Ordinarily Available Provision 2023-2024 (York, Annex B)

Annex B

Ordinarily Available Provision

2023-2024

Approaches and resources that mainstream education settings in York

will provide for children and young people with SEND

I am becoming independent

I am healthy

I can overcome

challenges and

I have a choice and

7 SEND outcomes

own or with

am heard

support

I am safe

I am included

I achieve my goals

This guide is for parents/carers and professionals

Local authorities, early years providers and schools should enable parents to share their knowledge about their child and give them confidence that their views

Introduction 3

Cognition and Learning 11

and contributions are valued and will be acted upon. At times parents, teachers and others may have differing expectations of how a child’s needs are best met. Sometimes these discussions can be challenging but it is in the child’s best interests

Specific Learning Difficulties (SpLD) 11

Moderate Learning Difficulties (MLD) 13

for a positive dialogue between parent, teachers and others to be maintained, to

Communication and Interaction 15

work through the points of difference and establish what action is to be taken.

SEND Code Of Practice, 2015 1.7

Speech, Language and Communication Needs (SLCN) 15

ASC (Autistic Spectrum Condition) 17

Introduction

Physical and Sensory 23

D/deaf Support 23

This document has been co-produced with parents/carers, headteachers, senior leaders and SENDCos.

Vision Support 24

Physical Difficulty (PD) 25

York is a needs-led city. We are committed to intervening early to support and improve the outcomes of children and young people with SEND. This means that any provision or support should be provided in line with the needs of the young person and is not dependent on any formal diagnosis.

Contact 28

The purpose of this document is to describe the provision that the local area SEND Partnership expects to be made available for all children and young people with special educational needs and disabilities (SEND) in mainstream settings, schools and colleges. This is referred to in settings as SEND Support and the provision described will form part of the setting’s graduated response to meet needs.

The majority of children with SEND will have their needs met effectively within their local mainstream setting. Where a child or young person is identified as having SEND, schools will take action to remove barriers to learning and put effective provision in place. These actions should be reviewed and refined through the cycle of Assess, Plan, Do, Review.

As a local area SEND Partnership, we are committed to working together to deliver the best outcomes for York’s children and young people with SEND. Central to achieving this is to ensure consistency of approach across the city’s education settings through ensuring quality first teaching, close working with families and clear cycles of evaluation (Assess, Plan, Do Review).

This document is designed to be used as a reference document and to support the delivery of a consistent local offer for children and young people across York’s education settings. This document will be reviewed annually to ensure that it remains relevant and is grounded in best practice (2015).

What do we mean by Ordinarily Available Provision?

Expectations of all settings in York

All settings must apply the principles underpinning the SEND Code of Practice (2014) and have regard to the Equality Act (2010).

The term ‘ordinarily available provision’ refers to the range of activities, experiences and strategies offered as basic good practice/quality first teaching for children with special education needs/disability in line with the SEN Code of Practice.

The principles outlined in the SEND Strategy, 2021-25, York SEND Outcomes Framework and the SEND Code of Practice should be applied in all settings in York throughout the different ages and stages of a child and young person’s learning journey.

Ordinarily Available Provision should be delivered within the usual funding resource the provider receives from the Local Authority. Some providers will need to make adaptions to their current practice if they are to meet the expectations of Ordinarily Available Provision.

Key Principles:

The voice of children and young people is central in decision-making
Effective partnership with parents and carers is built-in in all settings to inform decision-making and support for children and young people

A graduated response

Regular cycles of assess, plan, do and review are used to ensure that all children and young people with SEND are making progress towards agreed outcomes

The SEND Code of Practice describes a graduated response and the Assess, Plan, Do and Review cycle (see later) through which children and young people, placed at SEN Support have their needs met.

Transitions are carefully planned at all ages and stages so there are no surprises for children and young people, parents and carers and professionals

Expectations

All interventions should help the child or young person to develop as much independence as possible
Education is close to home, wherever possible

Paras 6:96 – 6:99 of the SEND Code, explain that schools (including academies) are expected to:

A commitment to early intervention and prevention to tackle any potential barriers to achieving good outcomes

i. Make provision available for children with SEND from their delegated budgets

A commitment to work together so that children and young people with SEND feel safe and valued

ii. Provide high quality teaching iii. Plan the use of their SEN resources to support the progress of children with SEND, in the context of their other resources, such as pupil premium

York SEND Outcomes Framework

iv. To be clear about the provision they make for SEN from within their Core budget (Elements 1 and 2) and up to a nationally prescribed threshold

I am healthy

Equity of decision making

I have choice and am heard
I am safe

Developing a description of the type of provision that should be ordinarily available across York will help to ensure equity in decision making about when a child or young person might need higher level provision through an EHC assessment and possible an EHC Plan, and the distribution of Element 3 funding to schools, Colleges and settings.

I achieve my goals
I am included
I can overcome challenges or difficulties on my own or with support
I am becoming independent

Quality First Teaching

Teachers know their pupils and will notice when a pupil isn’t flourishing. The Ordinarily Available Provision is about simple additions, adjustments or changes that a teacher can put into place to adapt their teaching and remove any potential barriers to learning for the pupils in their care. For example, a simple adaptation may offer more structure, or more reassurance, or ensure information is presented in a way that avoids common confusion. These strategies will enable teachers to ‘adapt their teaching to respond to the strengths and needs of all pupils’ (Teacher Standard 5).

The Code of Practice says that every teacher is a teacher of SEN. High quality teaching is effective for all children and young people. Through delivering quality first teaching settings are implementing the graduated response.

For the majority of pupils with SEND, diagnosis is less helpful for teaching and learning than determining the pupils’ educational needs.

SEND Support

The child/young person receives “Pupils want support to help them do well, but they often experience a system which is more interested in asking “what is wrong with you?” than “how can we help?”. Children told me that they find labels marginalising; they are often accompanied by a sense that each label leads to a drop in ambition. We need to move away from diagnostics, labels, and processes and towards a system of practical help focused on achieving outcomes.”

more and different support to allow them to make progress Could include advice from EPs, Learning support

Graduated

response

hub, accessing (Dame Rachel de Souza, Beyond the labels: A SEND system which works for every child, every time, 2022) CPD

SEND Support

The Ordinarily Available is a framework that will help all pupils to flourish and learn. It is grounded in the teaching standards, which provide the minimum expectations of high-quality teaching across all schools. This framework for inclusive teaching is underpinned by adaptive teaching and the work of SEND champions in York’s schools.

Personalised planning linking interventions to classroom practice. Interventions (evidence based) provided if appropriate. School makes full use of all

The expectations of any teacher are that:

available classroom and school resources.

They have high expectations for all children and young people
They create and maintain effective relationships and create safe learning environments for all children and young people
They manage the learning environment so that it is inclusive and meets the needs of all pupils

It is decided that child/young person may need further support Class subject

All teachers will:

teacher and SENDCo collect additional information (including from parents and child/young person). Class teacher and SENDCo decide on support to be

Match pedagogy to the needs of the pupils

given. Inform parents that pupil may have SEND and proposed action.

Implement adaptations, supports and scaffolds
Model new learning and consistent expectations
Focus on helping pupils to understand how they learn best (metacognition)
Focus on developing speech, language and communication

Identifying needs

Use information from assessment to inform their planning
Create and maintain a calm and collaborative climate for learning

Teacher observations, assessment, planning and review. Diferentiated learning opportunities for child/young person making slow progress.

Implement reasonable adjustments to meet the needs of children with identified special educational needs and/or disabilities

Discuss with parents within normal arrangements.

Recommended resources and services:

Use of the Education Endowment Foundation (EEF) ‘five-a-day’ principle supports teachers to develop quality first teaching which improves provision and outcomes for pupils with SEND.

Special Educational Needs in Mainstream Schools, Guidance Report (educationendowmentfoundation.org.uk/education-evidence/guidance-reports/send)

The ‘Five-a-day’ principle: High quality teaching benefits pupils with SEND

Explicit instruction
The City of York SEND Learning Support Hub
Cognitive and metacognitive strategies
York Parent Carer Forum
Scaffolding
City of York SENDIASS
Flexible gouping
City of York Educational Psychology Service
Using technology
Early Talk for York
The Wellcomm Communication Toolkit

The research done by the EEF stresses the importance of moving beyond a narrow focus on the four broad areas of need described in the SEND Code of Practice. The four broad areas of need are as follows:

Pathfinder Teaching School Hub – Adaptive teaching and SEND Champions programmes
Communication Friendly Audit (Haxby Road ERP Resource)
Communication and interaction
NASEN resources
Cognition and learning
How to create autism friendly classrooms – David Burns
Social, emotional and mental health needs
The ADHD Foundation - adhdfoundation.org.uk
Sensory and/or physical

These needs are often inter-related for individual children and young people and it is important to consider the impact of the interplay between them when planning provision to meet an individual pupil’s needs.

Teachers need to understand the individual characteristics of pupil’s needs and how these relate to the classroom environment and the content of what they are teaching. This is an important principle in delivery of ordinarily available as it means understanding the specific barriers to learning that an individual child faces and identifying what adaptations can be made to allow them to thrive.

Examples of approaches, strategies and reasonable adjustments that can be used in mainstream (these are in addition to the universal aspects of quality first teaching)

These examples are not prescriptive and are not designed to be an audit of provision in individual schools/classrooms but are included as suggestions of best practice locally and nationally.

Cognition and Learning - Specific Learning Difficulties (SpLD)

Quality First Teaching:

Differentiation of literacy and numeracy tasks to support learning outcomes, e.g. listening and discussing rather than reading and writing, use of assistive technology, etc.
Alternative multi-sensory activities to enhance and support learning
Use of hands- on classroom learning aids (e.g. subject specific word mats, word

lists colour coded by category, writing frames, spellcheckers, specialist dictionaries, number lines, Numicon, ICT, etc.)

Use of reading texts matched to age and interest as well as reading level
Consideration of accessibility of learning materials in terms of readability, density

of text, size and choice of font, layout, overlays, coloured paper, appropriate use of illustrations etc.

Reduced background noise and distractions
Support to sequence tasks and instructions within class e.g. task strips
Extra time for processing, speaking and listening
Support for homework and to ensure that tasks are clearly recorded including use of ICT
Use of teaching strategies that develop the independent learning of the CYP

SEN support

Use of topic maps to link current learning to previous learning
Explicit teaching to support generalisation of skills
Use of peer support
Visual cues to support understanding including the use of objects, pictures, signs, symbols, models, examples, ICT
Modelling and teaching study skills (e.g. having a plan to complete the task, problem solving skills, etc.)
Physical environment that is organised and well-defined and labelled using written and visual cues
Use of teaching strategies that develop the independent learning of the CYP
Support for homework and to ensure that tasks are clearly recorded including use of ICT
An assessment of child’s SpLD leading to an appropriately targeted intervention

programme planned in partnership with the child and their family and as advised by other professionals (where involved) Recommended standardised assessment tools include the York Assessment of Reading Comprehension (YARC), Dyslexia Portfolio, Wechsler Individual Achievement Test Iii (Wiat) for teachers

Classroom support to develop literacy and numeracy skills and generalisation of skills taught as part of individual/small group programmes
The use technological aids e.g. such as reader pens or apps
Time limited proven interventions matched to pupil need and delivered by suitably trained staff
Some use of small group or time limited 1:1 programmes planned by the teacher

and delivered by a TA to address specific difficulties; reinforced by appropriate ICT on phonological awareness, phonics including letter sounds and blending, sight vocabulary, reading strategies, comprehension and inference skills, letter formation, handwriting, spelling, sentence formation, grammar, writing/composition skills, study skills, etc. as appropriate and using evidence-based interventions programmes

SEN support

An assessment of child’s learning needs leading to an appropriately targeted

intervention programme planned in partnership with the child and their family and as advised by other professionals (where involved) Recommended standardised assessment tools include the York Assessment of Reading Comprehension (YARC), Dyslexia Portfolio, Wechsler Individual Achievement Test Iii (Wiat) for teachers

Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision

is regularly reviewed and adjusted in line with progress over a sustained period (at least 2 terms) in partnership with parents/carers and CYP

Individual/small group programmes for language, literacy and numeracy skills, pre- teaching and reinforcing curriculum learning, study skills etc.

Cognition and Learning – Moderate Learning Difficulties (MLD)

Classroom support to modify tasks as agreed by class teacher where required and to generalise skills taught as part of individual/small group programmes
Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision

is regularly reviewed and adjusted in line with progress over a sustained period (at least 2 terms) in partnership with parents/carers and CYP

Quality First Teaching:

Learning reflects starting point and agreed next steps with learning broken down into smaller achievable steps
Tasks set are related to the child’s everyday experience with an emphasis on direct experience or preferences
Range of practical activities including appropriate use of ICT
Extra time for responses to questions, contributing to class discussions and to complete activities
Alternative ways to record learning, e.g., oral, photographic, video, highlighting text, mindmaps etc.
Cueing and reinforcing children’s listening/attention
Checking understanding and reinforcing as required through repetition, rephrasing, explaining & demonstration (what the finished product looks like)
Immediate feedback/live marking
Use of classroom learning aids (e.g. subject specific word mats, writing frames, number lines, ICT, etc.)

Communication and Interaction – Speech, Language and Communication Needs (SLCN)

Quality First Teaching:

Range of strategies are routinely available to collect pupil voice e.g. Talking Mats
Reference to and advice implemented from Universal and Targeted advice sheets:

yorkhospitals.nhs.uk/childrens-centre/your-childs-hospital-journey/therapy- services/slt/slc-advice-sheets/Cueingandreinforcingchildren’slistening/attention

Establish communication friendly strategies to facilitate communication and to assess learning:

» Support what is said by visuals/picture including objects, pictures, signs, symbols, models, examples, etc.

» Get the CYP’s attention

» Allow time to process what has been said

» Allow time to respond

» Differentiation of teacher language, i.e., use of key vocabulary, short sentences with simple grammar, chunking/sequencing of concepts

» Differentiation of tasks, use of task planners/schedules

» Differentiated use of questions

» Use of word webs, concept/ topic maps to illustrate/reinforce key language

» Modelling, prompting and reinforcing children’s language, such as providing a framework or model for a response

» Checking understanding and reinforcing as required through repetition, rephrasing, explaining and demonstration

» Physical environment that is organised and well-defined and labelled using written and visual cues

» Use of appropriate areas of the room to support speaking and listening skills

Apply personalised advice from SaLT (where a SaLT assessment has taken place)
Schemes of work are differentiated including content from earlier years as appropriate.

Communication and Interaction including ASC (Autistic Spectrum Condition)

Use of peer support
Support for homework and to ensure that tasks are clearly recorded including use of ICT
Use of teaching strategies that develop the independent learning of the CYP
Use of schedules and routines, support for transitions including unexpected change

Quality First Teaching:

Opportunities for direct experience and practical activities including use of ICT
Range of strategies are routinely available to collect pupil voice e.g. Talking Mats
Opportunities for pre-teaching, overlearning and reinforcement and generalisation of key language
Teacher language is explicit, unambiguous and avoids non-literal language and inferred meaning
Opportunities to develop speaking and listening skills, social skills and relationships

with other children e.g. Talk Boost, Time to Talk, Talking Partners, Narrative groups, Socially speaking, Talkabout, as well as Circle of Friends

Clear and positively stated rules and expectations for behaviour are modelled by all adults
Visual and practical supports e.g. Visual timetables and lists.
Access to a quiet, distraction-free environment in which to deliver intervention groups
Awareness that a CYP may need more time to process language and complete tasks
Structured and consistent routines reinforced by visual timetable, support for transitions and for managing unpredicted changes to the routine
Awareness of implications of SLCN on basic skills i.e. numeracy, reading, writing and use of relevant High Quality Teaching to support learning as per MLD section
Explicit teaching of comprehension, concepts, inferential understanding, perspective taking, empathetic thinking and generalisation of skills
Environmental audit for example using the resources provided by the Communication Trust or using the Haxby Road outreach support audit tool
Explicitly naming emotions in situ, explaining the and thoughts of others and explicitly teaching of appropriate social interaction skills
Consider speech sound development when delivering phonics

SEN support

Managing, supporting and differentiating collaborative learning (e.g. opportunities to work alongside/ outside of a group as appropriate)
An assessment of child’s SLCN leading to an appropriately targeted intervention

programme planned in partnership with the child and their family and as advised by other professionals (where involved). The WELCOMM programme is a recommended assessment tool for Early Years. The British Picture Vocabulary Scales Iii (Bpvs) is a test of receptive vocabulary.

Providing greater structure for open ended/creative activities and those that rely

on inference (e.g., choice from options instead of prediction, writing about actual experience instead of imaginative writing, etc.)

Use reading to support understanding of characters’ emotions, thoughts, intentions, actions and social interactions
A range of activities available to support communication and interaction and extend communication skills supported by adults, such as turn taking games
Explicit teaching about social awareness and social skills and how to make and manage friendships (also about sex and relationships for older young people)
Individual/small group programmes for language, literacy and numeracy skills,

pre- teaching and reinforcing curriculum learning, study skills, etc., with suitably experienced staff such as ELKLAN trained TA with access to ELKLAN Language Builder manual

Use positive behaviour management strategies to unpick situations that have gone

wrong, being aware of the impact of social communication and emotional regulation difficulties, literal thinking and sensory difficulties

Classroom support to modify tasks as agreed by class teacher where required and to generalise skills taught as part of individual/small group programmes
Use of an individual workstation, task strips and schedules for structured teaching and independent working
Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision

is regularly reviewed and adjusted in line with progress over a sustained period (at least 2 terms) in partnership with parents/carers and CYP

Physical, sensory and/or learning breaks across the school day and provision of a quiet space/time out at times of heightened anxiety
Awareness of and planning to manage sensory sensitivities, issues, e.g., light, noise, texture, temperature, etc.
Use relevant Quality First Teaching to support learning as per SLCN and MLD sections
Use of key-working approaches/mentor to ensure CYP has trusted adult to offer support for both self & mutual regulation during vulnerable times.
Visual aids and prompts (e.g. personal visual timetables, now/next cards etc.)
School have an Autism Champion who regularly attends the Autism Champion meetings run by CYC STT for Autism
Classroom support to develop communication and interaction skills and generalisation of skills taught as part of individual/small group programmes
Use of teaching strategies that develop the independent learning of the CYP
Use of appropriate ICT to reinforce skills
School trips which are planned well in advance to prepare the young person for the

trip and have a comprehensive risk assessment which takes into consideration the needs of the CYP

Support for unstructured parts of the day to provide routines and support for social interaction
All teachers and TAs have completed Good Autism practice training from Autism Education Trust (AET)or equivalent relevant training
All staff in school have completed Making Sense of Autism or Good Autism Practice training from Autism Education Trust (AET) or equivalent relevant autism training
Use of specialist interests of CYP to help engage and motivate in lessons
Use of ‘Graduated pathway to support attendance’
Records of the CYP’s emotional regulation are updated daily and analysed to

consider frequency, duration as well as triggers/patterns to help understand underlying causes/triggers

Other pastoral interventions should include:

» Meeting and Greeting (Soft landing and “Down’ time at end of day to support transition to and from home.)

Individual support for pre and post teaching

» Circle Time

Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision

is regularly reviewed and adjusted in line with progress over a sustained period (at least 2 terms) in partnership with parents/carers and CYP

» Peer mentoring » Buddy Systems » ELSA support » Lunch clubs » School Counsellors

Staff make use of a wide range of resources, including those produced within the LA, to inform their inclusive practice. e.g. Communication tool kit

SEN support

An assessment of child’s needs leading to an appropriately targeted intervention

programme planned in partnership with the child and their family and as advised by other professionals (where involved). The SCERTS programme is recommended as an assessment tool using ‘can do’ statements to identify areas of strength and areas for development

Individual/small group programmes with staff who have knowledge/skills to

address specific needs to support social communication, language skills, emotional regulation, self-awareness etc as part of assess, plan, do, review cycle (e.g. Circle of Friends, self-esteem group, Socially Speaking, 5 Point scale, feelings board, Zones of regulation, Lego therapy, musical interaction and recognition / understanding of emotions, including visual supports). Group work to be planned and tailored to meet identified need and includes good role models.

Adjusted, flexible timetable introduced in negotiation with pupil, parents and

staff e.g. temporary withdrawal from some activities such as assemblies, specific lessons and/or provide needed quiet time at periods throughout the day to support regulation of emotions.

SEN support

An assessment of child’s SEMH needs (including records of the CYP’s emotional

regulation updated daily and analysed to consider frequency, duration as well as triggers/patterns to help understand underlying causes/triggers) leading to an appropriately targeted intervention programme planned in partnership with the child and their family and as advised by other professionals (where involved) including planned responses to behaviour as part of a positive behaviour programme

Hight Quality Teaching:

Range of strategies are routinely available to collect pupil voice e.g. Talking Mats, Person Centered Planning tools
Modifications to environment eg access through a different entrance, pass to access different toilets
Developing a positive relationship and connection with all children and young people
Use of trauma-informed behaviour policies which recognise the importance of

offering a secure base (e.g. trusting relationships, felt safety, teaching regulation skills, focusing on repairing, understanding the function of behaviour). See CYC EPS Trauma Informed Behaviour Policies for details (search for CYC Trauma Informed Behaviour Policy Guidance November 2019 at Yor-OK.org.uk)

Individual/small group programmes to support attention and concentration skills,

emotional literacy, anxiety management, self-esteem, turn-taking and cooperation skills, social interaction skills, etc as part of assess, plan, do, review cycle

Classroom support to prompt attention and repeat and reinforce class teacher’s

instructions and routines, develop social and emotional skills and generalise skills taught as part of individual/small group teaching, support agreed opt out strategies in situations that may otherwise escalate

Effective adult language that is appropriate to the child’s developmental stage
Clear routines, boundaries and consistency of approach by all staff working with the child
Identification of co-occurring SEND e.g. SpLD or SLCN and the additional barriers this presents
Support for executive functioning skills (See Quick Guide from CYC Educational Psychology Service)
Managing the immediate environment to create nurturing classroom and reduce distraction and minimise potential for conflict or disruption
Personalised timetable introduced in negotiation with the CYP, parents/ carers and

staff. This may include temporary withdrawal from some activities e.g. assemblies, specific non-core lessons.

Interventions should include:

» Wellbeing based approach

Alternative curriculum opportunities at KS4 e.g. vocational/college/work placements

» ELSA provision Alternatives to the start and ends of the day

Personalised reward systems known to all staff in school implemented consistently across the curriculum
Emotion Coaching (understanding and validating feelings, setting limits and problem solving)
Provide meet and greet arrangements, and support for unstructured parts of the day to provide routines & support for social interaction
Supporting behaviours that challenge through:

» Prioritising relationships and understanding what behaviour may be communicating

Regulation activities integrated through the day (e.g. rhythmic/repetitive activities, movement, sensory integration)

» Positive reinforcement and praising appropriate behaviour of nearby pupil (proximity praise)

Activities that are soothing, grounding and regulating e.g. play, dance, colouring, gardening

» Tactical ignoring of low level behaviour

Allocation of an ‘additional attachment figure’ with opportunities for check-in time and approaches to support being ‘kept in mind’

» Non-verbal signals e.g Moving closer

» Ask and/or restate relevant rule/routine/behavioural expectation

A ‘safe space’ in school, identified in collaboration with the child/young person

» Distract onto desirable task

Clear processes for home-school communication to share information and support consistency of approach/understanding

» Modify or change activity

» Use of humour

Implementation of strategies advised by the Effective Strategies document

(gov.uk/government/publications/mental-health-issues-affecting-a-pupils- attendance-guidance-for-schools)

» Modify groups for any joint activity

» Use the language of choice, remind of consequences (‘If you choose to….then…)

» Take up time, clear choices, schedules and consistent routines and boundaries

Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision

is regularly reviewed and adjusted in line with progress over a sustained period (at least 2 terms) in partnership with parents/carers and CYP

» Effective adult language, e.g., ‘I… when…. because’, ‘I am looking for…’, ‘when/ then’ statements

Physical and Sensory: D/deaf Support

Hight Quality Teaching:

Teacher discussion with the child about their preferred access arrangements
Consistent, effective use and management of audiological equipment in school
Implementing advice from the Qualified Teacher of the Deaf and seeking further advice as needed to meet the needs of the child
Maintaining skills and understanding about supporting deaf children through accessing training e.g. training from the Deaf and Hearing Support Team
Visual aids to support understanding and access to the curriculum. These may

include: objects, pictures, gesture, signs, symbols, visual timetable, models, examples, ICT, demonstrations, use of subtitles or transcripts, visual/written instructions for homework etc.

Adaptations to the physical environment: background noise is reduced; good room

acoustics and seating plan is used to optimise listening and visual access to lip patterns

Providing an accessible environment where the child can access language and cognitive ideas
Modified language and scaffolding of subject-specific vocabulary as needed
Extra time for responses to questions, contributing to class discussions and activities
Cueing in and reinforcing children’s listening/attention
Management of turn taking in classroom discussions with repetition of key points made by others
Teacher repetition of class contributions
Checking understanding and reinforcing by repetition, rephrasing, explanation/ demonstration
Opportunities for pre-teaching and consolidation of language
Opportunities for social interaction which may need supporting/scaffolding.
Good role models of language, communication and social behaviour from adults and other children
Use additional support staff and note takers to give equal access to learning if appropriate
Teacher manages the work of teaching assistants and provides individualised intervention work for teaching assistants to deliver, as appropriate

SEN support

Regular liaison with a qualified Teacher of the Deaf to support student and school

staff to understand hearing loss and promote independent use of audiological equipment through training, regular checks and monitoring

Use of subtitles
Individual/small group programmes to develop the child’s language, social emotional needs and access to the curriculum
Clear and tidy classroom with good organisation and labelling of resources
Visual fatigue rest breaks built into the school day and a shaded outdoor area as appropriate
Individual/small group programmes reinforced by appropriate language activities,

literacy and numeracy skills, pre-teaching and reinforcing curriculum learning, study skills, etc

Use of teaching strategies that develop the independent learning of the CYP

SEN support

Pre and post teaching of phonic skills or other curriculum subjects as needed
Consideration of timetabling and location of rooms and appropriate workstation for 1:1 instruction
Individualised support to implement recommendations from support services e.g. QToD., SLT etc.
Assistance with access to specialised equipment eg laptops, cameras, speech/large print software or talking equipment
Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision

is regularly reviewed and adjusted in line with progress over a sustained period in partnership with parents/carer CYP and QToD

Teaching assistance is targeted towards the supply of teaching and learning resources

e.g. the preparation / resourcing of suitable visual materials. coordinating the adaptation of resources, support with use of equipment in specific subjects (e.g. Science, Technology, Maths, and ICT) ensuring advised seating arrangements and access to interactive white board

Physical and Sensory: Vision Support

Hight Quality Teaching:

Sufficient curriculum time allocated for the pre-teaching/revision of skills, completion

of task, and teaching the additional curriculum e.g., touch typing, lip reading, independent living skills, mobility, social skills

Class/subject teachers to take responsibility for acting upon personalised educational advice supplied by Qualified Teacher of VI around individual child’s needs
The environment is planned taking into consideration the physical and sensory needs of all CYP eg playground and classroom layouts, displays, signage and lighting
Planning shared with Vision Support team to enable resources to be obtained/

modified in time for the lesson, differentiation both in quantity and level of work, delivery method through ICT, sign, lip reading, modified worksheets, practical activities

All staff and supply staff, visiting speakers, sport, drama groups etc. are informed of child’s visual needs at the planning stage of activities.
Regular liaison with a qualified Teacher of VI to support student and school staff to

understand vision loss and promote independent use of equipment through training, regular checks and monitoring

Support for inclusion with extra-curricular activities, modified homework resources and newsletters
A range of multi-sensory tasks, teaching styles and support for the alternative ways of recording work
Oversight for PE, unstructured times in the playground and when moving around school, to monitor safety, interpretation of instructions and use of equipment
Provision of recommended generic specialist assistive technology such as: iPad/

tablet/ laptop/ eReader/ scanner and specialist software. e.g., screen sharing packages and magnification

Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision

is regularly reviewed and adjusted in line with progress over a sustained period (at least 2 terms) in partnership with parents/carers and CYP

Clear classroom routines supported by cues, e.g., objects of reference, signs, symbols, gestures, signing to support language, photographs, visual timetables

Physical and Sensory: Physical Difficulty (PD)

Careful consideration of accessibility of learning materials in terms of readability,

density of text, size and choice of font, layout, overlays, coloured paper, appropriate use of illustrations, clutter free diagrams, all modified resources onto A4 paper only

Hight Quality Teaching:

Provision of consumables, e.g., specialist paper, matt laminates. Appropriate black

fibre tipped pens/ dark leaded pencils, exemption from learning a cursive script. Use of a sloping desk or board

Reasonable adjustments to the school environment and building adaptations

including accessible toilets, rise and fall changing beds ramps, height adjustable furniture, grab bars, door handles, lifts, etc.

White/interactive board displays should be clear for all CYP, a dark pen should be used when writing on the board with teacher verbalising
Class/subject teachers take responsibility for acting upon relevant information around individual students including:
Seating at proximity to interactive white board/learning facilitator/ point of learning

» Well-organised classrooms with clear route ways

» Appropriate seating arrangements in relation to the teacher/teaching focus

» Adapting and modifying classroom tasks that require sustained and/or precise fine and/or gross motor skills

Assistance with manipulating equipment in specific subjects especially science, DT, Maths and ICT

» A range of alternative equipment may be useful - chunky pencils, adapted scissors, pencil grips, enlarged lined paper/frames especially maths for laying out etc.

Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision

is regularly reviewed and adjusted in line with progress over a sustained period (at least 2 terms) in partnership with parents/carers and CYP

» Planning may need to include rest breaks or movement breaks

» Extra time for completion of tasks

» The use of assistive ICT including (on screen keyboards, Clicker, predictive text)

» Access to medical support, if appropriate

» Careful consideration of timetabling and location of rooms

Schools support the use of low-tech aids or equipment (basic word processors, communication passport)
Modification of activities for P.E and all movement-based learning, practical activities, use of equipment as appropriate
Optimal seating position including correct size furniture and additional resources such as seating wedges and writing slopes
Support for accessing and demonstrating learning within the classroom
Ensuring safe movement in the classroom and around the school
Trained support for moving and handling may be required as well as a Moving and Handling Plan
Accessible toilet/hygiene suite
Toilet passes
Support for unstructured parts of the school day
Support for wider whole school activities and social opportunities
School trips which are planned well in advance and take into consideration the needs of the CYP
Use of guidance within relevant policies

» Educational Visits Guidance

» Intimate Care

» Managing Medicines Guidance

» Supporting Children with Physical Disability and Medical Needs

SEN support

Individual programmes of physical and occupational skills as advised by relevant

specialists Input, where appropriate (e.g. Specialist Nursing Teams and Regional Specialist medical Teams (e.g. Renal, Neuro muscular clinic. Oncology etc), Salt, Ot, Physio)

Providing support for self-help, e.g., going to the toilet, dressing/undressing, lunchtimes, etc.

Ordinarily Available Provision 2023-2024 (York, Annex B)

Annex B