The Graduated Approach to meeting the needs of children and young people with SEND in St Helens

The Graduated

Approach to

meeting the needs of children and young people

with Special Educational Needs

and Disability (SEND) in St.Helens

Local Authority

Aspiration and Achievement / SEN Support: what St.Helens Local Authority expects can be reasonably provided by education settings from the funding available to them

Contents

SEN Support: A universal offer 2 The purpose of this document Introduction Specific statutory responsibilities for all local authorities, schools and colleges 3 Core standards for all learners in our schools and colleges 4 Whole school/college response to SEND 4SEN support for individuals and small groups 4 Recent national changes in the way SEN is funded in schools In St. Helens 7 The Graduated Approach Framework 9 Areas of need, areas of support and how to use the framework 9 School Planning and Consultation Meetings 10 Universal Elements 11 Communication and Interaction 15

• Autism (Social Communication Difficulties) 19

Cognition and Learning 24 Social, Emotional and Mental Health 28 Sensory and/or physical needs 31

• Hearing Impairment 34
• Visual Impairment 39

Next Steps : The Provision Agreement Panel (PAP) 43 Before applying for Enhanced SEN Support (ESS) funding 44 The Provision Agreement (PA) 45 Parental requests for Education, Health and Care needs assessment 48 Mediation 48 Personalised / Individualised Learning - Long term interventions 50 Post 16 Education 51

SEN Support: A universal offer

The purpose of this document

This document sets out what could reasonably be expected to be available in all mainstream settings to meet the needs of children and young people without recourse to a statutory EHC needs assessment. This document sets out the types of provision and resources which could reasonably be expected to be provided from the funding made available to schools and colleges. These examples of the types of provision are included in Graduated Approach framework.

Introduction

The Children and Families Act 2014, supported by the funding reforms, has introduced a single pre statutory stage called ‘SEN Support’ and this is relevant at all age levels. This now means that there is greater capacity for settings to respond and support the additional learning needs for children and young people with SEND.

All schools will have pupils who experience difficulties with their learning at some stage of their time in school or college. A number will have significant health or other additional needs which require a level of support for their learning. The funding which is available to schools reflects that, for almost all pupils, their needs will be able to be met from a range of interventions from within school resources with advice/support from other practitioners when needed.

The Local authority (LA), schools, governing bodies and colleges each have responsibilities to ensure that they plan on the basis that, at all times, some individuals and groups of children/ young people will be experiencing difficulties with learning. This guidance looks at two strands of support:-

• whole school/college - systemic measures the school/college uses to ensure learning for all children and young people who have SEND
• targeted support which may be short or longer term interventions to support the learning needs of individuals and small groups

The expectations described are a key part of the larger Local Offer for learning The Local Offer is a description of support and services which are available to children and young people who have SEND, and their families. It is the opportunity to bring together in one place, information about provision, including how this can be accessed from a wide range of statutory and non-statutory providers including voluntary organisations. St.Helens Local Offer can be accessed on www.sthelens.gov.uk/sen

Specific statutory responsibilities for all local authorities, schools and colleges

Local authorities must have regard to:

• ensure sufficiency of provision for pupils with SEND and keep under constant review
• involve children, their parents and young people in discussions and decisions about their individual support and local provision
• make arrangements for the statutory assessment of pupils and maintain and review Statements of SEND and Education, Health and Care (EHC) plans
• publish information on SEND funding and provision
• monitor the progress of children with statements and EHC plans and take appropriate action as required
• provide information, support, advice and guidance to schools, parents and children/young people with SEND, including the Local Offer

Governors and Schools are required to:

• identify pupils with SEND, ensure parents are informed and provision is made in line with SEN and Disability Code of Practice and comply with Children and Families Bill legislation September 2014
• publish the SEND policy and the school’s Local Offer (in conjunction with parents, pupils and the Local Authority) on the school website and review regularly
• publish information on SEND funding and provision and monitor expenditure
• appoint a SEND governor and SEND Coordinator (see SEN Regulations 2014)
• maintain a current record of number of pupils with SEND
• Ensure SEND provision is integrated into the school improvement plan
• monitor progress of SEND pupils and ensure provisions specified in Statements/EHC plans are in place
• ensure all policies take SEND into account through the Equality Impact Assessment
• Keep under review the arrangements for pupils present and future with a disability eg Sef, Sip,Sdp, Single Equality Policy Audit
• willingly admit all pupils who meet admissions criteria, whether or not they have SEND

Further Education (FE) and sixth form colleges are required to:

• cooperate with the local authority on arrangements for young people with SEN
• admit a young person if they are named in an EHC Plan
• have regard to the Code of Practice
• use their best endeavours to secure the special educational provision that the young person needs
• meet their duties under the Equality Act 2010, not to discriminate and to ensure reasonable adjustments

*(including 16-19 academies and independent specialist schools and colleges approved under section 41)

Core Standards for all pupils and students in our schools and colleges

It is the responsibility of schools/colleges to provide good teaching and holistic support for all pupils/students. It is particularly important that pupil/students who have most difficulty with their learning are taught by good quality teachers.

All children and young people are entitled to an education that enables them to make progress so that they: achieve their best, become confident individuals living fulfilling lives and; make a successful transition into adulthood, whether into employment, further or higher education or training.

Whole School/College Response to SEND

The school/college aims to meet the needs of all the pupils in their community.

• The school/college has an Equality Scheme and Accessibility plan that welcomes all children and ensures that current and future pupils with SEND have as full an access to the life of the school/college as possible to enable good progress in their learning
• All staff have up-to-date information on all pupils’/students’ needs (E.g. Child/young person profile/Pupil Voice)

Learner data is used to make sure all pupils make good progress.

• Analysis of pupil/student data is used to inform practice and ensure progress of all learners including those with SEND
• Effective systems in place for identification and monitoring of learners with SEND

The school/college ensures smooth changeovers within the school/college and when moving on.

• Appropriate support to meet individual needs is given for learners moving to a new group or the next phase of education, apprenticeship or work

The curriculum meets the needs of all learners.

• Staff are well trained and the learning environment of the school/college is supportive to all learners, offering a curriculum and qualification to learners which meet the diversity of learning needs including differentiation

Teaching staff make their teaching accessible & appropriate for all learners in their class.

• All teaching staff have basic understanding and a skill level that ensures they understand

how to make their teaching accessible for learners with more frequently occurring SEND (such as Specific Learning Difficulties) and a willingness and expectation to undertake training in less frequently occurring SEND should the need arise (e.g. Asd, Hi, Vi, visual timetables, alternative recording etc.)

• Identified staff within every school are invited to the Universal training provided by the

Speech and Language Therapy Service to ensure a basic understanding of speech, language and communication needs.

• Staff have the confidence and capability to take into account individual learning needs

and adjust their teaching and activities (including homework) accordingly.

• All learners are regularly assessed during the year and their progress tracked. Where

insufficient progress is noted, (and the quality of teaching is good), learners are given additional intervention, that is agreed with parents to secure their progress

The Equality Act 2010 is embedded in all policies and practice in the school/college.

• All staff understand the overarching teaching and learning policy which reflects all equalities legislation and accessibility requirements, including out of school activities
• All staff actively promote overcoming barriers to learning for all learners, taking into account individual differences (SEND or otherwise), while promoting understanding and acceptance in the peer group

Parents/carers have clear pathways for advice and support in school/college.

• The school/college inspires parental confidence by establishing a positive relationship as partners in their child’s learning and development, through good exchange of information and through a person centred approach
• Families have an identified person to go to if they have concerns, who can also assist in accessing local offer information for signposting. This is usually the SENCO/Keyworker.

Staff can implement an Individual Health Care plan for learners with health needs.

The school/college environment is positive, with staff able to respond flexibly to meet unpredictable needs.

• The school/college provides a warm, safe and empathic ethos where learners have the confidence to share their concerns with staff, and know that they will be addressed, in order to support their emotional well-being
• Teachers are able to respond to unpredictable needs by flexible use of the environment (E.g. Safe space to calm down).

SEN Support for Individuals and Small Groups - Short term interventions

Whole School/College Response to SEND

Small groups/interventions set up using information from a whole school/college perspective.

• At the whole school/college level, additional assessment/information is used to understand any lack of progress across particular areas. This then informs which provision is put in place (including the choice of intervention and composition of groups).
• A provision map shows the range of small group interventions available for more frequently occurring SEND needs.
• The location of any group tuition will be carefully considered to provide the best conditions for the learner

Staff have relevant training to support and implement interventions appropriate for the range of SEND in their school/college.

• Staff have training to implement short term interventions to secure improved progress

for learners, enabling them to benefit from whole class teaching and promote social development

• Some staff have undertaken specialist training in areas of SEND that occur less

frequently (E.g. severe learning difficulties) in order to understand the range of assessments available and the most effective strategies to support learning and provide individual and group tuition where indicated

• Key staff are invited to targeted training sessions provided by the Speech and Language

Therapy Service to ensure increased knowledge and skills in specific areas of speech, language and communication eg. active listening to manage receptive language difficulties, vocabulary and social communication difficulties.

• Staff make the best use of online pedagogical research, e-learning and resources
• Staff make timely and effective use of outside agencies

All interventions are regularly monitored by senior leaders/SENCO.

• The effectiveness of interventions is evaluated by the teacher and monitored by senior leaders to determine the impact on pupil academic progress and personal development
• The intervention should have the impact of accelerated progress

Interventions match the learner’s needs.

• Any external advice given in reports for individual learners has been taken into account and implemented by the school/college, as appropriate
• Time-limited, evidence-based interventions to achieve outcome-based Smart targets focussed on the pupil’s needs
• Targets are set to ensure continuity of learning for all learners in collaboration with parents/carers and learners. E.g. Training the pupil to be competent and independent in use of curriculum aids such as appropriate computer software
• The selection of targeted interventions for any individual learner will be complementary to the teaching offered at whole class level

Recent national changes in the way SEN is funded in schools

The Schools’ Funding Reforms (2013) determined the way schools are allocated funding to enable them to meet the additional needs of children. A formula decides how much each school is awarded within their school budget.

From this budget, schools are responsible for the first £6,000 and nurseries are responsible for the first £3,600 of support/provision necessary to meet the needs of each child with additional needs in their school. This provision will be decided by the school, with advice from appropriate professionals involved with the child. In most cases this provision will be in the form of hours of support, which could be delivered either as 1:1 or small group support.

In St. Helens: If the school has strong evidence that the child is not making progress, despite support/strategies being in place for an appropriate period of time, then the school should discuss this at the termly Planning and Consultation meeting. Professionals will jointly decide the next steps and school will discuss with parents. It may be decided to arrange another assessment or to change the targets/strategies being used in the classroom. The Graduated Approach to meeting the needs of children should be referred to and used as guidance. Should the decision at the Planning and Consultation meeting be that the child should be referred to the Provision Agreement Panel for “top-up funding”, the school must complete the necessary documentation and obtain the parents’ consent.

In St. Helens we have a way of allocating funding to schools to help them meet the needs of children with complex needs. Schools should be certain that they have followed and completed the Graduated Approach before they refer a child to the Provision Agreement Panel. The Panel is able to allocate “top-up funding” Enhanced SEN Support funding (ESS funding) without the need for an EHC needs assessment. However, this is not used as a reason not to do a needs assessment.

The Graduated Approach

The Graduated Approach, contains detailed suggestions of appropriate support for individual areas of need. They are not a ‘blueprint’, rather they are a description of the types of support the local authority would consider appropriate at different levels within the SEN Support provision plan.

Areas of need, areas of support and how to use the framework 9

• School Planning and Consultation Meetings

Universal Elements 11

• Targeted Interventions for learners who require SEN support
• Communication and Interaction
• Autism (Social Communication difficulties) 19
• Cognition and Learning

Social, Emotional and Mental Health 28

Sensory and/or physical needs 31

• Hearing Impairment 34
• Visual Impairment 39

Next Steps: The Provision Agreement Panel (PAP) 43

• Before applying for Enhanced SEN Support (ESS) funding
• The Provision Agreement (PA)
• Parental requests for Education, Health and Care needs assessment
• Mediation

Personalised / Individualised Learning – Long term interventions 50

• Post 16 Education

Areas of need

This document mirrors the categories of need set out within the Code of Practice (2014). Children and young people cannot and should never, be ‘defined’ by a category of need. Whilst the local authority is required to describe their main presenting need, they will often have needs crossing a number of areas.

Areas of support

The framework which follows is not a blueprint; rather they describe the types of support which are evidenced based approaches to meeting needs in different areas. It takes, as read two key beliefs:

• All teachers are teachers of children/students with SEN
• Quality first teaching is the basis of progress for all pupils/students

Where schools/colleges decide to request a statutory EHC assessment for a pupil or other funding streams for support, there is an expectation that they will have used appropriate and robust strategies appropriate to SEN Support, remembering that EHC plans are for those children and young people who require resources which cannot reasonably be provided from the resources normally available to mainstream providers.

How to use the Graduated Approach Framework

The framework supports a graduated response to meeting needs. There are some approaches and organisational patterns which are appropriate across all areas of need and these are listed, therefore as ‘Universal’. The framework is the bedrock of meeting needs for all pupil/ students and the list is meant to be illustrative rather than exhaustive. The framework then takes each of the areas of need as set out in the Code of Practice to show the types of evidence based approaches which have been found to be effective in meeting different types of need. These are ‘Targeted’ interventions, that is, they are specific interventions to address the needs of individuals or small groups. Some of these interventions will, of course support the learning of other learners in the group/class. Each area of need has a range of strategies which reflects the differing levels of need which will be present at ‘SEN Support’.

Some interventions are, rightly, very specific whilst others are more general, for example ‘home school liaison’. It is common to list ‘home school diary’ in general advice but this is an example which is one strategy. For some this is very effective, for others it can be counterproductive. What is important is that the discussion has taken place between practitioners including those with specialist teaching/health expertise and families, including the pupil, about how this takes place.

The framework uses four areas to describe support. Schools may choose to use and adapt the frameworks for wider use to describe their provision or define quality provision and standards. This document uses the following areas:

• Assessment, planning and review
• Learning environment and group
• Curriculum and teaching methods
• Partners and resources

The strategies listed in assessment, planning and review are universal across all areas of need so, to avoid repetition, have not been added to the frameworks which look at individual types of need.

School Planning and Consultation Meetings

• Every school must organise a termly Planning and Consultation meeting. They are responsible

for chairing, minuting and inviting appropriate professionals and gaining permission from parents to discuss their child. Professionals at a termly Planning and Consultation meeting could include:-

• Inclusion Officer/LA representatives
• Behaviour Improvement Team (BIT) representative
• Health e.g. Speech and Language Therapy, Paediatrician, School Nurse
• CAMHS
• Educational Psychologist
• Learning Support Service
• Education Welfare Service
• Language and Social Communication and Sensory Support Team representative
• Social Care
• The purpose of this meeting is to provide multi professional consultation about individual

students as well as strategic / systemic issues.

• At the meetings the following should be discussed:-
• Updates on children previously discussed
• Progress of children receiving funding/support
• Progress of Children Looked After within the school
• Up-dates on pupils identified within the Child in Need/Safeguarding frameworks
• Pupils for whom a referral to PAP is being considered
• Pupils causing concern
• Pupils at points of key stage transition
• Pupils entitled to Pupil Premium with SEND

The key test of the need for further action, whatever the level of difficulty, is strong evidence that the pupil is not making adequate educational and/or social emotional progress, despite evaluated appropriate intervention.

The meeting should:

• Identify new strategies, more effective interventions
• Review progress / interventions
• Identify further assessments required
• Discuss referral to support services
• Identify staff / whole school training
• Agree and set date for the next Planning and Consultation Meeting

After the meeting parents should be given outcomes of any discussions if necessary eg further referrals to be made.

• Effective transition arrangements

young people are which make clear equal partners in concepts shared can express any partnership with

• Curriculum content and key

communication with home on a

• Access plan to include wider

clear lines of

• Positive home/school
• Parents and children and

regular basis how parents educational

Partners and

concerns learning

resources

context

• Social and emotional curriculum delivered and in conjunction with
• Whole school awareness of a range of learning difficulties and

materials into their lesson plans assessment policy in relation to

• School has a carefully planned homework marking and

implemented by Class/Subject

• Opportunities to access social extra-curricular activities e.g.

that consider social/emotional other class wide approaches to ensure access across the

• Staff are skilled at selecting appropriate methods and
• Addressing of any social pressures, teasing/bullying/
• Quiet places
• Supportive peer systems in place
• Promotion of multi-sensory learning
• Curriculum differentiation to reflect individual needs

and Department teachers needs (e.g. Circle Time)

Curriculum and teaching

curriculum for students children with SEND sports clubs labelling needs

• Staff trained and able to implement strategies to support positive behaviour
• Consideration to have a mobile sensory facility if required
• A ‘communication friendly’ environment supports all children including
• Calm atmosphere, predictable routines and consistency of expectations
• Guidance to children about sources of help when in difficulties
• Active promotion of listening skills with clear rules for listening established
• Behaviour policy: Clear boundaries and school wide system of meaningful
• Appropriate learning and behaviour is noticed and acknowledged
• Consideration of the appropriateness of the environment for any intervention

Universal elements for all learners who require SEN Support

• The teaching environment is organised to encourage learning and
• Active promotion of pupils’ emotional/ social wellbeing
• Materials/resources are available and appropriate and all equipment is

rules, incentives and consequences with consistent and fair application those with Speech Language and

• Children’s views on their learning sought and acted on regularly

Learning environment and group

labelled and well organised participation of all children Communication Needs.

• SEND policy in place
• Ongoing review of the needs of the individual children
• Schools consider using prompts
• Outcomes have been decided in partnership with parents,
• Student self-assessment routinely used to set individual

their performance in learning

• Marking of children’s work should value the content and
• Records kept and used as a basis for individual planning

between Pastoral Staff and

• All school/college trips and visits are planned with

Assessment, planning and

• Students have regular opportunities to evaluate
• All planning is outcomes focussed

and conform to the legal individual needs in mind

• Provision mapping
• Clear systems to ensure effective communication

Learning Support staff pupils/students requirements their ideas activities targets

review

• Access to Homework Club
• Access to advice and training from external agencies. This

programmes and materials to

• Access to LSU (as available) or similar facility and
• A key member of staff to act as a stable reference point

cope with the impact of their

• Staff able to monitor and assess for access to special

additional support provided

• Opportunities for the young person to understand and

assessment, planning and Educational Psychologists monitoring and oversees

• SENCO/Head of Year or class teacher facilitates

might include Specialist appropriate/specialised

Partners and resources

Teachers (Learning), exam arrangements support learning for the student SEN

• Simplified language reinforced by visual materials and

improve motivation embedded

• Support for homework (recording, task requirements,
• Class teacher to plan/ deliver differentiated lessons to

modelling to compensate for

• Use of alternative forms of recording where appropriate

confidence and self-esteem.

• A suitable mix of challenge and success across the

language delay / difficulties

• Pre-teach topic specific vocabulary
• A system of negotiated rewards or strategies to

into day to day learning ensure full access to all

Curriculum and teaching

curriculum to develop and completing etc.) experience activities

Targeted Interventions for learners who require SEN Support

• Mainstream class or set with access to individual and small

and labelled using writing and classroom. This might include

• Opportunities for small group teaching to address provision
• Use of prompt and “scaffold” for tasks to promote
• Specific environmental adaptations i.e. well defined

drawings, visual timetables

• Grouping arrangements or additional support in the

periods of withdrawal with classroom used flexibly to regular access to LSU (or group teaching within the

Learning environment and

independent working promote progress.

map targets similar) etc.

group

Language Therapist and other

• Detailed analysis of strengths and weaknesses Input Prompt

consultation with parents and set following involvement and arrangements and resources include strategies that reflect

• IEPs/provision plans include; positively phrased Smart

required with clearly defined including Specialist Teacher

• Individual Education Plan (IEPs) /provision plans to be

Health professionals (where Psychologist, Speech and success criteria. They will

Assessment, planning and

by external professionals and will specify teaching targets, which reflect the (Learning), Educational student’s priority needs the student’s preferred external professionals learning styles appropriate)

review

• At Key Stage 4 ensure person centred plans are robust and

reflective of a young person’s 16 provision

• Use to best effect specific on line resources needs as they move into post
• Write, regularly review and share pen pictures / portraits

changes and adaptations to with teachers and support

• It may be appropriate to involve external agencies

the learning environment

• Staff skilled and able to manage and implement

involvement of outside

• Parents/carers to be consulted regarding

agencies staff

• Staff are aware of/understand and able to provide for the
• access to work experience

learning needs and language through entry level course,

• Provision map targets addressed through individual/
• programmes to deliver life skills.

small group and whole class eg Pen Portrait, SEN register work related learning and needs of individual students

• In-class support in targeted subject areas
• teaching arrangements for alternative curriculum

alternative accreditation,

• Teachers adapt curriculum planning and delivery to

work within the curriculum

• Staff are aware of the implications of a range of

accommodate preferred college opportunities

• At KS4:
• specialist guidance to inform key Stage 4

planning/grouping learning styles framework levels.

• Opportunities to facilitate peer awareness and support
• Access to peer supported learning (e.g. cross/same age

peer modelling, use of buddy for language, behaviour and to provide good role models provide an appropriate level

• Flexible grouping to provide opportunities to work with
• School awareness that students with SEND remain

peers of similar ability able vulnerable to bullying and of support/monitoring application to task schemes etc.) dynamic forms of assessment have an understanding of the

• Parents and students are involved in target setting and
• There should be an on- going cycle of identification,
• observing and recording responses in different

outlined in the IEP/provision

• identifying learning rates and learning styles

review and students should implementation, monitoring targets they are working to and review throughout the monitoring, including their response to interventions observational checklists,

• Student progress will be subject to systematic

assessment, planning,

• IEPs/provision will be reviewed termly
• Schools use a range of diagnostic tests,

which may involve: environments achieve school plan

• support for organising and completing extended

coursework and revision

• small group teaching for specific awards or
• alternative accreditation schemes

S&LT Service ie. regarding

• Consider whether a Common Assessment (EHAT), or other

weaknesses and progress in vocabulary, receptive and

• Consider whether Family Action Meetings are needed
• Additional diagnostic test results will be shared for

receptive and expressive also need to be considered to plan and monitor actions

• Other factors in the child’s family or environment may

as part of the assessment expressive grammar in children known to the progress; more in-depth the reasons for any slow assessments, would be Assessments focus on analysis of strengths/ relation to time and outcomes particular.

appropriate process.

Communication and Interaction

Speech and Language Difficulties Children with speech and language difficulties will often be identified before they are 5 years old. The SEND Code of Practice stresses the importance of early identification, assessment and intervention. Early language difficulties often lead to difficulties with literacy skills, social communication, and emotional development.

Children with severe speech and language difficulties can only be identified by a detailed assessment of their speech, language and overall communication, cognitive processing and emotional functioning.

This section sets out criteria for respect of children who appear to be developing normally in all other aspects of development but who have” specific language impairment”. Speech and language difficulties are often a feature of other Special Educational Needs, and are also considered in Sections on:

• Autism Spectrum Disorder
• Behaviour, Emotional and Social Development
• Sensory and or Physical Needs

A wide range of difficulties are covered by the term: ‘Specific Language Impairment’. It can be difficult for non-specialists to understand the diagnostic labels used, and their relevance to the teaching situation. It is therefore essential that specialists ensure that their reports are both able to be understood by non- specialists, and written from the perspective of the implications for the child’s teaching and learning in school/setting.

The definitions below are for broad guidance to teachers in their compiling requests for statutory assessment and for reference in the decision- making process about whether statutory assessment is appropriate.

Developmental Language Delay This describes a delay in one or more aspects of a child’s language development; once the language has developed, it does so in the normal pattern and sequence. There is broad variation in ages at which normal development of language takes place, although there is also a “sensitive period” beyond which normal language will probably never develop and may well then present as a Developmental Language Disorder (see below). It should be noted that in this context language does not imply pronunciation.

Developmental Language Disorder This refers to language development, which is delayed, unusual or uneven to the extent that it interferes with the child’s ability to communicate and to learn. It is a general term; there are different elements to language learning and therefore different areas of potential impairment.

Phonological/Severe Pronunciation Problems Impaired intelligibility is one of the most common specific language difficulties. The child is unable to use the sound set of English in order to generate meanings. The problem may be defined as delay (unintelligible to an unfamiliar adult at age 4 years) or non-typical development usually referred to as a Specific Speech Disorder and characterised by severely limited consonants and vowel distortions. Dyspraxia may be a feature. Although most phonological difficulties appear to be resolved by the end of the first year in school, impaired phonological awareness underlies problems with the acquisition of literacy skills.

Expressive Language Expressive language means the language a child uses to express himself or herself and includes his or her ability to use an appropriate vocabulary, find word labels for objects, structure sentences grammatically, and convey meaning to others.

Receptive Language/Language Comprehension Language comprehension means the child’s understanding of the language he or she hears and includes his or her ability to understand vocabulary, obtain meaning from the way that sentences are structured (the grammar of the language), and understand the messages that are being conveyed

Social Communication/Semantics and Pragmatics Semantics refers to handling the meaning of words and sentences, expressing meaningful ideas that reflect what is going on and understanding the expression of ideas by other people. It is about knowing what is being talked about and understanding the relationship of one word to another within the same category and as distinct from words in opposing categories.

Pragmatics refers to knowing and using the social uses to which language is put, being able to use language in different ways on different occasions, and having an appropriate sense of audience and also being able to ‘read between the lines’ and infer meaning intended beyond the words and sentences used.

Apparent semantic-pragmatic disorder may result from specific difficulties with development of language, or be an indication of a more pervasive disorder, such as those of the “autistic continuum”.

• Staff skilled/experienced in supporting students with SLCN. This

would include training e.g. Makaton,

• A Speech and Language Therapist referral and assessment essential

Educational Psychologist to inform confident in their ability to prepare resources and implement a range

• A wide range of concrete objects of reference and visual supports

the IDP materials, communication

• Whole school information/training as appropriate. Staff should feel

or provide specific advice about interventions at age appropriate

• Parent/carer to be consulted on levels of concern and actively

maximise student’s potential for Pecs, Elklan, TalkBoost, on intervention programmes and/

• Input/involvement from SALT, specialist teacher and/or

environmental adaptations involved in programmes/ programme resources

Partners and resources

of approaches etc.

learning levels skills and speed of language processing

• Differentiation to reflect individual needs in relation to the curriculum, speaking

consistent and use repetition to support speech sound system, sequencing and active listening skills) in line with advice

• Teaching methods may include the use of visual aids, signalling and signing

and listening and social and emotional understanding and use of vocabulary, are observed and recorded. This may grammatical structure, conversational comprehension and inference, use of

• Student’s strengths and weaknesses in expressive and receptive language
• Targeted interventions may address: - specific SLCN (e.g. vocabulary
• Visually identified expectations and teaching outcomes

language, sentence structures, the and teacher explanation should be include reference to the student’s Targeted support for learners who have speech, language and communication needs - social communication skills understanding in lessons

Curriculum and teaching

development from a SALT

Communication and interaction needs

uninterrupted view of the teacher and any development of social understanding and inference and structured opportunities for

• Peer support both in class and in break times to facilitate social interaction. These

approach to facilitate understanding etc.

• Grouping arrangements should provide opportunities for peer support; the
• A range of classroom supports that may include the use of visual timetable,

provide a variety of social and learning

• Consideration to seating arrangements to ensure role models for speaking/
• Specific environmental adaptations i.e. well defined and labelled using writing

listening, minimise distractions, ensure will change according to the activity to

• Verbal instructions, explanations will require simplification and visual or

and drawings using a multi-sensory conversation and sharing of ideas prompt and/or instruction sheets;

Learning environment and group

visual supports in place.

concrete support experiences

• Detailed analysis of the student’s strengths and weaknesses in receptive
• Key staff/TAs may access specific training

and expressive language.

Partners and resources

SALT to inform teaching and learning tasks and comprehension, support speaking and the use

• Opportunities for targeted individual or small group intervention following the advice of the

may include direct intervention from a SALT.

• Classroom support and teaching methods include a variety of visual materials to aid
• Pre and post teaching.
• Significant use of equipment to support learning (e.g. ICT, audio-visual equipment)

Curriculum and teaching

of language

Learning environment and group

• Frequent visual supports for teaching including signalling

and signing

Autism Spectrum Disorder (Social Communication difficulties)

Children with Autism Spectrum Disorder will often cause concern by the time that they are 3 years old, and a diagnosis of autism or of having autism spectrum disorder is likely to be made before they are 5 years old. The SEND Code of Practice stresses the importance of early identification, assessment and intervention. Recent research suggests that when a child is under 3, clinical judgment is the more effective indicator of autism than the application of checklists of autism features; however, those children inappropriately diagnosed as having autism are likely to have severe and complex learning needs. Validated concern about autism features should therefore always trigger comprehensive multidisciplinary assessment.

Children with Autism Spectrum Disorder can only be identified by a detailed assessment of their: social awareness and communication; language; imagination; cognitive processing; and emotional functioning.This section sets out thresholds and criteria in respect of children who appear to have Autism Spectrum Disorder. However, Autistic Spectrum Disorder can co-exist with other continuum other special educational needs, and is sometimes diagnosed in conjunction with severe learning difficulties.

A wide range of difficulties are covered by the term‘autism’, and it can be difficult for non- specialists to understand the diagnostic labels used, and their relevance to the teaching situation. The label ‘autism’ gives limited information about any one individual child. It is therefore essential that specialists ensure that their reports are both able to be understood by non- specialists, and written from the perspective of the implications for both the child’s learning as well as teaching in school/setting. The definitions below are for broad guidance to support teachers in their compiling requests for statutory assessment and for reference in the decision making process about whether statutory assessment is appropriate.

Autism Spectrum Disorder is a neuro developmental disorder, which affects at least 1.1% of the population (NAS 2013). The ‘Triad of impairments’ can occur with varying degrees of severity. As with other developmental disorders, there may be other special educational needs.

Children and young people with autism spectrum disorder will have:

• difficulty with social communication
• difficulty with social interaction
• difficulty with social imagination
• inflexibility of thought and behaviour
• Sensory issues may also be present.

A diagnosis of Autism Spectrum Disorder does not always imply special educational needs so complex and severe that the LA must determine the provision to be made through an Educational Health and Care Plan.

A diagnosis of ASD does not imply special educational needs so severe and complex that the LA must determine the provision to be made. There is likely to be a number of pupils in most schools/ settings who are or could be diagnosed as having ASD. All teachers need knowledge and understanding of the condition.

Impaired Social Awareness

• Difficulties with both verbal and non-verbal language
• Understanding and/or use of language may be absent
• Understanding and use of language may be delayed with deviant aspects e.g. echolalia, jargon, “learned” or idiosyncratic phrases
• Limited use and understanding of body and facial gestures
• Literal interpretations leading to misunderstanding or only know concrete and literal language
• Odd intonation: may be monotonous, high pitched or bizarre. May copy adult intonation patterns inappropriately
• Limited ‘scripts’ e.g. talks about obsessive interest repeats chunks from videos or stories
• Expressive language may range from limited output to highly verbal child with tendency to tangential responses, limited topics, and reduced ability for to and fro conversation
• Difficulty with more abstract aspects of language or linguistic concepts: shows up on specific language assessment.

Impaired Social Communication

• Reduced ability to interact (especially with peers)
• Reduced, or inappropriate, approaches to others (in verbal or non-verbal modalities)
• Reduced, or inappropriate, eye contact
• Tendency to isolation
• Not likely to seek or give comfort when needed
• Difficulty adapting behaviour to the requirements of the setting
• Difficulty understanding the ‘rules of life’ generally
• Tendency to follow own agenda and has difficulty conforming - may not follow adult direction
• Maybe a tendency to tantrums or disruptive behaviour - due to difficulty with emotional expression and regulation
• Maybe very passive and lack initiative
• Dependent on adult prompting for everyday things

Impairment of Imagination

• Absent or limited peer play
• Absent or reduced creative play: lack of make- believe, but may have better abilities re constructional play, puzzles, matching tests etc.
• May have all consuming or restricted interest in objects or specific toys
• Tendency to resist change and indulge in repetitive activities or routines
• May have stereotypic movements e.g. twirling, rocking, tip-toe walking, hand flapping etc.
• May have islets of ability, e.g. good rote memory skills, good visual skills, advanced knowledge of facts, numbers, letters, shapes etc.
• Struggles to understand and interpret other people’s thoughts, feelings and actions
• Have difficulty predicting what will/could happen next
• Has problems with understanding the concept of danger,
• Struggles with planning for the future or looking forward
• Significant difficulties coping in new or unfamiliar situations

organisation. Such supports may also be

• A wide range of objects, visual supports and vocabulary lists to support and
• Withdrawal facilities should be provided for times of stress. Students may require

maximise student’s potential for learning School to refer to The AET National Autism approaches e.g. access to a quiet area in their ability to prepare resources and

• Whole school information/training as appropriate. Staff should feel confident
• A wide range of written or drawn visual supports for tasks and/or personal
• Regular advice and input from external agencies such as the Educational

Standards and Personal Competencies Psychologists, Speech and Language

• Parent/carer to be consulted on levels

implement a range of autism friendly individual support/debrief following programmes and a range of visual Therapy and Language and Social and calming activities, social skills

• Use of a home-school diary to aid communication

Communication Service (LASCS), Occupational Therapy Service used to manage change

Partners and resources

approaches etc.

incident

• The structured promotion of social interaction/communication, flexible thinking

work across the curriculum. Support would timetables, written tasks; Circle of Friends;

• IEP/Provision map targets will be addressed through small group and class
• Students on the autism spectrum will access strategies and resources typically

personal organisation, timetabling and in routine; visual prompts for tasks; visual - use of (low level) alternative means of time taken by teacher to explain change

• An approach that incorporates routines, structured tasks, immediate reward
• Rules specifically taught with reminders/ prompts

available in the ordinary classroom e.g.

- acquisition of core skills for literacy/

Targeted support for learners who have Autistic Spectrum Disorders

and independence should be integral within the content and delivery of the - social use of language to support

• Planned opportunities for social and emotional development

- use/understanding of language developing independence

Curriculum and teaching

communication Buddy System numeracy curriculum consider: systems

• Peer support systems may be established and developed, in particular to support

structure, routines, space and place, with alternative communication strategies e.g.

language use/ understanding and use of

• Practical support sessions to prepare for school/transitions, e.g. packing a bag for
• Students may need access to a range of individualised approaches. This might

Teachers will be expected to use several school, following a timetable, taking tests include a workstation, augmentative and

• There should be consistency within the classroom in terms of organisation,
• Routines taught and practised
• Extra care with the language used with clear, simply expressed instructions

or instruction sheets; visually identified expectations and teaching outcomes; frequent visual supports for teaching.

• Classroom supports may include; the use of visual timetable; prompt and/
• Grouping arrangements or additional support in the classroom are used

flexibly to promote social interaction, identified areas and pathways or all of these strategies unstructured times imagination PECS

• At Key Stage 4 ensure person centred plans are robust and reflective of a young

person’s needs as they move into post 16

• Write, regularly review and share pen pictures/portraits with teachers and
• Careful planning of off-site activities including school trips to ensure ASD

support staff and parents and child of concern and actively involved in

• Use to best effect specific on line resources

programmes/interventions at age friendly access and modifications appropriate levels provision

• Teacher explanation should be explicit and consistent
• Vocabulary, inference, active listening and active response to general instruction may
• Life skills at the appropriate key stage level
• Schools should consider the function of a student’s behaviour (e.g. non-compliance
• Providing arrangements for unstructured times, e.g. helping child to know what to

do in breaks, giving a safe place to go, as a difficulty with flexible thinking and

• Pre tutoring and post teaching to generalise skills across contexts

need to be specifically taught training in play skills anxiety)

• Environmental audit completed using IDP materials and Access Strategy/Survey
• Reasonable adaptations agreed and made as necessary. This might include

conditions, seating arrangements etc.

controlled lighting, good listening and shared with staff

• Mentoring from a skilled adult
• Coordinated approach to KS3 transition in conjunction with staff from high
• On-going multi-agency support and intervention may be required due to the

individual will be in a position to advise overlap of educational/care and health students on the autistic spectrum. This

• Access to summer school activities/ programmes on offer from high school

to consider the Pre-Referral pathway

• Detailed analysis of the student’s strengths and weaknesses in social

communication/ interaction, flexible

• A key member of staff in school trained/ experienced in supporting

with parents/carers. School/setting intolerance and basic skills levels thinking/behaviour, environmental

• Key staff/TAs will access specific training

class/subject teachers and meet

Partners and resources

at point of transition (SHASP) needs.

school

• a file of coping strategies/equipment
• promote social thinking, social success/appropriate behaviour (e.g. Socially Speaking, Social Stories,
• TEACCH approach embedded from EYFS and KS1
• Use of rule based learning, immediate feedback and structured reward systems
• Sensory Diet programme to reduce stress producing factors (e.g. sensory or social overload)

flexible thinking/behaviour, environmental intolerance signalling and signing. Teachers will be expected to

• Classroom supports may include the use of visual timetable, prompt and/or instruction sheets, visually
• Daily meet and greet with known member of staff
• Detailed analysis of the student’s strengths and weaknesses in social communication/interaction,

Circles of Friends, Comic Strip Conversations)

• Considerable preparation for changes in routine.
• Strategies/support and targeted intervention to:
• support movement around school
• a familiarisation book of photos of the new environment

identified expectations and teaching outcomes, frequent visual supports for teaching and also

• Additional access to ICT, including Apps and communication aids
• Individualised visual timetable consistently implemented to support curriculum access /

use several or all of these strategies

Curriculum and teaching

and basic skills levels engagement vulnerable to bullying and provide

• Peer awareness and sensitivity for students with ASD
• Access to individual work station/ ICT resources

and small group teaching and/or

• School awareness that students on the autism spectrum remain
• Peer support may be used both in and out of the classroom
• Opportunities for enhanced pastoral and break/lunchtime to

specific needs identified in the

• Considerable opportunities for individual or small group work
• Recording should enable clear analysis of antecedents,
• Dedicated sensory space for sensory diet activities
• Suitably equipped areas available to enable individual

withdrawal basis to address within the classroom or on a support to social interaction (ABCs). This should include student’s IEP/provision plan support/monitoring in place behaviours, consequences therapeutic programmes lunchtimes/breaks

Cognition and Learning

Mild and Moderate Learning Difficulties Pupils with general learning difficulties experience significant problems across the majority of the curriculum. Their general level of development and academic attainment is significantly below that of their peers. In many cases difficulties will include speech and/or language developmental delay. Some children may have poor social skills and/or may show signs of emotional and behavioral difficulties.

The Warnock report suggested that up to 18% of the whole population in mainstream school/ settings might have Special Educational Needs at some stage in their school/setting life. A majority of these pupils would have general learning difficulties, with many previously referred to as having mild learning difficulties. The incidence of such difficulties will vary between schools/ setting.

Severe or Profound Learning Difficulties Children with very severe or profound and multiple learning difficulties are almost always identified before they reach statutory school/setting age. In most cases the LA will be able to draw upon a considerable body of existing knowledge arising from assessments carried out and provision made by Child Health and Social Services.

Provision Almost all children with learning difficulties will be educated within mainstream schools/setting, without the need for an Education, Health and Care Plan. These children may require help at the school/setting-based stages of the SEN Code of Practice. Often they will progress at a slower pace than the majority of their age group. This will not necessarily mean that the varying levels of provision in schools/settings are not meeting their needs appropriately; it may reflect best possible progress.

Provision in mainstream schools/settings will range from the normal differentiated curriculum practices in the classroom to detailed programmes on the advice of support services, supported by additional staff where necessary.

Statutory assessment should never be seen as an answer to non-educational problems. For example, if a child is at risk from social circumstances, it is important that there is communication with the appropriate agency that can protect the child. However, when ascertaining the need for statutory assessment, the LA will take account of all relevant factors.

Specific Learning Difficulties Children with specific learning difficulties have significant difficulties in reading, writing, spelling or manipulating numbers, which are not typical of their general level of performance. The assumption is therefore that children with specific learning difficulty show one or two areas of very specific difficulty within the basic skills curriculum, although this difficulty may affect access to other areas, which rely on these skills. Current research suggests that there can be a hereditary component to the development of specific learning difficulty, but also that pre-school experience of sound discrimination and the systematic teaching of reading at school/setting entry makes a difference for many children. There is no evidence to suggest that specific learning difficulties have a different presentation or causation in children who are of different levels of ability.

The British Psychological Society draft report gives the following definition of Dyslexia: “Dyslexia is evident when fluent and accurate word identification (reading) and/or spelling does not develop or does so very incompletely or with great difficulty. Dyscalculia is the term applied to similar difficulties with numeracy. Dyslexia and dyscalculia are both specific learning difficulties.” Specific Learning Difficulties could be assessed by the Learning Support Service in conjunction with Educational Psychology Service.

Provision As with most areas of difficulty, specific learning difficulties are on a continuum, with almost all children having their needs met within mainstream schools/settings without an EHCP. Provision will vary from normal differentiation and support to specific teaching and support structures agreed in consultation with external services. As most classes will include at least one pupil with a degree of specific learning difficulty, all teachers should have the knowledge and understanding to meet their needs.

might include word processing (specialist teacher (Learning), packages and voice activated approaches to recording (this programmes/interventions at

• Parent/carer to be consulted on levels of concern

from external professionals

• Staff trained and able to support students with MLD

basic skills and alternative Educational Psychologist) and/or SpLD. This might

• ICT equipment/software to develop and support

include support/advice and actively involved in age appropriate levels

Partners and resources

software)

• Pupils are given the opportunity to access information in a variety of ways other than by reading

skills with opportunities for over learning and revision

• Texts and equipment are at pupils’ instructional level and matched to their age, ability and dignity
• Strategies and targeted interventions (as required) to:
• develop curricular skills
• extend concentration and attention to task
• support weak spatial and perceptual skills
• support problem solving
• assist with developing fluent handwriting and/or opportunities to develop word processing skills
• develop personal organisation (timetabling and personal equipment)
• Small group and/or individual teaching using structured cumulative materials to develop basic

structured with opportunities for repetition and

• use of alternative forms of recording where appropriate
• Access to specialist teaching and learning programmes, which are multi-sensory, well-

Curriculum and teaching methods

consolidation of skills Targeted support for learners who have cognition and learning needs

Learners with Cognition and Learning Difficulties

text

• Provide a safe environment in which children and young people are taught and

multi-sensory teaching strategies, a focus

• A range of classroom supports that may include:
• Access to peer supported learning (e.g. cross/same age peer modelling, use of

on phonological awareness, motor skills

• frequent visual supports for teaching including signalling and signing
• Specific links made to previous lessons and the real world

can practice a range of social and life

• use of visual timetable
• prompt and/or instruction sheets
• visually identified expectations and teaching outcomes
• Arrangements to support the use and delivery of approaches/materials for

students with SpLD (to include use of buddy schemes etc.) programme) skills

• Additional adult to provide weekly support for some of the following:
• Develop language and communication skills
• Develop attention and listening skills
• Support practical work with concrete/visual materials to establish concepts and skills
• To support over learning and revision
• To support students who have difficulty with recording
• To develop personal organisation in response to timetabling/managing equipment/independence
• Deliver a range of curriculum-based interventions (including specialist programmes)

Social Emotional and Mental Health difficulties

Pupils with SEMH may also have learning difficulties as described in the section on Cognition and Learning. The emphasis is on whether the pupil meets expectations of progress in school; some, but by no means all, children with SEMH also disrupt the education of others.

The SEN Code of Practice (6.32) states “Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

6.33 Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools – see the References section under Chapter 6 for a link”

Provision For most children, these difficulties are resolved within the family and community, and with the support of: effective whole school approaches to behaviour management and pastoral care; individual intervention when appropriate; and routine counselling through class teacher and/or pastoral systems.

Experience shows that not only do schools and teachers differ in their expectations and thresholds of tolerance, but that the way in which schools, classrooms, the curriculum and individual pupils are managed makes a substantial difference to the behaviour of pupils, and can make a substantial difference to the emotional development of vulnerable children.

These criteria therefore put considerable emphasis on the level and quality of provision made for the child in school.

Exclusion, including removal from the classroom as a sanction, is never an intervention in terms of the SEN Code of Practice, and exclusion from school should not be used to accelerate progress towards statutory assessment.

interventions at age appropriate

• Staff trained and able to implement strategies to support
• Parent/carer to be consulted on levels of concern and actively
• Collaborative working between parents, child, teacher, support

additional support provided for

• Seek support and advice from Educational Psychologists and

out (as required) to support other relevant professionals professionals in setting and

• Use of ICT, audio visual support, self-directed time

assessment, planning and

• The SENCO/Head of Year or class teacher facilitates

like CAMHS (e.g. training, intervention, assessment, monitoring and reviewing monitoring and oversees involved in programmes/ consultation, delivery of staff and other relevant student’s access to the

Partners and resources

positive behaviour reviewing targets the student curriculum targets) levels non-verbal aspects of teaching style/approach) group, circle of friends, emotional management

• Implement individualised mediation strategies e.g. specific praise, gratitude diary, daily

and breaking down tasks, multi-sensory tasks) learning/delivery, adapt pace, intensity and/or behavioural and social/emotional skills. These the behaviour management techniques used will be in addition to and more targeted than

• Adaptations to task to increase attention, concentration and motivation (e.g. chunking

the curriculum framework and may address

• Adaptations to teaching delivery to accommodate child/young person’s needs
• IEPs/Provision map targets addressed through small group and class work within
• Provide evidence-based interventions that focus on developing skills e.g. social skills
• Student and parent involvement in the behavioural programmes is clearly defined
• A structured behaviour management programme developed in conjunction with
• Student’s strengths and weaknesses in emotional and behavioural development

(e.g. shorter teacher input, multisensory

• Use of supported group work within the classroom

considered using behavioural checklists

Curriculum and teaching methods

Targeted support for learners who have social, emotional and mental health difficulties relevant external professionals throughout the school check-in, etc.

Social, emotional and mental health difficulties

• An enhanced level of pastoral support may complement established pastoral arrangements.

Social Support Groups, Buddying systems, Peer

• Opportunities to improve social skills, interaction and self-esteem
• Awareness of pupils’ emotional/social concerns
• Rules & routines specifically taught with reminders and prompts
• On-going analysis and recording of behaviours to provide baseline(s) to include:
• Opportunities for small group teaching to address appropriate behavioural expectations

(ABCs). This should include lunchtimes/breaks

• Opportunities for individual discussion and support, when necessary, to be available daily
• Grouping arrangements or additional support in the classroom are used flexibly to promote
• Use of peer support strategies. This may include Circle of Friends, Discussion Groups,
• functional analysis of behaviour
• use of assessment tools that consider developmental issues (e.g. Boxall Profile)

This could be available daily from the class

• Recording should enable clear analysis of antecedents, behaviours, consequences
• Frequent changes by teachers to support positive behaviour and learning

teacher/Head of Year/SENCO or Tutor and/or social and emotional skills behavioural progress Mentoring/Mediation

• Individual counselling and/or therapeutic support from external agencies/ appropriately qualified professionals
• The opportunity to attend LA provisions e.g. Pace, PRU
• The opportunity to access LA Inclusion Support Service e.g. BIT
• Other additional/specialist training for key staff (Behaviour Management, Attendance, targeted SEMH
• Frequent review of interventions in collaboration with support agencies
• Staff trained and able to implement strategies to support positive behaviour SEMH and its impact on
• Regular home-school liaison
• Alternative programmes of study at KS4 should be provided where appropriate
• The opportunity to access support from Education Welfare Service

Partners and resources

curriculum access interventions etc.)

• Evidence based interventions include more specialist strategies:
• Flexible adult/student ratios in class
• Additional targeted teaching in small groups or individually, for significant
• skills based programmes
• therapeutic input/mentoring
• more focused rewards/sanctions
• A flexible timetable (as appropriate) within the context of an inclusive

Curriculum and teaching methods

parts of the day to address IEP/ Provision Plan targets curriculum

• The opportunity to attend LSU (in setting provisions e.g. inclusion
• Systems to ensure effective communication between Pastoral
• Access to a Nurture Group
• Use of restorative approaches to conflict resolution

understanding of rules, rewards Staff and Learning Support staff This might include self-directed/

• Use of Team Teach (or similar approach)
• Opportunities for periods of withdrawal to smaller groups.
• Small group and within class support to teach/reinforce

bases) as appropriate individual time-out and sanctions

Physical Needs

Physical Disabilities The SEN Code of Practice (6:34) states

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health (see the References section under Chapter 6 for a link).

6.35 Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

Provision The level of physical disability described for a child does not necessarily indicate that s/he requires a Education, Health and Care needs assessment. A careful assessment of the child’s functioning in relation to the educational context is needed and full regard given to the Equality Act 2010.

• Some additional support may be required at unstructured times during the day. For social,
• Access to a range of equipment including a range of furniture/ storage and equipment to
• Key staff trained and able to deliver individualised therapy programmes; specific

medication, personal care and dietary needs

• Regular liaison between parents, external professionals and school staff in relation to
• Guidelines for Health and Safety and Risk Assessments available
• A Health Care Plan to be devised, where appropriate
• Parent/carer to be consulted on levels of concern and actively involved in
• Access to specialist advice on ICT (equipment and use) may be required

programmes/ interventions at age specific programmes and targets

Partners and resources

learning programmes support the student appropriate levels

• dressing/undressing
• personal care
• assistance with physical aids
• Reasonable adjustments/ arrangements made for formal

also include timetabled learning

• Pace of teaching takes account of impact of physical difficulty

breaks as required. Withdrawal from class should be kept to a

• Curriculum differentiation and a degree of support to reflect

individual needs (in particular

• Planned small group and individual work as necessary
• An appropriately challenging educational curriculum

linked to tiredness or varying

• flexible support in school to include, as required:

health/condition. This might in PE and other practical

• Alternative methods of recording as advised by

Curriculum and teaching

subjects and activities) assessment tasks specialist staff minimum

methods

Targeted support for learners who have physical difficulties

• Students with physical needs will access strategies and resources typically available in the classroom
• Educational visits and extracurricular activities are planned to fully include the student with physical
• Provision should aim to help the student in becoming a fully integrated member of the school
• classroom organisation which takes account of social relationships
• Additional support may be required during unstructured periods of the day to ensure safety
• some limited items of special equipment may be required to support learning/access to
• access issues with adaptions to environment
• consideration to timetabling and location of rooms
• Modification of classroom organisation, routine and environment as advised by external
• Organised classroom with flexible grouping/ seating arrangements to promote independent
• An organised classroom to allow for maximum independence
• Audit of environment to consider reasonable adjustments such as:

curriculum (desk, chair etc.)

Physical Needs

professionals and inclusion community learning needs

• Specific training for class/subject teachers and TAs, e.g. in Manual Handling
• An identified key member(s) of staff, where appropriate, for personal care needs
• Parents/carers to be consulted on levels of concern and to be asked for further advice
• Access to specialist equipment to support communication and mobility
• Specialist transport arrangements may be required

Partners and resources

(if required)

• Significant individual/small group support with;
• practical lessons
• personal care
• physiotherapy programmes
• learning programmes
• physical aids
• movements around school

school curriculum and environment ie InSync

• Opportunities and comprehensive resources for motor skill development offered within the
• Teaching methods which utilise appropriate ICT, specialist aids and adaptations to

facilitate access to the curriculum

Curriculum and teaching methods

Programme

• Access to significant individual/ small group in class support
• Specialist software and technology to support access
• Equipment such as a lift/stair climber, changing bed and

shower (as appropriate) to the curriculum

Hearing Impairment

Hearing Difficulties Children with hearing difficulties range from those with mild short-term hearing impairment, to those who have permanent and profound hearing loss. Children with significant levels of hearing impairment will normally be identified before they are 5 years old except in the case of late onset. The SEND Code of Practice stresses the importance of early identification, assessment and intervention; close interagency cooperation is essential. Early hearing difficulties can lead to difficulties with speech and language development, literacy skills, social communication, and emotional development.

Hearing loss has many co-occurring diagnoses including (not exclusive list)

• ASD and other neurodevelopmental diagnoses
• Cognitive difficulties
• VI/ sensory needs
• Disproportionate Language/ speech Impairment (Specific speech/language impairment type features)

Audiological information alone will not determine a child’s special educational needs. The range of factors that need to be taken into account in determining whether statutory assessment is needed includes the child’s: general sensory and physical development; speech and language development; social communication skills; levels of educational and developmental attainment; cognitive processing; behaviour; and emotional functioning. A wide range of difficulties are covered by the term ‘hearing impairment’; it can be difficult for non- specialists to understand the diagnostic labels and information provided and their relevance to the teaching situation. It is therefore essential that specialists ensure that their reports are both able to be understood by non-specialists outline the implications and recommendations for the child in their school/ setting. The definitions below are for broad guidance in decision-making regarding statutory assessment and to support teachers and others when they request or support statutory assessment.

Degrees of Hearing Loss Other Descriptors Mild 20 - 40 dB Moderate 41 - 70 dB Severe 71 - 95 dB Profound 95 + dB Progressive deteriorating Bilateral both ears Unilateral one side Asymmetrical ears differ

Conductive Hearing Loss This type of hearing loss is due to a blockage in the transmission of sound within the outer or middle ear. In most instances, conductive hearing loss is a temporary condition which resolves in time; however, in some instances conductive hearing loss can be permanent. One of the most common forms of conductive loss is ‘glue ear’. It has been estimated that as many as 20% of children have a mild conductive hearing loss at some point in their school/setting life.

Sensori-neural Hearing Loss This refers to a permanent hearing impairment arising from damage to the inner ear or to the auditory nerve. It can vary from mild to profound, and may occur before birth or after language has been established. Most children with a severe or profound sensory hearing loss will have been identified and assessed audiologically before they reach school age and will have been referred to the sensory support service and the Hearing Impairment (HI) Network Speech and Language Therapist (SLT). Some children have a conductive loss in addition.

Communication modes – children and families may use a variety of communication modes/ approaches including

• Auditory verbal
• Auditory Aural/Oral
• Sign supported English (SSE)
• BSL

Families are supported with making informed choices regarding preferred communication modes. Some children may require specialist provision to meet their communication needs.

It would also benefit from including information and stats from the NDCS. In addition there have been specific HI recommendations recently from NHS England regarding provision ‘NHS England Action Plan on hearing loss’ March 2015 which include educational provisions.

• Staff with skills/experience in supporting students with HI
• Parent/carer to be consulted on levels of concern and actively involved in programmes/interventions
• The student’s hearing will be assessed by an appropriately qualified professional, who will refer

which situations it is most beneficial to the student

• Reference to general guidance from the National Deaf Children’s Society and NHS England
• Staff with knowledge and understanding in the use of hearing technology and radio aids and in

aids and sound field systems and daily listening

• Medical intervention and monitoring undertaken by the Audiology clinic and access to Children’s

complete Speech and Language work between

• Consideration of classroom listening resources such as classroom sound field systems
• Key staff trained and able to complete daily functional tests of radio aids, personal hearing

Disability Service, (Hearing Impairment Team)

• A key member of staff should be present and attend all SLT visits and be allocated time to

and the HI highly specialist Speech and on to other agencies if required Language service as required.

at age appropriate levels

Partners and resources

checks visits student can locate them before they begin to individual needs in relation to the curriculum

• The teacher will provide some differentiation and opportunities to practice/reinforce

to curriculum need. Differentiation to reflect

• Provide students with pre-teaching
• The advice of external professionals will inform teaching and learning tasks specific
• Plan use of audio-visual materials
• Teach active listening skills
• The speaker should: identify themselves in some way so that the

check that the student has understood all

• Careful monitoring of the development of language and literacy skills

cue in the student when someone else is

• Specific pre-teaching of subject based vocabulary and concepts
• Encourage variety in use of teaching approaches/senses to support learning

listening and other skills as necessary speaking in a group discussion

Curriculum and teaching methods

check that the student has heard and speaking and listening Targeted support for learners who have a Hearing Impairment instructions speak clearly talk

• Quiet/private space for hearing technology test box checks and
• Students should be supported to independently use their

acquisition, poor attention and guidance of the audiologist or

• Staff should be aware of the student’s hearing loss and its

for management of personal reinforce new language and

• In class support to reinforce and support access to
• Use of classroom display, pictures, word banks, visual

implications in school (e.g.

hearing technology rather language and vocabulary software to introduce and

• Seating arrangements for student understood and

than ‘hearing aid’ and be encouraged to follow the dictionaries and specific classroom discussions hearing and radio aids

Hearing Impairment

concentration skills) verbal concepts ENT consultant implemented Targeted interventions/support may address (for

• vocabulary
• comprehension and inference
• use of language
• sentence structures
• the speech sound system
• active listening skills
• social language skills
• Timetabled learning breaks as advised by external professionals

e.g.):

• some limited items of special equipment may be required
• Peer support both in class and in break times to facilitate social
• consideration to timetabling and location of rooms

friendly classroom environment to support learning/access

• Reduce background noise, consider listening conditions
• access issues with adaptions to environment

interaction, where required

• classroom organisation which takes account of

and develop an acoustic

• Audit of environment to consider reasonable

social relationships adjustments such as: to curriculum

• School may also access training from the Highly Specialist SLT regarding the listening/ hearing and impact on S+L
• Students with a bilateral to profound loss, all have access to a highly specialist SLT in hearing impairment for
• Access to Communication Skills
• Support in school from a member of staff with additional knowledge and skills in communication/ speech and

assessment and appropriate intervention alongside the

• All staff trained in general deaf awareness and able to support and include students with HI in all areas of the

language (e.g. TA with ELKLAN training)

Partners and resources

and communication integrated team.

curriculum

Curriculum and teaching methods

• Teacher/ TA to check student’s understanding of concepts
• Opportunities for the student to learn sign language (as

throughout lessons appropriate) listening e.g. radio aid and sound

• Environmental audit undertaken with appropriate adjustments
• Transition packages between educational settings
• Additional specialist systems may be required to enhance

field system, hearing loops

Visual Impairment

Visual Impairment Children with visual difficulties range from those whose vision is corrected with glasses or have vision only in one eye to those who are born blind or lose all sight through illness or trauma. Children with severe visual impairment will normally be identified long before they are 5 years old.

The SEN Code of Practice stresses the importance of early identification, assessment and intervention; close interagency cooperation is essential. Early difficulties can lead to difficulties with emotional development, social adjustment, communication, curiosity and exploratory learning, listening skills, language development, and mobility. Figures from the RNIB suggest that up to 65% of visually impaired children have significant additional difficulties, of which physical difficulties are the most common.

Where visual impairment is mild, but part of a complex picture of special educational needs, criteria for general, specific, physical, language or hearing difficulties should be applied, as appropriate. Where a child has several areas of “mild” special educational need, the interaction of these difficulties and the effect on the child’s learning must be considered.

The level of visual acuity given for a child does not necessarily indicate that a child requires statutory assessment. A careful assessment of visual function is needed.

A wide range of difficulties is covered by the term ‘visual impairment’. It can be difficult for non- specialists to understand the diagnostic labels and information provided, and their relevance to the teaching situation. It is therefore essential that specialists ensure that their reports are both able to be understood by non-specialists, and written from the perspective of the implications for the child’s teaching and learning in school. The definitions below are for broad guidance in decision making regarding EHC Needs assessment and to support teachers and others who make and support requests for EHC Needs assessment under the SEN Code of Practice.

Visual Acuity Distance vision is measured and expressed as a fraction denoting the size of print on a ‘Snellen’ chart seen at distance, or as a decimal Logmar score

6/6The child sees at 6 metres that which it is normal to see at this distance (normal vision), Logmar 0.0

6/12The child sees at 6 metres that which it is normal to see at 12 metres (vision required for driving). Logmar 0.3

6/18The child sees at 6 metres that which it is normal to see at 18 metres (impaired vision). Logmar 0.5

Statutory Definition of Blindness The person is so visually impaired as to be “unable to perform any work for which eyesight is essential”.

Blindness A patient’s sight is considered to have reached this stage if only the top letter of the eye chart can be seen when the eye specialist holds the eye chart just in front of him. This is known as 3/60 vision; the patient can see at three metres distance the letter people with normal vision would be able to see when they were 60 metres away from it.

If a person has reduced visual field s/he may qualify as blind even if s/he has slightly better visual acuity (6/60)/1.0

Educationally Blind/Severely Sight Impaired This term is used for a person who needs to be educated primarily by non-sighted methods, using tactile and auditory means. A child who is educationally blind may use Braille.

Functionally Blind A person who is functionally blind uses mainly tactual and auditory channels for receiving information.

Low Vision Low vision means severely impaired vision, which nevertheless allows vision to be used as a channel for learning and receiving information. A pupil with low vision may use it quite effectively in the near environment with appropriate lighting, positioning and low vision aids. Such children may also use Braille.

Partially Sighted/Sight Impaired A person may be considered to be partially sighted if he or she is “substantially and permanently impaired” by defective vision.

Generally a partially sighted person will have adversely affected vision in one of two ways: 6/60 /1.0 l Logmar Poor visual acuity together with relatively normal visual fields 6/18/0.5 Logmar Better visual acuity together with restricted visual fields.

Within an education context, partially sighted is generally used to describe pupils who have vision useful for school tasks, but who require adaptation to teaching approaches and to materials.

• larger computer monitor
• separate TV monitor
• lap-top
• digital voice recorder
• access to modified materials
• physical access to the curriculum and/or existing school facilities

interventions at age appropriate Advice from specialist staff on the

• sloping reading/writing boards
• low power magnifiers
• dark pens/pencils
• dark lined books/paper
• large print materials
• bright PE equipment
• ICT access (with advice from a Technical Support Worker)

levels of concern and actively Parent/carer to be consulted on use of specialist equipment/ involved in programmes/

Partners and resources

visual aids e.g.

levels

• prepare student for a class activity/learning experience (pre and post teaching
• reinforce work
• provide additional hands-on experience of materials or presentations
• support small group games and activities as an alternative to fast, large team games
• develop specific skills to improve curriculum access (e.g. touch typing, use
• Specific consideration to curriculum presentation and recording methods should
• use of IWB, ICT etc.
• accessibility of printed materials
• use of auditory/tactile stimuli
• speed of work
• physical position of student
• The advice of external professionals will inform teaching and learning tasks specific

to curriculum need. Targeted interventions/

• teach age appropriate independence, organisational and mobility skills in the
• incorporate timetabled learning breaks

of magnifiers, distance aids and other

• provide additional experiences of the resulting from VI

context of the learning community

Curriculum and teaching methods

support may be necessary to: in PE and at break times specialist equipment) be given to: Targeted support for learners who have a Visual Impairment

• Peer support both in class and in break times to facilitate social opportunities, where appropriate
• classroom organisation which takes account of social relationships
• Students should remain part of the mainstream class for activities except in exceptional
• access issues
• consideration to timetabling and location of rooms
• position in class to ensure access to visual stimuli
• Staff aware of the student’s VI and functional vision and its implications and impact in the
• Audit of environment to consider reasonable adjustments such as:
• additional equipment may be required to support learning /access to curriculum
• clear signage
• high contrast colour schemes
• visually highlighting equipment
• controlled lighting (including blinds)
• overall classroom layout
• additional lighting needs
• highlighted environmental features
• good listening conditions
• lighting which maximises the visual opportunities

(desk, chair etc.)

Visual Impairment

educational setting circumstances

• Medical intervention and monitoring undertaken by the clinic and access to Children with Disability

implement more specialist strategies/interventions

• All staff trained in the use of specialist equipment
• Advice and support on the potential emotional impact of the visual impairment

appropriate resources/materials and the ability to

• Access to key staff trained and able to support and include students with VI in all areas of

Service, Visual Impairment Team as required.

the curriculum, including the preparation of

Partners and resources

• Pupil’s strengths and needs in relation to the student’s VI, curricular skills, social/emotional

development and mobility regularly assessed

• Regular opportunities to practice and use specialist equipment e.g. Brailler

Curriculum and teaching methods

Learning environment and group

• Independence and mobility training

Next Steps: The Provision Agreement Panel PAP)

Terms of Reference

The Provision Agreement Panel (PAP) has been in operation in St. Helens since 2003, it is held at Atlas House approximately every 3 weeks.

The Panel may comprise: Children and Young People’s Services Additional Needs Manager - Chair Educational Psychologist Behaviour Service Manager Inclusion Officer SEN Casework Manager A SENCO, Headteacher or Senior Manager from a primary and/or secondary school A representative from Early Years setting A representative from the Language, Social Communication and Sensory Support Team (LASCS) A Children’s Social Care representative A Health representative

The functions of the Panel

• To consider applications from schools on behalf of individual pupils for Enhanced SEN

Support (ESS) funding. This will involve:

• Scrutinising the graduated approach by the educational setting to the needs of an individual pupil.
• Considering professional advice and reports.
• Recommending whether the application meets criteria for ESS funding on the basis of the severity of need and a lack of progress despite appropriate interventions.
• Considering whether the Authority should initiate an Education, Health and Care needs assessment.
• Recommending the content of a Provision Agreement, which will detail the provision to be made and the expected outcomes.
• Recommending a fair and equitable level of funding for approved applications which is consistent with awards to schools for pupils experiencing comparable difficulties and which takes into account the resources available to the school.
• Recommending a date for review of the ESS funding.
• To consider requests for Education, Health and Care needs assessment from parents/schools/

colleges/the young person/professionals.

Before the Panel Meeting:

• The Additional Needs Administration Service receives submissions and prepares the documentation for panel members, which is circulated ten days before the meeting.
• Inclusion Officers ensure that submissions have been previously discussed at termly Planning and Consultation meetings in schools. Officers will contact a school making an unexpected submission.
• Representatives on the panel have a responsibility to discuss submissions with case workers in their services to ensure that they can present a balanced view on each case.

Before applying for Enhanced SEN Support (ESS) funding

The SEN Code of Practice (2014) sets out how schools should identify, assess and make provision in schools for pupils with additional learning needs. (See “The Graduated Approach to meeting the needs of children and young people with Special Educational Needs and Disability (SEND) In St Helens Local Authority”).

There is an expectation that from its own resources the school will:

• Assess individual need.
• Plan an appropriate curriculum which may be individualised and which sets suitable learning challenges.
• Set targets in SEN Support Plans (previously IEPs) or Provision Maps.
• Identify teaching methods and strategies and consider grouping for teaching purposes.
• Deploy additional resources including staff.
• Seek the advice of Education, Health and Social Care professionals for specialist assessment and advice.
• Monitor the impact of intervention and make adjustments or changes to increase effectiveness.
• Track the progress made by the pupil and carry out appropriate assessments.

Applications to Provision Agreement panel (PAP)

An application for Enhanced SEN Support (ESS) funding should only be made when school can demonstrate that:

• A continuous process of assessment, intervention and review has been in place for the pupil, (plan, do, review cycle).
• School’s resources have been deployed to deliver a succession of graduated interventions, which have been progressively more powerful.
• The pupil has been discussed at the multi-agency consultation meeting on more than one occasion and agreement has been reached that an application should be submitted.
• Specialist assessment and advice has been sought and acted upon.
• Despite appropriate intervention the pupil’s rate of progress is unsatisfactory.
• Appropriate intervention has been identified at a higher cost than school could be expected to fund from its own resources.
• Parent / carers have been informed and involved in their child’s programme of study and intervention / management strategies.

The panel considers, in each case whether:

• Sufficient information has been submitted on which to base a judgement.
• Statements are supported by evidence.
• Intervention has been appropriate.
• The progress made is acceptable/unacceptable
• Professional advice supports the case.
• The plan for how funding will be used is appropriate.

The Panel Chair will ensure that all evidence is analysed thoroughly and that robust conclusions are drawn. The Chair will take responsibility for making decisions based on the recommendations of the panel.

What decision might the panel make?

The panel may recommend:

• That an application for ESS funding is turned down.
• A level of ESS funding, a Provision Agreement and set a date for its review.
• To initiate Education, Health and Care needs assessment under the Children and Families Act 2014.

The panel may also recommend:

• Advice is sought from a named professional / group of professionals.
• Provision by an LA Support Service.
• Referral to a professional / service.
• School meets with parent and/or Inclusion Officer to discuss decision and appropriate plan.

The panel will advise on:

• The level of ESS funding.
• The length of time until the first review.
• The provision to be made by schools with ESS funding.
• The expected outcomes of provision.

The Provision Agreement (PA)

If top-up funding is awarded the panel’s decision will be presented in a Provision Agreement document (see example of Provision Agreement) and sent to school and parents.

The document will:

• Provide clarity for schools and parents about the provision to be made, its purpose and intended outcomes.
• Assist staff in monitoring the effectiveness of provision and reviewing its impact in terms of pupil progress.

School should sign the Provision Agreement and return to the Local Authority to agree to the terms set out in it. The panel should be contacted in writing if it is felt that anything in the Provision Agreement is unreasonable or they need more information on the panel’s decision.

How will funding allocated by the PAP be monitored?

• Termly Planning and Consultation Meetings.
• Local Authority visits/financial monitoring.
• Annual Reviews and associated reports

School’s tracking process to monitor children’s progress.

Provision Agreement

Name: Matthew Middleton D.O.B. 04.04.98

School: Jupiter Primary School

Following Matthew’s referral to the Provision Agreement Panel on 18/06/2009 the Local Authority has decided that Matthew’s needs can be met within school. However, Enhanced SEN Support funding will be allocated to supplement school’s existing resources. Matthew’s needs fall into this category: Communication and Interaction The Local Authority will allocate top up funding to enable: 25 hours support per week to be provided for Matthew up to the end of the Summer Term 2015 The support will focus on:

• developing listening and attention skills
• developing speech and language skills
• promoting social interaction skills
• extending play skills

Review The panel will expect to see an improvement in the areas identified and evidence should be provided to the Local Authority to show this. The school should submit review information to the Local Authority in June 2015 when future funding will be determined.

This Provision Agreement is between St Helens Local Authority and Jupiter Primary School. The funding is conditional on the school making the provision specified in this agreement and will commence when the appropriate appointments have been made. Use of funding will be monitored through termly multi-agency consultation meetings and Inclusion Officer visits. Local Authority signature: ……………………………………………. Date: ……………………… School: …………………………………………………………………. Date: ………………………

Any appeals regarding the allocation of Enhanced SEN Support funding should be made in writing and will be considered at the next appropriate Provision Agreement Panel.

Parental Requests for Education, Health and Care needs assessment

Under the terms of the Children and Families Act (2014) parents can make a request for an Education, Health and Care needs assessment of their child directly to the Local Authority. There is a form parents can complete to do this (Parental Request form – page 56 Guidance for School: Meeting Additional Needs or on the council website). The LA will collect relevant information from the school and professionals and consider the request at the next Provision Agreement Panel. Once a parental request is received, the LA will request information from the child’s educational setting.

The panel may recommend:

• Not to carry out an Education, Health and Care needs assessment, but recommend other assessments, advice, support, training or interventions which school can implement/request.
• To allocate Enhanced SEN Support (ESS) funding and issue a Provision Agreement.
• To initiate an Education, Health and Care needs assessment under the 2014 Children and Families Act.
• Needs can be met from the school’s resources.

A parent can obtain advice and support from the St. Helens Independent Advice Support Service (SHIASS). They can be contacted on the telephone number 01744 673428.

If a parent decides to appeal against the Authority’s decision not to carry out an EHC needs assessment, they must do so within 2 months of the date of receipt of parental letter. It is a parent’s right to request disagreement resolution / mediation and the Local Authority has to provide this independent service. Parents are advised to contact St. Helens Independent Advice Support Service (SHIASS) in the first instance.

The address of the Tribunal is: Tribunal at HM Courts & Tribunals Service, Special Educational Needs & Disability Tribunal, 1st Floor, Darlington Magistrates’ Court, Parkgate, Darlington DL1 1RU. The telephone number is 01325 289350. The e-mail address is sendistqueries@hmcts.gis. gov.uk, and they have a website: www.sendist.gov.uk.

Mediation

Mediation is also a voluntary process for parents and young people, which parents/young people can use if they cannot reach an agreement with ourselves or the CCG, in matters relating to EHC plans. We have a duty to make an independent mediation service available to parents/ young people. It will only cover disagreements parents/young people might have in the following circumstances, where decisions have been made:

• not to carry out an EHC needs assessment or re-assessment of a child / young person
• not to draw up an EHC plan for a child / young person, once they have done an assessment
• not to amend a child’s / young person’s EHC plan after the annual review or re-assessment
• to cease to maintain a child’s / young person’s EHC plan

If we have drawn up an EHC plan for a child / young person, mediation must be available if parents disagree with:

• the parts of the plan which describe a child’s special educational needs
• the special educational provision set out in the plan
• In these circumstances, as well as your legal rights, we will provide you with access to an independent mediation adviser who you will need to contact for information about mediation if you are thinking about appealing to the SEND Tribunal.

Independent Mediatian - Your Family Matters The independent mediation advisory service is called Your Family Matters, and they can help settle such disputes.

The mediators are not employed by the local authority and are completely independent.

Your Family Matters Advantage Business Centre 132-134 Great Ancoats Street Manchester M4 6DE

Telephone: 0161 300 9721 Email: admin@yourfamilymatters.org.uk

Personalised / Individualised Learning - Long term interventions

In addition to Whole School/College Response and SEN Support for Individual and Small Group:

For learners with a need which is long term and does not occur frequently (E.g. severe learning difficulties, severe sensory impairment) with no peers requiring the same intervention, the planning for intervention is personalised and specifically formulated to take account of the unique individual need.

Learners requiring long term interventions with personalised learning may require:

• A Statement of SEN or an Education, Health & Care (EHC) plan which describes

the strategies required to meet needs, some of which may need to be delivered on an individual basis. This will include detailed planning on the use of individual funding and delegated funding, with an agreed joint action plan. Annual review will be required to show tracked progress towards outcomes in the EHC plan.

• A Common Assessment (EHAT) completed in conjunction with parents for a pupil who

has additional needs and requires the support of the team around the child. The lead professional may be a member of the staff.

• An Individual Health Care plan to maintain their health, which is then monitored by

specialist staff.

• Hand over response from health visiting to school nursing for a child with SEND.
• Support available for the management of Long Term Health conditions.

Post 16 Education

In addition to core funding, there is a range of financial support available in post 16 education to support individual students subject to criteria. Examples of these are bursaries, vulnerable students and hardship funds. Each provider will have details of what is available and which students can access the funding. The grids are a relevant reference point for colleges. As a basis the Code of Practice expects that:

Colleges should offer an inclusive approach to learning and teaching, with high quality teaching which is differentiated for individuals. This approach should be embedded in their provision in all subject areas and at all levels, and support the teaching of all students, including those with SEN

Code of Practice 2014 7.4 The Code of Practice also provides examples of the type of support which might be put in place including:-

• assistive technology
• personal care (or access to it)
• specialist tuition
• note takers or interpreters
• one to one and small group teaching
• habitation or travel training
• accessible information such as symbol based materials
• access to therapies (e.g. speech and language therapy) Contact Centre Wesley House Corporation Street St.Helens WA10 1HF Tel: 01744 676789 Minicom: 01744 671671 ➜ www.sthelens.gov.uk/contactus Please contact us to request translation of Council information into Braille, audio tape or a foreign language.

1600541R thedesignstudio@sthelens.gov.uk