Ordinarily Available Guidance: primary (Merton)

Page 1 of 52 Version 3 - September 2023

Title Page

Sensory and Physical 39 Ordinarily Available

Cognition and Learning 16

Communication and Interaction 5

Introduction 2

Contents

Social, Emotional and Mental Health

Primary

Guidance

Page 2 of 52

It is the education providers responsibility to ensure that children and young people with SEND engage in the activities

 have a clear understanding of the needs of all learners, including those with special educational needs; exceptional

and post 16 settings should be able to provide for children/young people, including those with Special Educational Needs

“Ordinarily Available Provision” refers to the setting based interventions and services that all Merton schools, early years

abilities; English as an additional language; disabilities and be able to use and evaluate distinctive evidence based

and Disabilities (SEND), from within their own resources. By outlining a set of expectations, we are encouraging

 demonstrate an awareness of the holistic development of learners at different stages of development

 set goals and outcomes that stretch and challenge learners of all backgrounds, abilities and needs

 be aware of the learner’s capabilities and prior knowledge and plan teaching to build on these

 be accountable for the attainment, progress and outcomes for all learners

teaching approaches to engage and support their holistic development.

of the school alongside pupils who do not have SEND.

consistency between schools/settings across Merton.

Section One: Introduction

SEND Code of Practice (2015)

Teachers must:

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quality teaching with ordinarily available provision: “(Guidance)…higher quality teaching ordinarily available to the whole

with SEND without an Education, Health and Care Plan (EHCP). Merton’s Local Offer also provides information and details

interventions that can be used by all members of school staff and families alike, as well as examples of good practice from

of support services available for children and young people (aged 0-25) with SEND and their families within the borough.

and children/young people themselves to better understand the support that will be provided for children/young people

This guidance covers four broad areas of need: communication and interaction, cognition and learning, social, emotional

Whilst this document is primarily aimed at professionals, we also intend that this document will support parents/carers

This guidance is intended to support schools/settings to reflect and develop their inclusive provision to benefit all the

This document has been co-produced with Kids First (parents/carer forum), Special Educational Needs Coordinators

children/young people in the school/setting, including those with SEND. The SEND Code of Practice, 2015 links high

and mental health, and sensory and/or physical needs. For each area, there are suggestions for strategies and

 Using positive behaviour management techniques and rewards to promote self-esteem and motivation

 Adapting the learning materials that some children use because they learn in a different way to others

(SENCOs) and other stakeholders, along with consultation with health and children’s services professionals.

 Collaborating with external agencies and professionals to access specialist advice and support

 Providing visual aids, symbols, gestures or sign language to support communication

 Providing sensory breaks, equipment or adaptations to reduce stress and anxiety

class is likely to mean that fewer pupils will require such support.” (Para 6.15).

How to use Ordinarily Available Guidance

Some of these strategies include:

schools.

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a child or young person the school should apply the “Assess–Plan–Do–Review” model as described by the Code of Practice

are carefully tailored to meet the specific needs of individual learners. When additional support is identified as needed for

strategies and interventions, in addition to high quality teaching, that should be considered for children and young people

changes in circumstances and progress over time. All Merton schools are on a journey towards developing their ordinarily

strategies or interventions will be effective nor can they or should they be provided at the same time. It is important that

A graduated response refers to a systematic approach that provides a range of targeted interventions and support, which

into account their views and preferences, as well as those of their parents and carers. It is also flexible and responsive to

accessible - it may include strategies detailed in this toolkit. Ordinarily Available Guidance contains a range of additional

This guidance is not a one-size-fits-all approach. It is tailored to the individual needs and strengths of each child, taking

in line with their assessed special educational needs. It is important to note that all learners are different and not all

so that support and actions needed to allow pupils to access the curriculum and make good progress are revisited,

High quality teaching considers the needs of learners which then informs planning and delivery to make learning

settings and family carers use this resource to plan the support that is needed and effective.

reviewed and refined. This approach places the child and family at the centre of the process.

available provision within their settings.

High quality teaching

Graduated response

Contents – Communication and Interaction (Primary) - 01

Title Page

Section

Identification/ assessment of needs 6

Environmental Supports and Adaptations 9

Approaches and Strategies 11

4 Useful Resources

language development. Difficulties with attention may be due to a range of other factors in addition to language, but the strategies ( see approaches and strategies section) can be supportive for all children regardless of the primary cause. It is good practice to check if a child’s hearing has ever been assessed to rule out a potential hearing difficulty, if there are concerns in this area Receptive language- the ability to understand verbal language. Difficulties with understanding may arise at the word level (understanding vocabulary and concepts) sentence level (understanding grammar e.g. the difference between past and future tense) or narrative level (understanding /remembering information from a number of sentences put together). Teachers often notice difficulties in this area where children find it hard to follow classroom instructions. Children may also struggle to understand higher level language skills such as inference or prediction or non-literal language such as jokes and idioms. Difficulties with understanding can be supported in many ways for example adults slowing down and repeating information and using visual support. (See approaches and strategies section for more information). Depending on the child’s individual circumstances, difficulties with understanding language may indicate more serious or persistent needs. Expressive language- the ability to use language to say what children want, think and express their views generally. Children may have difficulties at word level (knowing or being able to say the right word), sentence level (using correct grammar or word order) or narrative (putting their ideas together in a logical order and including all the relevant information). Difficulties in expressive language may cause frustration if children cannot get their message across. This may result in negative behaviour (acting out) or withdrawal from situations Social communication skills- the ability to use language in what is now seen as ‘neurotypical’ social context, e.g. wait your turn in a conversation or understand the ‘unwritten’ rules of communication such as interpreting tone of voice and body language. Expectations around social communication can also vary depending on cultural context. Having differences in social communication abilities can affect a child’s ability to make friends, lead to misunderstandings in social situations and can have a longer-term impact on their well-being and social and emotional development. Speech sounds - the ability to say all speech sounds correctly so that the people can understand what the child says.

ELKLAN Merton LBL Speech and Language Therapy team has offered ELKLAN accredited training

Environmental Supports and Adaptations Links and relevant support available Communication friendly teaching environments Teaching staff should be able to reflect on the physical environment in school/class and how that can support Children’s learning especially in terms of supporting attention and understanding. Areas to consider include : Classroom structure

Audit forms and checklists are available to support schools auditing their practice from the LBL speech and language therapy service, which can provide support in identifying a school’s strengths and needs. Further support and training can be commissioned , e.g. bespoke training to meet those needs. Active listening resources and training available on request through buyback Free online training is being developed to support the ordinarily available offer. Initial bite size courses on

➢ Seating plan – away from distractions where possible, near the front in some cases ➢ Attention enabling posture ➢ Display of expected voice levels ➢ Quiet areas for down time for when a child/young person is feeling overwhelmed and for small group

work ➢ Adult sorting out “groups” using strategies to ensure that vulnerable children are in supportive groups

and are not left out ➢ Use of differentiated ways of students receiving the homework which has been set, with clear

• using visual support
• teaching vocabulary and
• adapting language for the classroom

have been developed. These should go live on the Merton Website early in October 2023 ELKLAN books (yellow and blue version) for practical examples of visual support.

information and instructions to ensure that children can succeed. ➢ Good listening skills promoted across the class/school and referred to in lessons – staff to wear good

listening skill symbols on their lanyard (such as good sitting, good looking, good thinking) in Primary School settings and at Secondary School, prominent wall displays which are frequently pointed out to young people. Visual support

➢ Teaching staff should be able to access training about visual support, understand the importance of Introduction to supporting children with SCLN (free) Hanen courses visual support and its various functions and consistently use visuals in class depending on the individual needs of pupils ➢ Visual timetables in classrooms and referred to during lessons. Items completed are removed from the timetable/ticked off. Consistency of format and use between classes (primary), individual checklists at secondary schools ➢ Written and numbered outline of what is going to happen in the lesson for the whole class. Tasks ticked Training video on ACI strategies to be developed and added to website (free) DLD training off as they are completed ➢ Now and next boards as needed for individual children ➢ Clear and consistent classroom rules visually displayed age appropriately ➢ Tasks broken down into step by step written and numbered instructions for the whole class ➢ Tasks broken down into detailed step by step written and numbered instructions on children’s personal small white board Merton Autism Outreach Service (MAOS) offer advice for staff around environmental supports and adaptations for pupils with autism (and those with social communication difficulties without a diagnosis). This is a free service to schools.

Autism Guidance

➢ There is an emphasis on visual teaching aids to support learning and social activities. ➢ Tasks are routinely differentiated by level/outcome/pitch/pace and grouping. ➢ Staff should be skilled in adjusting the pace and order of activities to maintain interest and attention.

This is monitored by the SENCo on a termly basis. ➢ Specialist resources should be available, such as fiddle toys, stress balls, Occupational Therapy (OT)

seating like ball chairs, pencil grips, OT cushions and weighted equipment. ➢ Consideration is given to the environment to cater for individual needs, such as reduction in distractions,

visuals, colour-coding, structured and ordered, low arousal, soft furnishings etc

Approaches and Strategies Links and relevant support available

Video reflection such as ‘Verve’ can support development of these skills – and training is available on request from LBL speech language therapy team A taster to using these strategies is also included in the free ‘introduction to supporting children with SLCN’ training available through the LBL S&LT team

Adult/child interaction School staff should be aware of strategies they can use when talking to children to support their processing of information, understanding and talking. This is helpful for all children including those with EAL.

➢ Say less – helps children pick out key words. ➢ Stress key words- highlights important information. ➢ Go slow - pausing and reducing rate of speech makes it easier to understand and gives the child/young

person time to understand what was said and formulate responses. ➢ Show - use of visuals reduces reliance on auditory information and memory. Other key strategies

➢ Repeating information, recasting (saying it again with a correct model), asking a question and pausing and if a child can’t answer giving them 2 options. ➢ Chunking and breaking down instructions. ➢ Matching your level of language to that of the child, using their interests. ➢ Commenting on what the child is doing. ➢ Modelling simple language.

➢ Tailor delivery style according to the learner’s needs such as direct language (give name and clear short

instruction) or language modification techniques. ➢ Provide visual prompts including key vocabulary and visual timetables. ➢ Allow take up time to process information. ➢ Check you have engaged the child’s attention before talking to them, use their name. ➢ Check that hearing has been tested. ➢ Pre-teaching of topic vocabulary.

• ➢ Use of ‘first, then, next ’

➢ Child/young person does not understand or use social rules of communication: ➢ Modelling/role play/video/soap operas/Disney films. ➢ Small group sessions (for example, circle of friends, Talkabout). ➢ Social stories/Cartoon conversations. ➢ Prompts – symbols, signing systems. ➢ Now (you are doing this) and Next (you are going to be doing that) boards.

Difficulties with language/Difficulties with communication:

➢ Use the child’s name first to draw their attention, followed by key word instructions, such as Jamie, stop. ➢ Simple instructions (explaining idioms). ➢ Using literal language ( explaining sarcasm and figures of speech). ➢ Use of symbol communication such as Core Vocabulary Boards . ➢ Awareness of what would be an appropriate tone of voice (calm, not too loud). ➢ Awareness of what would be an appropriate environment (noise, room temperature, lighting, room layout). ➢ Awareness of use of language (some children may need a language-rich environment, others may need it to be kept simple). Difficulties with creating ideas: ➢ Roleplay and drama, use of props such as puppets. ➢ Modelling. ➢ Storytelling. ➢ Photos/pictures/keywords/writing frames. ➢ Give examples to choose from.

Difficulty with social communication and developing relationships:

➢ Small group/1 to 1 tasks and activities. ➢ Lunchtime clubs incorporating their interests. ➢ Hearing a younger pupil read. ➢ Buddy system.

Anxiety in busy unpredictable environments:

➢ Preparation for change of activity or routine. ➢ Small group/1 to 1 tasks and activities. ➢ Allocation of a safe space. ➢ Clear communication of expectations. ➢ Regular mentor support, including adults or peers. ➢ Visual timetable to be used in setting/school. Sensitivity to sensory stimuli:

➢ Sensory breaks. ➢ Allow eating of lunch away from the dinner hall. ➢ Flexibility with uniform policy. ➢ Consideration to the environment, including noise, room temperature, visual stimuli, proximity, lights. ➢ Flexible approach to transitions, such as between lessons and to and from school. Physical outbursts causing harm to others and/or to self and/or damage to property:

➢ A consistent approach to managing individuals with “reasonable adjustments” made. ➢ Understanding the frequency and location of triggers. ➢ Communication with families about what might be happening at home (like divorce, bereavement,

illness) and strategies that work/don’t work and relaying this information to staff. ➢ Safe space. ➢ Appropriate de-escalation strategies in place (such as time out cards). ➢ Risk management plan. ➢ Reintegration plans. ➢ A clear plan of action, agreed with parents regarding physical intervention. Staff recognise emotional needs and provide support for emotional regulation using:

➢ Teachers/staff will validate and respect all self-advocacy statements/choices communicated by pupils.

➢ Emotional regulation schemes, such as The Zones of Regulation or The Incredible 5 Point Scale. ➢ Mapping The Landscape. ➢ Access to physical activity/learning breaks. ➢ Sensory activities. ➢ Calm/withdrawal spaces. ➢ Reduced demands/reduced language. Limited attention span compared to developmentally appropriate milestones:

➢ Regular, short breaks ➢ Differentiation ➢ Chunking, breaking tasks down, listing the steps ➢ Visual timetables ➢ Backward chaining – chain parts of the task together (for example, build the sequence at the last part

of the task and working back so the child experiences success and then gradually work back to increase more elements until they can do the entire task). ➢ Named instructions. ➢ Asking the child to repeat back what activity they are going to do. ➢ Use of timers, so they know they only have to focus for a comfortable amount of time. ➢ Individualised timetables. Useful Resources (such as guidance, parent/family support websites)

Speech and Language UK - Teaching Learning Toolkit

More information about SLCN

NAPLIC (charity for professionals and parents to promote understanding of SLCN) RADLD.org (for information about language disorder) www.engage-dld.com (for latest research information on developmental language disorder) Stamma.org (Bristish stammering association)

Autism Guidance

➢ Merton Local Offer ➢ Merton Autism Outreach Service (MAOS) – a free service to schools for staff. ➢ Merton Special School Teaching Alliance (MSTA) – offer CDP on a range of topics including autism. ➢ Cricket Green School are the Merton Hub for the Autism Education Trust (AET) licenced to deliver training on a range of subjects to Early

Years, schools and Post 16 settings. ➢ National Autistic Society accredited Parent Support Programmes EarlyBird+ & Teen Life. Parents need to self-refer by calling Cricket Green School 0208

640 1177 (option 3). ➢ National Autistic Society website ➢ Ambitious About Autism ➢ Merton Information Advice and Support Service (MIASS) – formerly Merton’s Parent Partnership Service ➢ Centre for Autism and ADHD Support Centre for Autism and ADHD Support ➢ Kids First - Parents Forum

Page 16 of 52 The additional needs of most children and young people (CYP) can be met by inclusive quality first teaching and reasonable adjustments from the funding and resources that are already or ‘ordinarily’ available in their mainstream school or setting. This is known as ‘Ordinarily Available Provision’ (Guidance). The SEND Code of Practice, 2015 links high quality teaching with ordinarily available provision: “(Guidance)…higher

1 Identification/Assessment of Needs 17

quality teaching ordinarily available to the whole class is likely to mean that fewer pupils will require such support.” (Para 6.15)

4 Other Useful Resources and Support Available

Contents – Cognition and Learning (Primary) – 02

Page 17 of 52

 Extra time and special arrangements are applied to internal assessments as part of everyday  Appropriate information sharing systems should be in place within schools and contain the  School staff may seek further advice/information via the SENCo/subject leads/experienced  Assessment over time using the ‘assess, plan, do, review’ process is understood and used observation, via the child and parents and investigate any other possible areas of need.

Educational Needs Coordinator (SENCo) should gather information through classroom pupils learning and are used to inform future planning which is effective.

assessment to gain further insights into a child’s difficulties.

the SENCo is in attendance where possible.

(PP), Special Educational Needs (SEN).

adaptations of assessment.

colleagues.

Guidance) feedback.

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 Constructive feedback that allows for strengths to be built upon and illustrates how work could  Classroom rules and expectations are visible, visually displayed and referred to during teaching  Attention and good listening skills are promoted and a consistent approach within the school  A focus on quality, rather than quantity of work making sure that recording is purposeful and guidance. (also refer to Social Emotional Mental Health & Communication and Interaction appropriate word banks, topic vocabulary, possibly placed in the learning box.

pictures, symbol support (InPrint3) and concrete resources to enable learning.

 Making use of learning partners/buddies to promote learning.

have possible workstations/headphones where necessary.

used simultaneously to maximise learning for children with possible difficulties do to further improve.

of the learning process.

and present learning.

General guidance:

Guidance) Notes.

time.

Page 19 of 52 Immersive Reader for Chrome, Edge, Firefox, iPad

 Awareness of strategies to promote fluency of reading e.g. echo and choral reading, performance  Simple uncluttered worksheets/slides/whiteboards are used, taking note of appropriate font and  Text selection is inclusive and representative of CYP’s needs and different formats are provided,  Explicit teaching of vocabulary linked to the class text and supported by visual cues/symbols.

 CYP should have access to a structured approach to the teaching of reading and phonics with  Use a range of metacognitive strategies to work out unknown words (semantic, syntactic and  Staff should have an understanding of the stages and importance of phonological awareness  Dedicated time for CYP to develop fluency in reading must be offered in small groups where  Awareness of the hierarchy of questioning linked to Blooms Taxonomy, Blanks Key Stage 1.

 Comprehension strategies are explicitly taught e.g. Vipers/Reciprocal Reading/Think-Aloud phonetic) and encourage use of context clues and self-monitoring in order to support word see EEF guidance around self-scaffolding, prompting, clueing, modelling and correcting.

speech recognition, talking spell checker, word prediction, scan and read text aloud.

 Differentiated reading prompts and materials, e.g. visual, phonics, meaning.

size, colour background, bullet points, subheadings, jagged edges etc.

reading and re-reading the same text multiple times.

strategies, Think Pair Share strategy.

high interest, low ability books.

vocabulary teaching.

develop this area.

identification.

appropriate.

Subject based

Reading:

Page 20 of 52 learners with writing difficulties (Call Scotland) The benefits of word prediction to support The Literacy Toolbox Online (This needs a Speaking and Writing Frames - The Bell Oracy Guidance soon to be available Sir Linkalot - The Future of Spelling SNIP Literacy Programme 1 Read and Write Education Dictate (Call Scotland) WordQ SpeakQ (LGfL) LGFL Included in Five Spelling Frame Foundation subscription) ICT Games  The use of assistive technology is readily available such as text to speech e.g. Helperbird for Chrome,  Awareness of prior experiences when designing writing tasks and what multisensory activities might  Strategies to actively develop learners’ imagination through story telling employed such as puppets,  The different genres are modelled by an adult and the features of each genre taught in a structured  There is an understanding of the relation between expressive language and compositional writing.

 Explicit teaching of the organisational skills required for longer pieces of writing e.g. the structural format. Quality texts/video/YouTube clips are used to inspire CYP’s imagination for compositional  Explore the reasons underlying any difficulties with recording to identify the barrier, this could be expectations and some CYP may need to know how much writing is expected of them in a lesson.

 The development of oracy skills is given high importance and writing is supported by high quality  CYP receive support to use alternative recording which may include speech to text technology or Immersive Reader, Speak for Ipads, Natural Reader for Windows and Select to Speak for Chrome  Images used to support vocabulary leaning, including the use of Widget/Communication in Print related to physical, emotional or cognitive needs. e.g. poor core strength, fine motor skills, poor  Shared writing strategies are used in the decision processes around composition. CYP are active  Have knowledge regarding possible aids or strategies for handwriting e.g. different pencil grips, predictive text, Dictate in Word, ReadWrite, Google Voice Typing in Chromebook, Windows 11 includes built in Voice Access plus possible specialist software e.g. Word Q and Speak Q,  Some CYP may require motivational activities to encourage them to write. Clarity about talk activities. (e.g. Voice 21, Merton guidance on Oracy development.)  A models of examples of works should be available, WAGOLL (visual scaffold) and used to encourage/support recording.

and grammatical features of particular genres of writing.

story boxes, visual story mats, images and pictures.

participants in class composition session.

be needed for first-hand experience.

sloping boards, correct posture

Transcriptional Writing

Compositional Writing

formation of letters.

writing.

books.

Page 21 of 52 Teach Left Handed Child to Write Confidently - 12

How Words Work, Morphological Strategies by

Intervention Programme 4: Visual Perception Improving Mathematics in Key Stages 2 and 3 How to Teach Left Handed Children to Write Read&Write Education Ronit Bird resources Mastery Explained Dyslexia Action Dyslexia Action Confidently I See Maths Typing Club Top Marks Popplet Steps  Sentence scaffolds/ talk frames (written scaffolds) to support grammatical organisation of sentences  Use of phoneme mats to support spelling and appropriate word banks symbol supported if required  A structured approach to the teaching of fluent handwriting with appropriate exercises if required.

memory e.g. ‘Think of a sentence’,’ Say the sentence’,’ Write the sentence’, ‘Check it makes sense’.

supports are presented together then one support should be withdrawn at the appropriate time to using mathematics they are familiar with, using a fluency range they are securely working within, e.g. numbers to 20, before using it to explore new learning or working within a more challenging  The use of human scribes is kept to a minimum, particularly in upper KS2 and beyond in order to  Time will need to be given for the pupil to become familiar with the resource before using it in a meaningful way, e.g. Numicon, ten frames, Cuisenaire, part-whole models. Explore the resource  A structured approach to teaching spelling which includes incorporating a variety of approaches  Be aware CYP can often find the step from moving from a concrete or visual representation to a  Alternative ways of recording are available for all CYP and may include drawing, mind-mapping, and staff be aware of the different type of scaffolds which are available; visual, verbal, written.

Spelling Made Easy App/Read Aloud and or Spell Out in Word, Ipad talking spell checker ‘Spell’,  Return to a concrete representation if the pupil is showing confusion when moving to a visual such as analogy, ‘identify’ tricky parts, mnemonics, syllable training, morphology, etymology.

promote independence and equip CYP for adult life through the use of adaptive technology.

 Explicit teaching of how to use dictionaries, spell checker and or assistive technology such as  Scaffolds used to aid CYF should be carefully managed, for example, if picture, symbol, word  Some CYP may require visual/ kinesthetic support to follow routines in writing tasks and aid  The use of assistive technology is made available where appropriate, e.g. Word Q, Speak Q,  Finding the right age and stage to introduce touch typing as a method of recording.

 Objectives selected to match the needs of the pupil and their prior learning.

apps, voice and video recordings as appropriate to the task and the CYP.

Immersive Reader, Popplet, (Mind Mapping) ReadWrite etc (written scaffold) to support independent writing.

 Copying should be avoided as much as possible more abstract representation a challenge.

representation too quickly.

Chromebook to Settings .

develop independence fluency range.

Numeracy:

Page 22 of 52 No Need to Differentiate in Primary School Maths Supporting pupils with SEND in a mastery context Primary Mathematics in Merton guidance (LGfL) iPad apps for learners with dyscalculianumeracy Education Endowment Fund: The Five-a-day MathsBot.com - Tools for Maths Teachers approach: How the EEF can support SEND https://numbersensemaths.com/ https://whiterosemaths.com/ Maths Guidance: KS1 and KS2 difficulties (Call Scotland) ICT Games Lessons once can cause confusion rather than help them make connections. Using a secure understanding of  Use questions with clear intentions and supported with concrete and visual representations such as: What is? What’s the same? What’s different? True or false? Right or wrong? Which one is wrong? Is  Starting with an open question, then subsequent questions are more closed, then going back to the important learning points e.g. using a number line combined with dienes or place value counters to  Combine concrete/pictorial representations with more abstract representations to help CYP notice  Where reading is a barrier to solving word problems remove the requirement to read the problem Which one? Why is it wrong? (Rather than posing the question broadly as, ‘what’s the mistake?).

and deliver the task orally with visual, concrete and pictorial support (or assistive technology to  Use of multiple representations. For some CYP, working with many different representations at  Embedding questioning in every lesson through modelling question and answer stems with the  Giving clear parameters to a question or task, e.g. there are three examples, but one is wrong.

one, familiar representation as a springboard to introduce a different one can be beneficial.

 CYP may need to stay with concrete for longer than expected before moving to a different  Waiting time (10 seconds suggested) for pupil to answer without interruption.

 Use shorter stem sentences alongside concrete and pictorial representations.

 Consistency in the use of language and the structure of the stem sentences.

 Oral rehearsal of stem sentences with a partner before giving an answer.

 Break longer, complex stem sentences down into shorter statements.

representation or moving on to working in a more abstract way.

 Concept broken down into a series of very small steps.

 Repetition of questions in the same style or structure.

understand how the sequence affects numbers.

 Return to prior learning before moving on.

 Small steps – sculpted with questioning.

Language development in numeracy:

 Using physical signs and gestures.

Curriculum design in numeracy:

 Repetition and overlearning.

open-ended question later.

Questioning in numeracy:

there a mistake?

whole class.

support this) Page 23 of 52 Education Endowment Fund: five a day principle Scaffolding  Use retrieval practice to support the recall of previously learnt facts/concepts/ideas, e.g. low stakes  Support CYP to be aware of their own memory strengths and needs and teach strategies to support  Use visuals (dual-coding) as this supports the ability to remember information, symbols, video clips,  Using a fluency range (size of number) that is secure to illustrate a new concept before returning to  Pre-teaching key vocabulary and concepts, e.g. word maps with symbols, phonological, gesture etc (a processing difficulty can impact the speed at which verbal information is absorbed and the rate at which  Pre-read and or familiarise any text required for the lesson, handout slides, use Immersive Reader  Link new learning to previous learning - revisit previous teaching at the beginning of each lesson,  Use appropriate scaffolds to support memory such as visual, e.g. task planner, verbal and written  Present the information and task in a variety of modalities e.g. verbal, written, graphical, pictorial  Use of modelling with verbalisation –keep examples of modelled writing/worked maths problems  Where possible CYP uses visual, auditory, kinaesthetic and spatial techniques simultaneously.

 Use of learning partners e.g. explain the task, the process of task completion to your peer.

memory e.g. note taking, mind mapping, subvocalising, nodding, kinaesthetic, visualisation  Make use of technology e.g. Play Button App to record instructions or Word Q Speak Q for  Modify the language demands of the tasks, explicit language, firstly, secondly, now, next  Strategies to manage anxieties to reduce the impact on memory and retention.

 Consider how learning is presented visually to avoid unnecessary cognitive load.

Underlying Cognitive Difficulties which may impact learning

 Ask the CYP to repeat back what has been said in their own words  Allow more processing and thinking time.

the expected age-related fluency range.

e.g. writing frame, sentence starters information can be retrieved from memory) up for pupils to refer to WAGOLL diagrams, photographs, pictures strategies where appropriate.

or a combination of these.

Memory (cognitive load):

compositional writing.

quizzes, brain dumps

Processing difficulties

Page 24 of 52

Additional information Links and relevant support available

 If processing difficulties are apparent additional time for all classroom tasks/formal assessments respond- give thinking time, use partner talk time to help CYP process and gather their thoughts  Allow the CYP time to process the information, e.g. process instructions, answer questions and  CYP with processing difficulties may take longer to convey ideas and writing tasks may need  Break the task into chunks if appropriate - be aware of the CYP’s needs to avoid cognitive

Other Useful Resources and Support Available

 Use thinking/word maps as a different way of presenting information.

 Carefully planned visual modelling plus verbal explanation of the task.

before sharing with the group e.g. Think, Pair, Share approach.

and statuary tasks should be given. See Access Arrangements additional time so that completed work fully indicates ability Brooks - What works for literacy difficulties https://www.barringtonstoke.co.uk/books/ Dyslexia Assist - Guidance for Parents List of Phonics Teaching Programmes Education Endowment Foundation https://www.ncetm.org.uk/ NASEN Teacher Handbook Dyscalculia Network overload.

The Rose Review Page 25 of 52 Handwriting fluency and legibility British Dyslexia Association Barrington Stoke Page 26 of 52

1 Identification/ assessment of needs 27

Contents – Social, Emotional and Mental Health (Primary) - 03

4 Useful Resources

Page 27 of 52

Identification / Assessment of Needs Links and relevant support

available

indicate an unmet SEMH need. Schools should take steps to explore the underlying reasons for any behaviour.

for example through the use of recording, tracking and analysis of behaviour, such as ABCC, functional analysis,  Staff should understand that CYP can present with SEMH needs without experiencing other Special Educational  There is close liaison with CYP, families and relevant professionals and implementation of advice and strategies  Staff should also have an awareness of protective factors and strengths-based approaches that can be utilised  Special Educational Needs Coordinator (SENCo) or SEND team are involved in termly pupil progress meetings.

 Schools should use a holistic, coherent approach using monitoring to enhance understanding of SEMH needs,  Staff working with children and young people (CYP) should have an awareness of the risk factors which might  An ongoing and reflective approach is required to gain insight into what is being communicated by the CYP’s  Staff can also distinguish between these factors and other factors that may impact on CYP‘s behaviour and  Pupil progress meetings include discussion of CYP’s progress in their social and emotional development, in information shared via CYP and families, relevant safeguarding information and an understanding of CYP’s make CYP vulnerable to Social, Emotional and Mental Health (SEMH) needs (including Adverse Childhood  Schools are proactive in understanding and responding to the impact that wider community, societal and  CYP and parent voice is captured and is central to identifying the needs of individuals and cohorts so that  Staff should be aware that all behaviour has meaning and communicates an underlying need which may  Whole school systems should be in place to identify those CYP who are at risk of social exclusion and/or engagement such as persistent absence, social care issues, housing, no recourse to public funds, etc.

political events and issues may have on their CYP which may need further consideration.

behaviour and what their needs are. CYP voice should be central to this process.

order to target interventions matched to specific areas of need.

through the Assess, Plan, Do, Review cycle.

intervention can be planned appropriately.

individual strengths and needs profile.

to support positive outcomes.

Experiences – ACEs).

Needs (SEN).

bullying.

Page 28 of 52 Avoidance) and staff should take steps to explore and understand this by working with the CYP and family and  The setting recognises, and responds to, the need for pastoral support for CYP with SEMH needs, taking into  Schools should consider that school non-attendance may be anxiety- based (Emotionally Based School Useful tools that schools can use to identify needs include (but are not limited to):  Other wellbeing measurements e.g., Leuven, Social Skills audits, Happiness scale consideration individual need and other relevant contextual circumstances.

Appropriate referrals to and advice may be sought from: by consulting with outside agencies where appropriate.

 Mental Health Professionals (e.g., MHSTs and CAMHS)  Medical professionals such as a GP, paediatrician  Merton Sensory Support Service  Executive Functioning Checklists  Early Years Inclusion Service  Educational Psychologist  Virtual Behaviour Service  Occupational Therapy  Traveller Education  Early Help Service  Virtual School  Observations  Fagus  Thrive  SDQs  PASS Page 29 of 52  Assessment through observation and or teaching (for example, are there parts of the routine/curriculum that  Binary approaches to behaviour management such as “ready to learn” will be problematic for CYP with attention  Consideration of discipline procedures and or behaviour policies and any reasonable adjustments that need to  There should be strategies in place to develop and extend listening and attention, including availability of low individual needs and other relevant contextual circumstances such as the legal framework around protected  The school recognises, and responds to, the need for support for CYP with SEND, taking into consideration  Whole school observations to monitor attention in order to gain an understanding of individual vs  Understanding the reasons; is there a pattern? Use of ABC or STAR chart to identify patterns.

Useful tools that schools can use to identify needs include (but are not limited to):  Observations of engagement and emotional wellbeing e.g., Leuven Scale and concentration needs and reasonable adjustments must be made.

 Sensory audits of learning environments to be completed arousal environment for some teaching and learning.

be made must be in line with Equalities Legislation.

they find easier to manage than others?).

 Engagement with CYP to gain their voice.

 Executive Functioning Checklist environmental factors.

characteristics.

Page 30 of 52

Links and relevant support

available

and their contributions are valid. Individual and group differences are recognised and celebrated in order to  The social and emotional aspects of learning are understood and valued across all subject areas and can be  There is regular Continued Professional Development (CPD) and discourse regarding the needs of CYP with members of the school community; it is flexible to adapt to needs and is reflects actual practice within the  Clear policies and procedures are in place to support inclusion of all vulnerable groups taking into account seen in the school environment e.g., through displays, emotional check ins, etc. Whole school approaches school. Flexibility is embedded within the policy so that reasonable adjustments can be made to meet the that may be embedded include Emotion Coaching, Zones of Regulation, restorative approaches, nurture,  All staff feel confident in having conversations about identity and difference and are sensitive to the way  There is a calm and purposeful climate for learning where the whole school community feel they belong,  Staff have an understanding of the impact of shame and how this creates a barrier to accountability and support vulnerable CYP when planning e.g., open ended tasks, writing tasks, assessments, role play etc.

 Staff understand the inherent vulnerability involved in learning and consider how best to scaffold and that difference can present within their school community, for example, family make up, separations,  This focuses on relationships and recognises child and adolescent brain development; it is clear to all  Peer awareness and sensitivity to difference (including SEND) are promoted at a whole school level.

 There is an agreed whole school behaviour policy based on current research and best practice.

 Regular reviews of policies and practice ensures reflection to avoid shame-based behaviour

Environmental Supports and Adaptations

 Positive role models are identified as protective factors.

gender, race, sexuality and disability.

cultural differences, intersectionality.

peer mentoring and peer mediation.

create a true sense of inclusion.

responses/escalations.

diverse needs of CYP.

SEMH needs.

learning.

Page 31 of 52  There are clear policies, understood by the school community to prevent and deal with incidents of bullying.

 Reasonable adjustments are offered around typical school expectations, e.g., changes to uniform to support  CYP can identify an agreed safe space. The boundaries around how/when this is available should be agreed,  Representation is considered at every opportunity to ensure all CYP feel able to see themselves reflected in when required. CYP can identify who and what, in school, makes them feel safe, and what they should do if  Staff are aware that CYP with SEN are more likely to be bullied and are mindful of the impact of bullying on  Physical spaces are audited and adapted to take account of CYP needs, e.g., sensory audits may lead to use  Staff understand the difference between actual safety and perceived safety and consider different aspects  Risk assessments are in place where needed and reviewed regularly with input from appropriate agencies  CYP are aware of the support network available in the school. CYP can identify named adults/key workers implemented and regularly reviewed. This may include after significant incidents, following an increase in  Individualised support plans, that take account of specific social, emotional, and mental health needs are  The physical space of the school environment is carefully considered and audited for meeting individual defensive/risky behaviours, when there is a risk of exclusion, when there are social care needs or other reviewed and communicated on an ongoing basis. Careful consideration needs to be given to how to  There are identified places within the classroom or school for withdrawal/calming/respite.

sensory needs, toilet pass for anxiety and mental health needs as well as physical needs.

 CYP feel safe and valued and are able to share their opinions and concerns.

manage areas where space is shared and may not always be available.

of this such as physical, social, emotional and cognitive safety.

CYP’s emotional and social wellbeing and mental health.

school life, e.g., through learning materials, displays etc.

of zones, screens, adaption of displays/furniture.

needs e.g., sensory needs.

they are not feeling safe.

vulnerabilities identified.

where necessary.

Feeling safe:

Page 32 of 52  Pupil voice is at the heart of school development. Voices of CYP within marginalised and vulnerable groups,  Language used in the classroom promotes positive relationships (such as restorative approaches, emotion and those who may not find it easy to vocalise their views, are actively sought e.g., school council, reverse  CYP feel valued and seen as individuals. There are recognised processes for all CYP to share their opinions needs will require additional support to manage these, structures of support are therefore put in place to  Staff are supported to be aware of the individual needs of the CYP they work with, and the key strategies  Groupings and seating plans encourage the maximum social interaction amongst groups of CYP, staff are  All staff understand the importance of transitions in CYP’s lives and recognise that many CYP with SEMH understand the importance of attachment needs and CYP are encouraged to build trusting relationships enhance self-esteem, build confidence and enable anxiety management, providing opportunities to use  Pastoral support arrangements (e.g., Learning Mentors / Emotional Literacy Support Assistants (ELSAs) wellbeing of all CYP and the wider community. There is a clear overview of how issues of diversity and mindful to ensure that CYP have opportunities to work with a wide range of CYP e.g., by mixed ability  A whole school PSHE curriculum supports social and emotional development, and mental health and including visuals (e.g., visual timetables) and are referred to regularly to address CYP anxiety around  A range of different ways exist for CYP to share worries and concerns with adults in the school. Staff  Classroom routines, learning and behavioural expectations are communicated in a number of ways, required to meet their needs. This could include briefings on pupil needs, one-page profiles etc.

 PSHE is used to draw attention to and develop wellbeing, resilience and emotional literacy.

mentoring, involving CYP in monitoring school development and collecting data.

and concerns. Consideration is given to how to encourage honest dialogue.

specific approaches, such as buddying, rewards, responsibilities.

uncertainty. These may be individualised where needed.

help CYP to manage these times of uncertainty.

inclusion are taught at each key stage.

Curriculum, Provision maps and Process:

with key staff that they feel safe with.

Pupil voice and connection:

coaching).

groupings.

Page 33 of 52  Plan for transition between year groups /phases of education, including ‘what works well’ in terms of in-class Class and subject teachers adapt teaching styles to take into account specific needs of CYP within lessons and across  Space for privacy/quiet areas that can be used for ‘down time’, smaller group activities and which provide a  Staff use a range of resources to support everyday transitions e.g., visual timetables, now and next boards, Flexibility of approach is demonstrated by making reasonable adjustments to activities, lessons (including Physical  Make it clear to CYP what the key focus points will be in each lesson where they will need to focus more demanding to be trialled to minimise auditory distractions, working while facing a wall, minimise visual  Flexibility and consideration of sensory distractions in the environment. The use of support such as ear timers and plan carefully with other staff for more significant transitions including new staff, new year defenders, working in a quiet space and expecting the class to work quietly during tasks that are more  Try differentiated opportunities to develop attention, social and emotional development e.g., buddy distractions at the front of the classroom (surrounding whiteboard) to minimise visual distractions.

 Have clear expectations regarding behaviours and a clear and consistent response to behaviours.

 Being aware of times of the day that may be more difficult for example before lunch if hungry.

 Use readiness to learn strategies and routines, for example, after breaks or between tasks.

 Individualised timetables, which may feature task checklists and Now and Next boards.

 Use of timers, so CYP know they only have to focus for a comfortable amount of time.

 Consider the impact of the timetable and how you prepare CYP for transitions.

 Have a consistent seating plan for all lessons – primary or secondary.

differentiation, and support professionals to analyse the behaviour.

Education), timetables and their delivery, as necessary. This may include: system/paired learning activities/scaffolding group work.

 Sit the CYP near good “learning” role models.

 Have a clear structure to the day.

 Personalised visual timetables.

less visually distracting area.

groups, new schools.

different subjects.

intently.

Page 34 of 52

Approaches and Strategies Links and relevant support

available

 Record behaviour and remember to analyse and review trends. Think about potential reasons for behaviour  Consider whether any reasonable adjustments need to be made to discipline procedures / behaviour policies  A reflective practice approach for supporting staff in schools to meet the needs of CYP with SEMH (given the and strengths, cultures, areas of interest, their preferred ways of learning, the range of subjects studied and outdoors, and are supported, as appropriate, by the provision of activities and opportunities for games and required. Additional scaffolding and support are planned for and implemented during less structured times assessment and planning of the physical space (indoors and outdoors), the organisation of CYP to promote  A flexible approach to an appropriately differentiated curriculum, which takes into account the CYP’ needs  Opportunities to build social relationships naturally as part of the school day, such as shared interest clubs emotional load that this can entail) e.g., through the use of solution circles or circle of adults. It can also a more personalised approach to the timetable. This should include opportunities for creative and play social and emotional learning and develop relationships, what activities are offered, and how staff can or activities. A range of social and recreational activities are available with supervision and support as  CYP are consulted on what to do in their free time (such as at break and lunchtimes) both inside and  Significant thought is given to learning at social times as in formal academic lessons. This includes  Use small group/nurture group activities to support personal, social and emotional development.

for CYP that need it. Staff are alert to spontaneous opportunities for learning during less formal  Remember to consult with the CYP so they can share with you, their perspective.

 Allow plenty of time for movement or frequent small concentration periods.

model key skills through engagement and interaction at breaktimes.

based learning and social and emotional development.

and ensure these are in line with equalities legislation.

 Plan lessons in small manageable chunks.

interactions with others.

and is there a pattern?

times/activities.

Page 35 of 52  Flexibility within the learning space (e.g., movement, standing up, cushions) and there is a clear rationale for support staff to analyse their behaviour management approaches ensuring equity of practice for the diverse understand that some CYP will need to be offered co-regulation before they can progress to self-regulation.

concepts, mentoring, Theraplay, Drawing and Talking, Emotional Logic, Lego therapy, Lego Build to Express,  Present learning concepts in a variety of different ways, using visual aids and short sentences / instructions  Small group intervention programmes are offered to support self-regulation/self-management skills. Staff  A memory aid can take the form of a schedule for the day, a list of criteria for completing a task such as a long-term project, a flow chart for completing a writing assignment, a clock face showing the time that a  Schools should consider the use of visual supports to support emotional regulation, such as the Zones of  Access to evidence-based interventions, such as motivational interviewing, mindfulness, pre-teaching of  Learning breaks and calming activities (such as drawing/doodling/colouring, exercise, listening to music,  Small group interventions support social and emotional learning where developmental gaps have been  External aids and pre-teaching that sum up key information on a given subject; the CYP can refer to the CYP has to complete a task or even a simple, straightforward poster that is displayed in the classroom.

Staff understand what this requires of them, and systems are put in place to review the impact of this.

 Reduce the volume of work (quality vs quantity) while keeping the conceptual level appropriate to the  Key adults identified to support/mentor identified CYP using targeted, evidence-based strategies and  Have clear expectations regarding behaviours and a clear and consistent response to behaviours.

 Whole setting awareness training on Attention Deficit Hyperactivity Disorder (ADHD).

 Repeat information and make connections to other learning concepts.

 ‘Social Stories’ can be written to support CYP with coping plans.

 Break the information and tasks into smaller instructional units.

sensory play, breathing exercises and co-regulation activities).

child’s ability - focus on the most important learning tasks.

Regulation and/or The Incredible 5-point Scale.

Nurture groups, therapeutic groups.

range of CYP they support.

memory aid as needed.

wherever possible.

interventions.

seating plans.

identified.

Page 36 of 52  Present learning opportunities as challenges or as part of a play-based curriculum to encourage engagement.

response to timetabling/managing equipment/independence skills (e.g., using a checklist or a diary). Keep a connections to other concepts and visual supports). Make use of the child’s interests and lived experience.

 Backward chaining – chain parts of the task together (for example build the sequence at the last part of the  Being flexible around social expectations while the child is working (e.g., allow CYP to move around/stand  Consider placement on the carpet/classroom e.g., away from particular peers/ sitting near the front/on a  Support complex tasks such as writing with concrete/visual materials to establish concepts (e.g., scaffold task and working back so the child experiences success and then gradually work back to increase more  Activate the CYP’s previous knowledge and understanding of a topic by using pre-teaching (e.g., key  Support child or young person who has difficulty with recording to develop personal organisation in vocabulary) and over-learning strategies (e.g., repeating information in a variety of ways, making  Use of emotional regulation strategies and check ins such as “Zones of Regulation”

 Allow the CYP to use reference tools (posters, dictionaries, lists of procedures).

 Check child/young person’s understanding before asking them to start a task.

 Ask the CYP to reflect back what she/he has just heard; fill in any blanks.

writing tasks with visuals such as boxing up text and oral storytelling).

 Offer movement breaks within periods of more focused work.

 Personalise reference tools, memory aids, and routines.

elements until they can do the entire task).

flexible approach to recording evidence.

 Provide a list of key words.

up in class whilst working).

chair.

Page 37 of 52

Useful Resources (such as guidance, parent/family support websites)

 Parents and carers are aware of how they can communicate any information about their child and who they should contact.

 Merton Special Educational Needs Information, Advice and Support Service (MIASS) miass@merton.gov.uk 020 8543 8854  Professional consultation with CAMHS Single Point of Access (SPA) Where and how to refer to CLCH Services in Merton  Parents and carers are signposted to the Merton Local Offer and this is referenced on the setting’s website.

 Emotional Logic | Emotional Intelligence UK | Online Emotional Resilience, Support & Development  Educational Psychology Team – Educational.Psychology@merton.gov.uk / Tel: 020 8545 4810  CORC wellbeing measurements mwb-toolki-final-draft-4.pdf (annafreud.org)  The Association for Child and Adolescent Mental Health (ACAMH)  Fagus Educational Resource – Emotional and Social Development  Early Help Assessment - Effective Support for Families in Merton  Merton Virtual Behaviour Service (VBS) | Merton directories  Virtual School for Looked-After Children | Merton Council  The Leuven Scale - Emotionally Healthy Schools  Childhood Trauma, the Brain and Social World  Young Minds - Mental Health Charity For CYP  Foundation to Drawing and Talking Therapy  CPD – core reading list for school staff  Nurture groups Home - NurtureUK  Merton Children and Families Hub  Anna Freud - Schools in Mind  The Communication Trust  School Nursing Service  Lego Build To Express  UK Trauma Council  Lego Therapy  MindEd Hub  Nurture UK  Theraplay Page 38 of 52  ADDitude - Add & Adhd Symptom Tests, Signs, Treatment, Support  Foundation Centre for Autism and ADHD Support centre  Mind ADHD and mental health - Mind  ADHD UK Support | ADHD UK  ADHD Foundation Page 39 of 52

1 General Guidance including Assessment of Need 40

Contents – Physical (Primary) - 04

4 Useful Resources

Page 40 of 52

General Guidance including Assessment of Needs Links and relevant support

available

 Physical disability: scope of disability, physical restriction, pain, mobility, independence, self -care, communication,  The physical difficulties of C/YP are identified effectively, communicated with relevant staff and documented in an with PD and medical needs through an induction programme, ensuring that these staff know how to support the needs of  Fire evacuation and medical emergency plans to initiate and review a health care plan to address the CYP’s needs Specific assessments should be undertaken to establish the degree of potential implications for and impact on curriculum Settings should provide accessible policies that are reviewed regularly and communicated/distributed effectively to meet the PD needs of their community. All staff, including supply and new staff, should be informed about the needs of CYP  Input at class and whole school level to raise peer awareness of the nature of different impairments and the  Children/young people (CYP) and parents are actively engaged in decision making and planning for ongoing PD child/young person. Personalised plans generated in response to assessments and include as relevant access  Environmental audit to inform any necessary adjustments (such as ramps or rails).

 Support to address personal needs such as toileting.

 Supervision arrangements at unstructured times.

arrangements, health care plans and risk assessments.

 Administration of any medicines.

therapy, and sensory needs.

and emergency procedures.

appropriate support plan.

Physical Difficulties (PD)

support they can offer.

Plans may take into account: Assessments may include: provision.

access.

Page 41 of 52 MSI on their access to the curriculum and learning. This will enable staff to provide the appropriate support and strategies The setting should recognise, and respond to, the need for learning support for CYP with SEND (Special Educational Needs Following specialist assessment from a QTMSI specific strategies to be employed to allow the best access in a mainstream The school should know that advice on support for CYP with hearing needs should come from a Qualified Teacher of Deaf  Advice on optimising the CYP’s auditory access to the curriculum such as appropriate seating and use of assistive All staff working with CYP with MSI needs should undergo specialist training so that they understand the impact of their The school should know that advice on support for CYP with MSI should come from a Qualified Teacher of MSI (QTMSI) MSSS have a monitoring system in place to assess the CYP’s needs, identify outcomes, advise on implementation of Training must be provided by a QTMSI. MSSS provides a holistic package of support which includes comprehensive The setting recognises and responds to the need for learning support for CYP with SEND, taking into consideration and Disabilities), taking into consideration individual needs and other relevant contextual circumstances.

training, ongoing support and advice and direct service to CYP and their families.

individual needs and other relevant contextual circumstances.

to allow the CYP to reach their potential in the mainstream.

 Advice on optimising the acoustic environment.

 Advice on optimising the visual environment.

from Merton Sensory Support Service (MSSS).

support and monitor and evaluate progress.

listening technology.

(QToD) from MSSS.

setting include: Page 42 of 52 Training must be provided by a QToD. MSSS provides a holistic package of support which includes comprehensive training, The setting should recognise, and respond to, the need for learning support for CYP’s with SEND, taking into consideration hearing needs on their access to the curriculum and learning. This will enable staff to provide the appropriate support and  Advice on optimising the CYP’s visual access to the curriculum such as appropriate seating and lighting, and use of Training must be provided by a QTVI. MSSS provides a holistic package of support which includes comprehensive training, All staff working with CYP with visual needs should undergo specialist training so that they understand the impact of their  Advice on optimising the CYP’s auditory access to the curriculum such as appropriate seating, and use of assistive The school should know that advice on support for CYP with visual needs should come from a Qualified Teacher of Visual Following specialist assessment from a QToD specific strategies to be employed to allow the best access in a mainstream MSSS have a monitoring system in place to assess CYP’s needs, identify outcomes, advise on implementation of support All staff working with CYP with hearing needs should undergo specialist training so that they understand the impact of ongoing support and advice and direct service to CYP and their families. Following specialist assessment from a QTVI, their hearing needs on their access to the curriculum and learning. This will enable staff to provide the appropriate support and strategies to allow the child/young person to reach their potential in the mainstream.

specific strategies to be employed to allow the best access in a mainstream setting include: ongoing support and advice and direct service to CYP and their families.

strategies to allow the CYP to reach their potential in the mainstream.

Impairment (QTVI) from Merton Sensory Support Service (MSSS).

individual needs and other relevant contextual circumstances.

 Advice on optimising the acoustic environment.

and monitor and evaluate progress.

listening technology.

technology.

setting include: Page 43 of 52

Links and relevant support

available

 Assistance with the management of toileting needs should be provided sensitively to allow maximum access to the  Responsibility to meet the needs of CYP with delayed personal development; CYP should not be excluded from any  CYP seating arrangements also need to be reviewed to ensure good posture management when the child is eating,  Careful consideration is given to the position of CYP with PD in the classroom to allow for maximum independence

 Additional needs to be met through delivery of the Expanded Core Curriculum MSSS have a monitoring system in

 Review of CYP seating arrangements should be carried out to ensure good posture management and easy access  Schools Access Plans are in place, reviewed regularly and available on the school’s website, with clear identified place to assess CYP needs, identify outcomes, advise on implementation of support and monitor and evaluate  Clearly defined spaces/areas for personal equipment and places of withdrawal are identified and available for activity due to incontinence, sent home to change, or parents expected to attend school to deal with toileting  Reasonable adjustments and adaptations are made to the curriculum and the school environment including  Furniture should be organised to allow ease of wheelchair access and appropriate proximity to technology.

specialist equipment such as specialist seating, height adjustable work benches/ desks to facilitate access.

 Access Audits should be completed. Up-to-date Access Plans are available on the school’s website.

therapies, developmental programmes, and/or special arrangement for personal hygiene.

 Careful positioning of specialist equipment and resources to ensure optimal usage.

curriculum, the whole life of the school, and dignity in front of staff and peers.

Environmental Supports and Adaptations

of movement/access to resources and equipment.

for example, to avoid the risk of choking.

to support and teacher input.

Personal Care

progress.

actions.

needs.

Page 44 of 52  A familiar and stable environment is required. This includes both the adult supporting the learner and the physical  Avoid seating CYP next to a noisy piece of equipment such as a fan or projector as this will be distracting and make  Creative positioning (e.g. vertical seating) in assemblies so that CYP can access lip patterns and whiteboards more  In field sports, child/young person may not hear their peers calling them to pass the ball etc. Their peers need to  The CYP will find it more difficult to hear in the noisy environment of a swimming pool. Hearing aids cannot be  Consider an environmental audit from the Habilitation Specialist for more specific advice as recommended by  Opportunities to meet with other deaf CYP both in school (where possible) and in social events such as clubs, In addition to the advice given by QTVI and QToD, work with the QTMSI who can advise on the environment for each  Do not allow other adults to complete noisy activities (resource preparation) during focused listening times.

 The environment both physical and social will need to consider the best possible auditory and visual conditions. Older learners will need support to recognise and make changes to support this.

worn. Using a handheld white board or flip chart to give written instructions is helpful.

 Seat the CYP away from external noise e.g. open windows, doors, traffic noise.

easily without the stigma of sitting at the front with younger children.

Wider environment- break time, Physical Education (PE), swimming:

 The physical environment is adapted to meet the needs of learners.

 Ensure that background noise levels are kept to a minimum.

 Attract the child/young person’s attention before speaking.

 Ensure that you face him/her so that they can lipread.

 Use soft furnishings to reduce reverberation.

 Ensure the room is well-lit.

it harder for them to hear.

community groups etc.

Classroom Environment:

be aware of this.

environment.

QTMSI.

individual case Page 45 of 52

Approaches and Strategies Links and relevant support

available

 Flexibility of approach should be demonstrated by making reasonable adjustments to activities, lessons (including  If necessary, get an environmental audit from the Habilitation Specialist for more specific advice on highlighting  Class and subject teachers should adapt teaching style to take into account specific needs of CYP within lessons  Empower the CYP to understand and learn to manage their own hearing needs and the technology they use.

 Assess CYP and provide individual Habilitation/mobility lessons as appropriate e.g. independent travel, route  Assess if necessary to provide extra support in unfamiliar environments i.e. school trips, even though their  Access to learning materials, books, videos which include deaf characters or themes about deafness.

 Many CYP will need to taught skills to navigate their environment independently and safely.

 Access to school clubs and activities with deaf friendly resources and experiences.

 Consider whether an early lunch pass or a quiet space in the playground is needed  Opportunities to meet and engage with deaf role models within the community.

 CYP should have full access to school trips/learning outside of the classroom.

 Encourage self-advocacy so the CYP can explain their needs to others.

learning, road safety skills, practice with public transport.

mobility may be excellent within the school buildings.

 Ensure lighting is suitable (see advice from QTVI).

PE), timetables and their delivery, as necessary.

 Consistent and clutter free classroom layout. · and across different subjects.

 Eliminate glare – use blinds. · steps etc.

Page 46 of 52  Ability to develop positive peer interactions, especially during unstructured times such as the lunch break. Specific  Teaching should take account of physical and medical needs, and outcomes are differentiated to allow for a focus reach. MSI, therefore, creates enormous disadvantage for children in terms of knowing where they are, and what  Hearing and sight are our primary means of gaining information from the environment, particularly beyond arm’s  Differentiation techniques are widely used to promote full access to practical activities. The curriculum addresses  Flexible grouping arrangements to facilitate both peer and adult support to improve access to the curriculum and activities are in place to overcome physical difficulties, for example alternative ways of recording are used across learning needs (including styles of learning and uneven ability profiles) as well as their emotional wellbeing, their  Adults should look for signs of fatigue or frustrations during different lessons or subjects or at parts of the day or  Opportunities across the curriculum to generalise concepts in a range of ways. This will include repetition and  Providing opportunities to establish concepts introduced and hands-on activities to develop the concepts and  Additional access to ICT, specialist aids and adaptation to facilitate access to the curriculum. Pace of lessons In addition to the advice given by Qualified Teacher for Visual Impairment (QTVI) and Qualified Teacher of the Deaf  Many CYP also face other challenges, such as medical conditions or physical disabilities.

 CYP with multi-sensory impairment (MSI) have impairments of both sight and hearing.

 Incorporating pre-learning (preparation) and post-learning (reinforcement) strategies.

variety but will support a reduction in dependency on prompts and context.

(QToD), work with the QTMSI who can advise on access for each individual case.

 The curriculum actively should promote positive attitudes to disability.

 Effective use of assistive devices, IT, and other specialist equipment.

the curriculum including the daily use of laptop/tablets.

grasp information other CYP pick up indirectly.

adjusted with rest breaks built in as required.

communication needs and life skills.

is happening to and around them.

encourage independent learning.

on developing their targets.

week.

Page 47 of 52  Supporting the development and use of communication skills and facilitating effective communication (expressive  The use of an intervenor - the role of the intervenor is to effectively facilitate access to information usually gained In addition to the advice given by QTVI and QToD, work with the QTMSI who can advise on classroom management for  Learner’s receiving distorted sensory information through their vision and hearing will take longer to process In addition to the advice given by QTVI and QToD, work with the QTMSI who can advise on communication for each  A multi-agency approach to support from across health, therapy and education services will be essential to  High staffing ratios from a small consistent group of key adults who can develop trusted relationships with  Routines to be consistent with appropriate cues used to develop learners understanding of anticipation,  Assisting the CYP to anticipate events – use of calendars and timetables and ‘Now and Next’ boards.

 Once established mis matches or deliberate mistakes can be introduced to encourage spontaneous through sight and hearing and other senses that is incomplete or missing for the child who is MSI.

interaction. Ensuring the pace of learning matches each learners’ sensory needs will be essential.

 Learner’s behaviour should be regarded as communication, even if it is not seen as intentional.

 Communication may include, sign, speech, symbols and pictures, gesture, and nonverbal  Small group work facilitated by an adult, within the classroom or on a withdrawal basis.

 Tasks are broken down into small manageable steps. These steps are shown explicitly.

communication. Expressive and receptive methods may be different and varied.

 Visual/audio demonstrations and visual cues/audio commentary are used.

meeting the complex needs of individual learners communication from the learner.

communication, and control.

effective communication.

and receptive) each individual case.

Communication:

individual case.

Page 48 of 52 reflecting the learner’s movement, modelling the next step. Intensive interaction will be a key part of this process.

In addition to the advice given by QTVI and QToD, work with the QTMSI who can advise on mobility and independence for  CYP should be seated towards the front of the class in a position in line with advice from the QToD. For hearing  Implementing individual programmes devised by involved therapists, with appropriate training and supervision In addition to the advice given by QTVI and QToD, work with the QTMSI who can advise on PSE for each individual case  Ensure that any personal hearing technology (hearing aids, speech processors etc.) are worn and working well.

 Learning through movement and shared experiences will be essential. For example, acknowledging an action,  Complete daily checks of technology including functional listening checks to ensure it is working as it should.

 Encouraging and facilitating independence and providing opportunities to make choices and decisions  Supporting the development of motor skills, independent mobility, and orientation  Supporting positive interactions with others and teaching acceptable strategies aid users this should be no more than 1.5 metres from the teacher.

 Strategies from a Habilitation Specialist with experience in MSI.

 Use radio aids and/or Soundfield systems as advised by QToD.

(maintaining a sense of control, self-determination)  Promoting social and emotional well-being

Personal, Social and Emotional:

Mobility/Independence:

each individual case

Technology:

Page 49 of 52  Avoid walking around whilst talking to the class. Speak clearly and naturally, do not over-exaggerate lip patterns  Face the class whenever giving information; do not talk while writing on the whiteboard or facing away from the  Stand where CYP can see your face. Avoid standing in front of a window/with the light behind you which causes  With young children, get down to their level so that they can see and hear you more clearly.

 Work with the QToD who can advise on classroom management for each individual case.

 Do not ask CYP to make notes while listening to/watching a video clip or a live speaker.

 Rephrase rather than repeat information that has not been understood  Check that CYP have understood the work by using open questions.

 Eliminate unnecessary interruptions during focused listening times  Identify the next speaker to allow the CYP time to turn and watch.

 Ensure questions and answers have been heard and made clear.

 Summarise or review the main points that have been discussed.

your face to be in shadow and prevents access to lip-patterns  Give an outline of the content of the lesson at the beginning.

 Where possible, provide opportunities for pre-teaching  Make full use of natural gesture and facial expression.

 Briefly recap the main points of the lesson at the end.

 Use handouts and visual aids whenever possible.

 Write key words / ideas on the whiteboard.

 Ensure that only one person talks at a time.

 Re-present comments made by other CYP.

 Clearly signal changes of topic.

 Repeat what others have said.

Group conversation management:

 Use subtitles for videos.

or speak too slowly.

CYP or class.

Communication:

Page 50 of 52  Some learners will need to learn specialist skills (Extended Core Curriculum) such as touch-typing, braille, ICT, all of  Learners may have missed out on incidental learning which is vital for concept development · Don’t ask the CYP if magnifiers, glasses, large print books, e-books. · Use digital and audio versions of curriculum texts and reading  Regularly check for understanding using open questions. Avoid questions that can be answered with a yes/no  Encourage the CYP to use assistive technology, visual aids, resources that have been prescribed such as iPad,  Arial font is preferable, avoid italic or ornate script. Lower case letters are easier to read than capitals.

materials using RNIB Bookshare, RNIB Digital services, National Accessible Library.

 Slanted desks can aid posture and make learning more comfortable.

 Do not lower expectations because the CYP has a visual impairment.

 Supplement any visual information with clear verbal explanation.

 Allow more time to complete tasks and provide rest breaks. ·  Be discreet - the CYP may dislike being seen to be different.

 Use concrete and hands-on experience whenever possible.

 Use large print on A4/modified large print worksheets.

 Printed materials should be clear and high contrast.

which require specialist support and training.

 Use visual aids to support understanding.

they can see something - they will usually  Avoid clutter on visual materials.

Learner characteristic:

Learning Resources:

response.

 say yes.

Technology:

Page 51 of 52

Useful Resources (such as guidance, parent/family support websites)

 Assess CYP and provide individual Habilitation/mobility lessons as appropriate e.g. independent travel, route Growing up with a visual impairment can affect a CYP’s self-esteem. Be aware of strategies that tackle this, including  Visually impaired CYP can miss non-verbal cues and may benefit from being deliberately taught social skills.

 Assess if necessary to provide extra support in unfamiliar environments i.e. school trips, even though their

Many CYP will need to taught skills to navigate their environment independently and safely.

 Give clear instructions as the CYP may not see gestures and facial expression  Encourage self-advocacy so that the CYP can explain their needs to others.

learning, road safety skills, practice with public transport.

mobility may be excellent within the school buildings.

 Use the CYP’s name when seeking their attention.

Personal, Social and Emotional Development:

 Seat CYP in seat advised by QTVI.

raising awareness amongst peers.

Mobility and Independence:

 Parent support  Training Page 52 of 52  The NDCS (National Deaf Children’s Society) provides information, advice and support for CYP with hearing needs, their families and settings.

 Sense provides information, advice, and support for Multi-Sensory Impaired CYPs, their families and settings: Advice and support can be found by contacting: Merton Sensory Support Service - sen@merton.gov.uk Advice and support can be found by contacting: Merton Sensory Support Service - sen@merton.gov.uk Advice and support can be found by contacting: Merton Sensory Support Service - sen@merton.gov.uk  A Curriculum for Multi-Sensory Impaired Children from MSI unit, Victoria School Birmingham:  Early Support provide information about multi-sensory impairment for parents and carers:  Early Support Multi-sensory impairments (councilfordisabledchildren.org.uk)  Sense | For people with complex disabilities  Calibre Audio Library www.calibre.org.uk  Further information for all stakeholders:

Further help for education professionals:

Telephone no: 020 3198 0225

 RSBC Family Support Service

Website: www.rsbc.org.uk Email: enquiries@rsbc.org  MSI curriculum - Sense

Further help for families:

 RNIB Bookshare

For audio books:

 RNIB