailed and targeted observation and assessment relating to Support Plan formulation and intervention choice

Observations by SENDCO/ Pastoral Lead

Pupil involved in setting and monitoring their own Smart targets for individual provision map and review

Parents/carers involved regularly to support targets at home

Behaviour records analysed

to consider triggers and patterns

‘Assess/ Plan/ Do/ Review’ ‘Cycle of Behavioural Change’ used to give a context to behaviour

Close monitoring to identify ‘hot spots’

* Information about pupils needs/difficulties is shared with relevant staff (support plan and meetings)

* Sharing of advice on successful strategies and targets e.g., use of visual supports, developing organisational skills

Classroom teaching assistance is targeted towards support for specific tasks/ settings, based on agreed Smart targets

Personalised reward systems covering targeted lessons/ activities

* Careful consideration of group dynamics within class

* Careful consideration of preferred learning style and motivational levers for the pupil when differentiating

* Opportunities for small group work based on identified need

Time-limited intervention groups Opportunities for creative play activities, drama etc.

* Access to small group support e.g., Silver Seal, Circle of Friends, self- esteem group

Group work to be planned and tailored to meet identified need and to include good role models

Teaching effective problem-solving skills

Individual or small group support for emotional literacy e.g., recognising emotions

Learning tasks differentiated by task and outcome to meet individual needs

Preparation for changes to activities/ routines/ staffing

Supervision when moving between locations/ classrooms

Pupil encouraged to participate in extracurricular actives

Educational visits planned well in

advance and contingency plans in place to meet the needs of the pupil, should they be needed

The child or young person’s SEMH needs require flexible use of additional support from within school resources:

* Support/advice from SENDCO/ Pastoral Lead

* Personalised programme with Smart targets reviewed and updated regularly

* Additional adults routinely used to support flexible groupings

* Access to targeted small group work with class Teaching Assistant

* Access to intervention group work with Teaching Assistant, Learning Mentor, ELSA (Emotional Literacy Support Assistant) or NPSLBA trained staff where appropriate — not all schools have this

* Additional adults (Teaching Assistant) for focused support during unstructured times e.g., lunchtime supervision/ targeted extra-curricular activities

* Access to a quiet area

for ‘chill-out' time

* Access to visual cues/

timetable if needed

* Access to in-school support base (e.g., Nurture Group) if available

* Staff access targeted LA

training

* Consultation with

support services

* Home-school

communication book

* Time for scheduled meetings with parents / carers on a regular basis

* Self-regulation strategies such wobble cushion, stress balls and tanglers

166

SEND Ranges Guidance 2023: Primary and Secondary

Range 3 Presenting Behaviours

Assessment and Planning

Teaching and Learning strategies

Curriculum/ Intervention

Resources and Staffing

The pupil experiences frequent and persistent difficulties with behavioural, emotional and social difficulties which will significantly affect curriculum access.

* Incidences of non- compliant and uncooperative behaviour e.g., refusal to work, disrupting the learning of others

Difficulties self- regulating e.g., frequent emotional or aggressive outbursts, sexualised language, excessive periods of anxiety, mood swings, unpredictable behaviour, which affect relationships.

Challenging behaviour requiring a range of therapeutic interventions or referral to specialist support services (Child and Adolescent Mental Health Service, Youth Offending Service)

Inappropriate responses to fears and worries.

Significant self-esteem issues affecting relationships and behaviour patterns (‘acting in’ or ‘acting out’)

Low levels of resilience when faced with adversity.

Behaviour causing a barrier to learning, e.g., pupil disengaging, may destroy own / others’ work, use work avoidance strategies, concentration very limited

At risk of low-level offending or anti-social behaviour.

Socialising with peers and adults e.g., lack of empathy, victim or perpetrator of bullying

Support plan with asses-plan- do-review cycles implemented. Outcomes agreed and monitored with pupil and parents/carers. * Consideration of Family Early Help Assessment

Consider further specialist assessment

* ‘Round Robins’ to relevant

staff to gain overview of behaviour to inform planning

Pastoral/ Teaching Assistants/ SENDCO

are routinely included in planning to ensure their input is effective

* Behaviour records updated daily and analysed to consider frequency, duration, triggers/ patterns etc. in order to plan appropriate strategies

Consultation and assessment with Behaviour Support, Educational Psychologist, School Wellbeing Worker

Proactive assessments

of potentially tricky situations to inform adaptations

to learning environment

* Identified daily support to teach social skills and address behavioural targets and outcomes on Support Plan throughout day

* Use of key-working approaches to ensure the pupil has a trusted adult to offer support during vulnerable times

Personalised reward systems known to all staff in school who have contact

with the pupil, implemented consistently across the curriculum

Regular/daily small group teaching of social skills

* Individualised support to implement recommendations from support services

* Visual systems in place: prompt cards, behaviour plans, risk assessment, diaries

* Teaching style adapted to suit pupil's learning style e.g., level/ pace/amount of teacher talk reduced, access to practical activities

Personalised timetable introduced in negotiation

with the pupil, parents/ carers and staff. This may include temporary withdrawal from some activities e.g., assemblies, specific non-core lessons.

Alternative curriculum opportunities at KS4eg., vocational/ college/work placements

Time-limited intervention programmes with staff who have knowledge and skills to address specific needs, may include withdrawal

for individual programmes (e.g., understanding anger, therapeutic stories) or targeted group work (e.g., Friends)

More formal meetings/ conferences

using Restorative Practices, to include parents/ carers

Educational visits planned well in advance and

risk assessments in place as appropriate and shared with key staff

The pupil is struggling to cope with aspects of his/her local mainstream school, requiring increasing levels of individual additional support from within school resources and a multi- agency approach:

* School is offering provision that is additional to and different from that of peers

School feels direct involvement of support services would be beneficial

Access to 1:1 support for re- tracking, mentoring, motivational approaches etc. Additional individual support for tricky situations and ‘hotspots’, in line with risk assessments

* Access to small group support outside mainstream classes

* Sustained access to intervention group work with Teaching Assistant, Learning Mentor, ELSA (Emotional Literacy Support Assistant) or NPSLBA trained staff where appropriate — not all schools have this

* Personalised timetable providing access to a Teaching Assistant / mentor staff.

Formal behaviour monitoring systems to log and analyse incidents daily in order to review and modify strategies

* Internal exclusion/‘time-out’ facilities

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SEND Ranges Guidance 2023: Primary and Secondary

* May show low mood or refuse to communicate for periods of time

* Difficulties forming and sustaining quality relationships with adults.

* Risk of isolation or becoming socially vulnerable.

* Struggling with bereavement issues, feelings of guilt.

The pupil's SEMH needs may co-exist with other secondary needs.

* Careful planning and review of needs at transition, including effective liaison e.g., starting school, transfer to secondary or post-16 provision

* Specialist Staff Training (e.g., Positive Handling programmes /Team Teach).

* Advice from support services e.g., Child Adolescent Mental Health Service, Social Care, Educational Psychologist, School Wellbeing Worker, Behaviour Support Worker, Youth Services

Allocation of appropriate space for professionals to work with the pupil, taking into account safeguarding issues

Multi-agency support to plan and review interventions

Access to time-limited short- term interventions in Alternative Hubs (not PRU)

Signposting parents/ carers to parenting courses or offering access to drop-ins

Home-school communication book

Time for formal meetings

with parents on a regular

basis

* Weekly mindfulness/ individual wellbeing sessions

* Sensory processing

approaches

SEND Ranges Guidance 2023: Primary and Secondary 169

Range 4a Assessment and | Teaching and Curriculum/ Resources and Presenting Behaviours | Planning Learning strategies | Intervention Staffing The pupil experiences __| # Specialist * The class/subject | # Teaching The pupil is struggling frequent and persistent | assessments teacher remains focusing on both | to cope in a local difficulties with e.g., Behaviour | accountable for learning and mainstream setting, behavioural, emotional | Support Worker, | the progress of the | social-emotional _ | requiring considerable and social difficulties Educational pupil within the curriculum individualised support which will significantly Psychologist, mainstream class | / outcomes / resources above affect curriculum access. | Primary Mental ; throughout the __| the delegated SEN * Challenging behaviour | Health Worker, | * Identified school day budget. A multi- requiring a continuous wouth Offending support across * Targets informed agency approach ‘s range of therapeutic ervice the curriculurn by specialist needed. interventions or referral | ¢ Involvement of assessment Pastoral Leader

to specialist support services (Child and Adolescent Mental Health Service, Youth Offending Service)

Incidences of non- compliant and uncooperative behaviour e.g., refusal to work, disrupting the learning of others

Self-regulating e.g., frequent emotional or aggressive outbursts, sexualised language, anxiety, mood

swings, unpredictable behaviour, which affect relationships

Significant self-esteem issues affecting relationships and behaviour patterns (‘acting in’ or ‘acting out’)

Emerging concerns around mental health eg,, self-harm, irrational fears, risk- taking, and substance

educational and non-educational professionals as part of assess, plan, do, review cycle

Risk assessment to identify dangers and need for additional support

Use of Social Emotional Behaviour Competencies profile for measuring impact of interventions

Completion of ‘pupil passport’ for Behaviour & Attendance Partnership

if managed move’ or Pupil Referral Unit place needed

Personalised

in an inclusive mainstream setting.

Daily teaching of social skills

to address behavioural targets and outcomes on support plan

Use of key-working approaches to ensure the pupil has a trusted adult to offer support/ withdrawal during vulnerable times

Personalised reward systems known to all staff in school who have contact

with the pupil, implemented consistently across the curriculum

Time-limited intervention programmes with familiar staff who have

Regular/daily small group teaching of social emotional and behaviour skills

Teaching style and tasks are adapted to suit the pupils’ learning style e.g., level/ pace/ amount of teacher talk reduced, access to practical activities

Personalised timetable introduced in negotiation with pupil, parents, and staff. This may include temporary withdrawal from some activities.

Alternative curriculum opportunities at KSA e.g,, ALPs/ vocational/ college/ work placements

and/or SENDCO provides support

to Teacher

and Teaching Assistants and takes responsibility for arranging appropriate CPD and quality assuring the learning experience

Access to 1:1 support within school for re- tracking, mentoring/ coaching, motivational approaches, understanding anger etc.

Additional individual support in line with risk assessments, incl. unstructured times

Access to small group support outside mainstream classes

Personalised

misuse transition : . . timetable providin + Lowlvelsofresience | Planningis | krowledge ails |* CSTE TIESIMSS | cess toa suitably when faced with prioritised (e.g, | andexperience | | Corer rorative | tained Teaching adversity Rec/Y1, Y6/ to aaetess Pup Practices, to Assistant / mentor ee may include include parents/ | Formal behaviour pl include withdrawal carers monitoring systems a transition * Educational visits | t log and analyse plan in Y9-14 planned well in incidents daily in ' vance and risk order to review and updated on a : ji modify strategies regular basis assessments in : : place, key staff * Time to discuss, have rehearsed develop and review possible scenarios | individual reward * Support through systems and report solution-focused | ards approaches, for * Internal staff working with exclusion/‘time-out’ the pupil facilities 170 SEND Ranges Guidance 2023: Primary and Secondary

Range 4a (contunued) | Assessment and Teaching and Curriculum/ Resources and

Presenting Behaviours | Planning Learning strategies | Intervention Staffing

* Behaviour causing a * Individualised * Where the pupil _| * Specialist Staff barrier to learning e.g., support to is working below Training (e.g., pupil disengaging, may implement age-related Positive Handling destroy own / others’ recommendations expectations, programmes/

work, may use work avoidance strategies, concentration very limited

* Change in attendance patterns that requires in school interventions.

* Socialising with peers and adults e.g., lack of empathy, victim or perpetrator of bullying

* May show low mood or refuse to communicate for periods of time

* Risk of isolation, exploitation or becoming socially vulnerable

* Inability to cope with day-to-day problems or stress.

* Significant tiredness.

The pupil's SEMH needs may co-exist with other secondary needs.

from relevant professionals

personalised literacy and numeracy programmes will be required to address gaps

in learning associated with SEMH needs

Consideration to access arrangements for internal and external examinations

Team Teach)

Direct involvement from support services e.g., Educational Psychologist in reviewing progress

Therapeutic intervention e.g., family therapy/ counselling/ play therapy/

art therapy if appropriate

Non-educational input e.g., YOS, and Keyworkers from the Local Area Teams

to re-engage

in education / training

Multi-agency support to plan and review interventions

Time and appropriate space for joint planning with pupil, parents/ carers, staff, and other agencies to facilitate ‘Team Around the Family’ (TAF) approach

Additional ‘off- site’ provision may be required to supplement and enrich school- based learning e.g., vocational/ practical or college/work placements within timetable

Support for parents/carers through access to targeted evidence- based parenting programmes

* Access to The Beacon of Light.

SEND Ranges Guidance 2023: Primary and Secondary 171

Range 4b Assessment and | Teaching Curriculum/ Resources and Staffing Presenting Behaviours Planning and Learning Intervention

strategies The pupil experiences * Consider * Time-limited * Formal meetings/ | * Time to discuss, significant frequent and specialist targeted conferences develop and review persistent behavioural assessment intervention using Restorative individual reward and emotional difficulties place programmes Practices, to systems and report

which will severely affect

curriculum access. These

difficulties require multi- agency support.

* Daily incidences of non-compliant and uncooperative behaviour which are long-lasting and frequent e.g., refusals to work, defiance, leaving classroom/school site on a regular basis

Behaviour causing a significant barrier to learning e.g. pupil disengaging, destroying own / others’ work, work avoidance strategies, unable to show level of concentration

Socialising with peers and adults e.g., lack of empathy, victim or perpetrator of bullying

Increased risk of exclusion, exploitation, radicalisation, isolation or becoming socially vulnerable

Increasing concerns around mental health e.g., self-harm, irrational fears,

risk-taking, and substance misuse

Changes in eating habits.

* Poor personal hygiene.

Experiences phobias. Difficulties with self- regulating e.g., intense emotional or aggressive outbursts / uninhibited / unpredictable outbursts

Increasing concerns around mental health e.g., self-harm, irrational fears,

risk-taking, and substance misuse

The pupil does not have the social or emotional skills needed to cope in a mainstream environment without adult support for a significant proportion of the school day.

* Use of Social Emotional and Behavioural Competencies resources for measuring impact of interventions

* Completion of ‘pupil passport’ for Behaviour & Attendance Partnership if ‘managed move’ or Pupil Referral Unit place needed

* May consider referral for an Education, Health, and Care Needs assessment if appropriate

* Personalised transition planning is prioritised (e.g., Rec/Y1, Y6/ Y7,Y9, Y11/ post-16), This will include a transition plan in Y9-14, updated on a regular basis

with familiar staff who have knowledge, skills and experience to address

pupil specific needs, which

may include withdrawal Individualised support to implement recommendations from relevant professional

* Specialist provision in mainstream may be appropriate for part of the week

include Parents/ Carers

* Personalised curriculum - pupil may be disapplied from some aspects of the curriculum

Daily access to staff with experience and training in meeting needs of SEMH pupils Educational visits planned well in advance and risk assessments in place, key staff have rehearsed possible scenarios

Support through solution-focused approaches, for staff working with the pupil

Where the pupil is working below age-related expectations, personalised literacy and numeracy programmes will be required to address gaps in learning associated with SEMH need

Consideration of access arrangements for internal and external examinations

cards

Internal exclusion/'time- out’ facilities

* Specialist Staff Training (e.g. Positive Handling programmes/ Team Teach)

* Direct involvement from support services e.g., Educational Psychologist in reviewing progress

* Therapeutic intervention e.g., family therapy/ counselling/ play therapy/ art therapy if appropriate

* Non-educational input e.g., Youth Offending Service, and Keyworkers from the Local Area Teams to re-engage in education / training

Multi-agency support to plan and review interventions

Time and appropriate space for joint planning with the pupil, parents/ carers, staff and other agencies to facilitate "Team Around the Family’ approach

* Additional ‘off-site’ provision may be required to supplement and enrich school- based learning e.g., vocational/practical or college/work placements within timetable

* Access to time-limited Pupil Referral Unit

* Consideration to a ‘managed move’

* Support for parents/ carers through access to targeted evidence- based parenting programmes

172

SEND Ranges Guidance 2023: Primary and Secondary

The pupil experiences significant complex, frequent and persistent SEMH needs with an accumulation of layered needs, which could include mental health, relationships, learning, communication

and sensory. This

includes:

* Lack of resilience when faced with challenge or criticism

Can be verbally or physically aggressive.

Levels of aggression pose serious risk to self and others.

High levels of anxiety affecting daily functioning, thoughts of self- harm.

Constant hyper- vigilance, severe mood swings and panic attacks. Behaviour causing significant barrier to learning e.g. destroying own

/ others’ work, deteriorating/anti- social relationships with peers and adults, lack of empathy, remorse, use of violence.

Poor attendance, requiring

some level of additional external intervention to in school.

Some behaviours

beyond parent/

carer control.

* May hurt others, self or animals.

* Is reliant on adult

to remain on task

* Specialist assessments ongoing e.g., Educational Psychologist, Child and Adolescent Mental Health Service, Forensic Psychology etc. Long term involvement of educational and non-educational professionals as part of Education Health and Care Needs assessment and review process Multi-agency assessments indicate that needs are highly complex and require a very high level of support — formal diagnosis pathway to be considered/ identified,

Risk assessment to consider risks to self and others

Completion of ‘pupil passport’ for Behaviour

& Attendance Partnership if ‘managed move’ or Pupil Referral Unit/ Education Other Than At School place needed

Personalised transition planning is prioritised (e.g., YON7, 9, Y11/ post-16). This

will include a transition plan in Y9-14, updated on a regular basis.

* Possible involvement of Pupil Referral Unit

* Identified highly skilled individual support across the curriculum

Daily teaching of social skills

to address behavioural targets and outcomes within support plans

or EHCP if applicable

Use of key- working approaches to ensure the pupil has a trusted adult to offer support/ withdrawal during vulnerable times

Personalised reward systems known to all staff in school who have contact

with the pupil, implemented consistently across the curriculum Individualised support to implement recommendations from relevant professionals

Time-limited intervention programmes with familiar

staff who have knowledge, skills and experience to address the pupil's specific needs, to include withdrawal for personalised support

* Daily small group teaching of social skills and personalised PHSE programme e.g,, risky behaviour, Sex and Relationships Education, life skills

* Teaching style/ tasks are highly differentiated to suit the pupil's learning style

Personalised pathway is a priority to re- engage with education

* Alternative curriculum opportunities at KS4 e.g., ALPs/ vocational/ college/ work placements

Where pupil is working below age-related expectations, personalised literacy and numeracy programmes will be required to address gaps in learning associated with SEMH needs * Consideration to access arrangements for internal and external examinations * More formal meetings/ conferences using Restorative Practices, to include parents/ carers

Support through solution-focused approaches

and regular supervision for staff working with the pupil

Pupil requires specialist environment

The pupil's SEMH needs present a considerable challenge to highly skilled staff

Access to 1:1 support from experienced staff

for mentoring/ coaching, motivational interviewing, conflict resolution, self- harm etc,

Additional individual support in line with risk assessments

Class sizes to be

small enough to allow teaching and support

to be differentiated and personalised

Personalised timetable providing access to Teaching Assistant support as specified in support plans or EHCP if applicable Formal behaviour monitoring and management systems to log and analyse incidents daily in order to review and modify strategies

Time to discuss, develop and review individual reward systems and sanctions

Specialist Staff Training including Positive Handling programmes / Team Teach = development of risk management plans.

Direct involvement from support services e.g., Educational Psychologist Therapeutic intervention e.g., counselling/family therapy/ play therapy/art therapy if available Non-educational input e.g., Keyworkers from

the Local Area Teams to re-engage in education or training, helping the pupil to plan for the future Involvement from voluntary sector to address needs

re substance misuse, self- harm, sexual exploitation

SEND Ranges Guidance 2023: Primary and Secondary 173

The pupil experiences * Multi-agency ¢ The pupil is * Specialist Resources severe and increasing assessments accessing teaching required from behavioural difficulties often indicate that specialist provision | focusing on specialist compounded by additional needs can where appropriate | both learning provision, needs and requiring provision and social- which may outside the rainstreem ae eset * Small class groups | emotional include environment. placement with high teacher: | curriculum time-limited : a pupil ratio and / outcomes personalised The pupil's behaviour is high levels of throughout tuition worrying, unpredictable and/ support to access the school or severely disrupting the curriculum day * Specialist learning of self and others. support, . . * Targets and alongside a

* Extreme risk-taking outcomes multi-agency

behaviours e.g., arson, self- informed approach is

harm, sexualised behaviour, by Annual essential

criminal activity, use of Review/EHCP

weapons, substance misuse * Access to

. Pupil Referral

* Verbally and physically Unit facilities

aggressive

* Increased risk of exclusion from Alternative Provision settings or intervention settings.

* Levels of aggression pose extreme risk to self and others.

* Provocative in appearance and behaviour

* Sexualised language and behaviours

* Majority of displayed behaviours beyond parent/ carer control.

* Totally reliant on adult support to stay on task

* Slow to develop age- appropriate self-care skills due to level of maturity or degree of learning difficulties

* No sense of belonging to positive familiar relationships/positive role models.

* Disengagement and isolation from school.

* Often missing from home or school.

Physical and medical needs which require regular review

174 SEND Ranges Guidance 2023: Primary and Secondary

The pupil experiences * Specialist * The pupil is on * All of the * The pupil is continuing profound and assessmentse.g., | rollof specialist | previous struggling increasing behavioural by Educational provision * Requires to cope in difficulties, often compounded | Psychologist, * School placement | additional/ | specialist by additional needs and Child Adolescent | may be fragile cnhanced provision, requiring continued provision Mental Health + Identified highly lovele of despite outside the mainstream Service, Forensic |” skilled indlividuucl highly skilled | specialist environment, including: Psychology, Youth | sigport required staff to re- support and * Significant challenging Offending Service, throughout the engage and high staffing behaviour requiring a range ete. school day motivate the | fatios of therapeutic interventions or | ¢ Long term * Despite small class | pupil * The pupil referral to specialist support involvement of groups, with high requires services (Child and Adolescent | educational and teacher: pupil a higher Mental Health Service, Youth | non-educational ratios and high ratio of staff Offending Service) professionals as levels of support to support * Unable to manage self in Part of statutory access curriculum, within group without dedicated assessment, EHCP withdrawal of the specialist support and Annual Review | upilon a regular provision due * Subject to neglect, basic processes basis still needed to to high level needs unmet or preoccupied | * Ensure that ensure safety of the of risk and with hunger, illness, lack of the Outcomes pupil and others vulnerability sleep, acute anxiety, fear, in the EHCP * Use of key-working presented by isolation, bullying, harassment, | are addressed approaches to the pupil controlling behaviours when planning ensure the pupil * Staff may * Involved in substance misuse | the individuals’ has a trusted adult need either as a user or exploited curriculum and to offer support/ additional into distribution/selling support withdrawal during solution-

Regular risk vulnerable times focused

Poor attendance, requiring

high levels of additional assessments to * Personalised reward toimeronse, external intervention to in consider risks to systems known to ‘i school. self and others all staff in school resilience * All displayed behaviours * Target pupil social | who have contact * Aditional beyond parent/carer control. seis, empathy with the pupil, are veauired * Refusal to engage, extreme ang managing implemented a behaviour whilst to avoid abuse towards staff and peers, ‘ consistently across the need disengaged, wilfully disrupti staying safe the curriculum gaged, wilfully disruptive | i So. Sol and ” to seek an © Significant damage t in school. * Personally tailored ig ge to community tine Inaipod out of area/ roperty i imevims residential p Ronuinos tarceted teachi * All professionals intervention ident Requires targeted teaching | agree that the programmes with Placemer sgeeg ces leamps\” | pupineedscan | Sta ho hve +The pp ; Pi y only be met knowledge, skills may be others / with additional and experience to returning * Health and safety risk to self | resources address the pupils from an and others due to increased in specialist specific needs out of area levels of agitation placement specialist * Sexualised language and * Personalised placement behaviour; identified at risk of | transition planning * Small class Child Sexual Exploitation is prioritised (e.g., groups with * Constantly missing from home | Y6/Y7, Y9, Y11/ high teacher: or school. post-16). This will pupil ratio * Medical conditions, such as include a transition and hsp asthma or epilepsy, that may plan in Y9-14, evels 0 require support from specialist | updated on a support services regular basis to access curriculum

* Complex needs identified

* Detachment from reality (delusions) paranoia and hallucinations.

SEND Ranges Guidance 2023: Primary and Secondary 175

The pupil experiences complex, frequent and persistent SEMH needs.

* The pupils behaviour is unpredictable and dangerous, with intense episodes of emotional and/ or challenging behaviour, high levels of anxiety making daily life extremely difficult and severely disrupting the learning of self and others

* SEMH needs may be compounded by co-existing difficulties

* The pupil is extremely vulnerable and there are safeguarding issues to consider due to acute levels of mental health concerns and increased risk- taking behaviours or ‘sabotage’ of situations/ placements

Self-harm and/or suicide ideation

* Evidence of depression, OCD, eating disorders such as anorexia.

* Insomnia.

A multi-agency approach, including educational and non-educational professionals, is essential

EHCP is complete and pupil has been assessed as needing enhanced specialist provision

Assessment will be an ongoing process to determine progress in learning, and also:

* Development of social skills, empathy, managing own behaviour and emotions, staying safe in school and in the community

Involvement from a range of specialist professionals in place, such as

Child Adolescent Mental Health Service, Educational Psychologist, Youth Offending Service

* Multi-agency work continues, and continual assessment to feed into the cycle of annual reviews

Planning

¢ EHCP and appropriate short- term targets

* Risk assessment wil describe procedures to keep safe the pupil, other staff and pupils, and property. There will be an assessment of the risk of absconding and procedures described to manage such an eventuality

Planning meetings will include parents/ carers, and are multi agency

* Pupil is on roll at special school

* Pupil offered one to one support from an adult for some of the school day

* There will be a greater ratio of adults to pupil and staff will have specialisms in managing pupils who present with challenging behaviours

Multi-Agency Interventions

Provision is within a specialist environment with appropriate staff/student ratios

Continued daily access to staff with experience and training in meeting the needs of pupils with SEMH

* Personalised to the specific needs of the pupil

* Advice available from relevant specialist services

Additional teams will include any of the following multi- agency Interventions: Education Social Worker

Drug and Alcohol Team

Police

Health

Youth Offending Service

Child Adolescent Mental Health Service Educational Psychologist Social Care Community Support Worker

Family Intervention Families First School Nurse Careers advice Youth Service Voluntary Sector Organisations Specialist Agency Interventions: Drug and Alcohol Team

Police

Health

Youth Offending Service (including MAPPA)

Child Adolescent Mental Health Service

Probation Service Social Care Community Support Worker

Early Help

Prevent Services

176

SEND Ranges Guidance 2023: Primary and Secondary

Range 7 Assessment and Teaching and Curriculum/ Resources and Presenting Behaviours Planning Learning strategies | Intervention Staffing

Pupils experience all of the |EHCPis complete | * Pupilis on roll at | # Provision * Personalised to the above but within anon- __| and pupil has been special school is within a specific needs of maintained educational _| assessed asneeding | this could be out | Specialist the pupil

or residential placement (Out of Area). This may include provision for identified Health and Social Care needs, including therapeutic input from specialists. Cases will

be known to the Local Authority and subject

to joint commissioning arrangements via Joint Panel.

Continued long term and complex behavioural, emotional, and social difficulties, necessitating

a continued multi-agency response co-ordinated

as annual, interim or emergency SEND review and met in specialist provision. Difficulties likely to include:

* Extreme Self-harming

behaviour

* Attempted suicide

* Persistent substance

abuse

© Extreme sexualised language and behaviour, sexually exploited

* Extreme violent/

aggressive behaviour

* Serious mental health

issues

* Long term non- attendance and disaffection

* Regular appearance in court for anti-social behaviour/criminal activity

* Puts self and others in

danger

* Frequently missing for

long periods

* Extreme vulnerability due to Moderate Learning Difficulty/Specific Learning Difficulty

* Psychosis

* Schizophrenia

enhanced, or more secure specialist provision.

Assessment will be an ongoing process to determine progress in learning, and also:

* Development of social skills, empathy, managing own behaviour and emotions, staying safe in school and in the community

There will be involvement from a range of specialist professionals in place, such as

Child Adolescent Mental Health Service, Educational Psychologist, and Youth Offending Service

Multi-agency work continues, and continual assessment to feed into the cycle of annual reviews

Planning

* EHCP and appropriate short- term targets

* Risk assessment will describe procedures to keep safe the pupil, other staff and pupils, and property.

There will be an assessment of the risk of absconding and procedures described to manage such an eventuality

Planning meetings will include parents/ carers, and are multi-agency

of area and/or residential special school

* Pupil offered one to one support from an adult for some of the school day

There will be a greater ratio of adults to pupil and staff will have specialisms in managing pupils who present

with challenging behaviour

environment with appropriate staff/ pupil ratios Continued daily access to staff with experience and training in meeting the needs of pupils with SEMH

* Advice available from relevant specialist services

Additional teams will include any of the following multi- Agency Interventions:

Education Social Worker

Drug and Alcohol Team

Police

Health

Youth Offending Service

Child Adolescent Mental Health Service Educational Psychologist Social Care Community Support Worker

Family Intervention Families First School Nurse Careers advice Youth Service Voluntary Sector Organisations Specialist Agency Interventions: Drug and Alcohol Team

Police

Health

Youth Offending Service (including MAPPA)

Child Adolescent Mental Health Service

Probation Service Social Care Community Support Worker

Early Help Prevent Services

SEND Ranges Guidance 2023: Primary and Secondary 177

PfA Outcomes

friendships with others to support emotional wellbeing.

Child will be aware of structures in place to support social and emotional wellbeing and will access these as required.

Child will show awareness of different feelings and emotions and with support will identify and

apply appropriate

peers and access community-based clubs/after school clubs to promote independence and emotional wellbeing.

Child will have

the social skills necessary to facilitate participation in sleepovers and residential trips.

Child will be able to manage their feelings and emotions, accessing

wellbeing and avoid isolation.

Child will begin to identify bullying within relationships and will be able to identify support and strategies to manage this.

Child will be able to manage social and emotional responses to change.

Child will be aware of strategies and precautions to remain safe online.

Employability/ Independence Community Health Education Participation Reception Child will interact Child will show Child will interact with | Child will attend to Y2 with peers and begin | awareness of peers and begin to form | necessary dental, (5-7 years) | to form friendships _| independent living _| friendships with peers | medical and optical to support emotional | skills (cooking, to support emotional _| checks following wellbeing. cleaning, DIY) and _| wellbeing. parental direction will extend and and supervision. Feveeeriees Child will maintain through real world _| Positive emotional Child will cooperate ay wellbeing through with self-care and participation in team _| personal hygiene Child will be able games, after-school routines with to access the dining | clubs and weekend prompting and adult hall alongside peers, | activities. support as required. following social OC routines in relation Child will begin to Child will have to seating and tum | identify bullying in| the support and taking, and will relationships and will _| strategies required be able to make be able to seek adult | to promote appropriate choices | SUPPOrt resilience and has eae emotional wellbeing. Y3 to Y6 Child will interact Child will be Child will maintain Child will understand (8-11 years) | with peers, making __| able to maintain friendships with peers _| physical changes and maintaining friendships with to support emotional _| associated with the

onset of puberty and will manage these appropriately, with support as required, maintaining social and emotional wellbeing.

With support, child will access strategies to manage any emotional or mental health needs associated with their physical or mental health conditions/ diagnoses.

(11-16 years)

acquired the necessary social

skills to interact with employers, clients and peers within the workplace within

the context of work experience, voluntary work or part-time employment.

an awareness of boundaries and social conventions with respect

to different relationships and social situations, including online.

friendships with peers to support emotional wellbeing and avoid isolation,

strategies to manage | support to apply these. strategies as appropriate, Y7 to Y11 Child will have Child will have Child will maintain Child will have an

understanding of sex education and the social and emotional implications

of intimate relationships.

178

SEND Ranges Guidance 2023: Primary and Secondary

Child will be able to form friendships in the context

of education or employment to facilitate emotional wellbeing.

Child should be aware of structures in place to support social and emotional wellbeing and will access these as required.

Child will show awareness of different feelings and emotions

and, with support, will identify and apply appropriate strategies to manage these.

Child will begin to show awareness of potential abusive and exploitative behaviour in others and with support and guidance will be able to make safe choices.

Young person

will begin to make choices to include money, food, exercise, opportunities to socialise, form relationships with others, to support the development of confidence and emotional wellbeing.

Child will maintain positive emotional wellbeing through participation in community-based activities and socialisation with peers within the community in accordance with their own personal choices.

Child will have

an awareness of boundaries and social conventions within a range of relationships and social contexts, including online.

Child will show increased awareness of the bigger picture and will build resilience to support emotional wellbeing.

The child will

have strategies

and resources to support them to maintain positive mental health and emotional wellbeing.

The child will understand the social and emotional implications of spending too much time on electronic devices and will recognise the importance of sleep and ‘down time’ in supporting social and emotional health and wellbeing.

Child will access strategies and support, as required, to manage any emotional of mental health needs associated with their physical or medical health conditions/ diagnoses.

Provision

Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/Interventions sections of the School Age Ranges Guidance: Social, Emotional and Mental Health Needs.

SEND Ranges Guidance 2023: Primary and Secondary

179

Guidance for young people IN post 16 settings

Guidance for Post 16 pupils with SEND: Implementation of the Ranges in Post 16 settings

Preparation for Adulthood (PfA) should start in the Early Years and continue

as a ‘golden thread’ through primary and secondary settings. It will be particularly important for the Post 16/19 sector to build on what has been learnt and experienced before in the PfA Outcomes and to ensure that these are fully developed and explored appropriate to the needs of the young person and their wishes.

Talking to young people and particularly those with SEND; it is apparent that they want all the things that every young person wants — a lifestyle that they can enjoy. The diagram above illustrates what young people have told us — “| want a life not a service!” So, the provision and opportunities regardless of the complexity of the needs of the young person should reflect all those areas that are in ‘The Real World’. To have friends and a social life is pivotal to emotional wellbeing and therefore our ‘curriculum’ which is everything

we do, must give opportunities and creative ways in which young people

182 SEND Ranges Guidance 2023: Post 16/19

can have friendship groups, access leisure facilities, and become more independent both in their provision but also in their local community.

The Post 16/19 Ranges therefore have

a focus on PfA outcomes alongside

the specific area of need. This is not exclusive to that need as most young people with SEND will have many needs that span most of the areas of the SEND Code of Practice. We also recognise that some young people will have significant complex needs and some less complex so the PfA outcomes will need to be implemented alongside the wishes of the young person which are pivotal, family views and the judgements of those professionals working with the young person. However, this gives an excellent framework to develop a realistic programme that will support the young person into adulthood. The framework will also support families to focus on those areas which are most important to their child and to give a common dialogue with professionals who are working alongside them.

The Real World

oO

Friends Love 00) 00000 joo Marriage oo a Q Q oo College + + Work + + Colleagues Fi Money Parties

Hobbies

Home ey Neighbours

SEND Ranges Guidance 2023: Post 16/19

183

The outcomes can be measured

using a combination of quantitative and qualitative data and should be recorded on a provision map. Together for Children have an electronic provision map which needs to be completed

to show the interventions, impact and outcomes alongside the costings. Specific guidance will be available

to show how this will need to be completed.

The most important and pivotal aspect of the PfA work will be the involvement of the young people themselves. Professionals will need to think creatively how to ensure that all their students/ employees (if in the workplace) views, feelings and wishes are listened to and acted upon on a regular and systematic basis.

Every young person has the right

to expect a good education, and

the support they need to become independent adults and succeed in life.

184 SEND Ranges Guidance 2023: Post 16/19

The City of London has developed

a transition guidance document on preparing children and young people with SEND for adult life, with key partners and the City Parent Carer Forum. This guidance document can be found in the PfA Hub on the City of London's Local Offer SEND Local Offer - City of London Family Information Service.

Once over compulsory school age, many young people with SEND move into further education (FE), such as

FE and sixth form colleges and 16-19 academies or access alternative work- based providers. It is important that

the young person's chosen provider becomes involved in their plans as they prepare to leave school so the provider can be prepared to meet their needs. This is often called ‘Transition’. The young person should be given a chance, before they start at their new setting, to talk about their needs or disability, and how this might affect their learning. This will enable the provider to explain how they might be able to provide the right levels of support.

Statutory duties placed on colleges

Whilst this is not a legal document, it is based on the various acts, regulations and guidance. The Children and Families Act 2014 and the Special Educational Needs and Disability Regulations 2014 were introduced and came into effect from 1st September 2014.

The Government published the 0-25 Special Educational Needs and Disability Code of Practice 2015 (0-25 SEND Code of Practice) which all Local Authorities and service providers across education (including colleges), health and social care, have a legal duty to follow.

As part of the Children and Families Act

2014 all colleges Must:

* Co-operate with the Local Authority on arrangements for young people with SEND.

« Admit the young person, if the provider is named on their Education, Health and Care (EHC) Plan.

* Comply with the 0-25 Special Educational Needs and Disability Code of Practice 2014 (0-25 SEND Code of Practice).

¢ Ensure the provider does their best to plan for and secure the special educational provision.

SEND Ranges Guidance 2023: Post 16/19 185

Ensuring young people’s positive outcomes — arrangements for assessing their needs

Every young person has individual

needs requiring varying levels of support that need to be planned for -

this is sometimes called a Graduated

Response. The SEN ranges document Assess will support the graduated response * The young person's difficulties in the post 16 setting. The young at the time they make their person's chosen provider should application for enrolment, so that help them to achieve their best. the right support can be provided. The provider will discuss and agree * The provider will ask the young which course will best enable them person what they feel their needs to be more independent, find a job are as well as speaking to others or whatever they choose to do next. who help them. This could include When they start, the provider will help their parents/carers, teacher or to set aspirational goals for the young support worker from a previous person, in order for them to achieve school or college, or any other the best possible outcome in their professionals who work with them. adult life — this is often called Preparing « When they start in the setting, the for Adulthood (PfA) (Chapter 7 SEND young person's tutor/ lecturer or Code of Practice). nominated support person will regularly speak with them to see The provider must do its best in order how they are getting on. to give the young person the support they need through an individual assessment. This will be provided

through SEND Support. The provider

may refer to this as SEND Support Review Stage. If, through discussions, the provider feels the young person

might benefit from SEND Support,

the provider will ensure you and your child are kept involved throughout the planning process, updating you with progress made. SEND Support is part of what is known as the ‘graduated approach’. Any support offered to the young person during the SEND Support Stage should take the form of a four- part cycle.

* They young person will have progress meetings with their tutor/ lecturer or nominated support person. At these meetings the young person's progress will be recorded on their student profile or Individual Learner Record (ILR).

* The support that has been provided should be reviewed regularly - at least 3 times per year or each term.

186 = SEND Ranges Guidance 2023: Post 16/19

Plan

* The young person is likely to be =) * The provider needs to plan set “outcomes” that their provider and agree the outcomes that will support them to achieve each

the SEND support is intended term.

to achieve - in other words, * Planning sessions with their tutor how the young person is should take place at least 3 times expected to benefit from the per year.

support they provide. These * Planning will look at the young should be evidenced on the person's aspirations (what they students support plan. want to achieve next).

Do +

* Following discussions with the young person, the provider will put the planned support into place.

* The young person’s tutor / lecturer or nominated support person will remain responsible for working with them on a regular basis to frack their progress.

* They will check that the support that has been put in place for the young person is doing what it was intended to do, and that they are achieving their expected outcomes.

* Together with the young person's tutor/lecturer or nominated support person, they should decide whether the support put in place is having a positive impact.

¢ If either you (the parent/carer), the young person themselves or their tutor are concerned, or if the young person is falling behind, they will discuss and agree what can be done to better support the young person.

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Meeting needs and recording progress

The young person's outcomes will be listed on either the SEND Support or EHC Plan. These may include the PfA goals such as finding employment, voluntary work, moving into higher education, living independently/semi independently, being as healthy as possible, making friends, participating in the local community and staying safe. You can find out more by looking at the Preparing for Adulthood section of the City of London's Local Offer SEND Local Offer - City of London Family Information Service and on the National Development Team for inclusion (NDTI) website: www.preparingforadulthood. org.uk . The provider will ensure that the young person's opinions and views are considered and become a central and pivotal part of the decision making and planning process. The provider will work with them to agree and put in place a range of support that can be taken as steps towards achieving their long-term PfA outcomes.

Support opportunities could include: « External visits ¢ Extra-curricular activities.

* Involvement in community enterprise or voluntary work opportunities.

* Traineeships.

* Apprenticeships.

* Supported employment/internships * Buddy opportunities.

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Equality and inclusion

The provider will have a SEN lead/ SENDCo lead and additional specialist learning support staff, who will oversee the young person's support needs. The provider must do its best to meet the young person's needs. This could include:

¢ Ensuring that personal care needs are met.

Providing one to one or small group learning opportunities.

Providing training to enable more independence i.e. independent travel training.

Ensuring tutors and learning support have the specialist skills and resources to support young people, for example information to be provided in suitable formats i.e. large print, easy read, symbols, audio etc., information is made available on coloured paper, the Student has access to the right type of assistive technology, desk top prompts e.g. key word lists, colour coded timetables and a Picture Exchange Communication System (PECS) where required.

Supporting SEND in Post 16 settings including colleges

The purpose of identification is to work out what action the college/provider should take to support young people with SEND and Not to fit them into a category. A young person's needs might cover more than one of the areas of the Code of Practice, and they also may change over time. The college/ provider will complete a detailed

assessment of need and produce your individual SEND Support Plan. This is so that your full range of needs are identified, in order for the college to plan and review your SEND Support Plan, or EHC Plan if necessary.

Four broad areas of need

Listed below are the four broad areas of need that colleges should plan for in accordance with guidance set out in the SEND Code of Practice.

Communication and interaction

The young person will receive support in

college if they have speech, language

and communication difficulties, that:

* makes it difficult for them to make sense of what is being said to them, or

* for them to be understood by others, or

¢ to help them understand how to communicate more effectively

Cognition and learning

The young person will receive support in college if they:

* learn at a slower pace than others of their age

* have difficulty in understanding parts of the curriculum

* have difficulties with organisation and memory skills, or

* have a specific difficulty affecting one particular part of their learning, such as English (Literacy) or Maths (Numeracy).

Social, emotional and mental health difficulties

The young person will receive support in

college, if they:

* have difficulty in managing their relationships with other people,

* are withdrawn, or if they behave in ways that may hinder or affect their own or other students’ learning, or

* have a need which has an impact on their health and wellbeing.

Sensory and/or physical needs

The young person will receive support in college if they have: * a visual and/or hearing impairment, or

* a physical need that means they must have additional ongoing support and or equipment. College support will ensure that they provide them with:

o An inclusive learning environment. o High quality teaching and learning opportunities.

* Social and emotional support.

o Opportunities to achieve positive outcomes.

Careers Guidance

As part of helping the young person to prepare for their future, schools and colleges have to ensure that all young people attending education provision from Year 8 until Year 13 are provided with independent careers guidance. FE colleges also have equivalent requirements to support and provide access to careers guidance, to young people from the age of 18 - 25.

SEND Ranges Guidance 2023: Post 16/19 189

High quality study programmes for Young People with SEND

All students aged 16-19, and those with an EHC Plan up to the age of 25, should be allowed to follow a coherent study programme that provides stretch and progression, and will enable them to achieve their best possible outcome in adult life. Colleges should:

* raise career aspirations of all SEND students, and

* broaden their employment opportunities.

The college is expected to:

* Design study programmes which enable students to progress to a higher level of study than their prior attainment.

* Offer wide ranging qualifications.

¢ Enable them to gain basic skills such as English and maths.

* Allow them to participate in meaningful work experience and non- qualification activity.

When attending college, the young person should not be expected to repeat learning they have already completed successfully.

If they are not taking qualifications at college their study programme should:

* focus on high quality work experience, and

* provide non-qualification activity which prepares them well for - employment - independent living - being a healthy adult, and - participating in society

190 SEND Ranges Guidance 2023: Post 16/19

What next?

The vast majority of young people with SEND are capable of sustainable paid employment, providing they receive

the right help and support. Having carefully understood their abilities, their college will work with them to provide them with the right type of opportunities, to help them meet their potential and aspirations.

Employment

College careers staff will discuss directly with the student which jobs they are looking for and how best to get one.

Traineeships

* Education and training programmes offering work experience.

Focus on giving the skills and experience the student will need to get an apprenticeship or other job.

To last a maximum of six months and include gaining key components of work preparation training i.e., English and maths (unless this is already achieved at GCSE A*-C standard) and a high-quality work experience placement.

Available to young people aged 16 to 24, including those with EHC Plans. Young people with an EHC plan will retain their plan when undertaking a traineeship.

Apprenticeships

¢ Apprenticeships are paid jobs that incorporate training, enabling the student to gain a nationally recognised qualification.

¢ Young people can earn money as they learn and gain practical skills in the workplace.

* Many lead to highly skilled careers.

* Young people with an EHC Plan will retain this when they are doing their apprenticeship.

Supported Internships

*¢ Structured study programmes for young people with an EHC Plan. The EHC Plan will remain in place whilst they are undertaking the supported internship.

¢ Will normally be with an employer.

¢ Internships normally last for a year and include extended unpaid work placements of at least six months.

* Supported internships aim to support the young person move into paid employment.

* Offers a personalised study programme which includes the chance to study for relevant qualifications, if suitable, and English and maths to an appropriate level. Higher Education (University) is one option but not the only one. Foundation programmes are equally acceptable

For some young people, securing a

place in higher education will be their

aspiration or goal.

* The college should give the young person advice and guidance about their aspiration of going on to university, and how they should make a claim for Disabled Students Allowance (DSA) where eligible

¢ Ensure that the correct level of support is maintained or provided to help them achieve their goal.

Funding for SEND Support

The college will write the SEND Support Plan. If additional support is required, the college will liaise with the City of London's Special Educational Needs Assessment Service (Local Authority)

to fund your support. If a young person requires an EHC Plan, the information contained within their SEND Support Plan will be used to inform this alongside information from relevant professionals. Independent advice in relation to SEND processes can be obtained either by contacting the SEND Team

at Education and Early Years Service EEYService@cityoflondon.gov.uk or the SEND Information Advice & Support Service (SENDIASS) at https://www. towerhamletsandcitysendiass.com/

SEND Ranges Guidance 2023: Post 16/19 191

Funding entitlements

There are 3 categories of funding:

1. Funding entitlement for 16 -18-year- olds attending post 16 school provision or college is provided through Education and Skills Funding Agency (ESFA)

2. Young people aged 19-25 who previously had a Section 139 statement will transfer to an EHC Plan and be funded through the Education and Skills Funding Agency (ESFA)

3. Young People aged 19 and over who attend college and have a learning difficulty or disability, but not an EHC Plan, may be entitled to 16-19 bursary fund from ESFA, there is some useful guidance surrounding 16-19 bursaries aimed at young people.

Packages of Support across 5 days per week College provision is normally based on 540 guided learning hours, which equates to 3 days per week over an academic year. If it is agreed that the young person would benefit from, and is entitled to from 5 days education, these additional 2 days could be paid for with their Personal Budget entitlement or through Social Care funding where eligible. If they are entitled to Social Care funding the support, they should receive will be included under the Social Care section of their EHC Plan where applicable. If they have any queries with regards to their entitlement to their support for these additional 2 days, they should contact their Social Care team.

192 SEND Ranges Guidance 2023: Post 16/19

If the young person is entitled to receive a full package of provision across 5 days a week, this support provision does not have to be at one provider,

it could involve amounts of time with different providers or to allow them to study independently or take part in opportunities such as:

* Volunteering or participating in the community

« Work experience

* Independent travel training and/ or skills for living independently in semi-supported or independent accommodation etc.

The following guidance follows the PfA outcomes that are required from Early Years:

* Independence, ¢ Employment/training, * Staying healthy

* Inclusion into the local community — making friends and having a social life.

These outcomes should be embedded from Early Years through to Post 25 within the curriculum of settings, schools and the full range of provision. Specific examples of effective PfA outcomes can be found in www. preparingforadulthood.org.uk PfA Outcomes. They are also available in the PfA Hub on the local offer https:// www. fis.cityoflondon.gov.uk/send-local- offer/preparing-for-adulthood.

Implementation of the Ranges

in Post-16 Provision

The Post 16/Post 19 provision and practice should build on the effective SEND practice in schools and Early Years across all the SEND Ranges. Therefore, Post 16/19 providers must use the pre

16 cohort descriptors and the range

of specific teaching interventions

that have been successful and if appropriate in the planning of their Post 16/19 programme. The importance of transition cannot be underestimated. Transition should begin at Year 8 and with regard to the four PfA outcomes

- education/employment, developing independence, staying healthy and being included in the local community —

making friends and having a social life - these should begin and be embedded from the Early Years.

Post 16/19 providers should be involved with schools and settings from Year

8/9 in understanding the needs of the young person, the curriculum that they are undertaking and how this can be built upon successfully in college, work placements, voluntary work and in shaping the ‘lifestyle’ that the young person wishes to have. Therefore, the Post 16/19 section of the SEND Ranges will focus in the main on the PfA outcomes with links to the specific needs and Ranges pre-16. Most young people with SEND will have been identified prior to entering Post 16 providers through the embedding of the Ranges in schools

SEND Ranges Guidance 2023: Post 16/19 193

and settings, however, there will be some young people for whom their needs have not been met. It will be important for the Post 16 providers to use the Range descriptors in identifying the needs of those young people and the subsequent provision that should be in place to meet those needs.

The importance of specialist training

of all staff in the Post 16/19 provision

will be pivotal in achieving good and outstanding PfA outcomes. Providers will have to demonstrate, like schools, how they are spending their monies on the individual young people. They will need to demonstrate through a provision map, how they are spending the first £6K before they can access any monies from the High Needs Block. So, once embedded, there will be a seamless transition from Early Years through to

25 of accountability and transparency of spend and the impact on young

194 SEND Ranges Guidance 2023: Post 16/19

people's outcomes. The SEND Ranges will provide the framework for this.

The ranges are a very useful guide for learning support staff/tutors/services

to assess and identify the needs of students and to put into place the appropriate support. They describe

the young person's needs and provide suggestions for the types of interventions that will be required. Providers will need to evidence alll their interventions and the impact of these through a provision map and other evidence. This is best practice nationally and Ofsted require this level of evidence of input and impact.

The setting will use Support Plans and One Page Profiles to support provision. The support plan should show not

only setting-based interventions, but also those of specialists and outside agencies if they are involved. This

will give an informed overview of the

interventions, as well as their impact and the progress that the young person has made as a result. The support plan should be part of a progress check every half term and a data run at

the end of every term, in line with the assessment framework and process

in each setting. Undertaking support planning in this way will also correlate the attainment/achievements alongside other indicators such as attendance, behaviour etc.

In some cases, young people will fall into more than one range, or will have needs in more than one area. The setting

will need to study the ranges and to highlight where the greatest need is. This may change in time and as the young person matures. There will be specific times such as transition where the needs may change because of the differing environments and expectations. The ranges are a guide and provide a framework for the evidence that will

be required. Some services that are available to schools and settings may not be available to colleges and/or have to be specifically bought in from the Element 1 and 2 or top up monies in the college.

Using the Guidance to Support Learning

1. Once the young person’s needs have been agreed professionals will find advice about how to support the learning of students at each range.

2. It is important to recognise that Quality First Teaching will provide a firm basis upon which to use the additional strategies.

3. Specialist health interventions may be required at any level, and this is an indicative framework as to how health resources may be deployed.

The ranges are colour-coded throughout the Post 16 guidance as follows:

[> Range 1 - Post 16 setting- based responses — Universal mainstream

[J Range 2 - Post 16 setting- based responses — Universal/ Targeted mainstream

[155 Range 3 - Post 16 setting- based responses — Targeted mainstream

[M5 Range 4 - Targeted/Specialist either in mainstream or specialist additional resource

{) Range 5 - Specialist Resource/ Special School / Specialist College

MM Range 6 - Special School / Specialist College

(9) Range 7 - Highly Specialist Provision possibly 24 hours

SEND Ranges Guidance 2023: Post 16/19 195

Cognition and Learning Needs Guidance Range Descriptors Overview Assessment, Intervention, Provision and Resources Range 1 * May be below age-related expectations Please refer Mild * Difficulty with the acquisition/use of language, literacy, and to information numeracy skills contained within * Difficulty with the pace of curriculum delivery the Range 1 : Cognition and * Some problems with concept development [ooning section * Evidence of some difficulties in aspects of literacy, numeracy, or of the School Age motor coordination Guidance * Attainment levels are likely to be a year or more delayed Range 2 * Continuing and persistent difficulties in the acquisition/use of Please refer Mild - language/literacy/numeracy skills to information Moderate * The student is operating at a level well below expected outcomes contained within and there is evidence of an increasing gap between them and their _| the Range 2 peers despite targeted intervention and differentiation through a Cognition and support plan Learning section * Evidence of difficulties with aspects of cognition i.e., memory, of the School Age concept development, information processing, understanding, Guidance sequencing, and reasoning that impact on learning and/or limit access to the curriculum * Progress is at a slow rate but with evidence of response to intervention * Support is required to maintain gains and to access the curriculum * Attainment is well below expectations despite targeted differentiation * Processing difficulties limit independence and student may need adult support in some areas * The student will have mild but persistent difficulties in aspects of literacy, numeracy or motor co-ordination despite regular attendance, appropriate intervention, and quality first teaching * May have difficulties with organisation and independence in comparison to peers * Difficulties impact on access to the curriculum * Student will require reasonable adjustments to support them in the classroom * Self-esteem and motivation may be an issue Range 3 As above plus: Please refer Moderate * Persistent difficulties in the acquisition/use of language/literacy/ to information

numeracy skills

* May appear resistant to previous interventions

* Student is operating at a level significantly below expected outcomes and there is evidence of an increasing gap between them and their peers despite targeted intervention, differentiation, and curriculum modification

* Moderate difficulties with independent working and may sometimes need the support of an adult and a modified curriculum or assessment findings from a range of standardised cognitive assessments

* Assessment by an Educational Psychologist indicates significant and enduring difficulties with several aspects of cognition e.g., memory, concept development, information processing, understanding, sequencing, and reasoning

contained within the Range 3 Cognition and Learning section of the School Age Guidance

196 SEND Ranges Guidance 2023: Post 16/19

Range 3

* Difficulties impact on learning and/or limit access to the curriculum

Moderate * Significant discrepancies between different areas of cognition or a highly unusual profile of strengths and difficulties * Personalised learning plan * Access to advice from a specialist * Support for reading/recording to access the curriculum at the appropriate level of understanding * Student will have moderate and persistent difficulties with literacy, numeracy and/or motor co-ordination despite regular attendance, significant levels of focused intervention, effective provision mapping and quality first teaching * Difficulties in some aspect of cognitive processing will be present, i.e., slow phonological processing, poor working memory, and difficulties with auditory and visual processing * Difficulties will affect access to curriculum, and specialist support/ advice and arrangements will be required * May require assistive technology and/or augmented or alternative communication supports * Difficulties with learning may impact on self-esteem, motivation, and emotional wellbeing despite positive support Range 4a * Student will have significant and persistent difficulties with literacy, Please refer Significant numeracy or motor co-ordination despite regular attendance and to information high-quality specialist intervention and teaching contained within * Key language, literacy and/or numeracy skills are well below the Range 4a functional levels for their year group — the student cannot access text | Cognition and or record independently Learning section * Student has significant levels of difficulty in cognitive processing, of the School Age requiring significant alteration to the pace and delivery of the Guidance curriculum * Difficulties likely to be long term/lifelong * Condition is pervasive and debilitating * Significantly affects access to curriculum and academic progress * High levels of support required which include assistive technology * Social skills and behaviour may be affected, and issues of self- esteem and motivation are likely to be present * The student may appear to be increasingly socially immature and vulnerable because of limited social awareness, difficulties with reasoning, understanding, or expressing thoughts Range 4b | As Range 4a plus: Please refer Difficulties are so significant that specialist daily teaching in literacy to information and numeracy and access to a modified curriculum are required contained within * The level of adjustment and specialist teaching across the curriculum | the Range 4b required is significantly greater than is normally provided in a Cognition and mainstream setting Learning section of the School Age Guidance Range 5 * Severe learning difficulties have been identified Please refer Severe * Significant and persistent difficulties in the acquisition/use of to information

language/literacy/numeracy skills within the curriculum and out of school activities

* Complex and severe language and communication difficulties * Access to specialist support for personal needs * Complex needs identified*

contained within the Range 5 Cognition and Learning section of the School Age Guidance

SEND Ranges Guidance 2023: Post 16/19 197

Cognition and Learning: PfA Outcomes and Provision

PfA Outcomes Employability/Education | Independence Community Health Participation

Post 16 | YP will build upon strengths | YP will be able to manage | YP will understand YP will understand and interests highlighted in | potential income, personal budgets their health needs personal/vocational profile. | including personal and how they could | and will be able

a. independence payments | be spent post 16 to to manage these YP will achieve steps and incoming bills. further PfA aspirations. | where applicable. toward academic and vocational qualifications. YP will demonstrate skills | YP will understand the | YP will see a GP a in time management potential risks relating | or other health YP will achieve A level and negotiating travel/ | to drugs and alcohol _| professionals as results, or equivalent to transport. within the community | appropriate. enable progression on and will be able to ° to university or other YP will understand make safe choices. _| YP will understand education/training different types of living the importance of opportunities. arrangements and which _| YP will understand how | regular medical, ; | of these are positive or _| the criminal justice dental and optical YP will have skills in CV possible for each YP. system works to enable | checks. writing and in applying for ; them to function | jobs or Higher Education. ie will begin to planfor | appropriately YP will understand juture living. healthy choices, YP will develop including increasing social healthy eating awareness including _| and benefits of understanding and exercise and will reasoning skills take steps to to promote social remain health and and emotional active. wellbeing and reduce vulnerability within the community.

Post 19 YP will consolidate or YP will continue to YP will show awareness | YP will complete learning, develop independent of the role of adult manage health achieving outcomes living skills through social care and will appointments/ to enable progression appropriate study access the service as __| interventions. into employment/adult programmes. required. fearcanton orcommanity | pil understand YP will develop

correspondence/bills increasing social YP will understand and manage them awareness including processes and support appropriately. understanding and in relation to job centre reasoning skills provision. YP will have planned living | +5 promote social arrangements in place. _| and emotional YP will understand and Melinenenenciectcs access benefits where vulnerability within the applicable. community.

Provision | An adapted curriculum/ _| Specific programmes Supported Support to workplace-based training | of teaching relating to _| opportunities to access | understand their programme to consider _| finance, independent community-based own healthcare difficulties in relation to travel, time management, | activities and to make | requirements. independent working and _| types of living choices in relation personal organisation. This | arrangements, and to participation in may require learning and __| provision of information _| activities available to work-based tasks to be to support the YP’s them. broken down into smaller | understanding of these stages with a higher level _| and ability to make of adult direction. positive choices.

198 SEND Ranges Guidance 2023: Post 16/19

Curriculum/work-based materials and instructions which are adapted to the YP’s developmental level and individual learning needs.

Alterations to the pace

of delivery in work-based settings in accordance with the YP's ability to process and internalise information.

A regular programme of activities designed to promote the development of skills for further training/ employment to include skills in CV writing, interviews, job applications, understanding job-centre access and support.

Provision of careers advice

Access to assistive technology as required.

Supported opportunities to negotiate daily living tasks to include travel, income, bills, planning living and a future in accordance with the YP’s cognitive functioning.

Support to access documentation relating to health needs including NICE guidance and health check guide.

Individual programmes of support to

facilitate community participation in accordance with the YP’s choices and levels of cognitive function.

Specific teaching in relation to community participation including potential risks, to include drugs, alcohol, criminal activity,

social vulnerability, and provision of information to support the YP’s understanding of these and ability to make safe choices.

Access to adult health services.

Access to specialist services in line with

any medical assessments.

SEND Ranges Guidance 2023: Post 16/19

199

Communication and Interaction Needs Guidance - Autism Spectrum

Range Descriptors Overview Assessment, Intervention, Provision and Resources

Range 1 * Students will have communication and interaction needs Please refer to information

Mild that may affect their access to some aspects of the National contained within the

Curriculum, including the social emotional curriculum and Range 1 Communication school life and Interaction: Autism * The student does not have a diagnosis of an autism spectrum eect section of the disorder made by an appropriate multi-agency team School Age Guidance * Students may or may not have low level sensory needs

Range 2 Students will have communication and interaction needs Please refer to information

Mild - that affect access to a number of aspects of the National contained within the

Moderate | Curriculum, including the social emotional curriculum and Range 2 Communication

school life and Interaction: Autism * Students may or may not have low to moderate sensory needs | SPectrum section of the School Age Guidance Range 3 « Students will have communication and interaction needs that | Please refer to information Moderate will moderately affect their access to the National Curriculum, | contained within the including the social emotional curriculum and all aspects of Range 3 Communication school life and Interaction: Autism * This is especially true in new and unfamiliar contexts Spectrum section of the - . School Age Guidance ¢ The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention, and generalisation of skills and therefore on the result of any assessment * Students may or may not have a diagnosis of an autism spectrum disorder made by an appropriate multi-agency team * Students may or may not have moderate sensory needs Range 4a | ¢ Students will have communication and interaction needs that Please refer to information Significant significantly affect their access to the National Curriculum, contained within the including the social emotional curriculum and This is especially | Range 4a Communication true in new and unfamiliar contexts but will also affect access and Interaction: Autism at times of high stress in some known and familiar contexts Spectrum section of the and with familiar support/people available School Age Guidance ¢ The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention, and generalisation of skills and therefore on the result of any assessment * Students will have an uneven learning profile, but their attainment levels suggest they can access a differentiated mainstream curriculum * Students may or may not have a diagnosis of an autism spectrum disorder by an appropriate multi-agency diagnostic team * Students may or may not have sensory significant sensory needs Students will have communication and interaction needs that severely affect their access to the National Curriculum, 200 SEND Ranges Guidance 2023: Post 16/19

Range 4a Significant

including the social emotional curriculum and all aspects of

school life, even in known and familiar contexts and with familiar

support/people available

* The pervasive nature of the Autism/ C&| needs is likely to have a detrimental effect on the acquisition, retention and generalisation of skills and therefore on the result of any assessment

4b

As Range 4a plus:

Students will have an uneven learning profile, but their attainment levels suggest they can access a differentiated mainstream curriculum

© They will require significantly more support than is normally provided in a mainstream setting

* Students may or may not have sensory significant sensory needs

Please refer to information contained within the Range 4b Communication and Interaction: Autism Spectrum section of the School Age Guidance

* Students will have communication and interaction needs that severely affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life, even in known and familiar contexts and with familiar support/ people available

¢ The pervasive nature of the Autism/ C&| needs is likely to have a detrimental effect on the acquisition, retention, and generalisation of skills and therefore on the result of any assessment

Students at range 5 may be in the following settings: Mainstream

* Students may have an uneven learning profile, but their attainment levels suggest they can access a differentiated mainstream curriculum

© They will require significantly more support than is normally provided at a universal level in a mainstream setting

Special

* Attainment profile is below expected NC performance indicators and/or PIVATs /B Squared.

They may or may not have a diagnosis of an autism spectrum disorder-/ and or EHCP.

Students may or may not have severe sensory needs

Please refer to information contained within the Range 5 Communication and Interaction: Autism Spectrum section of the School Age Guidance

Students will have communication and interaction needs identified by the range descriptors that profoundly affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life, even in known and familiar contexts and with familiar support/people available

Students will need an environment where interpersonal challenges are minimised by the adult managed setting

The pervasive nature of the Autism/C&I needs is likely to have a detrimental effect on the acquisition, retention, and generalisation of skills and therefore on the result of any assessment

Students may or may not have profound sensory needs

Students within the specialist provision need an environment where interpersonal challenges are minimised by the adult managed setting

Please refer to information contained within the Range 6 Communication and Interaction: Autism Spectrum section of the School Age Guidance

SEND Ranges Guidance 2023: Post 16/19

201

Communication and Interaction Needs Guidance Speech, Language and Communication Needs

Range Descriptors Overview Assessment, Intervention, Provision and Resources Rangel | Student will have communication and interaction needs which Please refer to information Mild may affect access to some aspects of the National Curriculum, contained within the Range including the social emotional curriculum and school life: 1 Communication and * Student does not have a diagnosis of an autism spectrum Interaction: Speech, Language disorder made by an appropriate multi-agency team and Communication Needs ; section of the School Age * Speech is understood by familiar adults but has some Guidance immaturities, which may impact on social interaction and may impact on the acquisition of literacy * Difficulties with listening and attention that affect task engagement and independent learning * Comments and questions indicate difficulties in understanding the main points of discussion, information, explanations and the student needs some support with listening and responding * Difficulties in the understanding of language for learning (conceptual language: size, time, shape, position) * Reduced vocabulary range, both expressive and receptive * May rely on simple phrases with everyday vocabulary * Social interaction could be limited and there may be some difficulty in making and maintaining friendships * Behaviour as an indicator of SLCN: difficulties with independent learning, poor listening and attention, frustration, stress, lack of engagement * May present with difficulty in talking fluently e.g., adults may observe repeated sounds, words or phrases, if this is consistent, higher levels of need may be present Range 2 | Student will have communication and interaction needs that Please refer to information Mild - affect access to a number of aspects of the National Curriculum, contained within the Range Moderate. | including the social emotional curriculum and school life: 2. Communication and * Speech is usually understood by familiar adults; unfamiliar Interaction: Speech, Language people may not be able to understand what the child is saying | and Communication Needs Hout of context. section of the School Age . Guidance * The child's speech may have some immaturities or use of more unusual sounds within their talking, which may impact on social interaction and the acquisition of literacy * Difficulties with listening and attention that affect task engagement and independent learning * Comments and questions indicate difficulties in understanding the main points of discussion, information and explanations * Student needs some support with listening and responding * Difficulties in the understanding of language for learning (conceptual language: size, time, shape, position) * Reduced vocabulary range, both expressive and receptive * May rely on simple phrases with everyday vocabulary 202 SEND Ranges Guidance 2023: Post 16/19

Range 2 Mild - Moderate

* May rely heavily on non-verbal communication to complete tasks (adult's gestures, copying peers) and this may mask comprehension weaknesses

* Social interaction could be limited and there may be some difficulty in making and maintaining friendships

* Behaviour as an indicator of SLCN: difficulties with independent learning, poor listening and attention, frustration, stress, lack of engagement

* Student is likely to present with difficulty in talking fluently e.g., adults may observe repeated sounds, words or phrases more consistently

Range 3 Moderate

Student will have communication and interaction needs that

will moderately affect their access to the National Curriculum,

including the social emotional curriculum and all aspects of

school life. This is especially true in new and unfamiliar contexts.

* The pervasive nature of the Autism/ C&I needs is likely to have a detrimental effect on the acquisition, retention and generalisation of skills and therefore on the result of any assessment

* Students may or may not have a diagnosis of an autism spectrum disorder made by an appropriate multi-agency team

* Persistent delay against age related speech, language, and communication

* Persistent difficulties that do not follow normal developmental patterns (disordered)

Speech

* Speech may not be understood by others i.e., parents/family/ carers where context is unknown.

Difficulty in conveying meaning, feelings and needs to others due

to speech intelligibility

* Speech sound difficulty may lead to limited opportunities to interact with peers

* May be socially vulnerable

* May become isolated or frustrated

* Phonological awareness (Speech sound awareness) difficulties impact on literacy development.

Expressive

* The student may have difficulty speaking in age-appropriate sentences and the vocabulary range is reduced. This will also be evident in written work

* Talking may not be fluent

* May have difficulties in recounting events in a written or spoken narrative

Receptive

* Difficulties in accessing the curriculum, following instructions, answering questions, processing verbal information, following everyday conversations

* Needs regular and planned additional support and resources

© Difficulties with listening and attention that affect task engagement and independent learning

* May not be able to focus attention for sustained periods

* May appear passive or distracted

* Difficulties with sequencing, predicting, and inference within both social and academic contexts. This may impact on behaviour and responses in everyday situations e.g., not understanding the consequences of an action

Please refer to information contained within the Range

3 Communication and Interaction: Speech, Language and Communication Needs section of the School Age Guidance

SEND Ranges Guidance 2023: Post 16/19 203

Range 3 Moderate

Social Communication

© Difficulties with speech and/or language mean that social situations present challenges resulting in emotional outbursts, anxiety, social isolation, and social vulnerability

© Difficulties with using and understanding non-verbal communication (NVC) such as facial expressions, tone of voice and gestures

* Poor understanding of abstract language and verbal reasoning skills needed for problem solving, inferring and understanding the feelings of others

* Anxiety related to lack of understanding of time and inference

* Needs reassurance and forewarning of changes to routine or when encountering new situations/experiences

Range 4a Significant

Student will have communication and interaction needs that

significantly affect their access to the National Curriculum,

including the social emotional curriculum and all aspects of

school life. This is especially true in new and unfamiliar contexts

but will also affect access at times of high stress in some known

and familiar contexts and with familiar support/people available.

* The pervasive nature of the Autism/ C& needs is likely to have a detrimental effect on the acquisition, retention and generalisation of skills and therefore on the result of any assessment

* Student will have an uneven learning profile, but their attainment levels suggest they can access a differentiated mainstream curriculum

* Student may or may not have a diagnosis of an autism spectrum disorder made by an appropriate multi-agency diagnostic team

* Could communicate or benefit from communicating using Augmented and Alternative Communication

* Some or all aspects of language acquisition are significantly below age expected levels

* Significant speech sound difficulties, making speech difficult for ali listeners to understand when out of context (and sometimes where it is known).

Must have an identified Speech, Language and /or

Communication Delay/Disorder

This could be difficulties in:

* Understanding and/or using language.

* Speech Sound development

* Social Interaction

Identification

* Diagnosed by a Speech and Language Therapist

* Students with Developmental Language Disorder (DLD) may have associated social communication difficulties

* Students with DLD may have difficulties with literacy associated with writing fluency, reading comprehension and spelling. Students with DLD may have behavioural, emotional, and social difficulties which impact on everyday interactions and learning

Please refer to information contained within the Range

4a Communication and Interaction: Speech, Language and Communication Needs section of the School Age Guidance

204 SEND Ranges Guidance 2023: Post 16/19

Range 4b

Student will have communication and interaction needs that

severely affect their access to the National Curriculum, including

the social emotional curriculum and all aspects of school life, even

in known and familiar contexts and with familiar support/people

available.

* The pervasive nature of the Autism/ C& needs is likely to have a detrimental effect on the acquisition, retention, and generalisation of skills and therefore on the result of any assessment

* Could communicate or benefit from communicating using AAC

* Some or all aspects of language acquisition are significantly below age expected levels

* Significant speech sound difficulties, making speech difficult for all listeners to understand when out of context (and sometimes where it is known).

Must have a diagnosis of Developmental Language Disorder

(Old)

The main categories are:

* Mixed receptive/expressive language disorder

* Expressive only language disorder

* Higher order processing disorder

* Specific Speech Impairment

Identification

* Diagnosed by a Speech and Language Therapist

* Students with DLD often have associated social communication difficulties evident in rigid and repetitive behaviours

* Students with DLD have difficulties with literacy associated with writing fluency, reading comprehension and spelling, problem solving and reasoning in addition to contextual based Maths - more evident in mastery curriculum

* Students with DLD have difficulties with numeracy associated with mathematical concepts, word problems and working memory

Please refer to information contained within the Range 4b Communication and Interaction: Speech, Language and Communication Needs section of the School Age Guidance

Range 5 | student will have communication and interaction needs that Please refer to information Severe severely affect their access to the National Curriculum, including _| contained within the Range the social emotional curriculum and all aspects of school life, even | 5 Communication and in known and familiar contexts and with familiar support/people __| Interaction Speech, Language available. and Communication Needs section of the School Age Guidance Range 6 | Student will have communication and interaction needs that Please refer to information Profound profoundly affect their access to the National Curriculum, contained within the Range

including the social emotional curriculum and all aspects of school life, even in known and familiar contexts and with familiar support/people available. Students at range 6 will need an environment where interpersonal challenges are minimised by the adult managed setting.

6 Communication and Interaction: Speech, Language and Communication Needs section of the School Age Guidance

SEND Ranges Guidance 2023: Post 16/19

205

| Communication and Interaction: PfA Outcomes and Provision

PfA Outcomes

Employability/Education |Independence Commu! Health Participation

Post 16 |YP will have appropriate —_| YP will have the YP will demonstrate Young Person (YP) will communication and communication and | appropriate access information interaction skills to interaction skills communication and relating to relevant health facilitate successful access _| to participate in interaction skills to services in order to to apprenticeships, residential and local__|be able to access maintain good health. internships, traineeships as |learning options where |community, leisure, and _|yp will take responsibilty required. relevant. social activities within | for dental, medical and YP will have appropriate | YP will have the the local community in| optical appointments; communication and communication and |@ecordance with the YP | communicating their interaction skills to facilitate | interaction skills to preference. needs and interacting the development of facilitate independent |YP will be able to with appropriate staff to relationships with peers _|living (shopping, communicate their arrange these. within the workplace/ travel). choices and preferences |p will have the education environments _| yp will have the to ensure their personal | communication and to promote emotional | communication and __|Wellbeing within the interaction skills pees) interaction skills Sa necessary (in the YP will demonstrate to enable them to YP will demonstrate context of individual appropriate communication | discuss their views | appropriate circumstances) to skills, written or verbal, and opinions in communication and articulate health to enable successful relation to future living |interaction skills concerns/needs application for jobs or arrangements. necessary to successfully |to relevant health higher education. YP will be able to engage in voluntary work | professionals during YP will be able to access information _ [and/or community-based appointments. respond appropriately _|relating to travel eee to questions, displaying _| and transport to YP will be able to the communication skills __| facilitate independent |communicate effectively required to present their _| travel appropriate with relevant agencies skills and attributes within | to individual and /or emergency an interview situation. circumstances. services as required.

Post 19 YP will demonstrate YP will have the YP will be able YP will access information appropriate communication | communication and _|to communicate relating to relevant health and interaction skills interaction skills appropriately with services in order to necessary to successfully | to enable them to professionals from adult | maintain good health. engage in paid work, arrange independent/ [social care in order to. |p will take responsibility voluntary work or higher __| supported living access assistance as | 5, dental, medical and education. options as applicable. | required. are earners

YP will be able to interact | communicating their

effectively with others _|needs and interacting

within a range of social | with appropriate staff to

situations, including arrange these.

online, in order to make | yp will have the

and maintain appropriate | communication and

reciprocal friendships and| interaction skills

relationships. necessary (in the context of individual circumstances) to articulate health concerns/needs to relevant health professionals during appointments.

206 SEND Ranges Guidance 2023: Post 16/19

Provision

Clear information given to relevant others in relation to the preferred communication method of the YP.

Provision of education/ workplace information in a range of forms as may be appropriate to individual needs. This may include enlarged print, braille, audio, electronic and visual information as appropriate.

Access to appropriate strategies and resources

to facilitate the YP's communication and interaction skills. This may include access to visual approaches, such as PECS; access to augmented and alternative communication; BSL or SSE; hearing aids/ cochlear implants; radio aids; electronic voice output communication aids (VOCA) as appropriate.

Adult support to facilitate alternative/adapted forms of communication as required.

Opportunities to interact with peers through supported social activities.

Provision of information and instruction at a level appropriate to the needs of the YP. Repetition and reinforcement as required.

Alterations may need to be made to the pace of delivery.

Access to electronic forms of communication (phone, text, email), modified

if necessary to assist workplace operation.

This may include assistive technology.

Advice and guidance from Salt, Hi team/ToD, VI team as required,

Clear information given to relevant others in relation to the preferred communication method of the YP.

Provision of information relating to local learning options, living provision and transport in a range of forms as may

be appropriate to individual needs.

This may include enlarged print, braille, audio, electronic and visual information as appropriate.

Access to appropriate strategies and resources to

facilitate the YP's communication and interaction skills. This may include access to visual approaches, such as PECS; access to augmented

and alternative communication; BSL or SSE; hearing aids/ cochlear implants; radio aids; electronic voice output communication aids (VOCA) as appropriate.

Adult support to facilitate alternative/ adapted forms of communication as required.

Adult support to facilitate independent living as required (transport, shopping, bills).

Access to

electronic forms

of communication (phone, text, email, social media), modified if necessary to assist accessibility. This may include assistive technology.

Advice and guidance from SALT, Hl team/ ToD, VI team as required.

Clear information given to relevant others in relation to the preferred communication method of the YP.

Provision of information relating to community- based activities in a range of forms as may be appropriate to individual needs. This may include enlarged print, braille, audio, electronic and visual information as appropriate.

Access to appropriate strategies and resources to facilitate the YP’s communication and interaction skills. This may include access

to visual approaches, such as PECS; access to augmented

and alternative communication; BSL

or SSE; hearing aids/ cochlear implants; radio aids; electronic voice output communication aids (VOCA) as appropriate. Community based activities/groups appropriate to

the YP's age and developmental level designed to facilitate the development of friendships through communication, interaction and shared interests.

Adult support to facilitate alternative/adapted forms of communication as required.

Access to electronic forms of communication (phone, text, email, social media), modified if necessary to assist accessibility. This

may include assistive technology.

Advice and guidance from Salt, Hi team/ToD, Vi team as required.

Clear information given to relevant others in relation to the preferred communication method of the YP.

Provision of health services information in a range of forms as may be appropriate to individual needs. This may include enlarged print, braille, audio, electronic and visual information as appropriate.

Access to appropriate strategies and resources to facilitate the YP’s communication and interaction skills. This may include access

to visual approaches, such as PECS; access

to augmented

and alternative communication; BSL

or SSE; hearing aids/ cochlear implants; radio aids; electronic voice output communication aids (VOCA) as appropriate.

Adult support to facilitate alternative/adapted forms of communication as required.

Access to electronic forms of communication (phone, text, email), modified, if necessary, to assist with the making and checking of appointments. This may include assistive technology.

Advice and guidance from Salt, Hi team/ToD, VI team as required.

SEND Ranges Guidance 2023: Post 16/19

207

Sensory and/or Physical Needs Guidance Hearing Impairment

Range Descriptors Overview Assessment, Intervention, Provision and Resources

Rangel | + Young people who are not aided (see previous proposed Please refer to

Mild descriptor). Local Authority Assessment may be carried out at _| information contained

the request of Audiology/ENT to support decisions. within the Range 1 * Unilateral/bilateral hearing loss greater than 20dBHL Sensory and/or Physical : - . , : Needs: Hearing . This is likely to include children with a mild or unilateral loss Impairment section of which may be temporary/fluctuating conductive or permanent | the School Age Guidance sensorineural but who can manage well with reasonable adjustments and are subsequently not aided.

Range 2 | « Bilateral mild long term conductive or sensorineural hearing Please refer to

Mild - loss information contained

Moderate | * May have Auditory Neuropathy Spectrum Disorder within the Range 2 _

‘ ° Sensory and/or Physical * Mild to moderate permanent unilateral (moderate or greater | Needs: Hearing hearing loss) Impairment section of * Hearing aids used the School Age Guidance * Moderate difficulty with listening, attention, concentration, speech, language, and class participation Range3 | « Bilateral moderate long term conductive or sensorineural Please refer to Moderate hearing loss information contained * Will have hearing aids and may have a radio aid within the Range 3 ° ° , Sensory and/or Physical * Will have moderate difficulty accessing spoken language, likely | Needs: Hearing language delay Impairment section of * May have Auditory Neuropathy Spectrum Disorder and may _| the School Age Guidance require frequent monitoring * Moderate difficulty with listening, attention, concentration and class participation Range 4a | « Bilateral moderate or severe permanent hearing loss with no Please refer to Significant additional learning difficulties information contained * Severe difficulty accessing spoken language and therefore the _| Within the Range 4a_ curriculum Sensory and/or Physical ; . Needs: Hearing * May have additional language delay associated with hearing Impairment section of loss the School Age Guidance * Will have hearing aids and may have a radio aid * Auditory Neuropathy Spectrum Disorder and may have hearing aids * Difficulties with attention, concentration, confidence, and class participation 208 SEND Ranges Guidance 2023: Post 16/19

Range 4b

° Bilateral moderate/severe or severe/profound permanent hearing loss

© May have additional language/learning difficulties associated with hearing loss

© Will have hearing aids or cochlea implant

¢ Will have a radio aid

* Auditory Neuropathy Spectrum Disorder and may have cochlea implants

* Speech clarity may be affected

* Severe difficulties with attention, concentration, confidence, and class participation

* Significant difficulty accessing spoken language and therefore the curriculum

Please refer to information contained within the Range

4b Sensory and/or Physical Needs: Hearing Impairment section of the School Age Guidance

Range 5 Severe

* Bilateral moderate/severe/profound permanent hearing loss

* Profound language delay and communication difficulties which prevent the development of appropriate social and emotional health

* British Sign Language (BSL) or Sign Supported English (SSE) may be needed for effective communication

Will have hearing aids or cochlear implants Will have a radio aid

* Profound difficulty accessing spoken language and therefore the curriculum without specialist intervention

* Speech clarity may be profoundly affected

* Will have significant difficulties with attention, concentration, confidence, and class participation

* Auditory Neuropathy Spectrum Disorder Additional language/ learning difficulties associated with hearing loss

Please refer to information contained within the Range 5 Sensory and/or Physical Needs: Hearing Impairment section of the School Age Guidance

* Bilateral moderate/severe/profound permanent hearing loss

* Profound language/learning difficulties associated with hearing loss

* Profound language delay and communication difficulties which prevent the development of appropriate social and emotional health

* May use BSL/SSE or augmentative communication to communicate

Will have hearing aids/cochlear implants ¢ Will have a radio aid

* Profound difficulty accessing spoken language and therefore the curriculum

* Speech clarity will be affected

* Difficulty with attention, concentration, confidence and class participation

* Auditory Neuropathy Spectrum Disorder

* Additional difficulties and learning needs not associated with hearing loss

Please refer to information contained within the Range 6 Sensory and/or Physical Needs: Hearing Impairment section of the School Age Guidance

SEND Ranges Guidance 2023: Post 16/19 209

Sensory and/or Physical Needs Guidance Visual Impairment

Range Descriptors Overview

Assessment, Intervention, Provision and Resources

Range 1 Mild

Mild Visual Impairment

* Young person may find concentration difficult

* Young person may peer or screw up eyes

* Distance vision approximately 6/18. This means that the young person needs to be about 2 metres away to see what fully sighted young persons can see from 6 metres

* Can probably see details on a whiteboard from the front of a classroom, as well as others can see from the back of the room

Near vision: likely to have difficulty with print sizes smaller than

12 point or equivalent sized details in pict Young persons who

have nystagmus may be within this range or subsequent ranges

depending on what their visual acuity is at worst.

* Young persons who have nystagmus have fluctuating vision. Their vision can worsen if they are tired, upset, angry, worried or unwell. It is likely their vision will worsen in unfamiliar places. They may struggle with depth perception and may find unfamiliar steps difficult or be cautious if the ground is uneven.

Please refer to information contained within the Range 1 Sensory and/

or Physical Needs: Visual Impairment section of the School Age Guidance

Range 2 Mild - Moderate

Moderate Visual Impairment

* Young person may find concentration difficult

* Young person may peer or screw up eyes

* Young person may move closer when looking at books or notice boards

* Young person may make frequent “copying” mistakes

* Distance vision: approximately 6/24. This means that the young person needs to be about 1.5 metres away to see what fully sighted young persons can see from 6 metres

* Will not be able to see details on a white board from the front of classroom as well as others can see from the back

* Near vision: likely to have difficulty with print sizes smaller than 14 point or equivalent sized details in pictures

Please refer to information contained within the Range 2 Sensory and/

or Physical Needs: Visual Impairment section of the School Age Guidance

Range 3 Moderate

Moderate to Significant Visual Impairment

* Young person will find concentration difficult

* Young person will peer or screw up eyes

* Young person will move closer when looking at books or notice boards

* Young person will make frequent “copying” mistakes

* Young person will have poor hand - eye coordination

* Young person will have a slow work rate

* Distance vision: approximately 6/36. This means that the young person needs to be about 1 metre away to see what fully sighted young persons can see from 6 metres

* Will not be able to see details on a white board without approaching to within 1 metre of it

* Near vision: likely to have difficulty with print sizes smaller than 18 point or equivalent sized details in pictures

* Young persons may have Cerebral Visual Impairment (CVI) - these young persons have normal or near normal visual acuities but will display moderate to significant visual processing difficulties

Please refer to information contained within the Range 3 Sensory and/

or Physical Needs: Visual Impairment section of the School Age Guidance

210

SEND Ranges Guidance 2023: Post 16/19

Range 4a

Cerebral Visual Impairment (CVI)

Please refer to information

Significant | * CVI must be diagnosed by an ophthalmologist. The young contained within the person will typically have good acuities when tested in familiar | Range 4a Sensory and/ situations, but this will vary throughout the day. A key feature | or Physical Needs: Visual of CVI is that vision varies from hour to hour with the young Impairment section of the person’s well-being. School Age Guidance

* All young persons with CVI will have a different set of difficulties which means thorough assessment is a key aspect. The young person has difficulties associated with dorsal processing stream, ventral processing stream or a combination of both.

Dorsal stream difficulties include:

* Difficulties seeing moving objects

* Difficulties reading

* Difficulties doing more than one thing at a time (e.g., looking and listening)

Ventral Stream Difficulties include:

* Inability to recognise familiar faces

* Difficulties route finding

* Difficulties with visual clutter

* Lower visual field loss

Range 4b Severe Visual Impairment Please refer to information

* Young person is likely to be registered severely sighted/Visually | contained within the Impaired or blind but still learning by sighted means Range 4b Sensory and/

* Distance vision: 6/36 or 6/60 or worse. This means that the or Physical Needs: Visual young person can see at 6m what a fully sighted person could | Impairment section of the see from 60m. It represents a difficulty identifying any distance | School Age Guidance information, people or objects.

* Young persons would be unable to work from a white board in the classroom without human/technical support.

* Near vision: likely to have difficulty with any print smaller than 24 point. Print sizes must be in a range from 24 - 36, and materials will require significant differentiation and modification.

Range 5 * Usually, young persons who have suffered a late onset visual Please refer to information

Severe impairment, or where their vision has deteriorated rapidly contained within the

* Some young persons may also be continuing to use print at Range 5 Sensory and/ point 48 or Physical Needs: Visual

* Some young persons will be making the transition from print __| Impairment section of the to Braille School Age Guidance

* These young persons will usually be registered blind and learning by tactile methods

* Some may have little or no useful vision, and very limited or no learning by sighted means

Range 6 * Usually, young persons who are born with severe visual Please refer to information

Profound impairment, who are identified early on as being tactile contained within the

learners

* Young persons who are new to the country, with severe visual impairment

* These young persons will usually be registered blind and learning by tactile methods; they will have little or no useful vision, and very limited or no learning by sighted means

* Young persons with severe learning difficulties as a prime need, and who are blind or partially sighted, or have a diagnosis of CVI, as a secondary need

* Distance vision: difficulty identifying any distance information

* Near vision: will have difficulty responding to facial expressions at 50 cm

SEND Ranges Guidance 2023: Post 16/19

Range 6 Sensory and/ or Physical Needs: Visual Impairment section of the School Age Guidance

211

Sensory and/or Physical Needs Guidance Dual Sensory Impairment

Range Descriptors Overview Assessment, Intervention, Provision and Resources

Range 3 | « MILD loss in both and making good use of at least one modality | Please refer to

* May have hearing aids and/or Low Visual Aid (LVA) information contained * Non-progressive condition within the Range 3 * May have a slower pace of working but has good compensatory _| Sensory and/or Physical strategies Needs: Dual Sensory * May have some difficulty with listening, attention and Impairment section of concentration but language and communication largely match | the School Age Guidance potential given appropriate support * Low level of support needed to manage equipment and aids * May have additional learning needs * Have Auditory Processing Disorder/Auditory Neuropathy/ Cerebral Visual Impairment Range 4 | « Moderate loss in one modality and Mild/Moderate in the Please refer to other information contained * May have hearing aids and/or LVAs within the Range 4a * Non-progressive condition Sensory and/or Physical * May have additional language/learning needs associated with Needs: Dual Sensory dual sensory impairment Impairment section of * Likely to have difficulties accessing incidental learning, including | the School Age Guidance signed and verbal communication * May have a slower pace of learning, difficulties with attention, concentration and the development of independence and social skills * May have additional learning needs * Have Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment Range 5 | « Severe/Profound loss in one modality and Moderate in Please refer to the other or has a late diagnosed or recently acquired MSI information contained * Uses hearing aids and/or LVAs within the Range 5 * Non-progressive condition Sensory and/or Physical * May have delayed development in some areas of learning and | Needs: Dual Sensory difficulties generalising learning and transferring skills Impairment section of * May have difficulties coping with new experiences and have the School Age Guidance underdeveloped independence and self-help skills * Likely to have communication difficulties * Significant difficulties accessing incidental learning and the curriculum * Likely to require some individual support to access learning and social interactions and to develop life-skills * Likely to require a tactile approach to learning with access to real objects and context-based learning experiences and/or access to visual or tactile signed communication * Significant difficulties with attention, concentration, confidence and class participation * Significantly slower pace of learning * May have additional learning needs Have Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment 212 SEND Ranges Guidance 2023: Post 16/19

* Profound/Severe loss in one modality and Moderate/ Severe in the other and/or progressive condition

* Likely to use hearing aids and/or LVAs

* Severe communication difficulties requiring an individual communication system using alternative and augmentative approaches

* May require a tactile approach to learning with access to real objects and context-based learning experiences and/or access to visual or tactile signed communication

* May have severe difficulties generalising learning and transferring skills

* Difficulties coping with new experiences

* May have underdeveloped independence and self-help skills

* May have difficulties developing relationships and lack social awareness leading to social isolation

* Likely to require a high level of individual support to access learning and social opportunities and to develop life-skills

* May display challenging and/or self-injurious behaviour

* May have additional learning needs

* May have limited clinical assessment information because of additional complex educational needs

* Have Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment

Please refer to information contained within the Range 6 Sensory and/or Physical Needs: Dual Sensory Impairment section

of the School Age Guidance

* Profound/Severe loss in both modalities

* Likely to use hearing aids and/or LVAs

* Severe and complex communication difficulties requiring an individual communication system using alternative and augmentative approaches

* Severely restricted access to incidental learning

* May require a tactile and experiential approach to learning and individual curriculum and/or access to visual or tactile signed communication

* May require individual support with most aspects of basic care needs and to access learning and social opportunities

* May lack the strategies and motivation to make effective use of residual hearing and vision and require sensory stimulation programmes

* May be tactile defensive/selective and highly wary of new experiences

* May have difficulties developing relationships and lack social awareness leading to social isolation

* May display challenging and/or self-injurious behaviour

* May have additional learning needs

* May have limited clinical assessment information because of additional complex educational needs

* Have Auditory Processing Disorder / Auditory Neuropathy / Cerebral Visual Impairment

Please refer to information contained within the Range 7 Sensory and/or Physical Needs: Dual Sensory Impairment section

of the School Age Guidance

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213

Sensory and/or Physical Needs Guidance Physical/Medical

Range Descriptors Overview

Assessment, Intervention, Provision and Resources

Range 1 Mild

* Some mild problems with fine motor skills and recording

* Mild problems with self-help and independence

* Some problems with gross motor skills and coordination often seen in PE

* Some implications for risk assessment e.g., educational visits, high level PE. or playground equipment

* May have continence/ toileting issues

* Possible low levels of self-esteem

* May have medical condition that impacts on time in school and requires a medical care plan

* An Occupational Therapist may see children at any range due to an open referral system.

* It would be anticipated that schools would usually be able to implement first line strategies at this point, based on advice and strategies given in training packages delivered by Occupational Therapy and availability of drop-in sessions/telephone consultations

* Physio may intervene with children who have mild physical issues to prevent further deterioration/reduce impact of condition/early intervention to achieve more successful outcomes

Please note: City of London children and young people attend over 80 schools and settings in many local authorities and are also registered with GP practices outside of the City of London. The pathway will depend on the where the child and young person is registered for GP services.

Please refer to information contained within the Range 1 Sensory and/or Physical Needs: Physical/ Medical section of the School Age Guidance

Range 2 Mild - Moderate

* Continuing mild to moderate problems with hand/eye co- ordination, fine/gross motor skills and recording, impacting on access to curriculum

* Making slow or little progress despite provision of targeted teaching approaches

* Continuing difficulties with continence/ toileting

* Continuing problems with self-esteem and peer relationships

* Continuing problems with self-help and independence

* Continuing problems with gross motor skills and coordination often seen in PE

* Some implications for risk assessment e.g., educational visits, high level PE. or playground equipment

* May have medical condition that impacts on time in school and requires a medical care plan

* An Occupational Therapist may see children at any range due to an open referral system.

* It would be anticipated that schools would usually be able to implement first line strategies at this point, based on advice and strategies given in training packages delivered by Occupational Therapy and availability of drop-in sessions/advice/telephone consultations

* Physio may intervene with children who have mild-moderate physical issues to prevent further deterioration/reduce impact of condition/early intervention to achieve more successful outcomes

Please note: City of London children and young people attend over 80 schools and settings in many local authorities and are also registered with GP practices outside of the City of London. The pathway will depend on the where the child and young person is registered for GP services.

214 SEND Ranges Guidance 2023: Post 16/19

Please refer to information contained within the Range 2 Sensory and/or Physical Needs: Physical/ Medical section of the School Age Guidance

Range 3 Moderate

* Moderate or persistent gross and/or fine motor difficulties

* Recording and/or mobility now impacting more on access to the curriculum

* May need specialist input to comply with health and safety legislation; e.g. to access learning in the classroom, for personal care needs, at break and lunch times

* Increased dependence on seating to promote appropriate posture for fine motor activities/feeding

* Increased dependence on mobility aids i.e. wheelchair or walking aid

* Increased use of alternative methods for extended recording e.g. scribe, ICT

* May have medical condition that impacts on time in school and requires a medical care plan

* An Occupational Therapist may see children at any range due to an open referral system — episodes of care will be implemented regardless of range.

* It would be anticipated that schools would make a referral to OT if first line strategies, advice and programmes have been trialled and evidenced but achievement is limited

* These children may form the basis of targeted assessment — assessment and advice to home and school with programme/ strategies to follow

* Physio needs would be based on assessment on a case-by-case basis — if a child is at the level when they need a walking aid/ wheelchair they will already be known to Physio

Please note: City of London children and young people attend

over 80 schools and settings in many local authorities and are

also registered with GP practices outside of the City of London.

The pathway will depend on the where the child and young

person is registered for GP services.

Please refer to information contained within the Range 3 Sensory and/or Physical Needs: Physical/ Medical section of the School Age Guidance

Range 4a Significant

* Significant physical/medical difficulties with or without associated learning difficulties

* Physical and/or medical condition will have a significant impact on the ability to access the curriculum. This may be through a combination of physical, communication and learning difficulties

* Significant and persistent difficulties in mobility around the building and in the classroom

* Significant personal care needs which require adult support and access to a hygiene suite

* May have developmental delay and/or learning difficulties which impact upon access to curriculum

* Will require or will have an Education, Health and Care Plan

* Primary need is identified as physical/medical

* OT intervention will be based on functional needs and not necessarily on diagnosis or medical condition. An Occupational Therapist may see children at any range due to an open referral system.

* Children in this category may require specialist equipment via physio/OT services

* Physio needs would be based on assessment on a case-by-case basis — children with degenerative neurological conditions or traumatic physical injury requiring rehabilitation would be known to physio in most cases

Please note: City of London children and young people attend

over 80 schools and settings in many local authorities and are

also registered with GP practices outside of the City of London.

The pathway will depend on the where the child and young

person is registered for GP services.

Please refer to information contained within the Range 4a Sensory and/or Physical Needs: Physical/ Medical section of the School Age Guidance

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215

Range 4b

* Severe physical difficulties and/or a medical condition with or without associated learning difficulties

* Impaired progress and attainment

* Persistent difficulties in mobility around the building and in the classroom

* Severe physical difficulties or a medical condition that requires access to assistive technology to support communication, understanding and learning

* Aneed for high level support for all personal care, mobility, daily routines and learning needs

¢ Will need an Education, Health and Care Plan

* Primary need is identified as physical/medical

* Physical conditions that require medical/therapy/respite intervention and support

* The need for an environment to support self-esteem and positive self-image

A developing neuro-muscular degenerative condition or traumatic incident resulting in brain or physical injury

* OT intervention will be based on functional needs and not necessarily on diagnosis or medical condition

* Children in this category may require specialist equipment via physio/OT services

* Physio needs would be based on assessment on a case-by-case basis - children with degenerative neurological conditions or traumatic physical injury requiring rehabilitation would be known to physio in most cases

Please note: City of London children and young people attend

over 80 schools and settings in many local authorities and are

also registered with GP practices outside of the City of London.

The pathway will depend on the where the child and young

person is registered for GP services.

Please refer to information contained within the Range 4b Sensory and/or Physical Needs: Physical/ Medical section of the School Age Guidance

Range 5 Severe

* A level of independent mobility or self-care that restricts/prevents an alternative mainstream placement

* An inability to make progress within the curriculum without the use of specialist materials, aids, equipment and high level of adult support throughout the school day

* Furniture and/or extensive adaptations to the physical environment of the school

* Difficulties in making and sustaining peer relationships leading to concerns about social isolation, the risk of bullying and growing frustration

* Emotional and/or some behavioural difficulties including periods of withdrawal, disaffection and reluctance to attend school

* A requirement that health care inputs and therapies be intensive and on a regular basis

* Given appropriate facilities is nevertheless unable to independently manage personal and/or health care during the school day and requires regular direct intervention

* Is an Augmentative Alternative Communication (AAC) user

* Has a degenerative condition which impacts upon independence

* OT intervention will be based on functional needs and not necessarily on diagnosis or medical condition

* Children in this category may require specialist equipment via physio/OT services

216 SEND Ranges Guidance 2023: Post 16/19

Please refer to information contained within the Range 5 Sensory and/or Physical Needs: Physical/ Medical section of the School Age Guidance

Physical, Medical and Sensory: PfA Outcomes and Provision

PfA Outcomes

Employability/Education | Independence Community Health Participation

Post 16 |YP will be able to YP will have life YP will be able to YP will recognise the need access and function skills necessary access community, for dental, medical and within work-based (cooking, cleaning, |leisure and social optical health and will take

’ ; - n ure responsibility for making environments in relation | shopping etc.) facilities to enable - pare a ae appointments as required. to apprenticeships, to facilitate participation within ; : supported internships —_|independent living |the local community YP will take steps to remain — ‘ ems ' ‘ | physically active and healthy in and traineeships in order |in the context in accordance with the aaa Ps aera the context of their individual to progress with future _ | of individual YP's preference. anes career choices. circumstances. i . - : __ [YP will be able to YP will make healthy eating YP will be able to YP will engage with |access appropriate choices in order to promote present their skills in self-care routines in |transport in order to _| physical wellbeing. written form (C.V) to order to maintain facilitate participation YP will maintain any help secure future appropriate levels | within community, physiotherapy regimes education and work- of personal hygiene |leisure and social necessary to ensure physical based options. in the context of activities. health and optimum mobility in their individual Wy erwlenor the context of their individual circumstances. awareness of risk circumstances. YP will have an (travel, road safety, YP will engage with self-care . . routines in order to maintain awareness of risk personal safety) in the Nar 7° | appropriate levels of personal within the home context of community hygiene in the context of their context and will participation in Ordena ineneieita licietimerancees manage this to remain sate. appropriately in order to remain safe.

Post 19 |YP will be able to YP will access living |YP will be able to YP will recognise the need access and function arrangements access community, for dental, medical and within work-based appropriate leisure, and social optical health and will take environments in relation |to individual facilities to enable responsibility for making to voluntary work, circumstances participation within appointments as required. community-based (including the local community YP will take steps to projects, and paid work /residential in accordance with the | emain physically active in order to progress with | arrangements YP's preference. and healthy in the future career choices. for education), YP will be able to context of their individual YP will be able to that are positive [access appropriate _| circumstances. access and function in PromMmoUnG transport in orderto — |yp will make healthy eating within higher education [independence and facilitate participation | choices in order to promote provision to progress nS within community, physical wellbeing. with future career leisure, and social YP will maintai choices. activities. Re iia ey

; | physiotherapy regimes

YP will be able to YP will show necessary to ensure present their skills in awareness of risk physical health and written form (C.V) to (travel, road safety, optimum mobility in the help secure future personal safety) in the | context of their individual education and work- context of community | circumstances. based options. participation in order YP will ith self YP will be able to access to remain safe. wil engage with sel . noe care routines in order to job centre provision maintain appropriate levels to supper pathways of personal hygiene in the into employment post context of their individual education. circumstances.

218 SEND Ranges Guidance 2023: Post 16/19

Provision

Adapted education and workplace arrangements to consider the YP’s physical and medical needs

Access to onsite medical professionals as required

Adaptations to daily education/employment- based routines to consider any ongoing Physiotherapy/OT programmes. Adult support as required to facilitate delivery.

Access to appropriate equipment/resources: standing frames, wheelchairs (manual and power), walking aids

Access to appropriate strategies and resources to facilitate the YP’s communication and interaction skills. This may include access

to visual approaches, such as PECS; access to augmented

and alternative communication; BSL or SSE; hearing aids/ cochlear implants; radio aids; electronic voice output communication aids (VOCA) as appropriate.

Adult support to facilitate alternative/ adapted forms of communication as required.

Adapted living arrangements suited to the YP physical and medical needs

Access to appropriate equipment/resources: standing frames, wheelchairs, manual an power, walking aids Access to equipment to facilitate independence in self- care routines

Adapted forms of accommodation and transport to consider the physical needs of the YP and facilitate independence Enhanced PSHCE/

life skills and SRE programmes to ensure skills embedded

Access to appropriate equipment/resources: standing frames, wheelchairs, manual and power, walking aids

Adapted forms of accommodation and transport to consider the physical needs of the YP and facilitate independence

Provision of information relating to disabled access and adapted environments.

Adult support to facilitate community participation

Programmes of study to facilitate the YP understanding of

risk in the context of community participation and support to enable them to make informed choices suited to the YP'’s individual needs

Access to equipment to facilitate independence in selfcare routines

Access to appropriate equipment/resources to facilitate mobility: standing frames, wheelchairs, manual and power, walking aids

Medical teams or trained carers on site as required or ifa day provision

Access to a medically trained carer as required.

Access to Occupational Therapy programmes to be carried out by a trained carer

Access to physiotherapy programmes that will be delivered by trained carers/ family members.

Training in the delivery of emergency medications to appropriate professionals/ carers

People working with/ supporting people in this cohort must have knowledge of the individuals’ method of communication.

Sensory input where required

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219

Social, Emotional and Mental Health Needs Guidance

Range Descriptors Overview

Assessment, Intervention, Provision and Resources

Range 1 Mild

Mild

* Children will have been identified as presenting with some low-level features of behaviour, emotional, social difficulties

* They may sometimes appear isolated, have immature social skills, be occasionally disruptive in the classroom setting, be overactive and lack concentration

* They may follow some but not all school rules/routines around behaviour in the school environment

* They may experience some difficulties with social /interaction skills

* They may show signs of stress and anxiety and/or difficulties managing emotions on occasions

Please refer to information contained within the Range 1 Social, Emotional and Mental Health section of the School Age Guidance

Range 2 Mild - Moderate

Mild — Moderate

Difficulties identified at range 1 continue/worsen and there has been no significant measured change in the target behaviour/social skill despite quality first teaching and range 1 interventions being in place.

* SEMH continues to interfere with young person's social/learning development across a range of settings and young person does not follow routines in school consistently

* Young person beginning to be at risk of exclusion and may have continued difficulties in social interactions/relationships with both adults and peers, including difficulties managing a range of emotions

* Young person may have become socially and emotionally vulnerable, withdrawn, isolated, and unpredictable patterns of behaviour that impact on learning may be beginning to emerge

* Young person may show patterns of stress/anxiety related to specific times of the day

* Young person may have a preference for own agenda and be reluctant to follow instructions

* Young person may have begun to experience short term behavioural crises

Please refer to information contained within the Range 2 Social, Emotional and Mental Health section of the School Age Guidance

Range 3 Moderate

220

Moderate

Difficulties identified at range 2 continue/worsen and there has been no significant measured change in the target behaviour/social skill despite quality first teaching and range 1 and 2 interventions being in place.

* SEMH interfere more frequently with young person's social/learning development across a range of settings and young person does not follow routines in school without adult support

* Young person may have experienced fixed term exclusion and more sustained difficulties in social interactions/relationships with both adults and peers, including difficulties managing a range of emotions

* Young person remains socially and emotionally vulnerable, withdrawn, isolated, and susceptible to unpredictable patterns of behaviour that impact on learning

* Young person patterns of stress/anxiety related to specific times of the day have become more common

* Young person may have a preference for own agenda and may be reluctant to follow instructions

Short-term behavioural crises have become more frequent and are more intense

SEND Ranges Guidance 2023: Post 16/19

Please refer to information contained within the Range 3 Social, Emotional and Mental Health section of the School Age Guidance

Range 4a Significant

Significant

Young person continues to present with significant and persistent levels of behaviour, emotional, social difficulties which are now more complex, and which necessitate a multi-agency response.

* Young person is more likely to have experienced fixed term exclusion from school

* Young person does not have the social and emotional skills needed to cope in a mainstream environment without adult support for a significant proportion of the school day

* Significant and increasing difficulties with social interaction, social communication and social understanding which regularly impact on classroom performance

* Young person is increasingly isolated and struggles to maintain positive relationships with adults or peers

* Careful social and emotional differentiation of the curriculum essential to ensure access to the curriculum and progress with learning

Please refer to information contained within the Range 4a Social, Emotional and Mental Health section of the School Age Guidance

Range 4b

Severe

Young person continues to present with severe and persistent levels of behaviour, emotional, social difficulties which continue to be complex and long term, and which necessitate a continued multi-agency response.

* Young person is at increased risk of permanent exclusion

* Young person does not have the social and emotional skills needed to cope in a mainstream environment without adult support for a significant proportion of the school day

* Significant and increasing difficulties with social interaction, social communication and social understanding which regularly impact on classroom performance

* Young person is increasingly isolated and struggles to maintain positive relationships with adults or peers

* Careful social and emotional differentiation of the curriculum essential to ensure progress with learning

* Complex Needs identified *

Please refer to information contained within the Range 4b Social, Emotional and Mental Health section of the School Age Guidance

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221

Range 5

Severe

Please refer to information

Severe | Severe and increasing behavioural difficulties, often compounded contained within the Range by additional needs and requiring provision outside the mainstream 5 Social, Emotional and environment, including: Mental Health section of

' | . the School Age Guidance

* Moderate/ severe learning difficulties, mental health difficulties, acute anxiety, attachment issues

* Patterns of regular school absence

* Incidents of absconding behaviour

* Disengaged from learning, significant under-performance

* Verbally and physically aggressive

* Reliant on adult support to remain on task

* Struggles with change - both to routines and relationships

* Regular use of foul and abusive language

* Engaging in high-risk activities both at school and within the community

* Difficulties expressing empathy, emotionally detached, could have tendency to hurt others, self or animals

* Issues around identity and belonging

* Needing to be in control, bullying behaviours (victim & perpetrator)

* Difficulties sustaining relationships

* Over-friendly or withdrawn with strangers, at risk of exploitation

* Provocative in appearance and behaviour, evidence of sexualised language or behaviours

* Slow to develop age-appropriate self-care skills due to levels of maturity or degree of Learning Difficulties

* Physical, sensory, and medical needs that require medication and regular review

* Complex needs identified *

222 SEND Ranges Guidance 2023: Post 16/19

Range 7

Profound.

Continuing profound and increasing behavioural difficulties, often compounded by additional needs and requiring continued provision outside the mainstream environment, including:

* Significant challenging behaviour

* Requiring a range of therapeutic interventions or referral to specialist support services (CAMHS, YOS)

* Unable to manage self in group without dedicated support

* Subject to neglect, basic needs unmet or preoccupied with hunger, illness, lack of sleep, acute anxiety, fear, isolation, bullying, harassment, controlling behaviours

* Consistent use of foul and abusive language

* Involved in substance misuse either as a user or exploited into distribution/selling

* Poor attendance, requires high level of adult intervention to bring into school, even with transport provided

* Refusal to engage, extreme abuse towards staff and peers, disengaged, wilfully disruptive

* Regular absconding behaviour * Significant damage to property

* Requiring targeted teaching in order to access learning in dedicated space away from others

* Health and safety risk to self and others due to increased levels of agitation and presenting risks

* Sexualised language and behaviour, identified at risk of Child Sexual Exploitation (CSE)

* Complex needs identified *

Please refer to information contained within the Range 6 Social, Emotional and Mental Health section of the School Age Guidance

Continued long term and complex behavioural, emotional, and

social difficulties, necessitating a continued multi-agency response coordinated as annual, interim or emergency SEND review and met in specialist provision. Needs likely to include:

* Self-harming behaviour * Attempted suicide

* Persistent substance abuse

* Extreme sexualised language and behaviour, sexually exploited

* Extreme violent/aggressive behaviour

* Serious mental health issues

* Long term non-attendance and disaffection

* Regular appearance in court for anti-social behaviour/criminal activity * Puts self and others in danger

* Frequently missing for long periods

* Extreme vulnerability due to MLD/SLD

* Medical conditions that are potentially life threatening and cannot be managed without dedicated support

Complex needs identified*

Please refer to information contained within the Range 7 Social, Emotional and Mental Health section of the School Age Guidance

SEND Ranges Guidance 2023: Post 16/19 223

| Social Emotional and Mental Health: PfA Outcomes and Provision

PfA Outcomes

Employability/Education | Independence Community Participation |Health

Post 16 |YP will have acquired the | YP will understand YP will understand and YP will engage with self- necessary social skills to _| their right to manage their feelings care routines in order interact with employers _|make choices, and emotions, accessing _| to maintain appropriate and clients in order and to exercise appropriate strategies levels of personal to function effectively decision making in or assistance as required _| hygiene. To include in apprenticeships, relationships with to facilitate/mediate their environment. internships and others with emphasis _| interactions with others. YP will make safe traineeships as required. on best interests and |yp will have developed choices in relation to YP will have appropriate informed consent. | appropriate social skills __ | sexual health. communication and YP will have an in order to establish new YP will understand and interaction skills to facilitate | awareness of friendships in the context of | manage their feelings the development of boundaries and social |community involvement. __ | and emotions, accessing relationships with peers _| conventions with YP will demonstrate appropriate strategies within the workplace/ respect to arange | awareness of social or assistance as required education environments of relationships ame) | eaaeanttemsenal beunéies| KO maintain emotional to promote emotional social situations Pri ieatac lattes wellbeing. wellbeing. (including online). negotiate these to maintain |YP will employ YP will understand and YP will be able to personal safety while in the | strategies to maintain manage their feelings recognise potential | community. good mental health. To and emotions, accessing _| abusive and YP will have an awareness _| include recognition of appropriate strategies or _| exploitative behaviour | 4¢ boundaries and social _| times when they are not assistance as required. in others and will be | conventions with respect to coping and being able

able to make safe a range of relationships and © S°ek assistance as choices. social situations (including _|'@quited. YP will understand online). different types of |_| yp will be able to recognise living arrangements | ,otential abusive and and those which are | oxo loitative positive and possible o_o in relation to their own | behaviour in others and anne will be able to make safe choices. YP will understand risks associated with drugs and alcohol and will adhere to legal restrictions with regard to these substances.

Post 19 |YP will have acquired the | YP will make positive | YP will have developed YP will engage with self- necessary social skills to | choices in relation | appropriate social skills care routines in order interact with employers _| to their own living in order to maintain to maintain appropriate and clients or academic _| arrangements friendships in the context of | levels of personal staff in order to function _| considering community involvement. _| hygiene. To include effectively in voluntary circumstances and Wy pivill Gemanetrate their environment work, paid work or Higher | possible options best | awareness of social YP will make safe Education as required. suited to facilitate conventions and boundaries | choices in relation to

social and emotional | and will be able to sexual health.

YP will have appropriate wellbeing. negotiate these to maintain POT ernie personal safety while in the interaction skills to facilitate community. the development of YP will have an awareness relationships with peers of boundaries and social within the workplace/ conventions with respect to education environments a range of relationships and to promote emotional social situations (including wellbeing. online).

224 SEND Ranges Guidance 2023: Post 16/19

YP will understand and manage their feelings and emotions, accessing appropriate strategies or assistance as required.

YP will be able to recognise potential abusive and exploitative behaviour in others and will be able to make safe choices.

YP will understand risks associated with drugs and alcohol and will adhere to legal restrictions with regard to these substances.

YP will understand and manage their feelings and emotions, accessing appropriate strategies or assistance as required.

YP will employ strategies to maintain good mental health. To include recognition of times when they are not coping and being able to seek assistance as required.

Provision

Highly supported work experience placements and short-term training opportunities with specific teaching in relation to interactions with employers, peers and clients in preparation for access to longer term learning provision and/or employment.

An adapted curriculum/ work-based training programme to consider the YP’s emotional / mental health needs and appropriate provision to ensure the promotion of positive mental health and wellbeing.

Regular monitoring of the YP’s workload, behaviour patterns, interactions with others to identify early indications of stress, anxiety, depression etc. ensuring that appropriate steps are taken to support the YP to manage this as required,

Adult guidance and support to apply my regulatory or coping strategies and provision within the workplace

or education setting to accommodate these.

Access to agencies/ organisations who provide mental health and emotional support within the workplace or education setting as appropriate.

Access to programmes designed to support and develop the

YP’s awareness of social boundaries

and conventions in relation to a range of social situations and relationships.

Adult support and guidance to ensure that the YP is able

to apply taught knowledge and skills to enable them to make safe choices within the community.

Specific teaching

in relation to risks associated with

social media/online communities and guidance and support to apply protocol relating to e-safety.

Access to programmes designed to support and develop the YP's awareness of social boundaries and conventions in relation to

a range of social situations and relationships.

Adult support and guidance to ensure that the YP is able to apply taught knowledge and skills to enable them to make safe choices within the community.

Community based activities/ groups appropriate to the YP's age and developmental level designed to facilitate socialisation and the development of friendships.

Links to organisations who provide social and emotional support as required.

Specific teaching in relation to risks associated with drugs, alcohol, criminal activity, social vulnerability and provision of

information to support the YP’s understanding of these and ability to make safe choices.

Specific teaching in

relation to risks associated with social media/online communities and guidance and support to apply protocol relating to e-safety.

Programmes of activities designed

to promote positive self-care routines (relating to personal care and the home/ work environment) and support to apply and embed these within daily routines.

Programmes of activities and provision of information relating to sexual health and associated risks and support and guidance as required to enable the YP to make positive relationship choices and remain safe.

Information and guidance to positive mental health and wellbeing and individual programmes of activities to identify coping strategies

and mechanisms in accordance with the YP’s circumstances and emotional/mental health needs.

Links to agencies / organisations who provide mental health and emotional support as required.

Access to emotional support workers as required.

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225

Preparation for Adulthood: Useful Information and Resources

Information is also available at the Preparing for Adulthood hub on the City of London's local offer www. fis.cityoflondon.gov.uk/send-local-offer

Two main websites that will be useful in terms of resources, information and writing individualised PfA outcomes are:

www.preparingforadulthood.org.uk

The National Development Team for Inclusion (NDTI) www.ndti.org.uk

The following links will also be useful:

www.disabilityrightsuk.org/now-we-can-help/benefits- information/factsheets

www.scie.org.Uk/care-act-2014/transition-from- childhood-to-adulthood

www.kids.org.uk/pages/search.aspx?q=keeping%20it%20 personal

www.england.nhs.uk/ipc

Acknowledgements

The Ranges have been developed by Anne Hayward, SEND Consultant, to build on best practice nationally and to shape the Graduated Approach to all schools, colleges, and settings. The City would like to thank Anne for working with us to adapt the Ranges for schools and settings that host and educate City children and young people.

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