The SEND Handbook (Bolton)

The SEND Handbook

December 2020

(Updated September 2024)

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Contents:

Inclusion Statement: …………………………………………………………………………………….… 3

Legislation: …………………………………………………………………………………………………… 6

Statutory Guidance for Looked After Children/Previously Looked After Children with SEN: …… 11

Early Help Process: ………………………………………………………………………………………….… 14

Identification of SEND in Bolton: ……………………………………………………………….…………… 15

Quality First Teaching: …………………………………………………………………………..………….… 35

Bolton SEN Support Offer: ………………………………………………………………………….………… 36

SEN Matrix:

- Cognition and Learning: ……………………………………………………………………….……….. 82

- Independent Learning: ……………………………………………………………………….…………. 102

- Phonology Assessment Scores: ……………………………………………………….…………… 103

- Expressive and Receptive Language Assessment Scores: ….……………….………..……..…. 104

- Self Help: ………………………………………………………………………………………………..… 116

- Physical / Medical Difficulties: ………………………………………………………….………….….. 117

- Social, Communication & Interaction Difficulties: ……………….………………………….…… 118

- Social, Emotional and Mental Health Difficulties: ……………….……………………..……….….. 121 Early Years Inclusion Funding (EYIF)/Disability Access Fund (DAF): ..……………………….…..… 124

EHC Plans:

- Education, Health & Care Assessment Framework: ………………………………….……….……. 126 - Education, Health & Care Needs Assessment/Application: ………………………..……..…..….. 127

- Parental/Young Person Request for EHCP: ……………………….……………………….… …… 149

- Annual Reviews: ……………………………………………………………..……………………………. 151

- Criteria for Ceasing an EHCP: ……………………………………………………….…………….…… 175

Panel and Specialist Provisions:

- SEND Panel Information: …..…………………………………………..……………………….…..…… 181

• - Admission Criteria for Bolton Special Schools and Resourced Provisions: ……….…… 183

- School Special Educational Needs (SEN) Information Report: ………….……………………….. 189

Useful Contacts/Service Information:

- SEN Directory: ……………………..………………………………………………………………..…… 195

- SEND Support Service Profile: ……………………………………………………………………..… 198

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Inclusion Statement

Partners across Bolton is committed to all our citizens being active, connected and prosperous – and this starts from the earliest years.

Bolton Council are committed to inclusion. We have high ambitions for all of our children and young people no matter what their circumstances and want them to thrive in every aspect of their life. This means that they are supported and empowered to achieve academically and socially to the best of their ability, and to have voice and influence in their lives and community. We want to ensure that they truly feel that they belong in Bolton.

We believe that every child, regardless of their needs, should be welcome in their local mainstream school or setting. This therefore should be the starting point of all discussions with families regarding early years’ provision and school placements. Should the child or young person have additional needs, the school SENCO will be best placed to determine, with the child and family, how these will be met, drawing upon the SEND and other agency support services available within Bolton as necessary. This will require a collective effort to understand and remove any barriers to learning that exist so that we can equip children with the skills, knowledge and confidence to enable them to achieve and to move on to the next phase of learning and life with success.

The 2014 ‘The Children and Families Act’ brought a clear expectation that most pupils with SEND would be taught in a mainstream school, and that every teacher is a teacher of SEND. More recently the Ofsted Education inspection framework has been updated to reflect a stronger focus on inclusion within school inspections (Ofsted Education inspection framework: equality, diversity and inclusion statement May 2019). This framework emphasises equal access to high-quality education for all learners. These criteria make clear how important it is that high-quality education is available to all learners. This means that Ofsted will consider whether education providers offer inclusive education, for example:

• whether schools and early years providers are inclusive of children with SEND
• whether schools are removing some children from their rolls solely to improve published outcomes
• whether colleges and other further education providers are doing all they can to ensure that all learners are able to complete their courses
• whether the curriculum available for the most disadvantaged learners is ambitious and meets their needs.

In July 2018 the Association of Directors of Children’s Services (ADCS) developed a vision for an inclusive learning and high performing educational system. This document reminds us that ‘Local Authorities have a legal responsibility to champion the needs of the most vulnerable children and young people to promote educational excellence and ensure fair access to school places for all learners.’ ADCS members also believe that we all must ‘strive for an inclusive education system that enables all children, whatever their ability, background or faith to realise their ambitions, providing learners with greater opportunities to learn from, and relate to, their peers.’

For the relatively small percentage of children and young people whose needs are so complex that mainstream schools and settings struggle to meet them, it is vital that planning for specialist or alternative provision is person-centred and outcomes focussed, always aiming to maximise inclusion in universal settings and services where and when possible and appropriate.

The information contained within this SEND handbook is aimed at supporting everyone across the system to work together to ensure that children and young people have the best start in life and can be supported to live happy and successful lives. Working together with families in Bolton across Early Years, Early Help, Schools, Inclusion, SEND and Social Care and health we can make a difference.

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Let’s get excited about making every child believe they “belong in Bolton” and that our collective ambition as part of the Bolton family at every level from Executive Cabinet Member for Children’s Services to Senior Leaders across all sectors and frontline staff and most importantly children, families and carers is to deliver on that and turn it into a reality!

Thank you all for all the work you do for children in Bolton.

Councillor Anne Galloway

Executive Cabinet Member for Children’s Services

Bernie Brown

Director of Children’s Services

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National Special Educational Needs and Disabilities Legislation and Guidance There is a range of legislation that governs work in the area of SEND. Below is a brief summary of the key legislation as of December 2020 along with links should you wish to access further information about key aspects of legislation.

Children and Families Act (2014)

The Children and Families Act 2014 obtained royal assent and became law on 13 March 2014. This is a landmark and wide-ranging Act designed to fully reform services for vulnerable children by giving them greater protection, paying special attention to those with additional needs, and also helping parents and the family as a whole. There are nine important parts to the Act, each of which made substantial changes and new provisions to various areas of child welfare and family law. The 9 sections include; adoption, family justice, SEND, childcare, child welfare, the children’s commissioner and working rights to leave and pay. Part 3 of the Children and Families Act relates to Children and young people with special educational needs (SEN) and disabilities. The major changes introduced in this Act include:

A new Education, Health and Care (EHC) Plan based on a single assessment process will replace special education statements. EHC plans are documents that support children, young people and their families from birth to 25.

The commissioning and planning of services for children, young people and families is now run jointly by health services and local authorities as a result of the Act.

Extends the rights to a personal budget for the support to children, young people and families.

Local services available to children and families must be made available in a clear, easy to read manner.

Local authorities must involve families and children in discussions and decisions relating to their care and education; and provide impartial advice, support and mediation services. For more information relating to the Children and Families Act please refer to:

The actual Act: http://www.legislation.gov.uk/ukpga/2014/6/pdfs/ukpga_20140006_en.pdf and http://www.legislation.gov.uk/ukpga/2014/6/contents/enacted

An overview of the Act from Contact: https://contact.org.uk/media/779043/introduction_to_the_children_and_families_act_2014.pdf

A summary of the Act from the Council for Disabled Children: https://councilfordisabledchildren.org.uk/sites/default/files/uploads/files/ChildrenAndFamiliesActBri ef.pdf SEND Code of Practice (2015)

The law detailed in the Children and Families Act is set out and expanded upon in the SEN and Disability Code of Practice. The Code of Practice provides much more detail on the legal framework relating to special educational needs and disabilities. Wherever in the Code it says an LA, school or college must do something, then it is referring to compulsory obligations which are set out in the Children and Families Act or the Special Educational Needs and Disability Regulations 2014. Wherever the Code says an LA or other entity should do something, this is statutory guidance.

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The aims of the SEND Code of Practice include:

Children’s SEN being picked up early and support routinely being put in place quickly;

Staff having the knowledge, understanding and skills to provide the right support for children and young people who have SEN or are disabled;

Parents knowing what they can reasonably expect their local school, college, LA & local services to provide, without having to fight for it;

Aspirations for children and young people being raised through an increased focus on life outcomes, including employment;

An integrated assessment and a single Education, Health and Care Plan for children and young people with more complex needs from birth to 25; and

Greater control for parents and young people over the services they and their family use. For Early Years settings, schools and colleges, key points include:

Schools/settings having to support children and young people with SEN via ‘SEN Support’ and the use of a graduated approach; an assess, plan, do, review cycle

Schools/settings having to produce and publish online a School SEN Information Report

Schools/settings needing to inform parents when pupils receive SEN support, involving them in planning and reviews of progress and meeting with them at least 3 times each year

Settings, schools and colleges having to admit a child/young person, where the school/college is named in an EHC plan

Schools having to appoint a suitably qualified or experienced member of staff as SENCO (National Award)

Early Years settings, schools and colleges needing to develop processes and procedures for ensuring children, young people and parents are engaged in decision making and planning For more information relating to the SEND Code of Practice please refer to:

SEND Code of Practice 2015: https://www.gov.uk/government/publications/send-code-of-practice- 0-to-25

The Special Educational Needs and Disability Regulations 2014 - these are the main set of Regulations underpinning the Act): http://www.legislation.gov.uk/uksi/2014/1530/contents/made

The Special Educational Needs (Personal Budgets) Regulations 2014: Regulations about personal budgets and direct payments: https://nasen.org.uk/resources/send-code-practice-0-25-years - this is a summary of the Code of Practice

Equality Act 2010

The Equality Act merges 116 pieces of legislation into one single Act that protects individuals from unfair treatment and discrimination based on many different grounds such as race, sex, religion, disability, etc. This Act also brings in stronger protection against discrimination on grounds of disability:

• A broader test of what ‘disability’ means (A person is disabled under the Equality Act 2010 if they

have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on their ability to do normal daily activities).

• Protection from ‘indirect discrimination’
• Protection from unjustified ‘discrimination arising from a disability’
• Employers, and providers of goods or services must make reasonable adjustments to accommodate for any substantial disadvantages to disabled people wanting to participate

It is against the law for schools and other educational providers to discriminate against children and young people with disabilities on the basis of their disability. Educational providers should not deny admission to a child or young person on the ground of their disability. Instead, educational providers should try to accommodate for the disability through the provision of support and adaptations.

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For more information relating to the Equality Act please refer to:

https://www.legislation.gov.uk/ukpga/2010/15/contents - this is the Act

https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools - this is specific DfE advice for schools

https://www.gov.uk/definition-of-disability-under-equality-act-2010 - this details the definition of disability under the Equality Act

https://councilfordisabledchildren.org.uk/sites/default/files/uploads/files/equality-act- schools_online.pdf - this is a detailed summary of the implications of the Equality Act for schools

SEN Funding Reforms (2013)

The School Funding Reforms (2013) details how funding is provided to children with Special Educational Needs.

The Government’s view is that the first £6,000 of additional funding (above and beyond the average educational funding per child of £4,000) should be met by schools/settings from the schools block of the dedicated schools grant.

Where the value of a child/young person’s additional needs is greater than £6,000, then the child/young person is classified as having “High Needs” and any further funding will be provided from the High Needs Block of DSG, based upon the assessed need via an Education, Health and Care Needs Assessment.

In summary, the funding is as follows: Place funding (relating to education provision), average of £4,000 Funding from schools block Place plus (costs of additional needs – SEN Support): £6,000 Funding from schools block Top Up/High Needs funding, based on assessed need detailed in an EHCP Funding from High Needs Block 8 Last Updated September 2024 The responsibility for the High Needs block lies with the local authority, who will work with schools to determine the correct level of top up funding for each child.

£4k + £6k = >£10k

Matrix based assessment of need

High Needs

All Pupils

High Incidence

Funding

Low Cost SEN

School’s Assessment and Tracking System

Provision

Partnership/Panel Overview Mapping

Mapping

Exclusions and children with SEND

The Department for Education has published statutory guidance on exclusions. This can be found at https://www.gov.uk/government/publications/school-exclusion. This guidance is clear that early intervention to address any underlying causes of disruptive behaviour should include an assessment of whether appropriate provision is in place to support any SEN or disability that a pupil may have (please refer to the 6 principles of nurture detailed on page 57). The head teacher should also consider the use of a multi-agency assessment for a pupil who demonstrates persistent disruptive behaviour. Such assessments may pick up unidentified SEN, but the scope of the assessment could go further, for example, by seeking to identify mental health or family problems. This statutory guidance contains information relating to the exclusion of pupils with an Education, Health and Care Plan (EHC plan) and looked after children. As well as having disproportionately high rates of exclusion, there are certain groups of pupils with additional needs who are particularly vulnerable to the impacts of exclusion. This includes pupils with EHC plans and looked after children. The guidance states that Headteachers should, as far as possible, avoid permanently excluding any pupil with an EHC plan or a looked after child. Where a school has concerns about the behaviour, or risk of exclusion, of a child with additional needs, a pupil with an EHC plan or a looked after child, it should, in partnership with others (including the local authority as necessary), consider what additional support or alternative placement may be required. This should involve assessing the suitability of provision for a pupil’s SEN and reviewing the Early Help Assessment. Where a pupil has an EHC plan, schools should request an early annual review or interim/emergency review. Medical conditions

The Department for Education has published detailed statutory guidance detailing how schools should support children with medical conditions. This can be found at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3

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The key points of this guidance include:

Pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and PE.

Governing bodies must ensure that arrangements are in place in school to support pupils with medical conditions.

Governing bodies should ensure that school leaders consult with health and social care professionals, pupils and parents to ensure that the needs of children with medical conditions are properly understood and effectively supported. This guidance also outlines the need for a school policy for supporting pupils with medical conditions, the need for, and details about, how to develop individual health care plans, varying roles and responsibilities across school, health and local authorities and details how medications should be managed on school premises.

Please also refer to the Bolton Council policy for access to education for school age children and young people with medical needs. This policy sets out the core duties of governing bodies and schools, the local authority and health services and also sets out the local offer for children and young people with medical needs in Bolton. This policy also has a model Individual Health Care Plan along with details of how to make a referral to the multi-agency medical panel.

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Statutory Guidance for Looked After Children (LAC) and previously Looked After Children – Local Authorities Special educational needs (SEN) Looked-after children and previously looked-after children are significantly more likely to have SEN than their peers. Of those with SEN, a significant proportion will have Education, Health and Care Plans (EHC plans). In these circumstances the Virtual School Head (VSH) should ensure that:

the special educational needs and disability (SEND) code of practice 0 to 25 years, as it relates to looked-after children, is followed;

for looked-after children, that their EHC plan works in harmony with their care plan and PEP to tell a coherent and comprehensive story of how the child’s needs are being met. Professionals should consider how the statement/EHC plan adds to information about how education, health and care needs will be met without unnecessarily duplicating information already in the child’s care plan. Equally, the child's care plan should be fed into the care assessment section of the EHC plan; and

any special educational support provided by schools for looked-after children with SEN but who do not need an EHC plan, is looked at as part of the child’s PEP and care plan reviews, involving Special Educational Needs Co-ordinators (SENCOs) where necessary.

Some children may have undiagnosed special needs when they start to be looked after. As part of the PEP process, there should be robust arrangements in place to ensure that any undiagnosed SEN are addressed through the SEND framework as soon as possible.

For previously looked-after children, the SENCO, class teacher, designated teacher and the specialists should involve parents when considering interventions to support their child’s progress. They should agree the outcomes to be achieved through SEND support, including a date by which progress will be reviewed. VSHs may be invited to comment on proposed SEND provision.

Section 19 of the Children’s and Families Act 2014 is clear that when supporting young people with SEN, the authority must have regard to the need to support and help them to achieve the best possible educational and other outcomes. For children and young people in or beyond Year 9 (aged 13-14) with EHC plans, local authorities have a legal duty to include provision to assist in preparing for adulthood in the EHC plan review. There are four preparing for adulthood strands that should be considered; employment, independent living, participation in society/community inclusion and health. In line with these duties and the corporate parenting principles, the VSH should encourage high aspirations for children, focussing on their strengths and capabilities and the outcomes they want to achieve. Statutory guidance for Looked After and previously Looked After Children – designated teachers For children who are LAC, the SENCO and designated teacher should work closely together in order to ensure that the needs of the child are identified and met in a timely and appropriate manner. As such the following should be considered:

How does the school ensure prompt identification of SEN of looked-after and previously looked-after children?

Are carers of looked-after children informed that the child has SEN and that they can get help from the Information, Advice and Support Services?

• How are carers/social workers involved in assessments and reviews?
• How are young people involved in reviews and target setting?

Is the level of support given to looked-after children with SEN sufficient and meeting their needs considering their status?

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• Is the SENCO (where appropriate) involved in PEP, care and, if applicable, EHC plan reviews?
• Are there particular staff training needs in connection with meeting the needs of looked-after and previously looked-after children?

LAC Statutory Care Plan Reviews, Personal Education Plan (PEP) reviews and EHCP reviews Many looked-after and previously looked-after children have suffered disrupted learning, may have missed extended periods of school, and many of them have special educational needs (SEN). The gaps in their learning and, in many cases the emotional impact of their experiences, are likely to have become significant barriers to their progress.

National attainment data for looked-after and previously looked-after children shows that they do not perform as well at Key Stage 2 and Key Stage 4 when compared to non-looked-after children.

All looked-after children must have a care plan. This is drawn up and reviewed by the local authority responsible for the child. It should identify intended outcomes and objectives for the child and provide the framework to work with the child and carers in relation to their emotional and behavioural development, identity, relationships and self-care skills. The care plan must also include a health plan and a PEP.

The PEP is a record of the child’s education and training. It should describe what needs to happen for a looked-after child to help them fulfil their potential and reflect, but not duplicate, any existing plans such as EHC plans. The PEP should reflect the importance of a personalised approach to learning that meets the child’s identified educational needs, raises aspirations and builds life chances.

LAC Statutory Care Plan reviews Must take place every 6 months, the PEP document is a ‘living and working’ document to be updated each term at the PEP meeting. Annual Reviews of the EHCP take place every 12 months and ideally should coincide with one of the PEP reviews.

Please note that, whilst a PEP may highlight difficulties a LAC is having making progress in school or may even start to discuss whether a particular school is the correct placement, changes to an EHCP can only happen by following the Annual Review of an EHCP process.

School exclusions The past experiences of looked after and previously looked after children can impact on their behaviour. It is important to remember this when considering how best to support the child or young person with their learning and the design and application of school’s behaviour policies. It is also important to ensure that those supporting looked after and previously looked after children are aware of, and/or able to access training relating to, attachment difficulties/disorders in order to ensure a full understanding of the child’s needs. Please refer to the social, emotional and mental health resources and on-line training information on pages 63 and 64. Local authorities and schools must have regard to the Department’s statutory guidance Exclusions from maintained schools, academies and pupil referral units in England. In line with that guidance, head teachers should, as far as possible, avoid excluding any looked-after child. VSH should build relationships with Governing bodies, head teachers and designated teachers to support this. VSHs should ensure that carers and social workers know where to seek advice about their role and responsibilities regarding exclusions. Where a school has concerns about a looked-after child’s behaviour, the VSH should be informed at the earliest opportunity so they can help the school decide how to support the child to improve their behaviour and avoid exclusion being necessary. VSHs should be proactive in building relationships with head teachers, designated teachers, school’s pastoral and behaviour leads, the special educational needs co- ordinator (SENCO) and carers to enable this.

Where a child is at risk of or has been given a fixed-term or permanent exclusion, the VSH, working with others, should:

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Consider what additional assessment and support (such as additional help for the classroom teacher or one-to-one therapeutic work) needs to be put in place to help the school address the causes of the child’s behaviour and prevent the need for exclusion. The Department for Education’s advice for school staff on mental health and behaviour in schools may be helpful; and

Make any additional arrangements to support the child’s on-going education in the event of an exclusion. Where a child has been permanently excluded, this will include rapidly securing new educational provision in line with the child’s needs and PEP.

Where a school has concerns about the behaviour of a previously looked-after child which could result in the child being excluded from school, the child’s parents or the school’s designated teacher, following discussions with the child’s parents, may seek the advice of the VSH on strategies to support the child to avoid exclusion.

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Early Help Process

Early Help means providing support as soon as a problem emerges, at any point in a child’s life. For this to be effective, all agencies are required to work together to:

• Identify children and families who would benefit from support early
• Undertake an assessment of need
• Provide services to address those needs

This might mean when a child:

Is disabled and has specific additional needs

Has special educational needs (whether or not they have an Education, Health and Care Plan)

Is a young carer

Is showing signs of being drawn into anti-social or criminal behaviour, including gang involvement and association with organised crime groups

Is frequently missing/goes missing from care or from home

Is at risk of modern slavery, trafficking or exploitation

Is at risk of being radicalised or exploited

Is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse, adult mental health issues and domestic abuse

Is misusing drugs or alcohol themselves

Has returned home to their family from care

Is a privately fostered child

All schools are responsible for using standard ways of working with families to identify the right support that can be delivered quickly to prevent things from getting worse. They have a responsibility to share information, work together and co-ordinate action plans.

The Early Help process is central to the early identification of SEND and to the co-ordination of support for children and young people with SEND. This is the process through which SEN Support should be co- ordinated. In addition, if during a review of an Early Help Assessment following an assess, plan, do, review cycle further specialist assessment is needed for example a referral to BSCIP or a support service such as Educational Psychology, Woodbridge SEND Service or Behaviour Support this can be made using an Early Help Assessment.

Upto 31st December 2020: The Integrated Working Team provides advice, support, guidance documents and training on Early Help processes. They can be contacted on telephone: 01204 331392 or Email: boltonISA@bolton.gov.uk.

From 1st January 2021, the Early Help Access Point will offer support to practitioners, providing information, advice and guidance, pathway navigation support and resource directory services. Details of how to contact the Access Point will be included in the link below from 1st January 2021.

For further information, and helpful resources, relating to the Early Help process in Bolton please refer to: https://www.boltonsafeguardingchildren.org.uk/early-help-working-together.

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Identification of SEND in Bolton

Feedback from both SENCos and parents is that more detailed guidance relating to the accurate identification of SEND in Bolton would be helpful. In addition to this valuable feedback, analysis of data indicates that the identification of different types of special educational needs in Bolton differs to elsewhere in the country suggesting that we are currently over identifying some types of needs (particularly MLD) and under identifying other types of needs (particularly SpLD and ASD). This is detailed in the table below:

Categorisation of need The guide below provides a quick reminder in terms of the descriptors of different needs. If you are in any doubt please discuss individual children with either the Woodbridge SEND Service or the Educational Psychology Service.

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If you are a SENCO please make sure that you regularly cross reference the information on SIMS with your SEN register to make sure that SIMS is accurate. You should also be involved in checking the school census data return for SEND in your school. This is extremely important as it is used to give a national picture of SEND as well as a local picture (as above) and so we need to ensure that the data returned in relation to SEND in Bolton is accurate. The overall process for the identification of SEND in Bolton, starting pre-birth, is detailed in the flow chart on the next page. This is followed by some guidance for SENCOs and class teachers including a description of each area of need, characteristics to look out for when identifying needs and how teachers can make their classroom environments ‘SEN Friendly’ in response to different needs.

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Identification of SEND in Bolton

Maternity surveillance & Starting Together programme

Birth

PRE-

(start of the 8 stage assessment process including pre-birth Midwifery Health and Social Assessment) Referral to sensory support if appropriate At birth: APGAR score, Newborn hearing screening and vision screening New birth visit after 10-14 days by the Health Visitor Referral to Team Around the Child/8 stage assessment model suite of interventions if appropriate ASQ3 completed at 3 months with the parent. Early Help Assessment completed if appropriate ASQ3 &Se completed at 9 months with Health Visitor

3 Months – 2 Years

Early Help Assessment completed if appropriate 2 year progress check carried out by Health Visitor & EY practitioner Early Help Assessment completed if appropriate Application for Inclusion Funding or a place in an Early Years High Needs Base or an EHCP needs assessment Assess, plan, do, review cycle as per the Code of Practice, led by the setting and supported by external

2 Years - Reception

agencies e.g. Start Well, Woodbridge SEND Service, Educational Psychology etc. All co-ordinated via the Early Help process Baseline assessment on entry to Reception & Foundation Stage Profile at the end of Reception The Bolton Assess, Plan, Do, Review Process is used by settings to ensure consistency regarding the assessments, processes, interventions and provision offered to children with SEN/D In school tracking of progress through school based assessments Early Help Assessment used to involve CYP and parents in the assessment process, identify needs, review progress/provision, refer to appropriate support services and co-ordinate support through a lead professional.

SEND matrix used to determine whether to refer a CYP for an EHC Needs Assessment

5 – 25 Years

Dys

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Helpful questions for discussions with parents/carers in order to jointly identify a child’s needs General

What is your child good at/what are their strengths?

What is working well at the moment?

What could be going better?

Do you have any concerns about your child’s development?

What can we work on together?

What is important for us to talk about today that will help me to appreciate your circumstances and to learn about your child, their strengths, their needs and your hopes/priorities? General Health/Physical Development:

Is the child under/have they ever been under a paediatrician?

Are there any known medical conditions?

Were there any complications at birth?

Did the child meet their early developmental milestones e.g. crawling, walking, talking etc?

Are there any issues with toileting, feeding, sleeping, drinking?

Are there any known hearing or visual impairments or do you have any concerns about these?

Are there any issues with fine gross motor skills, body awareness and balance, are they under/over active?

Are Occupational Therapy or Physiotherapy involved, or have they ever been involved? Speech and Language

Was the child late to begin to talk?

Can the child communicate effectively with others/is their speech intelligible?

Is there a Speech Therapy programme in place in school or have Speech and Language Therapy ever been involved?

What is the child’s preferred communication style?

What non-verbal strategies does the child use to communicate?

Is the child able to understand what is said to them without the use of context, routine or visuals? Social and interaction skills

• What are the child’s relationships like with adults and peers?
• How does the child play/socialise with other children e.g. are they able to share and take turns?
• Can the child initiate interactions and do they want to?
• Does the child have any particular special interests?

Behaviour/emotions

• How do they express their emotions or how aware of their emotions are they?
• Are they able to self-regulate their emotions?
• Are there any diagnosis or medical issues that may affect behaviours (including medication)?
• Are there any indicators of low self-esteem / self-image or any difficulties with early life experiences?

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Learning

• Is the child making progress?
• Is the chid able to remember what they have been taught?
• Is the child able to generalise skills to other contexts?
• What tasks is the child able to complete independently?
• Does the child ask for help when needed?

Social Wellbeing

What is important to the child?

What does the child do outside of school? Do they see friends, attend groups, clubs or activities? What are their hobbies or interests? Where do they go to do these things? Do they face any challenges or barriers accessing these activities?

In their day to day lives, what is going well for the child and their family?

What support do they receive from family, friends, community members and other professionals?

What do the child and family find difficult, challenging or stressful? What is not working well?

Is the child safe at home and in the community? Do they feel safe?

Has the family had any previous social care assessments or involvement?

Does the family know how to access Local Offer and Family Information Services?

End to the meeting

• Agree joint priorities for work.
• Agree clear outcomes to be achieved.
• Agree what the school/setting will do and what parents can do to support.
• Arrange a date to review the plan that has been developed.

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Identification of Dyslexia

Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.

Dyslexia occurs across the range of intellectual abilities and it is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.

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Features of a Dyslexia Friendly School/Classroom

• The use of multi-sensory teaching approaches.
• Giving pupils adequate thinking time before expecting a response.

Use of alternative means of recording for example mind maps, ICT, verbal responses, diagrams etc.

Use of effective differentiation.

• All pupils are able to see the board easily.
• All students have space to write comfortably.
• Use of a pastel background on the whiteboard to avoid glare.
• Use of colourful visuals and large font used to highlight keywords.
• Staff CPD focusing on dyslexia so that staff are aware of the signs of dyslexia and how to support

pupils with dyslexia.

• Parental involvement in planning, learning and decision making.
• Screening programmes and early intervention programmes in place.

Use of the Bolton Dyslexia pathways to plan for children experiencing literacy difficulties and track response to interventions and progress.

Marking is based on knowledge rather than the presentation of work/spellings etc.

• Effective use of ICT to support pupils.

Use handouts/date stamps etc to avoid pupils with dyslexia having to copy large amounts of writing from the board.

Chunking instructions and tasks to reduce the reliance placed on working memory.

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What is Dyscalculia: What to look out for

Dyscalculia is a learning difficulty affecting the normal acquisition of arithmetic skills / age appropriate numeracy skills.

Dyscalculia occurs across the range of intellectual abilities and it is best thought of as a continuum, not a distinct category, with no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, concentration and personal organisation, but these are not, by themselves, markers of dyscalculia.

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What makes a Dyscalculia friendly School/Classroom

• The use of multi-sensory visual approaches to the teaching of number e.g. Numicon.

Use of concrete materials and practical activities e.g. Cuisenaire rods, base 10 numerals and the Invicta Balance.

Chunking instructions and tasks to reduce the reliance placed on working memory.

• Giving pupils adequate thinking time before expecting a response.
• Use of effective differentiation.

Use handouts/date stamps etc. to avoid pupils with dyscalculia having to copy large amounts of information from the board.

Use of visual aids to help recall information when needed e.g. a table of addition facts to 20, multiplication facts or visual representation of number bonds to 10.

Use of squared/graph paper to help keep columns and numbers straight.

Use of mind maps to support the pupil to understand how their learning links together so that they are better able to build on previous learning.

Teach more than one way to solve mathematical operations.

Try to understand the pupil’s errors and ask them to explain verbally how they arrived at a particular solution.

Provide examples and try to relate problems to real-life situations.

Directly teach the language of mathematics.

In the early stages of teaching new mathematical skills ensure that mathematical problems are free of large numbers and unnecessary calculations.

Opportunities for the overlearning and repeated practise of basic maths skills throughout the day.

Opportunities to practice subitising/recognising differing quantities (presented in the form of arrangements of dots such as those seen on dominoes and dice).

Practice at counting in different quantities from differing start points both forwards and backwards.

Make use of mnemonics and visual prompt cards to assist pupils in memorising rules, formulae and tables.

Allow pupils to use computers and calculators especially to self-correct.

• Parental involvement in planning, learning and decision making.
• Marking is based on knowledge rather than presentation of work etc.
• Effective use of ICT to support pupils.

Use of the Bolton Dyscalculia pathway to plan for children experiencing numeracy difficulties and track response to interventions and progress.

Staff CPD focusing on dyscalculia so that staff are aware of the signs of dyscalculia.

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What is Dyspraxia: What to look out for

Dyspraxia is a common difficulty affecting fine and gross motor-coordination.

Dyspraxia is also known as Developmental Coordination Disorder (DCD) and is a condition affecting physical co-ordination. It causes a child to perform less well than expected in daily activities for their age and appear to move clumsily.

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What makes a Dyspraxia friendly School/Classroom

• Break each task into small sections to be mastered one by one.
• Use of pencil grips, writing lines and templates.
• Provide a sloping board to lean on or non-slip mat to hold paper/books still.
• Consider alternative methods of recording – ICT, word processors, Dictaphones or a scribe.
• Use of special equipment the pupil finds helpful e.g. looped scissors.
• Position pupil away from busy routes in the classroom.
• Allow pupil extra time to complete work, with motor-breaks when needed.
• Allow pupil to pack up their equipment a bit early.
• Allow pupil to leave lessons early to avoid crowded corridors.
• The use of multi-sensory teaching approaches.
• Giving pupils adequate thinking time before expecting a response.
• Use of effective differentiation.
• Ensure there is adequate space for the pupil to write comfortably.
• Use of colourful visuals and large font used to highlight keywords.
• Staff CPD focusing on dyspraxia so that staff are aware of the signs of dyspraxia.
• Parental involvement in planning, learning and decision making.

Referral to Occupational Therapy for further exploration of the pupil’s fine and gross motor skills and coordination.

Ensure marking is based on knowledge rather than presentation of work/spellings etc.

• Effective use of ICT to support pupils.

Use handouts/date stamps etc. to avoid pupils with dyspraxia having to copy large amounts of wiring from the board.

• Chunking instructions and tasks to reduce the reliance placed on working memory.
• Suggest loose fit clothing that is easy to put on / easy to take off and Velcro fastenings.

Use of non-slip mats underneath a plate and/or chunky handled cutlery that is easier to hold and manipulate.

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What are Moderate Learning Difficulties: What to look out for Pupils with Moderate Learning Difficulties (MLD) will have attainments well below the expected levels in all or most areas of the curriculum, despite appropriate interventions. Pupils will have much greater difficulty than their peers in acquiring basic literacy and numeracy skills and in understanding concepts. They may also have associated speech and language delay, low self-esteem, low levels of concentration and underdeveloped social skills.

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What makes a Moderate Learning Difficulty friendly School/Classroom

• Carefully planned and differentiated work, broken down into small manageable tasks.

Regular reinforcement of skills/knowledge to be mastered and the opportunity to practice and apply skills in everyday situations.

Checking understanding at every stage.

• Demonstrating how to do things rather than just explaining them.
• Providing plenty of opportunities for multisensory, practical learning.
• Working on tasks in short, frequent bursts.
• Use of ICT to support learning, where applicable.
• Use of mind maps or other visual representations to identify what pupils already know/have learnt.
• Displaying key words on the wall, with pictures and/or symbols for pupils to refer to.

Visual support systems such as visual timetables, targets on the desk, targets shown on the whiteboard, prompt cards (for example a card, with a picture, to remind a child to listen for their name) and photos could be used.

A classroom environment that is not too cluttered and where equipment is clearly labelled.

• Careful seating arrangements that allow a child to be near to the front and facing the teacher.

Strategies to ensure a child is paying attention for example the teacher says their name before giving an instruction.

Consistent vocabulary is used, where the same word is used all the time when teaching new subjects (for example take away is used, but not minus or subtract) and understanding is checked where necessary.

Ensuring learning objectives are realistic for every lesson, and that success is achievable. This might mean that a child works on appropriately differentiated work, at the right level for them, with or without some extra support from a teaching assistant.

Additional resources are available if needed, for example IT software, alternative recording sheets with less information or where less writing is needed, work planning sheets etc.

Staff CPD focussing on supporting learners with moderate learning difficulties.

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Identification of Speech, Language and Communication Difficulties

Speech, language and communication difficulties refer to problems in communication and related areas such as oral motor function. These difficulties include simple sound substitutions, difficulties using language appropriately, the inability to understand or use language and the oral-motor mechanism for functional speech and feeding.

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Features of a Speech and Language friendly School/Classroom

Visual support systems such as visual timetables, targets on the desk, targets shown on the whiteboard, prompt cards (for example a card, with a picture, to remind a child to listen for their name) and photos are used.

A classroom environment that is not too cluttered and where equipment is clearly labelled.

Teaching that incorporates the use of visual and tactile approaches including the use of real objects, practical activities, pictures and video.

Staff using non-verbal communication to support what they are saying, for example gesture, pointing – or maybe signing.

Careful seating arrangements that allow a child with SLCN to be near to the front, and facing the teacher, for example tables placed in a horseshoe shape or tables that can be easily moved around.

Children given time to respond to allow time for thinking. Time for planning work is also allocated before children are required to begin writing, for example in literacy children are given extra time to think about the key things to include in a story such as the main characters / what is going to happen, etc.

Strategies are used to ensure a child is paying attention for example the teacher says their name before giving an instruction.

Language is not too complicated and instructions are short and repeated when needed.

Consistent vocabulary is used, where the same word is used all the time when teaching new subjects (for example take away is used, but not minus or subtract) and understanding is checked where necessary.

Opportunities for a child to work at their own level, following their own task or targets if needed. This might mean that a child works on slightly different work, at the right level for them, with some extra support from a teaching assistant.

Additional resources are available if needed, for example IT software, alternative recording sheets with less information or where less writing is needed, work planning sheets.

School staff will have accessed ELKLAN training.

Classroom staff will be aware of speech and language therapy (SALT) goals and targets and incorporate these into lessons wherever possible.

Pre-teaching of vocabulary.

• Interactive displays are used to support communication.
• Opportunities for pupils to have structured conversations with both adults and their peers.
• Staff CPD focussing on speech, language and communication needs.

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What is an Autism Spectrum Disorder: What to look out for Autism Spectrum Disorder (ASD) is a lifelong, developmental condition that affects how a person communicates with, and relates to, other people and how they experience the world around them. Difficulties usually centre around social interaction, social communication and limited interests. Co-occurring difficulties may be seen in aspects of language, concentration and sensory processing.

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Attention and Listening Poor response to their name being called. Often require physical/verbal prompts to gain their attention. Often require physical/verbal guidance to start a task and remain on task. Highly distractible by environmental stimuli e.g. sound/movement. May show patterns of self-distraction in tasks not of their own choosing. May not offer visual attention to tasks/objects/people. May not respond to instructions in a small group setting that they are able to respond to in a one-to-one situation.

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What makes an ASD friendly School/Classroom

Clear and consistent routines, expectations and boundaries.

Prepare the pupil for any changes to their routine.

Give verbal warnings that an activity is about to end.

Use of visual supports and approaches to help the pupil to better understand the routine and the school day, this can include approaches such as ‘Now and Next’.

Simplified language where needed with instructions being repeated for those who need it with the use of visual cues, symbols or pictures alongside words to make instructions easier to follow.

Avoid the use of non-literal language during lessons (sarcasm, metaphors or idioms).

Staff using non-verbal communication to support what they are saying, for example gesture, pointing – or maybe signing.

Consideration of ways to incorporate the pupil’s interests into lessons.

Give children time to respond to allow time for thinking.

A classroom environment that is not too cluttered and where equipment is clearly labelled. Try to keep things simple and distraction free wherever possible.

Consideration of the school environment, thinking about how you can make it more comfortable. For example, a pupil who struggles to block out background noise may benefit from the use of ear defenders.

Careful seating arrangements that allow a child with ASD to be near to the front, and facing the teacher, for example tables placed in a horseshoe shape or tables that can be easily moved around.

Use of a stress scale to turn emotions into more concrete concepts e.g. The Incredible 5 Point Scale.

Use of social stories to teach particular social skills and to develop greater social understanding.

Use of a time out or exit pass to indicate to staff when they are feeling anxious and need to leave the classroom.

Access to a safe and quiet place for the pupil to access when they feel anxious or are overloaded by sensory stimuli.

Incorporation of the explicit teaching of social skills and social understanding during PSHE lessons.

Visual support systems such as visual timetables, targets on the desk, targets shown on the whiteboard, prompt cards (for example a card, with a picture, to remind a child to listen for their name) and photos are used.

Strategies are used to ensure a child is paying attention for example the teacher says their name before giving an instruction.

Consistent vocabulary is used, where the same word is used all the time when teaching new subjects (for example take away is used, but not minus or subtract) and understanding is checked where necessary.

Additional resources are available if needed, for example IT software, alternative recording sheets with less information or where less writing is needed, work planning sheets.

Classroom staff will be aware of any speech and language therapy (SALT) goals and targets and incorporate these into lessons wherever possible.

Staff CPD focussing on social, communication and interaction needs.

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What are Social, Emotional and Mental Health (SEMH) Needs: What to look out for Children or young people with SEMH may experience a variety of social and emotional struggles that can affect their wellbeing. These needs can sometimes be the result of underlying mental health issues such as anxiety or depression, self-harming behaviours, substance misuse or eating disorders. Other children or young people may have disorders such as attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), Autism Spectrum Disorder (ASD) or attachment disorder.

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What makes a Social, Emotional and Mental Health friendly School/Classroom

Meet and greet every morning/lesson.

Positive check-ins, as personalised as possible e.g. ‘I like your new hair cut’, ‘I can see you’ve got a new coat’ etc.

Demonstrate that the child is being ‘kept in mind’ (e.g. I was thinking of you when…).

If possible, identity a ‘key adult’ and provide regular opportunities for the child to ‘check in’ with them.

Clear and consistent routines, expectations and boundaries.

Use of a visual timetable.

Prepare the pupil for any changes to their routine.

Break tasks into small steps to promote feelings of success.

Use of a timer to delineate tasks and aid concentration.

Give the pupil a job or role of responsibility.

Consider seating the pupil next to a supportive peer/good role model.

Respond in a calm and predictable manner and be aware of your own body language and facial expression.

Use positive statements to redirect the pupil to the desired behaviour.

Maintain high expectations and be mindful of labelling the child.

Identify any possible triggers to behaviours (ABC charts, STAR charts, etc.).

Give the pupil choices to allow them to feel more in control (although choices can sometimes overwhelm the child).

Give compliance/take up time to allow the child to process their choices.

Validate and empathise with the pupil’s emotions and set limits on behaviour where necessary e.g. ‘It’s okay to feel angry, it’s not okay to hit’.

Use of social stories to teach particular social skills.

Use of metaphors to describe emotions.

Use of a stress scale to turn emotions into more concrete concepts as appropriate e.g. The Incredible 5 Point Scale.

Ask the child to draw how they are feeling.

Offer the pupil a movement break or walk.

Access to mindfulness activities e.g. deep breathing, squeezing and relaxing muscles, focus on their five senses (sight, sound, smell, taste, touch).

Use of a time out or exit pass to indicate to staff when they are feeling emotional and need to leave the classroom.

Access to a safe a quiet place for the pupil to go when they are emotionally dysregulated.

Be available to reconnect with the pupil following conflict.

Adult support to help the pupil repair relationships and to problem solve.

Staff CPD focussing on social, emotional and mental health needs.

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Quality First Teaching

The Code of Practice (2014 para 6.37) is clear that high quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have, or may have, SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered.

The following resource is designed to support schools and SENCo’s in ensuring that quality first teaching is in place for all pupils. As such this quality first teaching guidance is designed to form the basis of an inclusive teaching approach for any child with additional needs, for example those with SEND, LAC and Eal/Ina children. This resource is designed to outline what the offer across Bolton, in terms of quality first teaching, should look like and to enable parents to understand what they can reasonably expect their child to have access to at a universal level before any more tailored support via SEN Support or an EHC Plan is needed. This resource can be used flexibly to support staff in their practice. For example, it could form the basis of whole school or departmental training, SENCO’s may select what they consider to be the most relevant points to support a teacher struggling to meet the needs of an individual child, group of children or whole class, it may be used as a self-evaluation tool or as a document to inform observations.

This resource will also be used as the basis for all SEN Support Service involvement, with evidence of quality first teaching forming a central part of any assessment. Advice given will initially centre on quality first teaching if this is not already in place as unless this crucial area of practice and provision is addressed, additional interventions and strategies are unlikely to be successful and result in the desired outcomes for the pupil.

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The Bolton Offer - Quality First Inclusive Teaching and Learning for Everyone Promoting a culture that values and supports the learning and wellbeing of all C/YP demonstrating an “inclusive setting ethos.”

Teaching and Learning

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Physical Environment

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Systems

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SEN Support

This section of the SEND Handbook is designed to provide guidelines to educational schools/settings on the graduated approach to Special Educational Needs and Disability and in particular the assess- plan-do-review process as outlined in the SEND Code of Practice. These guidelines aim to:

promote partnership working between the local authority and educational settings in identifying and meeting children/young people’s special educational needs and disabilities;

describe the provision that mainstream educational settings are expected to make at SEN Support for different areas of need;

provide a basis for consistency and equity in terms of both provision and decision making across schools;

provide a basis of consistency and equity in decision making for the funding of special educational needs by ensuring that a robust assess-plan-do-review process has been followed;

develop a more robust system of identifying children/young people with special educational needs which is clearly linked to progress and outcomes;

provide links to resources and on-line training that staff working with children with various needs can access to further develop their knowledge and skills; This SEN Support section of the SEND handbook is process led, and it is assumed that it will be adopted with reference to the SEN Code of Practice. This documentation emphasises the need for an ongoing cyclical process involving children and young people and their parents. The guidelines and expectations outlined in this section build on the Quality First Teaching expectations in the previous section and are based on:

• Assessment
• Reflective and planned action
• Review and adaptation
• This SEN Support guidance sets out expectations in each of the following areas of need:

- Cognition and Learning - Speech and Language and Communication Needs - Social Communication Needs/Autistic Spectrum Disorder - Social, Emotional and Mental Health Difficulties - Visual Impairment - Hearing Impairment - Physical Difficulties There are 2 ‘waves’ of the assess-plan-do-review process in some areas. Where this is the case it is expected that wave 2 will build on quality first teaching and wave 3 will build on wave 2, becoming increasingly specific and detailed. As such where a setting are working at wave 3 of the cognition and learning assess-plan-do-review process it is assumed that the quality first teaching and wave 2 approaches will continue to be in place, with wave 3 approaches building on these foundations. *Throughout this document the term ‘teacher’ can mean teacher or key worker. *Please refer to the SEN Support glossary on page 65 for explanations of the terms / acronyms used in this section.

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Cognition & Learning Wave 2

Ensure QFT is in place.

Ensure that the curriculum is accessible to the child, and assessment, including feedback, is appropriately pitched, for the individual. Identify clear smart outcomes.

Analysis of test and attainment data e.g. CATS, Reading Assessments, Spelling Assessments, internal test and TA data, WELLCOMM, ASQ etc.

Plan to improve working memory and vocabulary building.

Detailed and targeted observation to illicit the strategies and techniques the individual uses.

Plan an intervention for specific gaps in learning – 1 term minimum.

Complete moderation of work (written and other methods of recording) and identify gaps in learning.

Consider training implications for school team, class staff or key adult.

Assess

Assess staff knowledge and skills to help plan and deliver specific interventions for targeted pupils and identify training needs.

Consider how information is presented to child/ren e.g VAK.

Plan

Meeting and discussions involving child/young person, parents, SENCo and key staff.

Plan to provide personal learning checklists e.g. word mats, manipulatives (concrete resources), success criteria, visual aids.

Complete pupil voice with child discussing strategies used where appropriate and ideas of ‘what would help me’.

SEN Support (provided via schools

own resources)

These are suggested interventions but please refer to the Schools SEN Information Report for further details.

Use of specific programmes/resources e.g. Toe by Toe, mind mats, sematic links

Access to appropriate training for staff working with the child/young person

Plan next steps with the child/young person and parents

Implementation of advice/programme devised by or received from a support service

Review

Quality Assurance of curriculum delivery by SENCo or other appropriate member of staff

Develop a pupil passport with strengths and needs so all staff are aware of support that needs to be in place

Do

Review teaching approaches for all lessons across subjects.

Ensure appropriate resources are at hand, are understood by the child/young person and are used.

Decide whether to continue at SEN Support with new outcomes/adapted strategies, move off SEN Support/make a referral to an appropriate agency

Ensure duplication of key resources to support with home learning.

Pupil passport and EHA reviewed Allow for more processing time (between 6 or 15 seconds) Review any transition plans and be clear about what ‘works’ for the child/young person and who this information needs to be shared with.

Use reduced language e.g. “Daniel it’s sitting” and model correct use of language

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Cognition & Learning Wave 3

Analysis of internal data over time / before and after Plan to ensure differing amounts of support and opportunity for independent work.

intervention and impact of interventions.

Assess specific areas of weakness and share with appropriate agencies / family.

Plan for interventions linked to working memory, metacognition, executive function and any emotional health and wellbeing needs that may stem from cognition and learning needs.

Assess staff knowledge of specific learning needs / weakness.

Use task analysis to break tasks down into their component parts and teach one step at a time

Complete moderation of work (written and other methods of recording) ensuring opportunity for independent work and specific skill application.

Plan for pre and post teaching of key concepts/lesson content to enhance lesson access.

Assess

Consider training implications for school team, class staff or key adult linked to interventions and strategies.

Assess executive functioning and metacognition skills.

Plan

Continue to ensure that the curriculum and feedback is accessible to the child, chunking activities, reducing cognitive load, providing opportunities for IT and alternative recording strategies, etc.

More detailed assessment of cognition and learning needs by an external support service e.g. EPS/Woodbridge SEND Service etc

Assess needs using the SEN matrix for discussion.

Plan to provide personalised elements of curriculum linked to specific needs.

Review and re-assess actions on EHA action plan.

Consider groupings in classroom environment and other subject areas including best access to achieving success.

Re-assess passport and current strategies used in school.

Embed the use of the Instructional Hierarchy when planning (see references for further information) .

SEN Support (provided via schools

own resources)

These are suggested interventions but please refer to the Schools SEN Information Report for further details.

Timetable to allow for intervention, pre-teaching, post teaching and booster sessions (in-school staff and other agencies).

Implementation of advice/programme devised by or received from a support service with ongoing support.

Plan next steps with the child/young person, parents and outside agency.

Ensure all aspects of the curriculum are appropriately differentiated and task analysis is used.

Review

Quality Assurance of curriculum delivery by school staff alongside outside agency / outside agency.

Access to appropriate training for staff working with the child/young person.

Do

Share and communicate program with family to facilitate a consistency of approach / support between school and home.

Consider any other interventions, approaches and resources that the child may benefit from access to.

Consider whether there are any emerging emotional health and wellbeing needs linked to difficulties accessing the curriculum.

Provide a bank of independent resources to enhance access to lessons e.g. talking tin, exit pass, visual support, timers, high frequency word lists, concrete resources etc.

Continue at SEN Support with new outcomes/adapted strategies, move off SEN Support/make referral to an appropriate agency/begin EHCP evidence gathering.

Actively teach alternative methods of recording if this is an issue for example touch typing/use of voice activated software.

Pupil passport and EHA updated.

When teaching ensure new learning is explicitly linked to existing knowledge to improve recall and retention.

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Cognition and Learning

Relevant resources and links and on-line training

Downloadable SEN resources from www.senteacher.org

Strategies/programmes/resources to help close the attainment gap between children:

Teaching & Learning Toolkit

Instructional Hierarchy information: https://www.interventioncentral.org/academic- interventions/general-academic/instructional-hierarchy-linking-stages-learning-effective-in

Literacy interventions:

http://www.interventionsforliteracy.org.uk/home/interventions/

http://www.interventionsforliteracy.org.uk/wp-content/uploads/2017/11/What-Works-5th- edition-Rev-Oct-2016.pdf

Free On-line CPD for school staff

http://vle.pupilschoolsupport.org/login/index.php

Dyslexia, QFT, Maths and Anxiety

Dyslexia http://addressingdyslexia.org/free-online-learning-modules

https://www.helenarkell.org.uk/courses/free-training-for- teachers.php

Reading and Writing https://www.open.edu/openlearn/education- development/education/involving-the-family-supporting-pupils- literacy-learning/content-section-0?active-tab=description-tab

MLD http://www.advanced-training.org.uk/

SpLD http://www.advanced-training.org.uk/

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Speech, Language and Communication Needs Wave 2

Ensure Quality First Teaching is in place.

Use EHA framework to plan next steps.

Liaise with class teacher to outline and clarify area of concern e.g., attention and listening, understanding, expressive language, vocabulary or speech sounds.

Review outcomes of the classroom audit tool and associated resources.

Plan and refresh staff training and development needs including access to recommended online training packages (Appendix 4).

If social communication concerns exist in isolation please refer to the social communication graduated approach.

Complete classroom audit tool from the Communication Trust (Appendix 1).

Plan for a friendship support group / buddy system in school to help develop social interaction and communication skills.

Assess

SENCO and key staff to meet and discuss concerns with the child or young person and their family.

Plan to implement small group teaching targeting language skills (Appendix 3).

Plan

Trial top tips for the area with most concern (Appendix 2).

Identification of Smart outcomes, share with child or young person (if appropriate) and their family.

Detail the impact of the SLCN on accessing the curriculum and social relationships.

Assess staff knowledge and skills to help plan and deliver specific interventions for targeted pupils and identify training needs.

Complete pupil voice with child discussing strategies used where appropriate and any ideas of ‘what would help me’.

SEN Support (provided via schools

own resources)

Ensure QFT is in place.

Implement advice or programme devised by Salt/Ep/Woodbridge SEND Service.

Ensure that teacher planning links intervention/any SALT programmes with learning in class to ensure continuity, overlearning and the application of skills/knowledge.

Review, update and manage language and vocabulary needs and support with visual resources within the classroom /lesson.

Create a multisensory environment that promotes language learning, verbal information should be supported with visual examples and learning by doing.

Review

Review, update and manage academic progress focusing on the curriculum and social relationships

Accept all methods of communication; words, gestures, signs, symbols, written word (Total Communication).

Do

Access appropriate training for staff.

Consider any other interventions, approaches and resources that the child may benefit from access to

Consider whether there are any emerging emotional health and wellbeing needs linked to the child’s SLCN.

Implement the outcomes of the classroom audit tool and associated resources.

Pupil passport and EHA updated.

Create a visual approach to teaching and learning new concepts and ideas.

Continue at SEN Support with new outcomes/adapted strategies, move off SEN Support/make a referral to an appropriate agency / begin EHCP evidence gathering.

Consider creating a pupil passport detailing strengths and needs so all staff are aware of the support that needs to be in place.

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Speech, Language and Communication Needs – Wave 3

Plan and refresh staff training and development needs including access to recommended online training.

Analysis of internal data over time / before and after intervention and impact of interventions.

Plan for any further assessments required.

Complete a detailed and targeted observation using standardised tools, e.g., Wellcomm, Communication Trust Progression Tools, & Talkboost etc (Appendix 1).

Consider the need for a more detailed assessment of speech, language and communication needs by an external support service e.g. Salt/Eps/Woodbridge SEND Service etc.

Plan for interventions including staffing, resources and adapting the environment.

Ensure that there are no underlying difficulties impacting on the child’s SLCN e.g. more generalised learning difficulties/hearing difficulties etc.

Plan for a friendship support group / buddy system in school to help develop social interaction and communication.

Assess

Plan for child or young person to access an appropriate communication environment, consider a quiet, low stimulus area for new skill teaching.

Ensure that parent/carer and child views are gathered re what works well and areas of concern.

Plan

Plan to implement 1:1 opportunities to complete Speech and Language Therapist designed activities.

Assessment/observation of classroom learning environment and SLCN demands.

Trial top tips for all areas of concern (Appendix 2) .

Identify training needs of staff (Appendix 3).

Review and re-assess actions on EHA action plan

SEN Support (provided via schools

own resources)

Implement updated advice or programme devised by Salt/Ep/Woodbridge SEND Service.

Increase exposure to all methods of communication; words, gestures, signs, symbols, written word (Total Communication).

Develop an individual and personalised communication passport (Appendix 5).

Identify any ongoing, or new and emerging, needs.

Implement any pre and post teaching needed.

Review

Ensure that the language used in the classroom is appropriately modified and that visual and experiential supports are provided where needed.

Review, update and manage academic progress focusing on the curriculum and social relationships.

Do

Quality Assurance of intervention/SALT programme/ curriculum delivery by school staff alongside outside agency if appropriate..

Use well planned group work flexibly to promote independence and reduce dependence on a named adult . .

Implement any agreed teaching approaches to reduce the impact of SLCN on learning e.g. whole word/language based approaches in addition to phonics to support literacy acquisition.

Update communication passport if needed.

Access to appropriate training for staff working with the child/young person.

Update the EHA.

Plan next steps with the child/young person, parents (step down, further Assess, Plan, Do, Review cycle, request for EHCNA).

Regular liaison between class teacher, SENCO and parent.

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Relevant resources and links and on-line training

Appendix 1

Wellcomm:

https://www.boltonstartwell.org.uk/downloads/file/200/cldt-wellcomm-flyer-2019-2020

Talkboost (select the correct paper based tracker per age group):

https://ican.org.uk/training-licensing/i-cans-trackers/

Communication trust checklist:

https://www.thecommunicationtrust.org.uk/media/643573/communication_friendly_environme nts_checklist_june_2018.pdf

Appendix 2

Top tips:

Area Top Tips

Attention and listening skills can be best supported in a quiet environment with minimal distractions such as noise and movement.

To get the child/young person’s attention say their name before giving them an instruction.

Make sure the child/young person’s basic needs are met so they are ready to attend and engage in an activity – e.g. do they need to wear glasses, is the room an appropriate temperature, is there sufficient light in the room, is the child hungry/thirsty, etc.

Know the child/young person’s level of understanding so that you can appropriately support their attention and listening skills – e.g. do they need visual supports such as a ‘Now and Next’ or ‘Task plan’, make sure to give the child sufficient processing time.

Use positive praise and acknowledge the child/young person’s good attention and listening –e.g. ‘good listening Jamie!’ Visual strategies can also be used to encourage good attention and listening – e.g. a reward chart where the child gets a tick for good listening and then receives a reward at the end of an activity.

Attention and Listening

Sit opposite the child/young person, make sure you are face-to-face, and engage in eye contact with the child/young person before giving an instruction.

Use total communication strategies to further support a child/young person’s understanding of verbal language – e.g. use gestures, facial expressions, body language, pictures, etc.

Reduce your rate of speech to allow time for the child/young person to process what is being said. Simplify the words you use. Emphasise key words when giving instructions by changing your intonation – e.g. ‘a put your books on the shelf’.

Try to get the child/young person to explain the meaning of new concept or word to check their understanding.

Encourage the child/young person to let you know when they do not understand what has been said to them.

If a child/young person is struggling to understand and answer an open question (e.g. ‘What would you like for lunch?’) try giving them a forced alternative (e.g. ‘would you like a sandwich or a jacket potato?’)

Check a child/young person’s understanding if using non-literal language/idioms/sarcasm – e.g. ‘I’m pulling your leg’. You may need to explain the literal meaning if they do not understand.

Receptive Language

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Appendix 2 contd.

Top Tips

Area Top Tips

Expressive Language

Expressive Language & Vocabulary

When asking the child/young person a question, give them a sufficient amount of time to think before you expect an answer.

Create opportunities for the child/young person to communicate and interact with others – e.g. use open ended rather than closed questions. For example, ‘What do you like to do at home?’ rather than ‘do you like to read books?’ Open questions provide opportunities for more language whereas closed questions only require a ‘yes’ or ‘no’ answer.

If a child/young person makes a grammatical error in their spoken language, try to not correct them directly. Instead, model back what they say correctly. For example, if the young person said, ‘When I played football, I runned up and down the field’ you could reply, ‘oh, when you played football, you ran up and down the field’.

Vocabulary

If a child/young person is struggling to name a word, support them by asking them questions such as, ‘what does it look like?’ ‘where would you find it?’ ‘what do you do with it?’ etc.

Pre-teach the child/young person topic vocabulary using objects, pictures, symbols and gestures. Look at linking new words to words they understand and use. Use clues like prefixes and suffixes to help infer the meaning of new words for example healthy versus unhealthy or compound nouns like carwash.

Make use of word maps and mind maps to develop a child/young person’s understanding of vocabulary. A mind map explores a topic – e.g. ‘Egyptians’. A word map explores specific vocabulary – e.g. ‘Pyramid’.

Speech Sounds

Listen to the child/young person’s message rather than how it was said. For example, if you observe the child/young person make any speech errors in their spoken language, do not comment on this and continue to acknowledge what they were communicating to you.

Do not correct any speech sounds errors you hear the child/young person make. Provide a good speech model to the child/young person so they can hear you produce the correct speech sounds. When providing a speech model to the child/young person make sure you are face to face with them.

If you struggle to understand what the child/young person has said, do not pretend that you have understood them. Instead, ‘blame your ears’ – e.g. ‘my ears aren’t working very well today, could you show me what you are talking about?’ or ‘Can you draw what you are talking about?’ etc. You could also ask the child closed questions (‘yes’/’no’ questions) – e.g. ‘is this about school?’ etc.

Accept any of the child/young person’s attempts to communicate whether this be verbal or non-verbal.

Set the context of the conversation for example start a conversation about a book that you have shared, shared joint experiences.

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Appendix 3 - Resources

Blacksheep press narrative groups –

https://www.blacksheeppress.co.uk/product-category/education/narrative-approach-to- learning-language/

Time to talk

Blank levels

Language for thinking

Pre and post teaching of vocabulary

Vocabulary Enrichment programme

Word Aware

Colourful Semantics

Appendix 4 – Training

Focus of training Link

General SLCN training https://www.thecommunicationtrust.org.uk/projects/professio nal-development/online-short-course/

General SLCN training https://www.trueeducationpartnerships.com/schools/best- free-teacher-cpd-resources/

https://ican.org.uk/i-cans-talking-point/cpd-short-course/

General SLCN training http://vle.pupilschoolsupport.org/login/index.php

General SLCN training http://www.advanced-training.org.uk/

Various SLCN training www.everyonecommunicates.org

Developing vocabulary https://www.babcockldp.co.uk/latest-news/how-to-teach- vocabulary

Early Years language development

https://www.futurelearn.com/courses/english-in-early- childhood

https://www.futurelearn.com/courses/tesol-strategies

Teaching English language skills to speakers of other languages

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Appendix 5 - Communication Passport

Name:

DOB:

Created :

Important information about me :

My likes and dislikes:

My goals:

Attention and

How to help me:

My needs:

Listening

I work best in a quiet work environment and with 1:1 adult support.

Let me have regular short breaks to help maintain my attention

During whole class teaching, I benefit from being given a separate set of instructions to follow. See below on how to support my understanding.

Break longer and more complex instructions down into smaller chunks of no more than 2 steps.

Ask me to repeat back what you have asked to ensure I have understood.

Give me plenty of time to process your instructions and to think about my response.

Use a photo/symbol/written work list to help me complete each stage of a task independently and to remember what I have been asked to do.

Help me to learn new topic based vocabulary beforehand. I can record these words in my book or in a personalised dictionary.

Use mind maps and word webs to help me think about the meaning of new words. Always encourage me to use new vocabulary in a sentence to help me generalise it.

Understanding

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Give me plenty of time to find the right word and to respond to your questions.

Use a vocabulary dictionary or topic mats (with visuals) to encourage me to use new vocabulary I have learnt.

If I can’t remember a word, ask me to show you another way e.g. by using a gesture, describing or giving me a related word.

Model new vocabulary to me and show me how to use it in a sentence.

Encourage me to talk about a wide range of topics and for a wide variety of reasons e.g. to tell stories, debate, argue, comment.

Repeat back the grammatically correct form of the sentence I have said e.g. ‘If I say I runned to school’, you say ‘I ran to school’ Do Not ask me to repeat myself

Expression

Give me lots of opportunities to meet new people and develop friendships with my peers in school

Help me to engage in structured social activities such as games or team building.

Model appropriate social interactions to me across the day

Social Skills

Created with support from:

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My name is xxx…

I have Speech. Language and Communication needs which means that I have difficulty communicating.

Please take the time to read this and help me to communicate more effectively

Tips to help me communicate:

How I communicate:

How you can help me communicate:

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Things I like to talk about Please put in this page information on topics that I like to talk about. Maybe past work, hobbies, family members or even pets.

Things that upset me or make me cross:

Things I find difficult:

Things I am good at:

Please definitely do not do…..

e.g., interrupt

laugh at me

too many people speaking at once

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Things that are really important to me…

People that are really important to me…

What I like doing in my spare time….

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Social Communication and Interaction Needs / ASD Wave 2

Observe –using specific ASD tools such as Iceberg to identify patterns within the triad of impairments and sensory needs.

Plan an Interventions for specific difficulties centred around the triad of impairments – 1 term.

Plan to make visuals for structured approaches e.g. using first and then, choice boards, TEACCH approach etc.

Discussion to assess concerns with SENCo / Parent / class team (including behaviours at home / school) and elicit pupil voice.

Plan to help all staff be direct with instructions e.g. “Open your book on page 10 ” rather than “ Shall we start where we last finished”.

Assess availability of appropriate interventions and staffing that could be used to deliver these (Talkabout , SULP, language for thinking etc ).

Assess the impact of the interventions for specific difficulties centred around the triad of impairments .

Plan for a friendship support group/buddy system in school to help social interaction/ communication.

Assess

Assess how much is being expected of the social curriculum as well as the academic curriculum?

Plan for the child to be able to access downtime area /space for self regulation.

Plan

Complete pupil risk assessment also including outdoor environments.

Plan staff training, appraisal and staff development around meeting the needs of children with ASD.

Identify motivators and specific triggers share with All staff including lunchtime supervisors.

Assess processing time differences and communicate how to address this with the whole class team.

Assess any sensory differences that could cause issues indoors and outdoors as well as at home.

SEN Support (provided via schools

own resources)

Use visuals to help understand the structure of lessons starting with “First and then” moving onto schedules and timetables .

Use visual checklists, behavioural reinforcements to understand the expectations of the setting.

In each lesson use structured approaches (who, what, when, where, how much, finished or the TEACCH approach).

Review teaching approaches for all lessons (usually visual approaches are more successful).

Referrals to appropriate services e.g. BSCIP, Woodbridge SEND Service, EP, Speech and Language Therapy etc.

Review

Review skills and experience of key staff (TEACCH approach, using social stories, reducing language, sensory understanding).

Ensure all adults always start with the child’s name to gain attention.

Do

Review the social curriculum alongside the academic curriculum.

Use reduced language e.g. “Daniel it’s sitting .” and model correct use of language.

Review the environment and sensory needs where identified.

Allow for more processing time (between 6 or 15 seconds).

Create a visual approach to teaching and learning new concepts and ideas.

Review transition plans and understanding of change.

Make a pupil passport detailing strengths and needs so all staff are aware of support that needs to be in place.

Pupil passport review (motivators, strategies etc).

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Social Communication and Interaction Needs / ASD Wave 3

Plan specific and targeted interventions / strategies following advice from appropriate external agencies e.g. Woodbridge SEND Service, Ep, Salt.

Discussion to assess concerns with SENCo / Parent / class team (including behaviours at home / school) and elicit pupil voice.

Assess areas of weakness specific to ASD and communicate with appropriate agencies / family.

Plan for appropriate sensory needs using individualised sensory profile.

.

Plan for appropriate language interventions focusing on identified language needs e.g. inference groups, nurturing narrative.

Assess staff knowledge and skills to help plan and deliver ASD specific interventions for targeted pupils.

Plan for appropriate social skills interventions / support groups e.g. friendships, conversations, theory of mind.

Assess behavioural responses including anxiety levels using appropriate tools to identify ASD specific needs e.g. Iceberg, STAR.

Assess

Assess for individualised needs in relation to the social curriculum and the academic curriculum.

Plan for opportunities to rehearse taught social skills in role play e.g. Drama 4 Social skills.

Plan

Assess sensory needs for an individualised profile.

Plan to improve executive functioning skills and support within the classroom.

Assess executive functioning skills.

Assess levels of attention and listening skills with an awareness of the variations in levels of attention in pupils with ASD.

Assess understanding of language and levels of questioning.

SEN Support (provided via schools

own resources)

Arrange a workspace in the classroom with reduced distractions and clearly identified boundaries for some of the time during learning.

Liaise closely with external agencies and review strategies and support implemented.

Review the impact of specific social skills interventions considering next steps.

Implement a visual schedule/checklists for all / part of the day for the pupil to access.

Access to appropriate visual frameworks to support spoken and written language during lessons e.g. ‘wh’, questions frameworks.

Review and monitor the child’s level of anxiety throughout the school day.

Review, update and manage the impact of visual strategies to support understanding of routine and structure in class / lessons.

Use visual flowcharts to aid understanding of instructions and develop independent working.

Review

Review, update and manage executive functioning skills and ensure this is matched to curriculum planning.

Deliver specific interventions on developing social communication skills e.g. conversation skills, understanding emotions, executive functioning.

Do

Review, update and manage language and vocabulary needs and support with visual resources within the classroom / lesson.

Deliver attention, speaking, listening and language, interventions e.g. talking partners @ 1 or talking partners @ 2.

Review, update and manage academic progress focusing on inference, lexical reasoning and deduction skills.

Deliver sessions to focus on front loading teaching for topic / subject based vocabulary.

Review, update and manage sensory needs and strategies.

Deliver sensory sessions and implement a sensory diet throughout the school day as required.

Implement strategies and advice from appropriate services e.g. Woodbridge SEND Service, EP, Speech and Language Therapy etc.

Review, update and manage attention and listening skills recognising environmental influences.

57 Last Updated September 2024 Social Communication and Interaction/ASD Relevant resources, links and on-line training First time supporting children with ASD or social communication differences

First time supporting Autistic students? https://www.tes.com/teaching- resource/autismspectrum-disorders-a-resource-pack-for-schoolstaff-6030055 Direct link to the National Autistic society resource pack for teachers: last updated in 2015.

Ladywood online an introduction to ASD – one hour online course to help with your initial understanding of the triad of impairments and sensory needs – contact marsdenc@ladywood.bolton.sch.uk

Autism Education Trust- tools for teachers http://www.aettraininghubs.org.uk/t4t/ A number of useful tools. Ordering the book gives you online access to the tool https://www.autism.org.uk/professionals/teachers/classroom.aspx ##frameworks National Autistic society: link page to a lot of other resources.

Twinkl- https://www.twinkl.co.uk/resources/specialeducationalneeds- sen/specialeducationalneeds-sen-communication-and-interaction. This site has a wealth of resources for every aspect of social communication and interaction needs as well as sensory needs.

Staff should consider looking at challenging behaviour using the “Iceberg” approach to try to understand the reasons why the behaviour may occur. https://www.teachertoolkit.co.uk/product/iceberg-analysis/

Developing Early Communication Skills

Fern Sussman: More than Words (2012, new edition) For young children with autism and their families to develop communication skills. A really useful approach to use with early communicators in school.

Fern Sussman: Talkability (2007) For verbal children on the autism spectrum. An approach to help parents promote their child’s communication, but is really good for schools to use and follow (Hanen centre)

https://intensiveinteraction.com/ A first place to look for help with developing the Intensive Interaction approach- a way of encouraging the development of the Fundamentals of Communication.

Specific Approaches: (Comic strip conversation, Social Stories, Lego therapy, Circle of friends etc.)

Carol Gray: Comic Strip Conversations: Illustrated interactions that teach conversation skills to students with autism and related disorders (1994) A useful book outlining an approach that helps lots of people.

Comic strip conversations https://www.autism.org.uk/about/strategies/social-stories-comic- strips.aspx

A good way of unpicking things and as information gathering for a Social Story- Carol Gray: The New Social Story Book, Revised and Expanded 10th Anniversary Edition: Over 150 Social Stories that Teach Everyday Social Skills to Children with Autism. It’s a great place to start, but Social Stories need to be written with/for specific pupils to work properly.

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Siobhan Timmins: Developing Resilience in Young People with Autism using Social Stories (Growing Up With Social Stories) (2017) Siobhan Timmins has written a number of books about social stories, for a number of different ages and age groups.

• Social stories - https://www.youtube.com/watch?v=vjlIYYbVIrI
• Daniel B. LeGoff: Lego based Therapy(2014) Therapist recommended and much used!

Colin Newton: Creating Circles of Friends: A Peer Support and Inclusion Workbook (2003) A clear description of how to use this peer support system

Emotional regulation

Kari Dunn Buron and Mitzi Curtis: The Incredible 5-Point Scale (2012). Great for teaching CYP how to recognise various states.

Kari Dunn Buron: A "5" Could Make Me Lose Control! : An Activity-Based Method for Evaluating and Supporting Highly Anxious Students (2007). There is a very good website that has a wealth of additional resources on using the scale.

Leah Kuypers: The zones of Regulation (2011) http://www.zonesofregulation.com/index.html A curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities.

Understanding my diagnosis

Catherine Faherty: Autism… what does it mean to me? (2014) Useful for many young people to work through to help them understand the diagnosis. Most suitable for more cognitively able, recently diagnosed young people.

https://www.tes.com/teaching-resource/autismawareness-pack-6128641 Free pack to help Children understand their autism.

Girls on the spectrum

Girls and Autism: Flying Under the Radar https://nasen.org.uk/resources/girls-and-autism- flying-under-radar A quick guide to supporting girls with autism spectrum conditions This guide provides practical school-based support strategies, alongside discussing the debate around autism and gender, looking at key issues for autistic girls and shares family, professional and academic perspectives.

Peer understanding

• https://www.autism.org.uk/professionals/teachers/classroom/lesson-guide.aspx.
• Link to autism awareness materials from the national Autistic society

59 Last Updated September 2024 General Research based approaches - http://www.researchautism.net/about-us-research-autism/our- publications/choosing-autism-interventions-research- Talkabout resources - http://alexkelly.biz/product-category/talkabout-books/ TEACCH approach- https://www.autism.org.uk/about/strategies/teacch.aspx Black Sheep press resources https://www.blacksheeppress.co.uk/product/talking-social- emotional-skills/ Executive functioning https://childmind.org/article/helping-kids-who-struggle-with- executive-functions/ Free On-line CPD for school staff 60 Last Updated September 2024

Social, Emotional and Mental Health Wave 2

Ensure the continuation of QFT is in place.

Plan interventions for specific difficulties with the child and their family and record these on the EHA.

Plan staff training and staff development around meeting the needs of children with SEMH (e.g. Emotion Coaching and MindEd website resources).

Ensure staff are aware of, and are following, the whole school behaviour policy.

Discussion with parents and staff to share concerns, contribute to assessment and inform planning and ensure pupil voice work is undertaken.

Where possible plan to avoid any identified triggers and where this is not possible agree how the pupil will be supported at these times.

Observe the pupil at different times in the day to identify patterns in behaviour and triggers.

Ensure clear reward and sanction policies are in place for the class and differentiated appropriately for the pupil.

Assess

Careful consideration of information gathered e.g. behaviour logs, ABC charts/STAR analysis etc. to better understand need.

Plan, where possible, to teach key SEMH skills e.g. resilience, self-esteem, social skills & emotional regulation through PSHE lessons.

Plan

Assess whole class behaviour management strategies being used and identify any personalisation needed.

Ensure the classroom provides an inclusive and supportive ethos for children with SEMH.

Carry out SEMH specific assessments analyse results with school/family (e.g. SDQ, Boxall Profile, home visits).

Assess training needs of staff working with the child e.g. understanding of attachment, ADHD, anxiety etc.

Record the above on an EHA including the impact of the interventions for specific difficulties.

SEN Support (provided via schools

own resources)

These are suggested interventions but please refer to the Schools SEN Information Report for further details.

Implement any changes to behaviour management strategies and classroom environment needed.

Implement whole class/ group work relating to identified needs i.e. PSHE lessons, emotional literacy work, emotion coaching, peer mediation, playground pals/buddy system etc.

Ensure children are given opportunities to practice, and are prompted to apply any strategies taught during whole class/small group work to everyday situations.

Identify and celebrate any progress made by the child since the development of this plan.

Review

Identify any ongoing, or new and emerging, needs.

Staff to access any training identified as useful and implement knowledge/strategies acquired during the training to everyday teaching.

Do

Implement plans for unstructured times of the day.

Review any new information gathered e.g. behaviour logs, ABC charts, assessments etc.

Update and amend pupil passport.

Regular liaison between class teacher, SENCO and parent.

Ensure all positive behaviours and attempts to apply new skills are recognised and descriptive praise is given in a timely manner.

Identify whether further referrals to specialist services for targeted intervention is required. (CAMHS/Fort Alice/BSCIP/BSS/EPS).

Plan next steps with the child/young person/ parents (step down, further Assess, Plan, Do, Review cycle, request for EHCNA).

Make a pupil passport detailing strengths and needs so all staff are aware of the support that needs to be in place.

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Social, Emotional and Mental Health Wave 3

Ensure that there are no underlying difficulties impacting on the child’s behavioural presentation e.g. speech and language difficulties or learning needs.

Plan strategies identified in advice from appropriate external agencies e.g. BSS/EPS/CAMHS.

More detailed assessment of SEMH needs by an external support service e.g. BSS/EPS etc.

Jointly develop with parents any risk assessments/crisis management plans/positive handling plans needed.

Plan any targeted individual or small group interventions for example anger management work or targeted work on anxiety management or social skills development etc.

Assess information/reports to identify any hot spot lessons or times of the day and new triggers etc.

Plan any adaptations needed to the pupils timetable to take account of particular ‘hot spots’.

Assess any risk to the child’s safety and wellbeing and consider whether an individualised risk assessment, or positive handling plan/training crisis management plan is required.

Assess

Assess whether any whole class reward systems and/or the curriculum need to be personalised.

Careful consideration of staff deployment to support the child at particular times for particular purposes.

Plan

Consider the need for individual targeted interventions related to specific identified areas of need.

Identify a ‘safe space’ that can be accessed with pre agreed protocol and recovery strategies.

Ensure pupil voice is elicited Consider whether Alternative Provision would be beneficial/is needed, including using a part time AP placement to enrich the curriculum offer for a Key Stage 4 pupil Consider whether wider support available in Bolton e.g. via the Thrive Alliance, or on line resources such as the Be Kind to My Mind website or Kooth may be helpful

SEN Support (provided via schools

own resources)

Implement strategies and advice from appropriate services e.g. BSS/EPS/CAMHS etc.

Implement specific interventions and programmes identified.

Ensure any risk assessments/positive handling plans/crisis management plans are well understood by those working with the child and consistently followed.

Identify and celebrate any progress made by the child since the development of this plan.

Prepare any safe space required and implement associated protocols and calming/recovery strategies.

Review

Identify any ongoing, or new and emerging, needs.

Deploy staff as identified to meet the needs of the child.

Do

Consistently implement any personalised reward systems.

Review how the 6 principles of nurture are being used to underpin practice and are embedded to ensure best practice.

Update and amend pupil passport.

Ensure the 6 principles nurture are used to guide practice and understand the child’s presentation.

Identify whether further referrals to specialist services for targeted intervention (CAMHS/Fort Alice/BSCIP/BSS/EPS) are needed.

Ensure all positive behaviours and attempts to apply new skills are recognised and descriptive praise is given in a timely manner.

Ensure any additional assessments requested to rule out any underlying needs contributing to the child’s presentation are carried out and the results shared with all involved.

Plan next steps with the child/young person, parents (step down, further Assess, Plan, Do, Review cycle, request for EHCNA).

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Key Principles in Supporting SEMH Needs

These documents have been designed as a first port of call for suggestions and ideas to support target setting and APDR provision mapping when supporting children with SEMH needs. The ideas in these documents are suggestions and please be aware they will need adapting and tailoring to the needs of the individual child as required.

Nurture Principles for Supporting SEMH

What are Smart Targets?

The 6 nurture principles should be considered and embedded into provision when considering all aspects of SEMH. The 6 nurture principles are:

Making targets Smart helps us to have a clear goal in mind with focus on how, when and under what conditions a pupil has achieved the target we set. When a target is Smart it is:

Transitions: The importance of transitions in pupils lives Specific (How often, how many, under what conditions of support?) Learning: Children’s learning is understood developmentally Measurable (How will I measure this? Can I measure this?) Behaviour: All behaviour is communication Achievable (Do I feel this child is going to be able to achieve this?) Language: Language is a vital means of communication Realistic (Is this in the child’s and support capability?) Wellbeing: The importance of nurture for wellbeing Time-Bound (When will this target be achieved by? How often do I want to see this behaviour?) Safety: The classroom offers a safe base

The Behaviour Iceberg

When considering a child’s needs we should ensure we focus on more than just managing the behaviour we can see. The behaviour iceberg gives us the opportunity to look beneath the surface behaviour and reflect on the following:

 What is the behaviour communicating to us?

 What needs may be unmet for this child?

 How can we support these needs rather than manage the behaviour?

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Social, Emotional, Mental Health (SEMH): Self Esteem & Identity

Identified Concern (Presenting Behaviour)

Suggested Smart Targets

In Class Provision Ideas

Targeted Provision Ideas

(Next Steps)

 Descriptive positive praise/catch them  Nurture/ Emotional Literacy (ELSA)  Reluctant or refuses to  I will attempt all work given to being good approach. Consider 7:1 ratio of positive to negative feedback activities focussed on identifying personal strengths using e.g. strengths cards try/engage in learning activities me within 5 minutes over a period of __ days/weeks with/without adult support  Growth Mindset approach with  Makes self-deprecating  Use of ‘celebration book’ , ‘proud recognition of effort rather than achievement  I will be able to identify 3 things cloud’ etc. as a visual record of achievements that can also be shared with home comments that went well in my day for ___ days.

 Indicators of self-harm  Adaption/differentiation of work and behaviours targets to be pitched appropriately  Extra-curricular opportunities  I will be able to identify ___  Adaption of activities to individual focussed on experienced a sense of success in an area of interest/strength positive qualities about myself and times I show these qualities with/without help of an adult interests and use of open ended tasks e.g. investigations, choice of challenge level  Additional roles of responsibility  Targeted rewards based on engagement tailored to interests to experience sense of success or opportunities to help younger pupils as role model rather than outcome  Pupil to have a personalised indicator /signal they are finding something difficult and need support  Timetabled check-ins with an adult to share any worries or difficulties  Regular check-ins to check for  Use of worry monster/box understanding and misunderstanding / celebrate progress throughout lessons  Consider use of ‘Banish Your Self Esteem Thief’ book 64 Last Updated September 2024

Social, Emotional, Mental Health (SEMH): Relationships

Identified Concern (Presenting Behaviour)

Suggested Smart Targets

Targeted Provision Ideas

In Class Provision Ideas

(Next Steps)

 Key adult (s) approach to provide  Planned opportunities for guided  Attention seeking from adults  I will seek help by (e.g. putting scheduled positive attention / check-in time in on a regular basis discussion (with adult support as required) and positive partner work through circle time/friendship group work and PSHE lessons up my hand) instead of shouting out __ times in day.

and peers  Struggles to co-operate with  Access to pastoral support / buddy  I will be able to co-operate (e.g.

system/ clubs/ structured games or base space at break/lunchtimes

peers/staff  Pupil specific indicators of need for turn take, share) in an adult-led game with peers for up to ___ minutes  Withdrawn and introverted support e.g. discrete card / gesture  Pastoral/nurture/ELSA activities  Roles of responsibility which also  Difficulties focussing on sharing/turn taking e.g. games with adult support or sharing common interest with adult  I will identify __ friends a like to incorporate interactions with peers or adults in structured ways e.g. giving out books, supporting with jobs making/maintaining friendships spend time with  Lego Therapy or Circle of Friends  I will ___ ideas with a partner in  Difficulties listening, sharing,  Use of Emotion Coaching or ‘wondering class partner talk time each day intervention turn taking, co-operating in a group aloud’ approach to explore possible difficulties within peer interactions and possible solutions  Use of Role Play and Social  Struggles to understand Problem Solving approaches perspective of others  Consider seating arrangements and  Encouragement to join in with extra- positive buddy seating plan curricular activities linked to interests to meet like-minded peers  Positive meet and greet each morning  Social Stories/Communication with all pupils Cartoons (ELKLAN)  Opportunities to show you hold the child in mind to promote positive attachments 65 Last Updated September 2024

Social, Emotional, Mental Health (SEMH): Emotional Expression

Suggested Smart Targets

In Class Provision Ideas

Targeted Provision Ideas

Identified Concern (Presenting Behaviour)

(Next Steps)

 Teachers to model articulation of  Emotion Coaching Approach from  I will be able to share how I feel  Difficulties articulating or feelings both comfortable and uncomfortable during day targeted key person used consistently (happy, sad, angry, scared, safe) with someone I trust using a preferred method (e.g. visual/verbal) understanding how they feel  Modelling that all feelings are OK and  Emotional Literacy Programmes or  Withdrawn/Quiet and separation of feelings/behaviours when discussing difficulties session e.g. Zones of Regulation or ELSA resources e.g. feelings in the body work, times you feel happy, sad etc. and create a toolbox of strategies to manage uncomfortable feelings presents as anxious  I will be able to check in with  Difficulties concentrating  Use of class feelings check in/tracker my emotions __ times a day /hypervigilance used universally to promote that all feelings are OK and they change throughout the day  I will be able to identify a key  Expresses anger/frustration adult I feel comfortable to share how I feel with in school through undesirable behaviours e.g. aggression, shouting, rejection of others  Use of Worry Monster or Worry Box  Discussion / verbalising of emotional  Alternative ways to communicate  I will be able to identify things responses through curriculum e.g. literacy, responses to approaching difficult questions etc.

needs to teacher e.g. written, drawing

that make me feel e.g. happy, scared, angry, sad

 Attunement to cues in behaviour of  Feelings thermometer or Incredible uncomfortable feelings and adults to support to label and co-regulate these feelings 5 point scale 66 Last Updated September 2024

Social, Emotional, Mental Health (SEMH): Emotional Regulation

Targeted Provision Ideas

Identified Concern(Presenting

Suggested Smart Targets

In Class Provision Ideas

 Key adult to attune, provide co-

(Next Steps)

 Introducing ‘downtime’ or sensory

Behaviour)

 I will be able to accept adult regulation and time-out support  Emotion Coaching Approach used regulation time to pupil’s timetable  Difficulty accepting a lack of support to co-regulate when I feel __ on ___ % of occasions  Calm corner or place to sit and reflect to control/managing unknowns consistently by key adults  Emotional Literacy Programmes get back on track (with adult support to reflect)  Poor impulse control  I will be able to use 3 different calming techniques in class to reduce my level of anxiety from __ to ___ on feeling thermometer with adult support/independently e.g. Zones of Regulation or ELSA resources e.g. feelings in the body work  Feelings thermometer/Incredible 5  Can be verbally or physically  Careful consideration of framing verbal aggressive towards others questions—use of de-escalation scripts (say what you want to see and address behaviour not child)  Can demonstrate excessive point scale/feelings check in visual used consistently  Toolbox of regulation strategies worry/anxiety that poses a barrier to learning  I will use kind hands/feet  Ensuring teacher and pupil and both /words when playing with friends for __ consecutive breaktimes regulated before relating & reasoning developed with the child  CBT (Think Good Feel Good) or  Attunement to cues in behaviour of uncomfortable feelings and adults to support to label and co-regulate these feelings  I will be able to select an The Anxiety/Anger Gremlin book resources  Mindfulness times or use of Cosmic appropriate strategy from my toolkit when I feel ___ for —% of the time  Consistent predictable routines to Yoga  Worry monster/Worry Box  Pupil passport that identifies promote sense of safety triggers and regulation support 67 Last Updated September 2024

Social, Emotional, Mental Health (SEMH): Social/Learning Engagement

Identified Concern (Presenting Behaviour)

Targeted Provision Ideas

Suggested Smart Targets

In Class Provision Ideas

(Next Steps)

 Emotion Coaching Approach used  Provide sense of control within  Engaging in unsafe, risky,  I will be able to engage in an consistently by key adults appropriate boundaries for child within learning/engagement antisocial behaviour activity for 10/15 minutes for 4 out of 5 tasks in a day.

 Sensory supports e.g. movement  Challenges or refuses to  Use of visual prompts to reinforce social breaks or fidgets to maintain focus where needed  I will attempt all work given to comply with adult authority/ classroom rules understanding/rules me within 5 minutes over a period of ___ days/weeks  Key adult to attune, provide co-  Careful consideration of framing verbal  Disrupting own or others regulation and prompts/support as CYP becomes disengaged. And use of ‘time in’ to discuss difficulties in the day questions—use of de-escalation scripts (say what you want to see and address behaviour not child).

 I will be able to use e.g. fidget learning through inappropriate behaviours and easily distracted toy/movement break to help my focus in class for __ sessions in a day.

 A differentiated and achievable discipline  Reluctant to engage with  Social stories / comic strip / approach applied with consistency. Clear boundaries and consequences but considering the child’s individual needs and difficulties.

 I can make a positive communication cartoons to explore difficult social situations learning tasks contribution in __ lessons daily by: putting hand up/answering a question/ sharing work/helping a partner  Struggles to accept  Restorative conversations following responsibility for own actions  Clear warnings / options for alternative specific incidents with a trusted key person. Explore ‘What could we do differently? What were you hoping to achieve?

responses given with reasons why expectations are in place

 Attunement to cues in behaviour of  Chunking of learning tasks / small uncomfortable feelings and adults to support to label and co-regulate these feelings goals to work towards within lesson with lots of targeted praise 68 Last Updated September 2024

Assessment/Support for Social, Emotional, Mental Health (SEMH):

Services Referrals to Consider

Targeted Tools for Assessment/Discussion of Need

 Educational Psychology  Iceberg Model discussion (exploring possible unmet needs and what behaviour is communicating)  Bolton Behaviour Support Service  Ideal Self Activity (exploring aspects of self-identity) or Ideal School (explore aspects of school that may trigger difficulties)  Woodbridge SEND Service  Blob trees or Blob classrooms (exploring aspects of self-identity)  Aspire  School Wellbeing Card Sort (exploring reasons for school non-attendance/views on school and protective  CAMHS or risk factors)

 Good Day/Bad Day or Timetable RAG (identify triggers within the school day)

Assessment Questionnaires

 Strengths and Difficulties Questionnaire  ABC Chart and Positive ABC Chart (identifying negative and positive behaviour triggers and (SDQ) consequences to find patterns in behaviours  Boxall Profile  Strengths Card Sort (exploring self-esteem/self-perception)  Cambridge Autism Questionnaire

Whole School Training to Consider

 Emotion Coaching

 Resiliency Questionnaires

 Understanding and Supporting Trauma and ACEs

 BECK questionnaires

 Understanding and Supporting Attachment

 Spence Anxiety Scales

 Emotionally Based School Avoidance (EBSA)

 Sensory Profiles

 Emotional Literacy Support Assistants (ELSA)

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The Six Principles of Nurture

1. Children's learning is understood developmentally

A nurturing approach involves staff responding to children not in terms of arbitrary expectations about ‘attainment levels' but in terms of the children's developmental progress. The response to the individual child is ‘as they are', underpinned by a non-judgemental and accepting attitude.

2. The classroom offers a safe base

The organisation of the environment and the way the group / class is managed contains anxiety. A nurturing approach offers a balance of educational and domestic experiences aimed at supporting the development of the children's relationships with each other and with the staff. Learning is organised around a structured period of time with predictable routines. Great attention is paid to detail; the adults are reliable and consistent in their approach to the children. A nurturing approach involves an educational provision making the important link between emotional containment and cognitive learning.

• Nurture is important for the development of self-esteem

A nurturing approach involves listening and responding. Everything is ‘verbalised' with an emphasis on the adults engaging with the children in reciprocal shared activities e.g. play /meals / reading /talking about events and feelings. Children respond to being valued and thought about as individuals, so in practice this involves noticing and praising small achievements.

• Language is understood as a vital means of communication

Language is more than a skill to be learnt, it is the way of putting feelings into words. Children often ‘act out' their feelings as they lack the vocabulary to ‘name' how they feel. A nurturing approach views the informal opportunities for talking and sharing, e.g. welcoming the children into the group / class being as important as the more formal lessons teaching language skills. Words are used instead of actions to express feelings and opportunities are created for extended conversations or encouraging imaginative play to understand the feelings of others.

5. All behaviour is communication

This principle underlies the adult response to the children's often challenging or difficult behaviour. ‘Given what I know about this child and their development what is this child trying to tell me?' Understanding what a child is communicating through their behaviour helps staff to respond in a firm but non-punitive way by not being provoked or discouraged. If the child can sense that their feelings are understood this can help to diffuse difficult situations. The adult makes the link between the external / internal worlds of the child.

• Transitions are significant in the lives of children

A nurturing approach helps the child make the difficult transition from home to school. However, on a daily basis there are numerous transitions the child makes, e.g. between sessions and classes and between different adults. Changes in routine are invariably difficult and should be minimised as far as possible.

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Social, Emotional and Mental Health

Relevant information, resources, links and on-line training

Inside I’m Hurting; practical strategies for supporting pupils with attachment difficulties in school - Louise Michelle Bomber

Attachment in the Classroom; The links between children’s early experience, emotional wellbeing and performance in schools - Heather Geddes

What about me? Inclusive strategies to support pupils with attachment difficulties make it through the school day - Louise Michelle Bomber

Settling to learn; settling troubled pupils to learn and why relationships matter in school - Louise Michelle Bomber and Dan Hughes

• Emotion coaching resources - https://www.emotioncoachinguk.com/

Starving the Anger Gremlin for Children Aged 5-9: A Cognitive Behavioural Therapy Workbook on Anger Management - Kate Collins-Donnelly

Starving the Anger Gremlin: A Cognitive Behavioural Therapy Workbook on Anger Management for Young People - Kate Collins-Donnelly

Starving the Anxiety Gremlin for Children Aged 5-9: A Cognitive Behavioural Therapy Workbook on Anxiety Management - Kate Collins-Donnelly

Starving the Anxiety Gremlin: A Cognitive Behavioural Therapy Workbook on Anxiety Management for Young People - Kate Collins-Donnelly

• Think good, feel good; a CBT workbook for children and young people – Paul Stallard
• The whole brain child – Dan Siegel and Tina Payne Bryson

SEMH Toolkit of evidence based interventions to promote the inclusion of children with SEMH needs - https://www.babcockldp.co.uk/babcock_l_d_p/Educational- Psychology/Downloads/Resources/SEMH-Toolkit-of-Evidence-Based-Interventions-to- Promote-the-Inclusion-of-CYP-with-SEMH-needs-contents.pdf

Child Trauma Academy Youtube channel has presentations on brain development, trauma and resilience & developmentally appropriate interventions for children.

• Boxall profile (Nurture Group network) www.nurturegroups.org
• Strengths and Difficulties questionnaire (Dr. Goodman) www.sdqinfo.org

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SEMH Free On-line CPD for School Staff

SEMH http://www.advanced-training.org.uk/

Behaviour https://www.classcentral.com/course/managing- behaviour-for-learning-6272

Managing behaviour for learning

https://www.futurelearn.com/courses/managing- behaviour-for-learning

An introduction to classroom management

https://prosperoteaching.com/quiz/classroom- management/

ADHD, concentration and SEMH

http://www.humansnotrobots.co.uk/p/resources- hub.html?m=1

ADHD https://www.futurelearn.com/courses/understanding-adhd

http://www.adhdcontinuum.com/free-adhd-online- courses/#.Xm-ZMaj7RPZ

Mental Health https://www.minded.org.uk/

https://mindup.org/

https://www.brooksgibbs.com/

https://anti-bullyingalliance.org.uk/tools-information/free-cpd- online-training

Behaviour, bullying and mental health

Understanding depression and anxiety

https://www.open.edu/openlearn/health-sports- psychology/health/understanding-depression-and- anxiety/content-section---learningoutcomes

Introduction to attachment disorder

https://prosperoteaching.com/quiz/an-introduction-to- attachment-disorder/

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Visual Impairment

Identification of outcomes linked to relevant VI-specific skills e.g. sensory development, communication, literacy, habilitation (mobility and independent living skills), accessing information, use of technology, meeting others, preparing for adulthood

Ensure Quality First Teaching is in place.

.

Ensure that the curriculum is accessible to the child and learning resources are enlarged/ adapted to meet the child’s needs.

Use of Ophthalmology reports and Functional Vision Assessment to determine VI level of need.

Analysis of test and attainment data e.g. CATS, Reading Assessments, Spelling Assessments.

Qualified Teacher of Children and Young People with Vision Impairment

Detailed and targeted observations in a range of situations and 1-1 activities to assess use of residual vision if appropriate.

Identify how any barriers to learning and participation will be minimised or removed.

Assess

Meeting and discussions involving child/young person, parents, SENCo, key staff.

Plan for the classroom environment to be as accessible as possible e.g. a good listening environment and accessible classroom layout etc

Plan

Identification of any training needs of staff.

Consider the need for, and plan for, any support needed to improve the child’s self esteem and social skills.

Assess the teaching style used within the classroom and ensure that there is not an over emphasis on visual learning.

Consider the child’s speed of working and ability to access information.

Record the above on an EHA including the impact of any interventions/adaptations.

SEN Support (provided via schools

own resources)

Use of specific strategies, resources and equipment for large print users (outlined in Functional Vision Assessment Report).

Implementation of advice/programme devised by or received from a support service e.g. touch typing, habilitation, use of equipment.

Consistent encouragement, reminders and modelling of the use of any low vision aids recommended.

Review the accessibility of lesson content.

Adaptation of classroom environment if needed.

Review

Quality Assurance of curriculum delivery by SENCo or other appropriate member of staff.

Review the child’s ability to navigate around the school site.

Do

Request regular feedback from the child/young person to ensure ongoing accessibility of learning resources in the classroom.

Review the child’s ability to learn independently and manage their own equipment.

Review any changes to the child’s level of vision.

Regular liaison between class teacher, SENCO and parent.

Update EHA and pupil passport.

Make a pupil passport detailing strengths and needs so all staff are aware of the support that needs to be in place.

Continue at SEN Support with new outcomes/adapted strategies, move off SEN Support/make a request for an EHCP Needs Assessment.

Access to appropriate training for staff working with the child/young person.

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Visual Impairment Resources, Links and on-line Training

• Lots of useful information and resources

https://www.thomasson.bolton.sch.uk/sensory-support-service/visual- impairment/useful-links/

https://www.natsip.org.uk/

https://www.rnib.org.uk/professionals/health-social-care-education- professionals/education-professionals/teaching-and-learning-guidance/

https://www.thomasson.bolton.sch.uk/sensory-support-service/visual- impairment/information-for-professionals/

• Teaching strategies: visual impairment

https://www.birmingham.ac.uk/research/victar/resources/best-practice-in-supporting- students-with-vision-impairment.aspx

• Strategies for teaching and learning

https://www.sess.ie/categories/sensory-impairments/visual-impairment/tips- learningand-teaching

https://www.pathstoliteracy.org/strategies-helping-children-visual-impairments- develop-listening-skills/

https://www.readandspell.com/visual-impairment-in-the-classroom

• Resources

https://www.twinkl.co.uk/teaching-wiki/support-a-child-with-visual-impairment-in- school

• On-line training resource:

https://www.natsip.org.uk/mainstream-training-pack

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Hearing Impairment

Ensure HI diagnosis has been confirmed and parental consent form is in place.

Plan to make any reasonable adjustments needed (e.g. carpets, blinds/ curtains, Soundfield, radio aid and child’s seating position in the classroom etc).

Ensure Quality First Teaching is in place.

Close working with the Sensory Support Qualified Teacher of the Deaf to plan next steps.

Ensure that curriculum planning and learning resources are adapted to meet the child’s needs.

Analysis of test and attainment data, including language skills (e.g. Bpvs, Ace, Reading Assessments, Speech Tests).

Audiological reports of aided and unaided hearing thresholds, together with the NATSiP eligibility framework are used to determine level of need /support, as well as learning needs.

Set termly outcomes/targets for the CYP using data from standardised and non standardised assessments.

Assess

Detailed and targeted observations in a range of situations and 1-1 activities to assess use of residual hearing and functional listening skills.

Identify how any barriers to learning and participation will be minimised or removed.

Plan

Educational Audiologist to assess for Radio Aid if appropriate.

Consider the need for, and plan for, any support needed to improve the child’s language skills, self esteem, social skills and independence as a learner.

Meeting and discussions involving child/young person, parents, SENCo and key staff.

Identification of any training needs of staff.

Review the listening conditions in the classroom and note any adjustments required to make the classroom accessible.

SEN Support (provided via schools

own resources)

Use of specific strategies, resources and equipment (outlined in Qualified Teacher of the Deaf Assessment Report).

Use of specific technology adaptations as required e.g. captioning apps such as Otter.

Adaptation of classroom environment if needed.

Review the accessibility of lesson content.

Establish consistent use of the hearing aids/ Cochlear Implants.

Review

Best practice routines are understood and adhered to by key staff for all assistive listening devices.

Liaise specifically with Audiology regarding hearing levels and functional listening skills reflected in speech clarity

Do

Review the child’s ability to learn independently and manage their own resources and equipment.

Implementation of specific programmes by Parents/ Carers/ school staff and/or the Teacher of the Deaf.

Review advice/support using monthly/ termly case notes (Records of Input).

Request regular feedback from the child/young person to ensure ongoing accessibility of learning resources

Quality Assurance of curriculum delivery by SENCo or other appropriate member of staff/Teacher of the Deaf.

Update EHA and pupil passport.

Continue at SEN Support with new outcomes/adapted strategies, move off SEN Support/make a request for an EHC Needs Assessment.

Access to appropriate training for staff working with the child/young person.

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Hearing Impairment Resources, Links and On-Line Training

• Lots of useful information and resources

https://www.ndcs.org.uk/

https://www.natsip.org.uk/doc-library-login/eligibility-framework/hearing-impairment

• Tips for teachers

https://www.ndcs.org.uk/information-and-support/being-deaf-friendly/information-for- professionals/primary-education/

• Useful information

https://www.weareteachers.com/children-deaf-hard-of-hearing/

• On-line training resource

https://www.natsip.org.uk/mainstream-training-pack

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Physical Difficulties

Identification of outcomes linked to relevant PD specific skills e.g., use of equipment, independence, mobility, self help, participation etc.

Ensure any reasonable adjustments required are in place.

Completion of detailed and targeted observations to identify specific areas of need and gaps in functional skills/ability, to determine if these are isolated missing skills or a pattern of wider underdevelopment.

Plan to ensure that the school environment, daily routine and curriculum is accessible to the child with appropriate adaptations and alterations and/or additional support.

.

Assessment of level of skill against expected attainment for developmental ability (and is this in line with their cognition and learning).

Close working with Physiotherapy/Occupational Therapy to plan next steps.

Detailed and targeted observations in a range of situations and 1-1 activities.

Plan systems to involve, inform and support staff, child, YP and family.

Assess

Liaison with any specialist services involved e.g. Woodbridge SEND Service, Physiotherapy, Occupational Therapy, specialist nurses etc.

Identify how any barriers to learning and participation will be minimised or removed.

Plan

Meeting and discussions involving child/young person, parents, SENCo, key staff.

Consider completion of a risk assessment if there are any implications for safety or access to the school environment.

Consider competency of staff to support level of physical ability, e.g. is there a moving and handling requirement?

Consider strategies already implemented, including adaptations to curriculum, response to additional support/resources and the progress made.

Record the above on an EHA.

SEN Support (provided via schools

own resources)

Use of specific strategies, resources and equipment as advised by any specialist service.

Implementation of identified actions, including any adaptations, alterations and support.

Ensure the consistent implementation of any personalised timetables.

Review any changes to the child’s level of physical ability

Use of low level aids, equipment and adaptations, and access to appropriate sized furniture (e.g. desks and chairs).

Review

Use appropriate access devices (such as IT equipment) and software.

Review the effectiveness of any staff training undertaken and any further support needed.

Do

Request regular feedback from the child/young person to ensure ongoing accessibility of learning resources and the school site.

If progress continues to be limited and skills/abilities/physical development is significantly below level of cognition and learning, consider referral to external specialist services e.g. Woodbridge SEND Service, Physiotherapy, Occupational Therapy etc. if not already involved.

Regular liaison between class teacher, SENCO and parent.

Review and update any risk assessments.

Implement the recommendations from any risk assessments carried out.

Update EHA.

Continue at SEN Support with new outcomes/adapted strategies, move off SEN Support/make a request for an EHCP Needs Assessment.

Access to appropriate training for staff working with the child/young person e.g. (moving and handling).

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Physical Difficulties/Medical Needs Resources, Links and On-Line Training

• DfE guidance for supporting children with medical needs

https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical- conditions--3

Guidelines to promote the inclusion of children with additional physical needs in mainstream settings

https://www.southglos.gov.uk/Documents/CYP050153.pdf

• Useful information and resources

https://www.shinecharity.org.uk/for-professionals/faqs-about-physical-disability-and- educational-settings

• On-line awareness raising training resource

https://pdnet.org.uk/online-learning/raising-awareness-of-physical- disability/?fbclid=IwAR1PYzXRxnl5StJlGU0dxh88u6psOg-trE5yLyI_8o_kF5- jT8bL5wp6Tw0

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SEN Support Glossary

Terminology Description

ABC charts An ABC chart can be used to record behavioural concerns in order to better understand patterns of behaviour. 'A' stands for antecedents, 'B' refers to the behaviour itself and 'C' refers to the consequences of the behaviour.

ACE Assessment of Comprehension and Expression. An assessment of receptive and expressive language skills for children aged 6-11 years.

Be Kind To My Mind Bekindtomymind is a Bolton campaign designed to reduce the stigma and discrimination around mental health. Website: https://www.bekindtomymind.co.uk/

Boxall profile A two-part assessment tool designed to assess and track the progress of behavioural traits of children and young people.

BPVS British Picture Vocabulary Scale. An assessment tool to assess the receptive vocabulary of children aged 3 to 16 years

BSCIP Bolton Social Communication and Interaction Panel. This forms part of the Bolton Autism Diagnostic process.

BSS Behaviour Support Service

CAMHS Child and Adolescent Mental Health Service

Differentiation Differentiation means tailoring lessons for students with individual needs. This involves changing the content, delivery, or methods of learning to ensure that every child learns in a way that is suitable for them.

EHA Early Help Assessment. An assessment and planning tool that facilitates and coordinates multi-agency support.

EHCNA Education, Health and Care Needs Assessment.

EPS Educational Psychology Service

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Terminology Description

Executive Functioning Executive functioning describes a set of cognitive processes and mental skills that help an individual plan, monitor, and successfully execute their goals. These include attentional control, working memory, inhibition, and problem-solving, many of which are thought to originate in the brain’s prefrontal cortex.

Iceberg Model The Iceberg Model provides an understanding of why people do what they do. What is most noticeable about people are their words and actions. This behaviour (the tip of the iceberg) is primarily motivated by three internal motivators -attitudes, needs, and values. This model helps us to try and understand the motives behind behaviours.

Instructional Hierarchy When mastering new academic skills or strategies, learners typically advance through a predictable series of learning stages; skill acquisition, fluency, generalisation and adaptation. This is known as the instructional hierarchy.

Kooth Kooth offers on line emotional and mental health support for children and young people aged between 11 – 24 years. Website https://www.kooth.com

Levels of questioning Blank’s Levels of Questioning is a questioning framework developed by Marion Blank. There are four levels of questioning which move from simple, concrete questions to more difficult, abstract questions. Blank’s questions encourage development of general language and vocabulary as well as skills in comprehension, reasoning, inferencing, predicting and problem solving.

Metacognition Metacognition refers to higher order thinking, which involves active control over the cognitive processes engaged in learning. For example: Planning how to approach a given learning task; Monitoring our comprehension of the task, and Evaluating progress toward the completion of a task

NATSiP National Sensory Impairment Partnership. A partnership of organisations working together to improve outcomes for children and young people with sensory impairment.

Pre and Post teaching Pre and post teaching involves exposing the student to words and ideas that are about to come up in the lesson and going over them again after the lesson.

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Terminology Description

Pupil passport A pupil passport is a summary document detailing the most important information about a child which can be shared with any adult working with them so that they can support the child in the best way possible

QFT Quality First Teaching - high quality inclusive teaching together with continuous whole school processes for assessing, planning, implementing, tracking, monitoring and reviewing pupil progress.

SEN Matrix The SEN Matrix contained in the SENCO handbook providing guidance on the severity criteria for an EHC Needs Assessment

Sensory differences Some people have difficulty processing everyday sensory information. Any of the senses may be over- or under-sensitive, or both, at different times. These sensory differences can affect behaviour.

STAR analysis A model used to analyse and understand behaviour focussing on the setting, triggers, actions (behaviours) and responses (of others to the behaviour).

SDQ Strengths and Difficulties Questionnaire. A short behavioural screening questionnaire for children aged 3 to 16 years.

SULP Social Use of Language Programme - a cohesive framework to develop children’s interpersonal and social abilities from a communication and thinking perspective.

Task Analysis Task analysis is a process by which a task is broken down into its component parts

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School Age Descriptors for Learning

Note: The areas that are shaded in grey throughout the document indicate that where a child is achieving in a number of these areas it may be appropriate to consider requesting an Education, Health and Care Needs Assessment.

Reception

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Year One Standard Scores >70 70-65 64-59 58-51 <50 Place Place Plus High Needs Block Reading

• Can distinguish between a word,

a letter and a space

• Makes one to one

correspondence between spoken and written words

• Applies phonic knowledge to

attempt the reading of unknown words, using picture clues to help

• Recalls the main points from a

story

• Understands and uses terms

referring to conventions of print e.g. book, cover, beginning, end, page, word, letter, line

• Recognises rhyming words and

alliteration

• Able to listen to stories all the way

through

Understands that words, symbols and pictures convey meaning

Can recognise or read a growing repertoire of familiar words or symbols, including their own names

Recognises at least half the letters of the alphabet by shape, name or sound

Associates sounds with patterns in rhymes, with syllables and with words or symbols.

• Can select and/or recognise

and/or read a few words, symbols or pictures with which they are particularly familiar [for example, name, people, objects or actions]

• Can match objects to pictures

and symbols (for example choosing between two symbols to select a drink)

• Can match letters and short

words

• Able to predict elements of a

narrative [e.g. when an adult stops reading, missing words are filled in]

• Understands the conventions

of reading [e.g. following text left to right, top to bottom and page following page]

• Will listen and respond to

familiar rhymes and stories

• Can show some

understanding of how books work [for example, turning pages and holding the book the right way up].

Writing

Writing communicates meaning through simple words and phrases.

Writing begins to show an awareness of how full stops are used.

Letters/symbols are usually clearly shaped, correctly orientated and recognisable

Sometimes able to help an adult understand their writing

Demonstrates an awareness that writing can have a range of purposes [for example, letters, lists or stories]

Shows an understanding of how text is arranged on the page [e.g. letter sequences from left to right]

They write or use their preferred mode of communication to set down their names with appropriate use of upper- and lower-case letters or appropriate symbols.

• Produces or writes their

name in letters or symbols and/or produces meaningful marks or symbols associated with their own name or familiar spoken words, actions, images or events

• Can trace, overwrite or copy

shapes and straight line patterns and/or copy letters.

• Groups letters/marks and

leaves spaces between them as though writing separate words

• Are aware of the sequence of

letters, symbols and words.

• Show that they understand

that marks and symbols convey meaning [for example, placing photographs or symbols on a timetable or in a sequence]

• Can make marks or

symbols in their preferred mode of communication.

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Maths

Can name a circle, triangle and square

Can continue a repeating pattern containing up to 2 objects

Can count to 10

Can sequence numbers to 10

Can add one and take away one to any number up to 10

Can put 2 sets of numbers together and count to 10

Knows that 0 is less than 1

Understands the terms plus, more than and less than

Joins in with rote counting using words or signs beyond 10

Able to continue to rote count onwards from a given small number

Able to recognise differences in quantity

Can recognise numerals from one to nine and relate them to sets of objects

Can respond to ‘add one’ to or ‘take one away’ from a number of objects in a practical situation

Can use ordinal numbers (first, second, third) when describing positions

• Can respond to, and join in

with, familiar and new number rhymes, stories, songs and games

• Can demonstrate an

awareness of contrasting quantities and show an understanding of the concept of ‘more’ and ‘less’

• Can demonstrate an

understanding of one-to-one correspondence in a range of contexts (for example: matching objects such as cups to saucers/straws to drink cartons)

• Can join in rote counting to ten
• Can count reliably to 5 and

make sets of up to 5

• Can respond to ‘add one in

practical situations

Shows an awareness of number activities and counting (for example copying some actions during number rhymes)

Indicates one and/or two (e.g. by eye pointing, blinks or gestures)

Demonstrates that they are aware of contrasting quantities (for example ‘one’ and ‘lots’ by making groups of one or lots of food items on plates etc).

85 Last Updated September 2024

86 Last Updated September 2024

• Most letters are correctly formed but

spacing between words may be irregular

• Produces or writes their

name in letters or symbols

• Can copy letters.
• Groups letters/marks and

leaves spaces between them as though writing separate words

• Aware of the sequence of

letters, symbols and words

• Can recognise and name a rectangle, circle, triangle and square
• Can recognise repeating patterns of 3 items
• Can order numbers to 20
• Can add 1 to any number up to 10 and record the operation
• Can estimate the number of objects in a group up to 10
• Can add 2 or 3 sets of numbers together up to 10
• Can recognise all coins
• Understands the terms too many, estimate, before, next to, after and between

Can name a circle, triangle and square

Can continue a repeating pattern containing up to 2 objects

Can count to 10

Can sequence numbers to 10

Can add one and take away one to any number up to 10

Can put 2 sets of numbers together up to 10

Knows that 0 is less than 1

Understands the terms plus, more than and less than

• Can demonstrate an

understanding of the concept of ‘more’ and ‘less’

• Can demonstrate an

understanding of one-to-one correspondence in a range of contexts [for example: matching objects such as cups to saucers/straws to drink cartons]

• Can count reliably to 5 and

make sets of up to 5.

• Joins in with rote counting

using words or signs beyond 10

• Able to continue to rote

count onwards from a given small number

• Able to recognise differences

in quantity

• Can recognise numerals

from one to nine and relate them to sets of objects

• Can respond to ‘add one’ to

or ‘take one away’ from a number of objects in a practical situation

• Can use ordinal numbers

(first, second, third) when describing positions

• Can respond to, and join

in with, familiar number rhymes, stories, songs and games

• Indicates one or two [e.g.

by using eye pointing, blinks, gestures or any other means]

• Demonstrates that they are

aware of contrasting quantities [e.g. ‘one’ and ‘lots’ by making groups of one or lots of food items on plates].

Maths

87 Last Updated September 2024

Year Three Standard Scores >70 70-65 64-59 58-51 <50 Place Place Plus High Needs Block Reading

Blends and segments sounds in consonant clusters e.g. string, catch and uses this knowledge in reading

Has an awareness of the grammar of a sentence and uses this to help decipher new or unfamiliar words

Talks about, and expresses opinions about, the main events and characters in a story and highlights the most important parts

Understands the difference between fiction and non fiction

Recognises repetitions and rhymes

Beginning to make links between texts and own experiences

• Recognises familiar words in

simple texts

• Blends phonemes to read

CCVC and CVCC words

• Expects written text to make

sense

• Answers literal retrieval

questions about texts

• Identifies favourite characters

and parts of a story

• Retells simple stories orally

using a storyboard or story map

• Comments on rhyming

patterns/recognises rhyming stories

• Recognises or reads a

growing number of familiar words or symbols including their own name

• Recognises at least half of

the letters of the alphabet and applies this knowledge to attempt the reading of unknown words, using picture clues to help

• Blends phonemes to read

CVC words

• Predicts elements of a

narrative [e.g. filling in missing words]

• Understands the

conventions of reading [e.g. following text left to right, top to bottom) and understands/ uses terms such as book, beginning, end, page, word, letter, space, line

• Makes one to one

correspondence between spoken and written words

• Recalls the main points from

a story in the correct sequence

• Recognises rhyming words

and alliteration

• Can select and recognise

or read a small number of words or symbols linked to a familiar vocabulary(e.g. name, people, objects or actions)

• Able to match letters and

short words.

Can compose a sentence orally and attempt to replicate it in writing

Writing contains some capital letters and shows an awareness of how full stops are used.

• Shows an understanding of

how text is arranged on the page [e.g. writing from left to right]

• Writes, or uses their preferred

mode of communication, to set down their name with appropriate use of upper- and

• Able to produce or write their name in letters or symbols
• Able to copy letters

Writing

Is able to write a simple sentence that makes sense

Uses full stops and capital letters with some consistency

Ideas are sequenced appropriately with a beginning and an event

Writing can be read without mediation

88 Last Updated September 2024

Joins 2 ideas together using ‘and’

Writing can generally be read without mediation

Beginning to use alternative ways of spelling phonemes (e.g. /ae/ being spelt ai/ay/a- e)

• Most letters are correctly

formed but spacing between words may be irregular

Able to recognise and use alternative ways of spelling phonemes

Most letters are correctly formed and orientated and there are spaces between words.

lower-case letters or appropriate symbols.

• Groups letters/marks, leaving spaces between them as though writing separate words
• Aware of the sequence of letters, symbols and words
• Writing communicates meaning through simple words and phrases.
• Writing begins to show an awareness of full stops
• Letters are usually clearly shaped and correctly orientated.

Maths

Can write numbers to 20

Can order numbers to at least 30

Can partition numbers up to 20 into tens and units

Can work out a missing number from a simple sequence up to 30

Able to tell which of any 2 numbers is the larger or smaller (up to 30)

Demonstrates an understanding of, and uses, the symbols + and =

Recognises the subtraction symbol

Can work out how many to subtract from a number to leave a given number to 30

Can add 2 coins together up to 30p

Can recognise and name a rectangle

Can recognise repeating patterns of 3 items

Can order numbers to 20

Can add 1 to any number up to 10 and record the operation

Can estimate the number of objects in a group up to 10

Can add 2 or 3 numbers together up to 10

Can recognise all coins

Understands the terms too many, estimate, before, next to, after and between

Understands the terms plus, more than and less than

Can count reliably to 5 and make sets of up to 5.

Joins in with rote counting beyond 10 using words or signs

Can rote count onwards from a given small number

Can use ordinal numbers (first, second, etc) when describing positions

Can name a circle, triangle and square

Can continue a repeating pattern of up to 2 objects

Can count and sequence numbers to 10 and relate them to sets of objects

Can add one and take away one to any number up to 10

Can put 2 sets of numbers together

Knows that 0 is less than 1

• Can demonstrate an

understanding of one-to- one correspondence in a range of contexts [for example: matching objects such as cups to saucers/straws to drink cartons]

• Can count reliably to 3,

make sets of up to 3 objects and use numbers to 3 in familiar activities and games

• Able to demonstrate an

understanding of more

• Joins in with new number

rhymes, songs and games

89 Last Updated September 2024

Year Four Standard Scores >70 70-65 64-59 58-51 <50 Place Place Plus High Needs Block Reading

Able to read simple stories and demonstrate an understanding of the story with accuracy

Able to express an opinion about major events or ideas in stories

Blends and segments sounds into words

Able to use more than one strategy, such as phonic, graphic, syntactic or contextual when reading unfamiliar words and establishing meaning

Able to compare stories and identify similarities and differences

Uses an understanding of the story to make predictions

• Blends and segments sounds

in consonant clusters e.g. string, catch and uses this knowledge in reading

• Has an awareness of the

grammar of a sentence and uses this to help decipher new or unfamiliar words

• Talks about, and expresses

opinions about, the main events and characters in a text and highlights the most important parts

• Understands the difference

between fiction and non- fiction

• Recognises repetitions and

rhymes

• Beginning to make links

between texts and own experiences

Can recognise or read a growing number of familiar words or symbols in texts including their own name

Recognises at least half of the letters of the alphabet and applies this knowledge to attempt the reading of unknown words, using picture clues to help

Makes one to one correspondence between spoken and written words and expects written texts to make sense

Recalls/retells the main points from a simple story in the correct sequence

Recognises rhyming words/patterns and alliteration

Blends phonemes to read CVC, CCVC and CVCC words

Answers literal retrieval questions about texts

• Shows an interest in

reading

• Predicts elements of a

narrative [e.g. filling in missing words]

• Able to distinguish

between print or symbols and pictures in texts

• Understands the

conventions of reading [e.g. following text left to right, top to bottom) and understands/ uses terms such as book, beginning, end, page,

• Shows an understanding of

how text is arranged on the page [e.g. writing from left to right]

• Writes, or use their preferred

mode of communication, to set down their name

• Writing communicates

meaning through simple words and phrases.

• Able to group letters and

leave spaces between them as though writing separate words

• Aware of the sequence of

letters, symbols and words

• Able to write their name

and one/two simple words correctly from memory

Writing

Writing contains evidence of simple and compound sentences

Some evidence of punctuation other than capital letters and full stops

Writing begins to show the characteristics of chosen form based on the structure of known texts

Writes chronological and non- chronological texts using simple structures

Is able to write a simple sentence that makes sense

Uses full stops and capital letters with some consistency

Ideas are sequenced appropriately with a beginning and one event

Writing can be read without mediation

Able to recognise and use alternative ways of spelling phonemes

90 Last Updated September 2024

• Can compose a sentence

orally and attempt to replicate it in writing

• Writing contains some capital

letters and shows an awareness of full stops

• Joins 2 ideas together using

‘and’

• Writing can generally be read

without mediation

• Beginning to use alternative

spellings for phonemes (e.g. /ae/ being spelt ai/ay/a-e)

• Most letters are correctly

formed and oriented but spacing between words may be irregular Maths

• Can read and sequence numbers to

100 and will attempt to write numbers to 100 although there may be confusion between tens and units

• Can recognise odd and even

numbers to 50

• Able to recall number bonds to 10
• Can add 2 numbers together up to

100, using a number line

• Can identify and continue a number

pattern in ones and twos

• Can subtract on a number line by

counting backwards from 100

• Can recognise a half and find a

quarter of a shape

• Can tell the time to the hour
• Most letters are correctly

formed and orientated and there are spaces between words.

Can write numbers to 20

Can order numbers to at least 30

Can partition numbers up to 20 into tens and units

Can work out a missing number from a simple sequence up to 30

Able to tell which of any 2 numbers is the larger or smaller (up to 30)

Demonstrates an understanding of, and uses, the symbols + and =

Can recognise the subtraction symbol

Can work out how many to subtract from a number to leave a given number to 30

Can add 2 coins together up to 30

Understands the terms plus, more than, less than, too many, estimate, before, next to, after and between

Can rote count onwards from a given small number

Can use ordinal numbers (first, second, etc) when describing positions

Can name a circle, triangle, square and rectangle

Can put 2 sets of numbers together

Knows that 0 is less than 1

Can recognise repeating patterns of 3 items

Can order numbers to 20

Can add 1 to any number up to 10 and record the operation

Can estimate the number of objects in a group up to 10

• Can add 2 or 3 sets of

numbers together up to 10

• Can recognise all coins

Joins in rote counting to 10

Can count reliably to 5 and make sets of up to 5.

Can recognise numerals to 5 and understand that each represents a constant number or amount

Demonstrates an understanding of ‘less’

Responds to add one in practical situations

91 Last Updated September 2024

Year Five Standard Scores >70 70-65 64-59 58-51 <50 Place Place Plus High Needs Block Reading

• Reads aloud with intonation and

expression, taking into account punctuation

• Able to break words down into

syllables in order to decode polysyllabic words

• Blends and segments long vowel

phonemes (e.g. played, sound, moon)

• Generates questions before

reading and uses bibliographic knowledge to retrieve specific information

• Goes beyond own experience or

general impressions and refers to text to explain meaning

• Makes simple inferences about

characters’ thoughts, feelings or reasons for actions

• Uses insights into characters to

make predictions about story outcomes

• Understands how to use

alphabetically ordered texts to retrieve information

• Locates and discusses effective

language choices

• Able to read simple stories and

demonstrates an understanding of the story with accuracy

• Able to express an opinion

about major events or ideas in stories

• Blends and segments sounds

into words

• Able to use more than one

strategy, such as phonic, graphic, syntactic or contextual when reading unfamiliar words and establishing meaning

• Able to compare stories and

identify similarities and differences

• Uses an understanding of the

story to make predictions

Makes one to one correspondence between spoken and written words and expects written texts to make sense

Recalls/retells the main points from a simple story in the correct sequence

Recognises rhyming words/patterns and alliteration

Blends phonemes to read CVC, CCVC and CVCC words and blends/segments sounds in consonant clusters

Answers literal retrieval questions about texts

Has an awareness of the grammar of a sentence and uses this to help decipher new or unfamiliar words

Talks about, and expresses opinions about, the main events and characters in a text

Understands the difference between fiction and non-fiction

Beginning to make links between texts and own experiences

• Understands that words,

symbols and pictures convey meaning

• Recognises or reads a

growing repertoire of familiar words or symbols, including their own name

• Recognises at least half

of the letters of the alphabet by shape, name or sound

• Associates sounds with

patterns in rhymes, with syllables, and with words or symbols

• Writing communicates

meaning through simple words and phrases.

• Can compose a simple

sentence orally and write this sentence

• Writing can generally be read

without mediation

• Uses full stops and capital

letters with some consistency

• Writing contains evidence of

simple and compound sentences

• Some evidence of punctuation

other than capital letters and full stops

• Shows an awareness that

writing can have a range of purposes (e.g. lists, letters or stories)

• Shows understanding of

how text is arranged on the page [e.g. writing from left to right]

• Writes or uses their

preferred mode of

Writing

• Uses a range of connectives to

make compound sentences e.g. and, but, because and to signal time e.g. then, after, before, meanwhile

• Uses full stops, capital letters and

question marks with some consistency

• Detail is used to engage the reader
• Writing begins to show the characteristics of chosen form

92 Last Updated September 2024

• Ideas are sequenced

appropriately with a beginning, middle and an end and some ideas are linked by ‘and’

• Writing can be read without

mediation

• Able to recognise and use

alternative ways of spelling phonemes

• Most letters are correctly

formed and orientated and there are spaces between words.

• Spells with increasing accuracy

and confidence, drawing on word recognition and knowledge of word structure and spelling patterns

• Writing is legible, uses upper and

lower case letters appropriately within words and observes correct spacing within and between words

communication to set down their name with appropriate use of upper and lower case letters or appropriate symbols

based on the structure of known texts

• Writes chronological and non-

chronological texts using simple structures

• Can read and sequence

numbers to 100 and will attempt to write numbers to 100 although there may be confusion between tens and units

• Can recognise odd and even

numbers to 50

• Able to recall number bonds to

10

• Can add 2 numbers together

up to 100 using a number line

• Can identify and continue a

number pattern in ones and twos

• Can subtract on a number line

by counting backwards from 100

• Can recognise a half and find a

quarter of a shape

• Can tell the time to the hour

Maths

• Can read and write all numbers to

100

• Can count on and back in 2’s, 5’s

and 10’s

• Can recognise odd and even

numbers to 100

• Able to partition 2 digit numbers

into tens and units and add them together.

• Recognises 0 as a place holder
• Can add 2 digit numbers,

sometimes without apparatus

• Able to double numbers to 5 and

halve numbers to 10

• Able to recall number bonds to 20
• Able to identify and continue a

number pattern (increasing or decreasing in 2’s, 5’s or 10’s) from any 2 digit number

• Can tell the time to o’clock, half

past, quarter past and quarter to

Understands maths terms e.g. plus, more than, less than, too many, estimate etc.

Uses ordinal numbers

Can name a circle, triangle, square and rectangle

Can recognise repeating patterns of 3 items

Can write numbers to 20 and order numbers to 30

Estimates the number of objects in a group up to 10

Can add 2 or 3 numbers together up to 10

Can recognise all coins and add 2 coins together up to 30p

Can partition numbers up to 20 into tens and units

Can identify a missing number from a simple sequence up to 30

Understands, and uses, the symbols + and = and recognises –

Joins in with rote counting beyond 10

Continues to rote count onwards from a given small number

Able to recognise differences in quantity.

93 Last Updated September 2024

94 Last Updated September 2024

• Some evidence of

punctuation other than capital letters and full stops

• Writing begins to show the

characteristics of chosen form based on the structure of known texts

• Writes chronological and non-

chronological texts using simple structures

• Writing can generally be

read without mediation

• Beginning to use

alternative ways of spelling phonemes (e.g. /ae/ being spelt ai/ay/a-e)

• Most letters are correctly

formed but spacing between words may be irregular

• Able to sustain form in narrative,

including the use of person and time

• Knows how to tackle the spelling of

unfamiliar words

• Beginning to join some letters

when writing

• Able to write stories with a

beginning, middle and end

• Full stops, capital letters and

question marks are used with some consistency

• Spells with increasing

accuracy and confidence, drawing on word recognition, knowledge of word structure and spelling patterns

• Writing is legible, uses upper

and lower case letters appropriately within words and observes correct spacing within and between words

Maths

Can read and write all numbers to 1000

Able to partition numbers into hundreds, tens and units

Knows all number bonds to 100

Able to double numbers to 10 and halve numbers to 20

Recognises the x sign

Able to understand that x2 represents doubling and ÷2 represents halving

Able to recall 2x, 5x and 10x tables

Understands that multiplication is the same as repeated addition

Can use pictures of 2D and 3D shapes to describe their properties

Can total money to £10

Can measure using a ruler up to 30cm

Can read and write all numbers to 100

Can count on and back in 2’s, 5’s and 10’s

Can recognise odd and even numbers to 100

Able to partition 2 digit numbers into tens and units and add them together.

Recognises 0 as a place holder

Can add 2 digit numbers, sometimes without apparatus

Able to double numbers to 5 and halve numbers to 10

Able to recall number bonds to 20

Able to identify and continue a number pattern (increasing or decreasing in 2’s, 5’s or 10’s) from any 2 digit number

• Can tell the time to o’clock,

half past, quarter past and quarter to

• Able to recall number bonds

to 10

• Can read and sequence

numbers to 100 and will attempt to write numbers to 100 although tens and units may be confused

• Can recognise odd and even

numbers to 50

• Can add and subtract to 100

using a number line

• Can partition numbers up to

20 into tens and units

• Can identify a missing

number from a simple sequence up to 30

• Understands, and uses, the

symbols + and = and recognises –

• Can identify and continue

number patterns in ones and twos

• Can add 2 coins together up

to 30p

• Can recognise a half and find

a quarter of a shape

• Can tell the time to the hour

Can recognise and name a rectangle

Can recognise repeating patterns of 3 items

Can order numbers to 20

Can add 1 to any number up to 10 and record the operation

Can estimate the number of objects in a group up to 10

Can add 2 or 3 numbers together up to 10

Can recognise all coins

Understands the terms too many, estimate, before, next to, after and between

95 Last Updated September 2024

Year Seven Standard Scores >70 70-65 64-59 58-51 <50 Place Place Plus High Needs Block Reading

• Reads independently using

known strategies appropriately to establish meaning

• Re-reads short phrases if

sense is lost

• Makes notes from information

located in texts

• Identifies the main idea, and

summarises the main points, from a paragraph of text

• Discusses the actions of the

main characters and justifies views using evidence from the text

• Recognises all consonant

digraphs (e.g. kn/ph etc)

• Recognises a range of

prefixes and suffixes and uses this knowledge to understand words in context

• Reads fluently with

intonation, expression and regard for punctuation

• Uses a range of strategies

across a range of contexts to read with meaning

• Uses contents, chapters and

pages to locate specific information

• Gains an overall impression

of a text by making predictions about the content of a book by skim reading, using the title/contents pages or illustrations

• Identifies and comments on

vocabulary and literary features e.g. alliteration, repetition, similes etc.

• Struggles to read aloud with

intonation and expression, taking into account punctuation

• Struggles to break words

down into syllables in order to decode polysyllabic words

• Is unable to use more than

one decoding strategy, e.g. phonic, graphic, syntactic or contextual information to establish meaning

• Able to read and understand

simple texts with accuracy

• Able to compare stories and

identify common themes

• Generates questions before

reading and uses bibliographic knowledge to retrieve specific information

• Refers to text to explain

meaning and makes simple inferences about characters’ thoughts, feelings or reasons for actions

• Can use alphabetically

ordered texts to retrieve information

• Struggles to blend and

segment sounds in consonant clusters e.g. string, catch and use this knowledge when reading

• Does not have a good

awareness of grammar and so cannot use this knowledge to help decode new or unfamiliar words

• Talks about, and

expresses opinions about, the main events and characters in a text and identifies the most important parts

• Understands the

difference between fiction and non-fiction

• Recognises repetitions

and rhymes in texts

• Beginning to make links

between texts and own experiences

• Writing contains evidence of

simple sentences and uses a range of connectives e.g. and, but, because and signals for time e.g. then, after, before, meanwhile

• Full stops, capital letters and

question marks are sometimes used and other punctuation is emerging

Writing

• Writing generally consists of

grammatically correct sentences and a range of connectives

• Detail is added to writing

through the use of noun phrases e.g. glistening brightly

• Full stops and capital letters

are used consistently

Able to write stories with a beginning, middle and end

Begins to use subordination in writing e.g. if, so, while, through, since etc.

Sometimes uses question marks and commas in writing

Beginning to show an awareness of paragraphs

Is able to write a simple sentence that makes sense

Struggles to use full stops and capital letters with consistency

Struggles to sequence ideas with stories not always including a beginning and an event

96 Last Updated September 2024

97 Last Updated September 2024

Years Eight and Nine Standard Scores >70 70-65 64-59 58-51 <50 Place Place Plus High Needs Block Reading

• Reads longer pieces of text

largely independently and uses self-help strategies to decode and comprehend

• Identifies and discusses issues

and is able to locate evidence in a text

• Infers reasons for actions and

events based on evidence from a text

• Is able to use non-fiction

features to find information in a text

• Comments on the choice of

language to create moods and build tension

• Reads independently using

known strategies to establish meaning

• Re-reads short phrases if

sense is lost

• Makes notes from information

located in texts

• Identifies the main idea, and

summarises the main points, from a paragraph of text

• Discusses the actions of the

main characters and justifies views using evidence from the text

• Recognises all consonant

digraphs (e.g. kn/ph etc)

• Struggles to read aloud with

intonation and expression, taking into account punctuation

• Struggles to break words down

into syllables in order to decode polysyllabic words

• Unable to use a range of

strategies to read with meaning

• Unable to recognise a range of

prefixes and suffixes and use this knowledge to understand words in context

• Struggles to read and

understand simple texts with accuracy

• Struggles to gain an overall

impression of a text through predicting the content of a book by skim reading, using the title/contents pages or illustrations

• Struggles to use alphabetically

ordered texts to retrieve information

• Struggles to read simple

texts and demonstrate an understanding of the text with any degree of accuracy

• Struggles to express an

opinion about major events or ideas in stories

• Struggles to blend and

segment sounds into words

• Unable to use more than

one strategy, e.g. phonic, graphic, syntactic or contextual to help decode unfamiliar words and/or establish meaning

• Struggles to compare

stories and identify common themes

• Struggles to use an

understanding of a story to make predictions

Writing

• Writing is composed of effective,

grammatically correct sentences

• Accurate use of sentence

punctuation including commas to mark clauses, apostrophes to indicate possession and speech/exclamation marks

• Narrative writing contains a

beginning, middle and end, although these may not be well balanced

• Connectives are consistently

used to establish cohesion between paragraphs

• Writing generally consists of

grammatically correct sentences and a range of connectives

• Detail is added to writing

through the use of noun phrases e.g. glistening brightly

• Full stops and capital letters

are used consistently

• The use of speech marks and

exclamation marks are emerging

• Writing usually contains

evidence of simple sentences

• Some evidence of

punctuation other than capital letters and full stops

• Struggles to show the

characteristics of chosen form based on the structure of known texts

• Struggles to write

chronological and non- chronological texts using simple structures

• Some sentences are

demarcated with full stops and capital letters and the use of question marks and commas is emerging

• Struggles to spell with

increasing accuracy and confidence and draw on word recognition, knowledge of word structure and spelling patterns

• Struggles to tackle the spelling

of unfamiliar words independently

98 Last Updated September 2024

• Writing is legible, uses upper

and lower case letters appropriately within words and observes correct spacing within and between words.

• Beginning to join some letters

when writing

• Beginning to show an

awareness of paragraphs

• Struggles to sustain form in

narrative, including the use of person and tense

• Adverbs are used to add detail

to actions

• Able to spell common

homophones correctly

• Able to apply common spelling

rules

• Letters are consistent in size

and proportion, spacing between and within words is consistent and handwriting joins are formed correctly

• Able to put two or more events

together into a story to develop story structure

• There may be some links

between ideas but these may not be clear in writing

• Beginning to group related

content into paragraphs

• High and medium frequency

words are usually spelt correctly

• Prefixes and suffixes are set

correctly when used

• Letters are consistent in size

and proportion, spacing between and within words is consistent and handwriting joins are formed correctly

Maths

• Can read and write numbers in

the thousands

• Can round numbers to the

nearest 10 or 100

• Can add or take away negative

numbers set out on a number line

• Can subtract 2 digit numbers

from each other using decomposition when needed

• Understands that division is the

same as repeated subtraction

• Able to recall division facts for

the 2x, 5x and 10x tables

• Able to recall most multiplication

tables

• Can count on and back in steps

of 3,4 or 5 from any number

• Can interpret graphs with scales

in 1’s, 2’s or 5’s

Can write numbers to 1000 and read numbers in the 1000’s

Can round 2 digit numbers to the nearest 10 and 3 digit numbers to the nearest 100

Can count on or back in 1’s, 10’s or 100’s from any 2 or 3 digit number

Can count back in 2’s from any 2 digit number

Can double or halve numbers to 100

Can add three 2 digit numbers

Can subtract a 2 digit number from another as long as there is no exchange involved

Can recall most 3x and 4x tables

Can tell the time to the nearest 5 minutes

• Struggles to read and write all

numbers to 1000

• Unable to recall number bonds

to 100

• Struggles to count on and back

in 2’s, 5’s and 10’s or recall 2x, 5x and 10x tables

• Struggles to add 2 digit

numbers together without apparatus

• Struggles to identify and

continue number patterns (increasing/ decreasing in 2’s, 5’s or 10’s)from any 2 digit number

• Struggles to tell the time to 1/2

past, 1/4 past and 1/4 to

• Unable to double numbers to

10, halve numbers to 20, a understand x2 as doubling and ÷2 as halving

• Recognises the x sign but

struggles to understand x as repeated addition

• Struggles to read and

sequence numbers to 100.

• Will attempt to write

numbers to 100 although there may be confusion between tens and units

• Struggles to recognise odd

and even numbers to 50

• Struggles to recall number

bonds to 10

• Struggles to add 2

numbers together to 100 using a number line

• Struggles to identify and

continue number patterns in ones and twos

• Struggles to subtract on a

number line by counting backwards from 100

• Struggles to tell the time to

the hour

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Years Ten and Eleven Standard Scores >70 70-65 64-59 58-51 <50 Place Place Plus High Needs Block Reading

• Reads a range of texts fluently

and accurately

• Re-reads and reads ahead to

look for clues to determine meaning

• Infers meaning using evidence

from the text

• Selects relevant points to

compare and contrast characters

• Reads longer pieces of text

largely independently and uses self-help strategies to decode and comprehend

• Identifies and discusses issues

and is able to locate evidence in a text

• Infers reasons for actions and

events based on evidence from a text

• Is able to use non-fiction features

to find information in a text

• Comments on the choice of

language to create moods and build tension

• Struggles to read using known

strategies appropriately to establish meaning

• Struggles to read and

understand simple texts with accuracy

• Struggles to gain an overall

impression of a text by predicting the content/ subject of a book by skim reading, using the title/ contents page or illustrations

• Struggles to use contents,

chapters and pages to locate specific information

• Struggles to identify the main

idea, and summarise the main points, from a paragraph of text

• Struggles to discuss the actions

of the main characters and justify views using evidence from a text

• Struggles to read aloud

with intonation and expression whilst taking into account punctuation

• Unable to break words

down into syllables in order to decode polysyllabic words

• Struggles to blend and

segment long vowel phonemes

• Struggles to go beyond

their own experience or general impressions and refer to a text to explain meaning

• Struggles to make simple

inferences about characters’ thoughts, feelings or reasons for actions

• Struggles to use insights

into characters to make predictions about story outcomes

• Struggles to understand

how to use alphabetically ordered texts to retrieve information Writing

• Generally uses the correct

tense when writing

• Use of first and third person is

mostly consistent

• Apostrophes are used for

contraction e.g. don’t etc.

• Writing is organised into

paragraphs to distinguish between different elements

Writing generally consists of grammatically correct sentences

Accurate use of sentence punctuation including the use of commas to mark clauses, apostrophes to indicate possession and speech/exclamation marks

Narrative writing contains a beginning, middle and end,

• Struggles to use a range of

connectives when writing

• Full stops, capital letters

and question marks are not used with consistency

• Struggles to spell with

increasing accuracy and confidence by drawing on word recognition, knowledge of word

• Writing does not generally

consist of grammatically correct sentences or use a range of connectives

• Struggles to sustain form in

narrative, including person and tense

• The use of speech marks and

exclamation marks are attempted when writing

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Independent Learning

Age Place Place Plus High Needs Block

• Mostly enjoys and participates in

school activities.

• Generally remains on task with the

regular support mechanisms available.

• Sustains tasks for up to 10 mins

independently, but for longer on self-chosen tasks and/or with adult prompts.

• For Y2 pupils – able to organise

self and materials to engage with tasks.

• Has limited engagement with

school activities.

• Sustains tasks for up to 10 mins

only with continual prompting or refuses to undertake a task even when self-chosen.

• Needs adult support present as

reassurance for identified tasks.

• Requires daily adult support to

sustain attention, concentrate and organise self and materials to engage with tasks.

• Has no engagement with

school activities.

• Demonstrates significant

difficulties starting, sustaining or completing tasks within all areas of the curriculum.

• Is unable to sustain attention,

concentrate and organise self and materials to engage with tasks without intensive adult support.

KS1

• Sustains tasks for up to 20 mins

independently but for longer when engaged with the task and/or with adult prompts.

• Sometimes have difficulty

sustaining attention, concentration and organising self and materials to engage with tasks.

• Is able to be an independent learner and organise self.
• Has limited engagement with

school activities.

• Has very little completed recorded

work.

• Sustains tasks for up to 10 mins

only with continual prompting or refuses to undertake a task even when self-chosen.

• Needs adult support present as

reassurance for identified tasks.

• Requires daily adult support to

sustain attention, concentrate and organise self and materials to engage with tasks.

KS2 +

• As above

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Phonology Assessment Scores

Phonology Assessments: Clear; Stap; Metaphon; DEAP – no age norms other than therapist compares results with typical phonological development. Phonological Awareness Assessments: Celf Iv:

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Expressive Language Assessment Scores

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Expressive Language Assessment Scores

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Expressive Language Assessment Scores

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Expressive Language Assessment Scores

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Expressive Language Assessment Scores

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Expressive Language Assessment Scores

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Expressive Language Assessment Scores

Age Place Place Plus High Needs Block

• Expressive language skills at 7 year level

Plus auditory memory

• Expressive language skills in 6 – 7 years range

Plus auditory memory and processing speed SS 76 - 85

• Asks lots of questions to find

out specific information including “how” and “why”

Uses a range of descriptive words in sentences

Uses more complicated grammar and different ways to join phrases to help explain or justify an event.

7 years

Is Not able to re-tell long stories or to tell their news in the right order due to difficulties with auditory memory and processing speed. SS < 75

• Uses well-formed

sentences, longer sentences and sentences with more details. May still over generalise rules of grammar e.g. “fighted” instead of “fought”.

Uses some irregular past tense e.g. “drank” “took”.

Can use simple connectives e.g. and, but, because.

Asks and answers “what”, “where”, “when” questions.

Use language to reason and persuade e.g. “Can I go outside because it’s stopped raining?”

5 – 6 years

Processing speed / auditory memory SS < 65

• Speaking in simple

sentences but… errors with regular and irregular past tenses.

Easily understood by adults and peers, with only a few immaturities in speech sounds, e.g. “th” “r” and three consonant combinations.

Frequently asks the meaning of unfamiliar words and may use them randomly

4 – 5 years

Processing speed / auditory memory SS< 50

and processing speed SS >=85

Y6 – 11 years

For pupils

with disordered/

specific speech and

language difficulties

• Asks lots of questions to

find out specific information including “how” and “why”

Uses a range of descriptive words in sentences

Uses more complicated grammar and different ways to join phrases to help explain or justify an event e.g. use of “because” and “so“ (therefore).

7 years

• Uses well-formed

sentences, longer sentences and sentences with more details. May still over generalise rules of grammar e.g. “fighted” instead of “fought”.

Uses some irregular past tense e.g. “drank” “took”.

Can use simple connectives e.g. and, but, because.

Asks and answers “what”, “where”, “when” questions.

Use language to reason and persuade e.g. “Can I go outside because it’s stopped raining?”

5 – 6 years

• Uses well-formed

sentences e.g. “I played with Ben at lunch time” but there may still be some grammatical errors e.g. regular and irregular past tenses.

Easily understood by adults and peers, with only a few immaturities in speech sounds, e.g. “th” “r” and three consonant combinations.

Frequently asks the meaning of unfamiliar words and may use them randomly

4 – 5 years

Expressive language

• Uses sentences of

four to six words e.g. “I want to play with cars”, “What’s that thingy called?”

• Uses future and past

tense e.g. “I am going shopping” “I walked home”.

• May continue to have

problems with irregular words, “runned” for “ran”, “swimmed” for “swam”.

• Able to remember and

enjoys telling long stories or singing songs

• Has problems saying r, j,

th, ch, and sh.

• 3 - 4 years

skills at 8 year level

Y6 – 11 years

Delay in line with cognitive

ability

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Expressive Language Assessment Scores

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Receptive Language Assessment Scores

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Receptive Language Assessment Scores

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Receptive Language Assessment Scores

Age Place Place Plus High Needs Block

As above As above 4 – 5 years

• Able to follow simple

story without pictures

• Understands

instructions containing sequencing words; “first…..after…..last”

• Understands adjectives

soft, hard, smooth etc…

• Aware at more complex

humour, laughs at jokes that are told

As above 3 – 4 years

• Understands questions or

instructions with two parts e.g. “get your jumper” and “stand by the door”

• Understands why questions
• Is aware of time in relation to

past, present and future e.g. “Today is sunny. Yesterday was rainy. I wonder what the weather will be like tomorrow”

As above 2 – 3 years

• Developing understanding of

simple concepts including in/on/under, big/little

• Understands phrases like

“put teddy in the box”, “get your book, coat and bag”, “draw a big brown dog”

• Understands simple “who”,

“what” and “where” questions but not why

• Understands a simple story

when supported with pictures.

Understanding at or < 1 wdl As above 18 months – 2 years

• 200 – 500 words are

known Understands more simple instructions e.g. “Get mummy’s shoes” “Get your bricks” “Tell Dad tea’s ready”

Y2 – 7 years

As above As above As above 4 – 5 years

• Able to follow simple story without pictures
• Understands instructions containing sequencing words; “first…..after…..last”
• Understands adjectives soft, hard, smooth etc…
• Aware at more complex humour, laughs at jokes that are told

As above 3 – 4 years

• Understands questions or

instructions with two parts e.g. “get your jumper” and “stand by the door”

• Understands why questions
• Is aware of time in relation to

past, present and future e.g. “Today is sunny. Yesterday was rainy. I wonder what the weather will be like tomorrow”

Understanding at or < 1 wdl As above 2 – 3 years

• Developing

understanding of simple concepts including in/on/under, big/little

• Understands phrases

like “put teddy in the box”, “get your book, coat and bag”, “draw a big brown dog”

• Understands simple

“who”, “what” and “where” questions but not why

• Understands a

simple story when supported with pictures.

Y3 – 8 years

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Receptive Language Assessment Scores

Age Place Place Plus High Needs Block

As above As above As above As above 4 – 5 years

Able to follow simple story without pictures

Understands instructions containing sequencing words; “first…..after…..last”

Understands adjectives soft, hard, smooth etc…

Aware at more complex humour, laughs at jokes that are told

Understanding at or < 1 wdl As above 3 – 4 years

Understands questions or instructions with two parts e.g. “get your jumper” and “stand by the door”

Understands why questions

Is aware of time in relation to past, present and future e.g. “Today is sunny. Yesterday was rainy. I wonder what the weather will be like tomorrow”

Y4 – 9 years

As above As above As above As above Understanding at or < 1 wdl As above 4 – 5 years

Able to follow simple story without pictures

Understands instructions containing sequencing words; “first…..after…..last”

Understands adjectives soft, hard, smooth etc…

Aware at more complex humour, laughs at jokes that are told Y6 – 11 years As above As above As above As above Understanding at or < 1 wdl As above Y7 – 12 years Understanding at or < 1 wdl Y8 – 13 years Understanding at or < 1 wdl Y9 – 14 years Understanding at or < 1 wdl Assessments DLS – No standard scores, percentile ranks etc… TROG & BPVS – Standard scores and percentile ranks ACE 6 – 11 – Standard scores and percentile ranks Pre-school CELF 2 -

Y5 – 10 years

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Self Help

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Physical/Medical Difficulties Age Place Place Plus High Needs Block

• Independent with adaptations

and/or aids and/or considerations.

• Is able to walk and position

independently but has stability and/or co-ordination difficulties.

• Uses available safety features of

the school environment e.g. handrails.

• Requires supervision to move

within the environment using aids and/or adaptations.

• May require additional support to

transfer between lessons to carry bags etc.

• Requires assistance to move

within the environment using aids and/or adaptations e.g. walking frame/wheelchair/supportive seating

• Has difficulty performing physical

skills. Needs support e.g. walking frame to maximise function.

• Physical skills may fluctuate or

deteriorate.

• Dependent on adult support to

move within the environment using aids and/or adaptations e.g. wheelchair.

• Is unable to bear weight without

physical support but may be able to assist. A hoist may be used for transfers.

• Is unable to position/reposition

without assistance (sitting) and requires supportive seating.

Gross

• Independent with adaptations

and/or high tech aids and/or considerations.

• Uses writing slope/modified

scissors to access class curriculum.

• Requires supervision to record using aids and/or adaptations.
• Requires assistance to record using aids and/or adaptations.
• Is physically unable to sustain independent writing for appropriate periods.
• Sometimes uses a scribe.
• Dependent on adult support to

record using aids and/or adaptations.

• Scribe and/or use of ICT to

support recording is essential.

Fine

• Has persistent minor health

problems relating to physical disability or medical condition.

• Learning is often affected by

health problems and hospital visits.

• Medication may impact adversely

on attention and energy levels.

• Learning and Physical Function

is significantly affected by disability; periods of absence from school are associated with health problems or frequent surgery.

• Support is needed throughout the

day to ensure pupil safety and/or rapid response to medical issues.

Medical

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School Age Descriptors for Social, Communication & Interaction Difficulties

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Area Place Place Plus High Needs Block

• Understands the

need for co- operative relationships with others.

Is unable to apply taught strategies in order to maintain reciprocal relationships with some others.

Is unable to understand the need for reciprocal relationships with others most of the time.

• Has major difficulty relating to others in all contexts.
• Has good peer

relationships.

• Can work or play co-

operatively with peers.

• Relationships are shifting and

unsustained due to a lack of spontaneous insight into the nature of social relationships.

• Lacks reciprocal friendships.
• Has few social skills; has difficulty

listening, sharing, co-operating with peers and will sometimes need appropriately trained adult supervision to work/play co- operatively in a group.

• Is generally non-communicative with

peers.

• Requires close supervision and

prompting to work/play in a small group by appropriately trained personnel.

• Is unable to engage in peer

relationships due to lack of understanding, awareness or interest even with high levels of 1:1 supervision from appropriately trained personnel.

• Work or play is severely restricted by

inability to engage with small group teaching even with high levels of 1:1 supervision from appropriately trained personnel.

Use of Language

Social

• Demonstrates

appropriate responses feelings and actions.

• Communicates

clear understanding and shared emotion with others.

• Is involved in

appropriate social activities

• Has some difficulty demonstrating

appropriate emotional responses to others.

• Sometimes engages in unsafe, risky

behaviour

• Displays daily strong, non-verbal or verbal expressions of emotion.
• Minimal communication of emotional understanding or shared emotion.
• Exhibits anxious, stressed or avoidance behaviour on a daily basis.
• Engages in unsafe, risky, antisocial behaviour, independently or with peers on a daily basis.
• Sometimes invades personal space of others and/or adults due to heightened triggered anxieties.
• Strong, non-verbal or verbal

expressions of emotion are more frequent than daily.

• There are significant difficulties

understanding cause and effect of own and others’ actions.

• Heightened emotional states prevents

engagement with teacher directed tasks even in a 1:1 or small group situation.

• Engages in unsafe, risky behaviour

more frequently than daily.

• Daily invades personal space of

others and/or hits out at peers or adults.

• Accepts boundaries

and generally follows behavioural expectations of the school.

• Sometimes challenges adult authority

inappropriately.

• Sometimes disrupts the learning of

themselves and others through low- level behaviours, e.g. talking, making noises, tapping pen, interrupting whole class delivery but will respond to adult reminders.

• Challenges adult authority on a daily

basis due to a lack of social understanding.

• Daily disrupts the learning of self and

others through inappropriate behaviours across a range of situations but responds to intensive intervention from an adult with whom the child has a positive relationship.

• Daily exhibits extremes of demanding,

challenging, unpredictable behaviour e.g. throwing equipment/furniture, kicking doors.

• Makes inconsistent and unpredictable

responses to intensive intervention from appropriately adults with whom he/she has a positive relationship.

Behaviour

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Area Place Place Plus High Needs Block

Has a positive view of themselves in the learning situation e.g. is confident in situations involving the possibility of failure or criticism and is able to adapt to change.

• Anxiety in relation to some areas of learning.
• Occasionally makes self-deprecating comments,
• Sometimes avoids tasks perceived as difficult e.g. pushed work away.
• Sometimes defaces work.
• Anxiety in relation to most areas of learning.
• Makes self-deprecating comments daily.
• Avoids tasks perceived as difficult daily.

Repeatedly defaces work.

• High levels of anxiety in relation

to all areas of learning.

• Makes self-deprecating

comments more frequently than daily.

• Avoids tasks perceived as

difficult more frequently than daily.

• Repeatedly defaces work or

frequently needs to begin a task again if perceived to have been completed incorrectly.

Anxiety

• Experiences some

difficulty with change even when prepared by an adult.

• Displays some

obsessional and/or ritualistic behaviour but can be managed within existing arrangements.

• Has significant on-going difficulties

with managing change even if prepared.

• Requires predictability in

environment, structure and needs strong routine.

• Obsessional and/or ritualistic

behaviour interferes with learning.

• Cannot manage change in routines/staff without high levels of adult intervention.
• Obsessional and or ritualistic behaviour is all consuming.

Flexibility of Thinking

Has some discomfort with sensory stimuli and/or may seek out certain stimuli.

• Has unusual responses to certain

sensory stimuli with some behavioural reactions or signs of stress – may seek sensory feedback such as rocking, mouthing objects.

• Is unable to tolerate certain sensory stimuli and shows extreme reactions.
• It is difficult to distract from preferred sensory stimulus.
• Unable to partake in learning activities due to sensory difficulties unless in a small quiet predictable environment.

Sensory

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School Age Descriptors for Social, Emotional and Mental Health Difficulties

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• Accepts boundaries and

generally follows behavioural expectations of the school.

• Has a repertoire of social

problem solving approaches that are used across contexts.

• Able to reflect on their

life/successes/difficulties

• Clinical diagnosis of an

underlying mental health need/disorder but this is well managed either through the use of appropriate strategies or medication.

• Sometimes challenges adult

authority inappropriately.

• Sometimes disrupts the

learning of themselves and others through low-level inappropriate behaviours, e.g. talking, making noises, tapping pen, interrupting whole class delivery but will respond to adult reminders.

• Fewer than 3 SDQ scores

fall into the borderline range

• Clinical diagnosis of an

underlying mental health need/disorder for example anxiety, depression, conduct disorder, ADHD, attachment disorder, schizophrenia or bipolar disorder that impacts on learning, friendships, and well- being and prevents or hinders access to a mainstream teaching and learning environment for between 50-75% of the week

• Clinical diagnosis of an

underlying mental health need/disorder results in behaviours that challenges adult authority inappropriately on a daily basis.

• Clinical diagnosis of an

underlying mental health need/disorder results in the daily disruption of the learning of self and others through inappropriate behaviours across a range of situations but responds to intensive intervention from an adult with whom the child has a positive relationship.

• At least 3 SDQ subscale

scores fall into the ‘borderline abnormal’ range.

• Clinical diagnosis of an underlying mental

health need/disorder for example anxiety, depression, conduct disorder, ADHD, attachment disorder, schizophrenia or bipolar disorder that significantly impacts on learning, friendships, and well- being and prevents or hinders access to a mainstream teaching and learning environment for more than 75% of the week

• Clinical diagnosis of an underlying mental

health need/disorder resulting in daily exhibits extremes of demanding, challenging, unpredictable behaviour e.g. throwing equipment/furniture, kicking doors.

• Clinical diagnosis of an underlying mental

health need/disorder resulting in inconsistent and unpredictable responses to intensive intervention from appropriately adults with whom he/she has a positive relationship.

• SDQ scores within the ‘abnormal’ range

Mental Health Behaviour

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• Has a positive view of

themselves in the learning situation e.g. is confident in situations involving the possibility of failure or criticism and is able to adapt to change.

• Poor self-esteem in relation to some areas of learning.
• Poor self-esteem in relation to most areas of learning.
• Poor self-esteem in relation to all areas of learning.

Mental Health/Self Esteem

➢ Occasionally makes ➢ Makes self-deprecating ➢ Makes self-deprecating comments self-deprecating comments. ➢ Sometimes avoids comments daily. ➢ Avoids tasks perceived more frequently than daily. ➢ Avoids tasks perceived as difficult as difficult daily. ➢ Repeatedly defaces more frequently than daily. ➢ Repeatedly defaces work ➢ Evidence of regular and sustained self- tasks perceived as difficult e.g. pushes work away. ➢ Sometimes defaces work ➢ Evidence of regular and harm e.g. cutting or eating disorders, requiring specialist professional intervention.

sustained self-harm e.g. cutting or eating disorders.

work.

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Early Years Inclusion Funding (EYIF)

What is EYIF?

Early Years settings, Childminders and school nurseries can apply for funding to support children with identified SEND in their setting.

The Inclusion Fund is available to support funded children aged 2, 3 and 4 in nursery schools and classes, private or voluntary settings or with Childminders.

The Inclusion Fund is for those children who already have identified needs and have agencies working together to support them. It will be based on the needs of the child and will support practitioners to improve the child’s early leaning and developmental outcomes.

The application process will use the existing assessments made by the early years provider and other agencies as a basis for funding allocation. The level of funding awarded will vary depending on the child’s level of need and may be used by the provider to enhance staffing ratios for part of the week in order to meet the child’s needs.

EYIF Packages

There are two parts to the EYIF packages; child level support and provider level of support.

Child level support is additional funding to be used to provide enhanced staffing for a child. These packages are referred to as Level 1, 2, 3 and 4 (please see below for details).

Provider level support offers continuous professional development opportunities/training sessions for practitioners. Practitioners working with the child will be offered training relevant to the needs of the child in order to further develop their knowledge and skills.

Settings apply by submitting an application to the Early Years SEN Inclusion Panel where it will be assessed against a matrix of development.

The provider should submit the following documentation to the panel by the termly deadline:

Child information form

Early Help Assessment and Action Plan and any reviews

Most recent reported from external agencies (e.g. speech and language therapy and occupational therapy etc)

Deadline dates for application, and further information re Early Years Inclusion Funding, including the matrix of development, can be found at: https://www.boltonstartwell.org.uk/resources/send-inclusion/1

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Disability Access Fund

The Disability Access Fund is available to 3 and 4 year olds who are in receipt of Disability Living Allowance and receive their Free Early Education Entitlement at a setting within Bolton.

Children are eligible for the 3 and 4 year old Free Early Education Entitlement during the term after they turn 3 years old. The funding is not available to childcare settings that are not claiming the Free Early Education Entitlement. This Fund is not available to 4 year olds who are attending maintained, academy or free school reception classes.

Eligible children can receive £615 per year and this is paid to the childcare provider that the parent nominates. This is not based on an hourly rate and is an additional entitlement. Children do not need to take up all of their entitled 570 hours of Free Early Education to be able to access the Disability Access Fund.

The funding aims to support providers in making reasonable adjustments to their settings and/or helping with building capacity. It cannot be used to part fund additional hours. Providers should discuss with parents how they intend to use the funding to support the child’s needs.

Funding cannot be reclaimed if the child moves settings. The new setting will be able to apply again for the funding the following year.

Early Years providers are responsible for identifying eligible children and local authorities will check that the child meets the Disability Access Fund eligibility requirements.

More information on the Disability Access Fund and Disability Living Allowance can be found at:

https://www.boltonstartwell.org.uk/resources/send-inclusion/17?documentId=7&categoryId=7 https://contact.org.uk/advice-and-support/benefits-financial-help/benefits-and-tax-credits/disability- living-allowance/ https://www.gov.uk/disability-living-allowance-children 125 Last Updated September 2024

Education, Health And Care Assessesment Framework

Complaints regarding Social Care Services LA Formal Complaints Process LGO

Complaints regarding Health Services Health Formal Complaints Process PHSO

Additional need identified

Disagreement resolution service available to parents to resolve disagreement or to prevent them from escalating further

Pre-statutory work

Early Help/8 stage assessment process used to evidence parent/child views and aspirations, a joined up approach and outcomes achieved.

(at least x3 reviews over a minimum of 2 terms) SEN identified to be at a level requiring additional support in a setting & evidence collated to make a request for an EHCP assessment Referral sent in to SENDAS using Early Help form and existing request form or received via parental request Complaints regarding LA administration of the EHC Needs Assessment Process LA Formal Complaints Process LGO

Parental referral: SENDAS admin to request

If the referral is complete If the referral is incomplete.

information from the child’s setting and

support services to inform decision.

4-6 weeks

SENDAS Officer to contact parents to outline process, identify who the parents would like advice from and explore parental

Return to school.

Info passed to SENDAS Officer

interest in personal budget. This may be accompanied by a letter confirming receipt

SENDAS Officer to consider the referral and determine if EHC needs Assessment should be initiated.

Parents informed in writing that

Parents informed in writing that assessment is not to be initiated

Mediation Mediation

assessment is to be initiated

SENDAS Officer and, if

Parental right to appeal to SENDIST regarding the decision

Information

6 weeks 2 weeks 3 weeks

appropriate, Lead Professional, meet with parents/YP to explain the reasons for the decision and

Collection by the LA not to carry out an EHC needs

to discuss the next steps.

assessment.

Once all information is received, the assessment information is considered by the SENDAS officer to determine if an EHCP is required.

3 weeks

SENDAS Officer drafts an EHCP

Parents informed in writing that an

Mediation

EHCP will not be issued

SENDAS Officer to meet with

parents/YP and school, if appropriate, Lead Professional to explain the reasons for the decision

Parental right to appeal to SENDIST

regarding the decision by the LA

and to discuss the next steps.

not to issue an EHCP Draft plan sent to parents and YP for consideration. Parents/YP offered the opportunity to meet with SENDAS officer and/or the Independent Advisory

If changes are

EHCP not agreed, points

significant

Mediation EHCP agreed and finalised (including details of personal budget

for re-draft identified

Parental right to appeal

if applicable)

to SENDIST regarding decision of SEN in EHCP, school named

Small changes made and

in the EHC, decision not to amend an EHCP

EHCP issued (including details of personal budget

following a review or a

if applicable)

decision to cease an EHCP.

EHCP to be reviewed on an annual basis, including person

Acronyms EHCP: Education, Health & Care Plan SEN: Special Educational Need SENDAS: Special Educational Needs and Disability Assessment Service C/YP: Child/Young Person

School Complaints

centred reviews at Year 5 and

Year 9 as a minimum. The Y5

review should focus on PfA

outcomes

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Parent/Carer Agreement - Application for an Education, Health and Care Needs Assessment Child Details: Name of Child:

D.O.B: Age in Years and Months:

Name of Setting: Key Stage: Year Group: I agree to:

• The submission of a request to the Local Authority for additional funding/initiation of an

Education, Health and Care Needs Assessment for my son/daughter (if they are under 16 years of age), or myself (if over 16 years of age).

• For the information submitted as part of this referral to be shared with Education, Health and

Social Care Professionals and discussed at any relevant panel meetings.

• If a decision is made to undertake an Educational, Health and Care Needs Assessment, I agree

to allow the necessary medical health, educational, psychological and social care assessments to take place and for such information and reports to be shared with the Local Authority.

Privacy Notice: Our core data protections obligations and commitments are set out in the council’s privacy notice at www.bolton.gov.uk. This notice provides additional privacy information for people accessing the SEND (Special Educational Needs and Disability) Assessment Service and partners working with Bolton Council. It describes how we collect, use and share personal information about you:

in relation to the SEND (Special Educational Needs and Disability) Assessment Service

the types of personal information we need to process, including information the law describes as ‘special’ because of its sensitivity It is important that you read this notice, together with any other privacy information we may provide on specific occasions when we are collecting or processing personal information about you, so that you are aware of who and why we are using such information.

Print Full Name:

Signed:

Date:

127 Last Updated September 2024

Application for an Education, Health and Care Needs Assessment

Please complete the following Early Help (EH)/Core Assessment information:

Child Details:

Name of Child:

D.O.B: Age in Years and Months:

Name of Setting:

Key Stage: Year Group:

Early Help/Core Assessment:

EH Version: Origin Date: Review Date:

Lead Professional:

EH/Core Assessment Attached:

Is the child/young person LAC? Yes/No

Current Academic Year Last Academic Year

Exclusions

Internal Exclusions

Attendance

Possible

Actual

128 Last Updated September 2024

Section A: All About Me

Ages 0-15 years – To be completed with parent/carer and child

16+ years - To be completed by young person with parent/carer input if requested / required by young person

Full Name of child or young person: Known as:

Date of Birth: Education UPN or NHS Number: Parent/Carer’s names: (please indicate parental responsibility) Home telephone number: Mobile number: Email address: School/college/other setting: (include address) Current Photo (Does the parent/YP want a photograph on the plan and if so is there a particular photograph that they want or are they happy for one from school/SIMS to be used?)

Health and Development (including diagnosis and background)

129 Last Updated September 2024 Please write this in the first person if the CYP is clear in their views and in the third person if the CYP’s views have been interpreted by an adult.

How does XXX prefer to communicate?

Child/Young person’s views

Parental views

How is it best for people to communicate with XXX?

What are XXX’s achievements/What do they do well? Child/Young person’s views Parental views

130 Last Updated September 2024 What are your aspirations for XXX/what to you want for the future? Child/Young person’s views Parental views What is important to XXX now and in the future? (This might include learning, training, communication, care, health, relationship, employment, independent living, housing, community, leisure, travel, inclusion etc) Child/Young person’s views Parental views How best to support XXX now and in the future? (think about: How they prefer to communicate? What help they need to make decisions? How to present information and choice. Things they are interested in …….. ) Child/Young person’s views Parental views 131 Last Updated September 2024

People Who Support Me (to include a description of the role of this person and the support that they provide)

Please add as many boxes as needed 132 Last Updated September 2024 Please indicate the child/young person’s MAIN area of difficulty (please tick only 1 box) Cognition & Learning: ( ) Specific Learning Difficulty (SpLD) ( ) Moderate Learning Difficulty (MLD) ( ) Severe Learning Difficulty (SLD) ( ) Profound & Multiple learning Difficulty (PMLD) Social, Emotional and Mental Health difficulties ( ) Social, emotional and mental health difficulties (SEMH) Communication and Interaction Needs: ( ) Speech, Language and Communication Needs (SLCN) ( ) Autistic Spectrum Disorder (ASD) Sensory and/or Physical Needs: ( ) Visual Impairment (VI) ( ) Hearing Impairment (HI) ( ) Multi-Sensory Impartment (MSI) ( ) Physical Disability (PD) 133 Last Updated September 2024

Relevant Background Information:

Education Chronology

Date Year Group Setting

Home/Family Information (Max: 300 words)

134 Last Updated September 2024

Present Setting Arrangements:

(Please give a description of the class/cohort organisation to include total number of learners, any additional adult support available, small group work activities and the number of learners at SEN Support and with EHCPs. Please also include the experience/qualifications of staff. Include the specific support the child has received from setting resources in the section re: Provision Mapping). Max 500 words

135 Last Updated September 2024

SEN Support Intervention Provision Map

What Is/Are The Child/Young Person’S Identified Needs:

Assess Plan Do Review

Key findings/outcomes from observations / assessments / review

Targets agreed with parents and specialist support service to address the identified needs

Intervention in place (e.g. Sounds-Write, Anger Management etc.)

Who is delivering the intervention

How often is this being delivered – please list any exceptions to this

Date of review of targets with parents and specialist support service

Progress towards target (ranking 1 – 5 as per Annual Review docs ranking)

Cost

to school

Cycle 1

Cycle 2

Cycle 3

Cycle 4

136 Last Updated September 2024

Identification of Special Educational Needs For children in the Early Years Foundation Stage:

Please complete the following, being as precise as possible, giving examples/descriptors of child’s functioning and tick the correct boxes related to age related expectations. Where appropriate you can add additional developmental summaries to the application such as the Developmental Journal Profile or ASQs.

Personal, Social and Emotional Development:

(Include self-help skills, levels of independence, interaction with peers and adults)

Communication and language:

(Include descriptions of expressive and receptive skills, attention, concentration and listening skills and social use of language)

137 Last Updated September 2024

Physical Development:

(Include self-help skills relating to any physical development, sensory and gross/fine motor skills)

Literacy:

(Include information about the child’s interest in books, mark making and rhymes and songs)

Mathematical Development:

(Include information about the child’s interest in number, shape, space and measures)

138 Last Updated September 2024

Understanding of the World:

(Include information about how the child makes connections with family, adults and peers. Consider how the child explores material in the environment and how things work)

Expressive Arts and Design:

(Consider how the child responds to rhyme, role-play, music, dance, art and how they explore different media)

At Age Related

Early Years Foundation Stage Profile (complete if appropriate – the EYFS Profile is only to be completed at the end of Reception Year):

Communication, Language & Literacy Emerging Expected Exceeding

ELG 01: Listening and attention ELG 02: Understanding ELG 03: Speaking 139 Last Updated September 2024

Physical Development

ELG 04: Moving and handling ELG 05: Health and self-care

Personal, Social & Emotional Development

ELG 06: Self-confidence and self-awareness ELG 07: Managing feelings and behaviour ELG 08: Making relationships

Literacy

ELG 09: Reading ELG 10: Writing

Communication, Language & Literacy Emerging Expected Exceeding

Mathematical Development

ELG 11: Numbers ELG 12: Shape, space and measures

Understanding of the World Emerging Expected Exceeding

ELG 13: People and Communities ELG 14: The world ELG 15: Technology

Expressive Arts and Design

ELG 16: Exploring and using media and materials ELG 17: Being imaginative 140 Last Updated September 2024 For children in Year 1 and above (also complete Foundation Stage Profile as appropriate) (Please be as precise as possible, giving examples/descriptors of child/young person’s functioning and being aware of the audience and so try not to use ‘jargon’) Communication Skills: (Include descriptions of expressive and receptive skills, attention, concentration and listening skills and social use of language) Cognitive/Learning Skills: (Include learning styles, concept acquisition, generalisation of skills and verbal/non-verbal skills) Literacy: (Describe the activities and the skills the learner has achieved) Numeracy: (Describe the activities and the skills the learner has achieved)

Other Curriculum:

Independence Skills: (Include self help skills, organisation and levels of independence)

Social Skills/Relationships/Attitude: (Include information relating to structured and unstructured situations, interaction with both peers and adults, social play skills)

Behaviour/Status/Self image: (Include information relating to structured and unstructured situations, interaction with both peers and adults)

141 Last Updated September 2024 Physical State and Skills: (Include self help skills relating to any physical difficulties, sensory and gross/fine motor skills)

Practical and Creative Skills:

Summary of Strengths including Special Interests:

Attainments (for children in year 1 and above): (Please use P Levels / the engagement model, pre-key stage standards or your school’s own assessment measures)

Assessed performance

Date Assessed performance

Date

English

Speaking & Listening Reading Writing

Maths

Space Shape & Measure Number Using & Applying

Science

Cognitive Ability Tests

Please provide a description of your school’s assessment procedures (including how achievement and progress are measured)

142 Last Updated September 2024 Other Recent Test/Assessment results (Include name and date and standard score or percentile if available) Implications for Learning Expected Progress for the Identified Child/Young Person: (Using baseline assessments you have for the child and information you have from an Educational Psychologist and relevant support services, please detail what progress you have expected the child to make over the past 12 months and whether they have made this progress) Implications for Access to EYFS Curriculum / National Curriculum and Wider Setting Curriculum: (Using the information provided above regarding the identification of special and/or additional educational need(s), please describe the implications for learning) 143 Last Updated September 2024 Outcomes to be achieved and provision required (Please identify the outcomes that you would expect the child/young person to achieve by the end of their current Key Stage (or the end of the next Key Stage if the child/young person is within 12 months of the end of a Key Stage) and the nature of the provision - e.g. staffing time to deliver what; training; equipment; modification of teaching environment; materials etc - that you are requesting in order to achieve these outcomes).

Outcomes to be achieved over the next key stage. These should clearly relate to skills that will be required for Employment, Independent Living, Community Inclusion and Health

Provision required to achieve these outcomes

Additional Evidence:

144 Last Updated September 2024

Evidence of Target Setting/IEPs/IBPs/Care Plan

Please provide documentation to evidence that the child, young person and their parents have been involved in a graduated approach to meeting any identified special educational needs. This should include evidence of assessment, planning (target setting relevant to the identified need(s)) and review that has taken place over at least 2 terms. Any personalised provision maps or other individual planning should also reflect the advice given (including that from other professionals who have been consulted), the strategies used and an evaluation of progress made over a period of time.

Signed:

Designation:

Date:

Please email completed requests and all supporting document, for example EP report, support services report etc. to:

Email: ea.senreferrals@bolton.gov.uk 145 Last Updated September 2024 Check List Documents required when requesting an Education, Health and Care Needs Assessment

Category 1 (Obvious unmet need)

This applies to children where there is clear evidence that they have profound and multiple learning difficulties; severe and complex learning; severe physical disabilities or a significant sensory impairment.

Cognition & Learning Needs SLD PMLD

Vi Hi Msi* PD

Sensory & Physical Needs *Evidence strands as for HI and VI Essential evidence Appended as report

Early Help Assessment Plus

Educational setting (if attending) SLD Medical Consultant EP Educational Setting (if attending) PMLD Medical Consultant EP Educational Setting (if attending) Sensory Support Service Orthoptist EP Educational Setting (if attending) HI Sensory Support Service Audiologist EP Educational Setting (if attending) PD Medical Consultant Occupational / Physiotherapist Educational Psychology Report 146 Last Updated September 2024

Category 2 (developing/emergent needs)

The majority of pupils will fall under Category 2 and evidence needs to be submitted to show a graduated response to the child’s needs in line with the SEN Code of Practice.

Essential Evidence Appended as report

Early Help Assessment

All About Me

Plus Cognition and Learning

Education setting Woodbridge SEND Service MLD EP Other professionals involved with the C/YP Education Setting Specialist Teacher SpLD EP Other professionals involved with the C/YP

Social, Emotional and Mental Health Difficulties

Educational setting Behaviour Support Service EP Other professionals involved with the C/YP SEMH SDQ scores

Communication and Interaction Needs

Education setting Woodbridge SEND Service S & L Therapist SLCN EP Other professionals involved with the C/YP Educational setting Woodbridge SEND Service Medical Consultant ASD EP Other professionals involved with C/YP.

147 Last Updated September 2024

Sensory & Physical Needs

Educational setting Sensory Support Service Medical Consultant Orthopist EP Other professionals involved with the C/YP Educational setting Sensory Support Service Medical Consultant HI Audiologist EP Other professionals involved with C/YP MSI Evidence required for both Vi & Hi Educational setting Woodbridge SEND Service Medical Consultant PD Occupational/Physiotherapist EP Other professionals involved with the C/YP 148 Last Updated September 2024

Parental/young person requests for an EHC Needs Assessment

The SEND Code of Practice is clear that parents, and young people between the ages of 16 – 25 years, have a specific right to ask the Local Authority to conduct an education, health and care needs assessment.

We would however expect that in most circumstances the setting attended by the child/young person will be working closely with the family using the graduated approach and as a result of this would be in a position to make a request for an EHC needs assessment for those children who need it. In making this request schools are able to provide evidence of the graduated approach at SEN Support which will help us make an informed decision about whether we should carry out an EHC Needs Assessment. Consequently we would only expect a parent or young person to make a request for an EHC needs assessment in a small number of specific circumstances including:

Where there is a disagreement between a setting and the family regarding the need for an EHC needs assessment

Where a child/young person is not attending an educational setting

Where there has been a significant and sudden change in a child or young person’s needs for example following the emergence of significant mental health needs or road traffic accident etc.

On receipt of a parental or young person request for an EHC needs assessment schools and settings will be contacted by the LA and asked to complete the EHC needs assessment referral form. There will usually be a deadline of approximately 4 weeks for the completion of this paperwork. Once this information is received, the LA will consider this, alongside other information, to determine whether or not to carry out an EHC needs assessment. When making this decision the LA will have regard to the statutory guidance detailed in the SEND Code of Practice which states that “the local authority should consider whether there is evidence that despite the early years provider, school or post-16 institution having taken relevant and purposeful action to identify, assess and meet the special educational needs of the child or young person, the child or young person has not made expected progress”. The LA should pay particular attention to:

evidence of the child or young person’s academic attainment (or developmental milestones in younger children) and rate of progress;

information about the nature, extent and context of the child or young person’s SEN;

evidence of the action already taken by the school or other setting;

evidence that where progress has been made, it has only been as the result of much additional intervention and support over and above that which is usually provided;

evidence of the child or young person’s physical, emotional and social development and health needs, drawing on relevant evidence from clinicians and other health professionals and what has been done to meet these needs by other agencies.

(SEND Code of Practice paragraph 9.14) A decision about whether to proceed with an EHC needs assessment will be made within 6 weeks of receiving the request. If the assessment is initiated, the same process and timescales as those followed on receipt of a school/setting request are followed from this point onwards.

149 Last Updated September 2024

Myth busters

It is not quicker if a parent makes a request for an EHC needs assessment - both parental requests and school requests are subject to the same 20 week timescales.

A parental request does not negate the need for schools/settings to provide the same level of information about a child’s needs or the provision made for them. Schools and settings will be required to complete the same paperwork for both a school request and a parental/young person request.

150 Last Updated September 2024

Annual Reviews

Annual Reviews of Education, Health and Care Plans (EHC plan) EHC plans should be used to actively monitor children and young people’s progress towards their outcomes and longer term aspirations. As such children/young people with an Education, Health and Care Plan will have an Annual Review in line with the Code of Practice. The Annual Review must focus on the child and young person’s progress towards achieving the outcomes specified in the EHC plan and consider whether these outcomes and supporting targets/provision remain appropriate.

At the end of each Key Stage the Annual Review should be a person centred annual review during which plans and new outcomes for the next phase of the child/young person’s education will be developed. At the end of each Key Stage it is recommended that all Annual Reviews should consider the child/young person’s progress in terms of their preparation for adulthood (PfA) across all 4 PfA strands (employment, independent living, participating in society/community inclusion and health). Small steps towards achieving these longer term outcomes should be considered at the end of each key stage. The Year 9 Annual Review is a key transition review with transition planning being built into this review, including effective planning for young people moving from children’s to adult care and health services. It is particularly important in these reviews to seek and record the views, wishes and feelings of the child/young person. Year 9 reviews should have a particular focus on considering options and choices for the next phase of the child’s education.

Annual Reviews must be undertaken in partnership with the child and their parent or the young person, and must take account of their views, wishes and feelings, including their right to request a personal budget.

The Local Authority has to respond to an Annual Review within four weeks of the review meeting and within 12 months of the date of issue of the EHC plan or the previous review. In order to meet this timeframe Annual Reviews will need to take place approximately 10 and a half months after the last Annual Review / issuing of an EHC plan.

Invites for an Annual Review must give at least 2 weeks notice. The Code of Practice states that where a child or young person attends a school or other institution the child’s parents or young person, a representative from the school, a local authority SEN officer, a health service representative and a local authority social care representative must be invited to the Annual Review. Other professionals who have worked with the child or young person during the previous 12 months may also be invited. For Year 9 annual reviews representatives of post 16 institutions should be invited, particularly where the child has expressed a desire to attend a particular setting. Prior to an Annual Review schools must seek advice and information about the child or young person from all parties invited and send any information gathered to all those invited at least two weeks before the meeting. After the meeting the school must prepare and send a summary of the meeting (included in the Annual Review paperwork) to everyone invited to the meeting within two weeks of the meeting. This report must set out any amendments required to the EHC plan and should refer to any difference between the school’s recommendations and those of others attending the meeting.

151 Last Updated September 2024 The Annual Review paperwork in Bolton will be added to over the duration of a Key Stage giving an overview of progress over a period of time. At the end of a Key Stage, when new outcomes have been developed, a new set of Annual Review paperwork should be started.

152 Last Updated September 2024 Guidelines for completing EHC Plan Annual Review Documentation (School Advice/Summary Form) Sections 1 & 2 – Basic Pupil Details and Attendance Summary This is the only way the authority has of receiving up to date information regarding change of address, name etc., as this is not passed on at any other time. Please check that these details are accurate before filling in. It is important that details of all those who have parental responsibility are given on this page. Attendance figures are important as the authority needs to consider the provision it makes through an EHC Plan in light of poor attendance of a pupil. The authority may well suspend the provision for a pupil who is not attending until more regular attendance is achieved. Therefore actual figures are crucial rather than descriptive terms such as good, poor, etc. Section 3 - Description of the pupil’s place in school in relation to class groupings, sets, etc. Please give a description of the class/cohort organisation. A separate entry for each year group within a Key Stage should be completed in the table provided. This should include information such as:

• The total number of learners in the child/young person’s class
• Staffing levels (including information such as the total number of pupils at SEN Support/with an EHC Plan in the class and the amount of TA/SNA support in place or any other additional adult support available, for example incidental TA support)
• Small group work opportunities
• Where the child/young person is taught (for example in class with same aged peers, in class but with younger/older peers, withdrawn and taught 1:1 in a quiet, low stimulus environment etc).
• If learners are ability grouped the group that the child/young person is placed in, and the size of that group, for different subjects should be recorded.

Please do not list specific support put into place to meet the needs of the individual – this will be recorded in section 5. Section 4 – Academic attainment Please complete one section per year, detailing the most up to date school assessment data and test results. Over the course of a Key Stage this section will build up in order to provide an overview of progress over time. We recognise that each school will use a different method for assessing pupil progress. As such please complete the box at the bottom of this section in order to provide a brief description of the assessment system used within your school. This will ensure that the data provided can be interpreted correctly by the LA. This box will only need to be completed once at the start of the Key Stage. Section 5 – Provision map This provision map should be completed to reflect the additional to, and different from, provision received by the child/young person over the last 12 months. This provision map should detail the additional provision made by school (element 2 funding - £6000) as well as that provided from the high needs top up funding detailed in the EHC Plan (element 3/high needs funding).

153 Last Updated September 2024 Desired outcome of provision/intervention These should be based on the outcomes/targets listed in the EHC Plan/last Annual Review documentation and should all be linked to the child/young person’s aspirations and any preparation for adulthood outcomes. Intervention in place This should detail the intervention in place to help the child/young person achieve the outcomes identified. This should not be ‘additional adult support/1:1 support’ but should reflect the strategies being used by that person. For example interventions may include; the pre teaching of vocabulary, timers to encourage attention to task, visual timetables, now-next boards, a personalised reward system, sounds-write, an anger management programme, a working memory programme, modelling conflict resolution strategies at playtime/lunchtime etc. Additional support in place This should detail the type of support in place to deliver the intervention specified. This may include TA2 support, HLTA support, class teacher support, Learning Mentor support, SMSA support etc. Sometimes the additional support in place may not be in the form of a person but may be a piece of equipment for example voice activated software or a radio aid etc. Specialist involvement As those children/young people with an EHC Plan will have the most significant and complex needs, it is expected that the involvement of specialists (Woodbridge SEND Service, Sensory Support, Behaviour Support, Educational Psychologists etc) in assessment, providing advice and planning interventions will remain in place on an ongoing basis. As such in this column you should detail the findings of any outside agency assessments/consultations and the advice resulting from these. There should be a clear link between the involvement/advice of the specialist support service and the interventions/support in place. How often is this being delivered This column should detail how often each intervention is delivered for example 30 minutes each morning, 3x10 minutes per day etc. It is also important to note any exceptions to this, for example periods of illness or extended holidays as this will provide contextual information when considering the outcomes of the support being provided. Impact of intervention Please detail here the outcomes of the interventions being delivered, for example have they been achieved, part achieved or not achieved. If they have not been achieved, it should be considered whether the outcome is achievable and needs to be carried over to the next term or whether it needs to be reviewed/broken down further to help the child/young person to achieve it. Cost All interventions should be costed so that it is evident how the element 2 and element 3 funding is being used to support the child/young person in achieving their outcomes and aspirations. Section 6 – Achievements In order to ensure that the review remains person centred and uses person centred planning principles, please list the key achievements of the child/young person over the past 12 months. This may include academic achievements, achievements during extra curricular activities, personal achievements for example being nominated/voted a school council representative or participating in a school assembly etc and achievements at home or in the community for example developing independence skills, helping a neighbour or taking responsibility for tasks at home etc.

154 Last Updated September 2024 Section 7 – Progress towards long term aspirations and key stage outcomes At the start of each key stage this section will need to be populated from the EHC Plan. Once populated, each year it will be added to giving a cumulative overview of progress towards the key stage outcomes listed in the child/young person’s EHC Plan. Each aspiration and the various outcomes linked to the aspiration should be considered, with information describing in detail; what progress the child/young person has made towards achieving the outcome and any skills that still need to be developed in order to achieve the outcome by the end of the key stage. Following this, a ranking score will need to be inputted into the designated column to give a quantifiable indication of progress made.

For the final column please detail new proposed 12 month targets to be discussed at the annual review; these will be based on the identified areas to improve and difficulties. Section 8 – Preparing for Adulthood This section only has to be completed from Year 7 onwards (however we would encourage all primary schools to also discuss this at the end of each key stage in order to ensure that we are beginning to prepare children for adulthood from the earliest possible opportunity). The key purpose of this section is to ensure that the young person is well prepared for their transition into adulthood. As such each of the four areas; employment, independent living, community participation and Health need to be discussed and actions identified to address those issues that are pertinent to the child/young person and their family. This may include identifying what courses/apprenticeships/supported internships are available in the local area that are appropriate to the young person’s interests or identifying what skills the young person needs to develop in order to live independently or gain employment, for example time keeping skills, the ability to travel independently, the ability to dress appropriately for different situations etc. This information can then be included in the young person’s EHC Plan to ensure that these skills are prioritised during the next Key Stage of the young person’s education. For more information relating to Preparing for Adulthood, please refer to: https://www.preparingforadulthood.org.uk/. Section 9 – Other comments This section can be used to provide any other information that you feel would be useful for the LA to be aware of.

155 Last Updated September 2024 Meeting Summary / Change of Key Stage Meeting Summary In order to try and reduce the repetition of information, the Annual Review summary has been incorporated into the Annual Review form. One section should be completed for each year of the Key Stage. It should detail the discussion held and incorporate the views of others. The key parts of this section are:

The identification of any new outcomes for the Key Stage that are not already listed in the EHC Plan

The identification of targets for the next 12 months to meet the outcomes listed in the EHC Plan/any new outcomes identified. Any new targets should be Smart; Specific, Measurable, Achievable, Realistic, and Time-limited. For example:

During the next 12 months John will learn to spell 10 keywords in Science, History, Geography, Technology and Maths.

In the next twelve months Mary will learn to follow the beginning and end of day school routines.

To achieve a reading age of 8.6 years in reading by June 2021. The Change of Key Stage Summary should be used for reviews in Years 2, 6, 9, 11 and 14.

156 Last Updated September 2024

Education, Health and Care Plan Key Stage Annual Review Documentation (School Advice & Summary)

1. Basic Pupil Details

Date of meeting:

School: Name of pupil: UPN: Date of Birth: Gender: Pupil Address: Parent/Carer Name Address (if different) Is the Pupil LAC? Y/N If yes, name of Social Worker Care Authority Contact Details Date of admission

2. Attendance Summary

Insert Year group

Insert Year group

Insert Year group

Insert Year group

% Attendance

Exclusions Please provide details of exclusions and any emerging patterns

157 Last Updated September 2024

• Description of Pupil’s Place in School

(Please give a description of the class/cohort organisation to include total number of learners, any additional adult support available, small group work, where the learner is taught (in class, withdrawal etc). Include the specific support the child has received from setting resources in section 5).

PRE-ENTRY Insert year group Insert year group Insert year group

4. Academic Attainment – please Do Not use vague descriptors such as “working below”

Insert year group Insert year group

Subject Baseline Current Progress y/n End of previous year Current Progress y/n

Reading Writing Maths Science

Please list any other relevant subjects

Other Scores

Reading Accuracy Reading Comp Spelling Numeracy 158 Last Updated September 2024 Please provide an interpretation of the academic attainments reported in Section 4 (including how progress is measured) 159 Last Updated September 2024

• Provision Map

Please indicate what interventions/strategies have been used to support the child/young person during each term with costs. This should include element 2 and 3 costs and may include any additional staffing, specific equipment, teaching materials/methods and resources used. Please note that Special Schools are also required to provide details of provision, however they are not required to evidence costings.

Desired outcome of the intervention/ provision

Intervention in place (eg Sounds- Write, Anger Management etc)

Additional support in place

Specialist involvement

How often is this being delivered – please list any exceptions to this eg periods of illness, extended holidays etc

Impact of intervention

COST to school if applicable

Date

Term 1

Term 2

Term 3

160 Last Updated September 2024

• Achievements (Please list the key achievements of the child over the last 12 months)

Key Achievements

PRE-ENTRY Insert year group Insert year group Insert year group

• Progress Towards Long Term Aspirations and Key Stage Outcomes

The ranking system is an important part of the annual review process. This allows Officers to more effectively quantify an individual Child’s/Young Person’s progress and subsequently support the process of reporting this information to the Department for Education.

Desired Long Term Aspiration Key Stage Outcome Year Achievements/Strengths/ Progress towards outcome Areas to improve/Difficulties

Achieved? Rank progress (0-5, enter 1 number only)

Proposed 12 month Target to discuss at Annual Review

Insert year group

Insert year group

Insert year group

Insert year group

Insert year group

Insert year group

161 Last Updated September 2024 Insert year group Insert year group Insert year group Insert year group Insert year group Desired Long Term Aspiration Key Stage Outcome Year Achievements/Strengths/ Progress towards outcome Areas to improve/Difficulties

Achieved? Rank progress (0-5, enter 1 number only)

Proposed 12 month Target to discuss at Annual Review

Insert year group

Insert year group

Insert year group

Insert year group

Insert year group

Insert year group

162 Last Updated September 2024 Insert year group Insert year group Insert year group Insert year group Desired Long Term Aspiration Key Stage Outcome Year Achievements/Strengths/ Progress towards outcome Areas to improve/Difficulties

Achieved? Rank progress (0-5, enter 1 number only)

Proposed 12 month Target to discuss at Annual Review

Insert year group

Insert year group

Insert year group

Insert year group

Insert year group

Insert year group

Insert year group

Insert year group

163 Last Updated September 2024 Insert year group Insert year group Insert year group Desired Long Term Aspiration Key Stage Outcome Year Achievements/Strengths/ Progress towards outcome Areas to improve/Difficulties

Achieved? Rank progress (0-5, enter 1 number only)

Proposed 12 month Target to discuss at Annual Review

Insert year group

Insert year group

Insert year group

Insert year group

Insert year group

Insert year group

Insert year group

Insert year group

Insert year group

164 Last Updated September 2024 Insert year group Insert year group

• Preparing for Adulthood

(This section must be completed from Year 7 onwards, but it is recommended that it is also completed at the end of each key stage at primary school too)

Employment

Desired Outcome Actions to achieve outcome By Whom By When

Independent Living

Desired Outcome Actions to achieve outcome By Whom By When

Community Participation

Desired Outcome Actions to achieve outcome By Whom By When

Health

Desired Outcome Actions to achieve outcome By Whom By When

165 Last Updated September 2024

9. Other comments

Signatures

Print Name Signature Date

Insert year group Insert year group Insert year group Insert year group 166 Last Updated September 2024

10. Annual Review Meeting Summary Year group:

Date of Meeting School Name of pupil Attendees Attendee Name and Organisation Advice provided Yes No Apologies (if parent or child please give reason) Summary of Meeting Discussion Achievements

Please initial individual contributions

What is important now and in the future?

What support is needed to help meet outcomes?

What aspirations does the child/YP have?

Other Comments New in Key Stage Outcomes as required: 167 Last Updated September 2024 Agreed Targets for the next 12 months to meet current/new outcomes.

Cognition and Learning / Employment

Communication and Interaction/ Independent Living

Social, Emotional and Mental Health / Community Inclusion

Sensory, physical and medical/ Health

Action plan Action and by whom By When?

Why should this EHC Plan not cease

Please detail reasons

Please indicate the name of anyone who does not agree with the recommendations of this report, stating the reasons.

Signed: _____________________________________ 168 Last Updated September 2024

• End of Key Stage Meeting Summary

Year group:

Date of Meeting School Name of pupil Attendees Attendee Name and Organisation Advice provided Yes No Apologies (if parent or child please give reason) Summary of Meeting Discussion Achievements

Please initial individual contributions

What is important now and in the future?

What support is needed to help meet outcomes?

What aspirations does the child/YP have?

Other Comments 169 Last Updated September 2024 New Key Stage Outcomes: (From Year 6 onwards please use the Preparing for Adulthood headings of Employment Community Inclusion, Health and Independent Living) Suggested outcomes to be achieved over the next key stage

170 Last Updated September 2024 Agreed Targets for the next 12 months to meet current/new outcomes.

Cognition and Learning / Employment

Communication and Interaction/ Community Inclusion

Social, Emotional and Mental Health / Community Inclusion

Sensory, physical and medical/ Health & Independent Living

Action plan Action and by whom By When?

Why should this EHC Plan not cease

Please detail reasons

Please indicate the name of anyone who does not agree with the recommendations of this report, stating the reasons.

171 Last Updated September 2024

EHC Plan Annual Review: Parental Advice Form

Name of Pupil: Date of Birth: School:

1. In what ways has your child made progress towards achieving the outcomes identified in their EHC plan during the past year?

2. Does anything still concern you about your child (in school, at home, in the community or relating to their health?

3. What improvements/outcomes would you like your child to make/achieve during the next year (in school, at home, in the community and/or in relation to their

health)?

4. In what ways do you think that your child could be helped more (in school, at home, in the community or in relation to their health)?

5. Any other comments

I will be able to attend the review meeting I will not be able to attend the review meeting

Signed: (Parent/Carer)

Date:

172 Last Updated September 2024

EHC Plan Annual Review: Pupil Advice Form

*This information should be provided in the child/young person’s preferred format e.g. a powerpoint presentation, a collage of photographs, writing , the use of symbols, mind maps, drawings etc. Where possible, the following information should be provided*

Name: School:

My aspirations for the future are:

These things are important to me now:

My achievements over the past 12 months include:

I have found the following useful:

I would like to make more progress in:

I would like school/college to help me by

Signed:

Date:

173 Last Updated September 2024

EHC Plan Annual Review Advice Form: Support Services, Other Agencies

Name of Pupil: Date of Birth:

School:

Name of Contributor:

Designation

Please return by: (Date)

Please address the following points in your advice wherever appropriate.

• Progress towards outcomes identified in the EHC Plan during the past year. Include the dates and scores of any relevant assessments you have made.
• The suitability of the provision and placement. Comment on the success of strategies and resources used.

3. Any new key stage outcomes proposed.

4. Short-term targets for the next year.

5. Proposed strategies/interventions/programmes to enable the targets to be achieved.

6. The appropriateness of the EHC Plan.

7. Any other comments.

Signed: Date:

174 Last Updated September 2024

Criteria for Ceasing an Education, Health and Care Plan (EHCP)

• The LA is no longer being responsible for the child or young person’s education i.e.

- A young person aged 16 or over leaves education to take up paid employment (including employment with training, but excluding apprenticeships, traineeships and supported internships) - The young person enters higher education (i.e. begins a University/degree level course) as then they will receive support via the Disabled Students Allowance (DSA). - A young person aged 16 or over leaves education and no longer wishes to engage in further learning. (Appropriate services such as Connexions and the Information Advisory Service will support young people in their decision making but unless a young person is deemed to lack the capacity to make this decision under the Mental Capacity Act (2005), their view/decision will take precedence over that of their parents. The Code of Practice states that parents can only continue to act on a young person’s behalf after compulsory school age if the young person is happy for them to do so, see paragraph 8.15 of the Code) - A young person expresses a wish for their EHCP to be ceased - The young person reaches the end of the academic year in which they turn 25 (or the day the apprenticeship or course ends, or the day before their 26th birthday if later). For example if a young person turned 25 in February and their course/apprenticeship continued until July, the EHCP would be maintained until the last day of their course in July. If however a young person started a college course/apprenticeship in September and turned 26 on 10th November that year, their EHCP would be ceased on 9th November (i.e. the day before their 26th birthday).

• The LA determines that it is no longer necessary for the EHC plan to be maintained

The LA determines that it is no longer necessary for the EHC Plan

to be maintained

EHCP outcomes When setting outcomes for the next key Child’s needs no longer fall into the achieved stage the provision required in order to support the child or young person in meeting their outcomes costs less than high needs block section of the matrix £10,000 (elements 1&2*) Step down process involving withdrawal of support and the use of Early Help to co-ordinate the meeting of identified outcomes while closely monitoring the impact on progress/well being (Please refer to the EHCP step down process document for further details of

this process on Page 167)

175 Last Updated September 2024 It is anticipated that most young people will not require an Education, Health and Care Plan beyond the age of 19 as they will have been successfully prepared for the transition to adulthood prior to this point. This decision will be reached by considering Annual Review documentation and progress towards the outcomes identified in the EHCP. However, it is also recognised that for some young people, it will be necessary to maintain an EHCP beyond this point and this decision will be made on a case by case basis. In this situation consideration will be given to a range of factors.

An EHCP, for a young person aged 19 and over, may be maintained if it is considered that:

• The young person expresses a preference to remain in education or training

and

• The purpose of the young person remaining in education or training demonstrates clear progression and will enable to the young person to achieve an identified outcome/aspiration within a given time frame

and

• The young person requires element 3 funding in order to access an ESFA funded provision as a result of their identified SEND.

For example if a young person had experienced significant mental health/physical health difficulties that had prevented them from accessing Key Stage 4 and/or tertiary education, and they wished to complete their education then the LA may maintain an EHCP in this circumstance to enable the young person to complete that phase of their education and achieve the identified qualification.

An EHCP, for a young person aged 19 and over, may be ceased if it is considered that:

The young person expresses a preference to not remain in education or training

The young person has completed the tertiary phase of their education (i.e. the 16-19 phase of education). As outlined above, it is recognised that some young people will require longer to complete the tertiary phase of their education, however, once a young person has completed this, no further learning is likely to be supported by an EHCP. For example if a young person gained a Level 2 or Level 3 qualification in Hairdressing, funding via an EHCP would not support the same young person to then complete a Level 1 course in Construction.

The young person is ready to move into adulthood/progress to the next phase of their life i.e. they have achieved the outcomes identified in their EHCP and/or completed their post 16 education and/or training and have a plan in place for this transition.

The purpose of the young person remaining in education is purely for the maintenance of skills as the way in which skills will be maintained in the longer term (e.g. post 19 or post 25 years) will not be reliant on educational provision. Therefore this is unlikely to be considered as a valid reason for maintaining an EHCP (similarly, young people without SEND who complete a college/university course but can not find employment will not continue to be supported by a college/university/local authority in order to keep their knowledge and skills up to date). How skills will be maintained in the long term needs to be planned for from an early stage through the review process.

The main purpose of maintaining the EHCP is for the young person to learn independent living skills. In most circumstances these skills are best developed in real life situations rather than in a classroom situation.

176 Last Updated September 2024 NB: If a child or young person with an EHCP moves to another local authority area the EHCP will be transferred to the new local authority in order for them to maintain the plan.

*Glossary:

Element 1 funding: In mainstream schools and colleges, all students bring a basic funding entitlement. In schools this is called the Age Weighted Pupil Unit (AWPU) and applies whether or not the pupil has special needs. In colleges this is the mainstream per-student funding calculated by the national funding system. This funding pays for an element of the teacher, an element of the premises etc. This totals approximately £4000 per pupil per year.

Element 2 funding: All mainstream schools and colleges are delegated funding to make further provision of up to £6000 per pupil with SEN. This is in addition to element 1.

Element 3/High Needs Funding. SEN costs above the first £10,000 (elements 1 and 2) are met from top up funding from the Local Authority. The top up funding is to meet the assessed need of a pupil and is in addition to elements 1 and 2.

ESFA: Education Funding Agency. The ESFA is a single agency accountable for funding education and skills for children, young people and adults.

177 Last Updated September 2024

EHC Plan Step Down Process

Annual Review of EHC plan identifies a possible need to cease the support provided via the EHC plan (i.e. the additional funding provided from the local authority high needs block, not the first 12 hours of support provided by school/college via element 2 funding)

High needs funding reduced by 50% for half a term (monitored by school/college) EHCP Remains In Place High needs funding ceased for half a term (monitored by school/college) Review meeting held – attended by family, school/college and local authority. If the phased withdrawal of support has been successful the EHC plan will be formally ceased. If parents disagree with this decision an appeal can be made through SENDIST Early Help Assessment and additional support plan (as per the school/college based SEND record keeping system) used to co-ordinate and monitor support for a child/young person School based SEN review process (at least 3 times per year) 178 Last Updated September 2024

Ceasing Education, Health and Care Plans: Frequently Asked Questions?

Is it correct that once the EHCP has ceased it cannot be reinstated? No, if an EHCP had been ceased, a new referral could be made to the local authority. In this situation, the local authority would consider the information available to them and make a decision as to whether to initiate an Education, Health and Care Needs Assessment. If following this assessment, it was felt that an EHC plan was required, another plan would be issued. Is there an ‘appeal’ mechanism relating to the ceasing of an EHCP? Any issues relating to a local authority decision to cease an EHC plan can be appealed to SENDIST. What would happen if a young person decided to opt out of education and then had a change of mind several months on? An EHC plan would be maintained by the local authority until the 1st September following the end of an academic year. As such, if at the end of an academic year the young person decided that they were going to leave education, but then changed their mind before the 1st September the plan would simply be amended to reflect their destination. If a young person changed their mind within a term of leaving (e.g. before Christmas of the calendar year in which they left education) then the local authority would consider each case based on individual merit and may decide to reinstate the old EHC plan (although this can not be guaranteed). If the young person changed their mind after a full term, then the college/setting would need to make a new request for an Education, Health and Care Needs Assessment. If the education aspect of a plan is withdrawn, who will support with any ongoing health and social care issues and what will the mechanism be for ensuring that young people receive on- going support? An EHC plan is an educationally driven document. Therefore, if a young person is no longer in education or training, or it is deemed through the review process that they no longer require additional support for their education through an EHC plan, the plan will be ceased. If a young person continues to have ongoing health and/or social care needs these would be met through adult Health and Social Care services as deemed appropriate by these services. This will also be the case for young people over the age of 25 who have ongoing Health and Social Care needs. If a student is enrolled on a part time course that does not justify additional funding from the high needs block but they then swap to a full time course and so would require additional funding from the high needs block will that young person have to go through the whole assessment process again? As a young person on a course that does not require additional funding from the high needs block would not have an EHC plan, then a new request for an Education, Health and Care Needs Assessment would need to be made.

If a young person is placed at in an out of borough placement on a 3 year course is the funding reviewed annually or is continuity for the young person and family ensured? If a young person was placed in an out of borough placement on a three year course then the funding would be agreed for the 3 years of the course in advance. The young person would still need to have a review of the EHC plan on an annual basis to consider their progress and targets for the next year. However, if a young person was on a one year course in an out of borough placement, this funding would be reviewed on an annual basis.

179 Last Updated September 2024 Who has the final decision if a young person decides to withdraw/not participate against the knowledge/wishes of parents? For example if they choose not to attend a medical appointment as a letter has been sent directly to the young person and the parent was unaware? In most circumstances lines of communication will be agreed between the young person, their parents and the professionals working with them and it may be that initially it is agreed that letters will be sent to both parents and the young person in order to begin preparing them to become independent. Unless a young person is deemed to lack the capacity to make decisions/receive information under the Mental Capacity Act (2005), their view/decision will take precedence over that of their parents. The Code of Practice states that parents can only continue to act on a young person’s behalf after compulsory school age if the young person is happy for them to do so, (see paragraph 8.15 of the Code). Under the Mental Capacity Act 2005 a person is deemed as having capacity if they are able to make a decision at the time it needs to be made. A person is able to make a decision for themselves if they are able to:

• understand the information relevant to the decision,
• retain that information,
• use or weigh that information as part of the process of making the decision,
• to communicate their decision (whether by talking, using sign language or any other means),

Where there are issues with young people having the capacity to make decisions, we would try, wherever possible, to offer the support necessary to enable them to make the decision.

Why has 16 been selected as the cut-off point when the raising of the participation age is 18 years? Central government, through the Children and Families Act 2014, have determined that after compulsory school age the right to make requests and decisions apply to the young person directly, rather than to their parents. It is anticipated that in most circumstances families will continue to be closely involved in the decision making process. This is now a legal framework within which everyone needs to work and, stresses the importance of preparing young people for adulthood, including encouraging them to become increasingly involved in making decisions about their own future from a relatively early stage so that young people are well equipped to take on this role.

180 Last Updated September 2024

SEND Panel Information

Early Years Inclusion Fund Panel This panel meets termly to consider referrals for Early Years Inclusion Funding. The panel consists of a range of professionals including representatives from Start Well, Woodbridge SEND Service, Health Visiting and Educational Psychology. All requests are considered against the Pre School Matrix of Developmental Needs (available on the Start Well website). Each request is considered by 2 panel members independently before panel and then moderated at panel so that a level of funding is agreed along with a training offer. Following panel the Start Well Service will contact the referrer to share the outcome of the application.

Early Years High Needs Base Panel This panel meets termly to consider referrals for the Early Years High Needs Base Places. The panel consists of a range of professionals including representatives from Start Well, a representative(s) from each High Needs Base, the Early Years High Needs Base Co-ordinator, Health representatives and Educational Psychology. All requests are considered against the Early years SEND Base criteria (available on the Start Well website). Each request is considered by each panel member independently before panel, discussed at panel and an agreement reached. Following panel the Early Years High Needs Base Co-ordinator will contact the referrer and parents to share the outcome of the application.

Special School Panels Admissions to Special Schools are determined via special school panels, which are held as part of the legal consultation process that the LA must carry out before naming a school on a child or young person’s EHCP.

Requests for a change of placement from a mainstream school to a special school should be made through the Annual Review process and will only be considered when parents are in agreement with this course of action. However, it should be noted that parents expressing a preference for a special school place does not mean that such a place will be allocated.

Panels are held either termly or annually depending on capacity. If there is no capacity within a given special school for any In-Year transfers then no panel meetings will be held throughout the year but will be held in the Summer term for admission the following September.

There are specific panels for Nursery to Reception and Y6 to Y7 transfers which are held in the Spring/Summer Term and Autumn Term of the academic year prior to transfer respectively.

Greenfold Special School and Ladywood Special School have a joint panel as do Rumworth and Firwood Special Schools. The panels consist of the Head teachers of each of the special schools, SEND Officers, a representative from the Educational Psychology service and representatives from other support services as deemed appropriate.

The EHCP and Annual Review documentation, along with any other relevant information, is circulated to all panel members prior to the panel meeting, discussed at panel and an agreement reached. Decisions are based on the special school criteria contained with this handbook. Following the panel the SEND Assessment Service will contact parents and the mainstream school with the outcome of the panel.

Resourced Provision Panels Admissions to Resourced Provisions are determined via panels, which are held as part of the legal consultation process that the LA must carry out before naming a school on a child or young person’s EHCP.

Requests for a change of placement from a mainstream school to a Resourced Provision should be made through the Annual Review process and will only be considered when parents are in agreement with this course of action. However, it should be noted that parents expressing a preference for a Resourced Provision place does not mean that such a place will be allocated.

181 Last Updated September 2024 Panels are held either termly or annually depending on capacity. If there is no capacity within a given Resourced Provision for any In-Year transfers then no panel meetings will be held throughout the year but will be held in the Summer term for admission the following September.

There are specific panels for Y6 to Y7 transfers which are held in the Autumn Term of the academic year prior to transfer.

The primary ASD Resourced Provision panels are held as a joint panel as are the secondary ASD Resourced Provision panels.

The panels consist of a representative(s) from each Resourced Provision, SEND Officers, a representative from the Educational Psychology Service and from the Woodbridge SEND Service. For the SLCN Resourced Provision a representative from the Speech and Language Therapy Service also attends.

The EHCP and Annual Review documentation, along with any other relevant information, is circulated to all panel members prior to the panel meeting, discussed at panel and an agreement reached. Decisions are based on the Resourced Provision criteria contained with this handbook. Following the panel the SEND Assessment Service will contact parents and the mainstream school with the outcome of the panel

Schools SEN Panel Schools SEN Panel meet on a monthly basis. The panel is chaired by the Assistant Director (Inclusive Education and Learning) and consists of 2 primary Headteachers, a secondary Headteacher, a special school Headteacher, the Head of SEND, the Manager and Assistant Manager of SENDAS and the Head of the Virtual School. The role of the panel is to:

Consider/Moderate referrals made to Bolton LA for additional funding from the High Needs Block.

Moderation/QA of EHCPs

Maintain a strategic overview of Out of Borough School placements (who, why, costs, trends etc).

Strategic overview of Out of Borough School attendance, provisions and value for money.

Maintain a strategic overview of the High Needs Block spend (and link with Formula Review).

Advise on the strategic direction of SEN as related to educational settings 0-25 years.

Consider the needs of pupils in Bolton and ensure that training and provision meets the needs of all children and young people in Bolton and the staff working with them.

To provide an opportunity to reflect on the strategic direction of SEND in Bolton and shape this.

Provide strategic challenge on SEND in Bolton.

To provide a clear, transparent and coherent system in Bolton

182 Last Updated September 2024

Admission Criteria for Bolton Special Schools and Resourced Provisions

Greenfold – Primary SLD/PMLD School

Child will have an EHCP that identifies severe or profound learning difficulties

In addition to severe/profound learning needs the child is also likely to have other additional needs such as physical needs, sensory impairment, ASD and/or a severe medical condition.

Have general cognitive abilities in the below 50 range

Will be achieving at a level 60% or more below expected level in most areas of development

Are likely to need to be assessed using the Engagement Model (achieve at P levels) for most of their school career

Have learning needs that would best be met through a significantly adapted national curriculum with a focus in self-help, independence, social and communication skills.

Will require a high level of support for their learning needs and/or personal care and will benefit from a high staff to pupil ratio

Ladywood – Primary MLD with Complex Needs School

Child will have an EHCP which identified cognition and learning as their primary need

In addition to their primary learning need, the child is also likely to have associated speech and language delay/disorder, low levels of concentration, underdeveloped social skills and low self- esteem

The child will also have a complexity of need which may include additional difficulties in the areas of; sensory impairment, physical needs, ASD or medical needs

Will have general cognitive abilities that fall in the 50-70 range (i.e. moderate learning difficulties)

Will be achieving at a level 55% below the expected level in most areas of development

By Year 6 are likely to be achieving at the Year 2 level/Pre Key Stage Standard 2-6, as identified in the following table:

• Have learning needs that would not be able to be met without significant differentiation.
• Are likely to require a higher staffing ratio.

Firwood – Secondary SLD/PMLD School

Child will have an EHCP that identifies severe or profound learning difficulties

In addition to severe/profound learning needs the child is also likely to have other additional needs such as physical needs, sensory impairment, ASD and/or a severe medical condition.

Have general cognitive abilities in the below 50 range

183 Last Updated September 2024

Will be achieving at a level 60% or more below expected level in most areas of development

Be assessed using the Engagement Model for much of their school career

The child’s learning needs would be bet met through the delivery of a developmental curriculum.

The child will require teaching of self-help, independence and social skills through a life skills curriculum.

The pupils will require a high level of support for their learning needs; some will also need a high level of support for their personal care.

Rumworth – Secondary MLD and Complex Needs School

Child will have an EHCP which identified cognition and learning as their primary need

The child will be working at a level significantly below expected levels in core curriculum subjects, despite appropriate interventions, and as identified in the following table:

Pupil’s learning needs will not be able to be met by differentiation and the flexibilities of the National Curriculum

The pupil’s are likely to have associated speech and language delay/disorder, low levels of concentration, underdeveloped social skills and low self-esteem

There is likely to be a complexity of need which may include additional difficulties in the areas of; sensory impairment, physical needs, ASD or medical needs

The pupil’s general cognitive ability will normally fall in the 50-70 range (i.e. moderate learning difficulties) Rumworth - Post 16 provision

The pupil’s general cognitive ability will normally fall in the 50-70 range (i.e. moderate learning difficulties)

The pupil will be working in core curriculum subjects at or below GCSE Grade 1

The pupil will require a vocational based curriculum with an emphasis in life skills and independent living skills.

The pupil will experience difficulties in the area of social skills and may demonstrate some inappropriate social behaviours. There is likely to be a poor understanding of the world around them and difficulties in making and maintaining relationships with other pupils, These difficulties would make them vulnerable in a larger Post 16 educational setting.

Lever Park – Secondary SEMH School

The pupil would be resident in Bolton and have an EHCP

The pupil would be a Year 6 pupil for consideration for a secondary placement or a Key Stage 3 pupil or, in exceptional circumstances a Year 10 pupil (this would normally be when a pupil moves into Bolton who has been attending a special school for pupils with SEMH prior to the move)

184 Last Updated September 2024

Have social, emotional and mental health difficulties as identified through assessment as their primary difficulty that are unable to be met in a mainstream school. (Children who are achieving at a Year 2 level and below and who achieve standard scores <70 on the WIAT/other standardised attainment test will also be considered at a joint panel with Rumworth School)

Have identified needs that can be met in the context of the existing level of staffing expertise and pupil numbers at Lever Park

If the pupil is in the care of the LA, they will have a coherent Care Plan and PEP, which includes the role to be fulfilled by Lever Park

Thomasson Memorial – Hearing Impaired Special School

• Pupils will be 2-16 years of age
• Pupils will have a diagnosed hearing loss as their main need and will benefit from

Teaching in small groups using the oral/aural approach with individual withdrawal/support

Teaching in small groups using a total communication approach ie Sign Supported English with individual withdrawal/support

Integration with mainstream pupils at local primary/secondary (Sharples) school whenever appropriate

Thomasson will be the appropriate placement for the pupil as determined by the Head teacher, an Educational Psychologist and a Local authority SEN Officer.

Primary ASD Resource Provision

• The pupil will be of primary age, (currently Year 1 to Year 6) and a resident in Bolton.
• The pupil will have an EHCP, reflecting needs associated with an autistic spectrum disorder, which has been diagnosed through a multi-professional diagnostic process.
• The pupil will be able to access a mainstream curriculum, both social and academic but will need additional support (delivered within the Resource Base or the mainstream of the school) for development of the following areas:
• Language and communication
• Conversational skills
• Social skills
• Thinking and learning
• Behaviour
• Sensory/motor.

4. The pupil’s overall cognitive skills will fall within the borderline (70>) range or above. 5. The pupil’s behaviour presentations will be associated with lack of skills in social interaction, social communication and the ability to think flexibly and will be responsive to autism specific intervention. 6. Other than in exceptional circumstances the pupil will have had the opportunity to access and be successful in local mainstream primary provision before being considered for the Resourced Provision.

Secondary ASD Resourced Provision

The pupil will be of secondary age

The pupil will have an EHCP reflecting needs associated with an Autistic Spectrum Disorder. The Autistic Spectrum Disorder will be their primary presenting need

The pupil will be able to access a mainstream curriculum, both socially and academically, but will need additional support (delivered within the resourced provision or the mainstream of the school) for their development in the following areas:

- Language and communication - Conversational skills - Social skills - Thinking and learning

185 Last Updated September 2024 - Behaviour - Sensory/motor

The pupil will be working at Year 4 of the National Curriculum or above in Year 6.

The pupil’s behavioural presentations will be associated with lack of skills in social interaction, social communication and the ability to think flexibly and will be responsive to autism specific intervention

Other than in exceptional circumstances the pupil will have had the opportunity to access and be successful in mainstream provision before being considered for the resourced Provision.

Secondary SLCN Resourced Provision

The pupil will be of secondary age

The pupil will have an EHCP reflecting needs associated with a severe developmental language disorder that is specific in nature, which may present in either or both receptive and expressive areas and which will be the primary presenting need

The pupil will:

- nave a non-verbal IQ of 85 or above which must include a matrix reasoning subtest score of 8 or above - The pupils will have a standardised score on assessments of language at least 1.25 standard deviations below the average for their age - There will be no evidence of hearing loss, or neurological dysfunction such as seizures / cerebral palsy, etc - There will be no evidence of oral structure abnormalities and no difficulties associated with an autism spectrum disorder. - (Dockerell and Leonard, 1998)

• The pupil will be able to access a mainstream curriculum, both social and academic but could need

additional support (delivered with the resource base of the mainstream of the school) for:

- Understanding of verbal presentations (receptive) - Expressive needs - Independence skills - Organisational skills - Specific pre-teaching - Social activity

• The pupil will be achieving at a Year 4 level or above in one or more areas by the end of the Autumn

Term of Year 6.

• The pupil’s emotional and behavioural presentations will be associated with specific language and

communication needs

186 Last Updated September 2024

Overview of Bolton SEND Specialist Provision

Bolton aims to meet the needs of the vast majority of children within their local mainstream school. This is because we believe that, among other things:

• Inclusive settings and schools can make the vision of children with SEND being accepted by their peers and local community and leading ‘regular lives’ a reality for parents.
• Children with SEND benefit from the role models of their peers within a mainstream school.
• Children without SEND benefit from the opportunity to build relationships with children with additional needs thus becoming accepting of difference and non-discriminatory in their outlook.
• Children grow up as a valued member of their local community, where they may continue to live as an adult with a long established network of support.

Although this is our aim and we believe that all children should have the opportunity to attend, and thrive in, their local mainstream school, we recognise that for a small number of children access to a specialist environment is necessary. For these children, there are a number of specialist SEND provisions within Bolton. These are outlined below:

Early Years High Needs Bases Early Years High Needs Bases have places for children aged between 2-4 years of age with SEND whose needs cannot be met within mainstream provisions. The high needs bases are co-located with a mainstream Nursery enabling opportunities for inclusive learning. There are currently 5 high needs bases:

• Alexandra Nursey School (6 full time equivalent places)
• Grosvenor Nursery School (6 full time equivalent places)
• Children’s Opportunity Group (4 full time equivalent places, usually for children with a diagnosis of ASD)
• Thomasson Memorial School (6 full time equivalent places for children with an identified hearing impairment)
• The Orchards Nursery School (4 full time equivalent places usually for children with profound and multiple learning difficulties)

Primary Special Schools:

Green Fold School (for children with severe learning difficulties and profound and multiple learning difficulties)

Ladywood School (for children with complex needs and moderate learning difficulties)

Thomasson Memorial School (for children with a hearing impairment)

Secondary Special Schools:

Lever Park School (for children and young people with social, emotional and behavioral difficulties)

Rumworth School (for children and young people with complex needs and moderate leaning difficulties)

Firwood School (for children and young people with severe learning difficulties and profound and multiple learning difficulties)

Thomasson Memorial School (for children with a hearing impairment. Some children attend the Thomason Memorial School site whilst others access a provision located within Sharples Secondary School)

187 Last Updated September 2024

Resourced Provisions in Bolton

Primary schools:

Blackrod Church Primary School (resourced provision for children with Autistic Spectrum Disorders)

St Teresa Primary School (resourced provision for children with Autistic Spectrum Disorders)

Moorgate Primary School (resourced provision for children with Autistic Spectrum Disorders) **opening June 2021**

Sharples Primary School (resourced provision for children with a visual impairment)

Nurture Group at COG (provision for children in Reception and Year 1 who, for a variety of reasons, find it difficult to assess the Early Years Foundation Stage Curriculum. Children attend nurture group for 2 days a week and their mainstream school for the other 3 days. Children attend for a maximum of 4 terms and schools pay for these places).

Secondary schools:

Bolton St Catherine’s Academy (resourced provision for children with Autistic Spectrum Disorders)

Rivington and Blackrod Secondary School (resourced provision for children with Autistic Spectrum Disorders)

Rivington and Blackrod Secondary School (resourced provision for children with developmental language disorder)

188 Last Updated September 2024

School Special Educational Needs (SEN) Information Report

The governing bodies of maintained schools and maintained nursery schools, and the proprietors of academy schools, must publish information on their website about the implementation of the school/setting policy for pupils with SEN. This should be updated annually and any changes to the information available during the year should be updated as soon as possible. The information required is set out in the SEND Regulations 2014 (Schedule 1). These requirements are referred to in brackets throughout.

Schools do not need to use this format but should ensure that their own format contains the information required.

General Information/Frequently Asked Questions

What should I do if I think my child has a Special Educational Need or Disability?

What is the school ethos/approach to SEN and Disability? (Schedule 1.3c: In general, how do school approach the teaching of pupils with SEN/D?)

How will I know how my child is doing in school? (Schedule 1.3b: School arrangements for assessing and reviewing the progress of children/young people with SEN)

What support will there be for my child’s overall well-being (Schedule 1.3g: in particular the development of their social and emotional skills and mental wellbeing)?

How will I be consulted about, and involved in, my child’s education? (Schedule 1.7: School arrangements for consulting the parents of children and young people about, and involving them in, the education of their child)

How do XXX school involve children and young people in their education and in the decision making process? (Schedule 1.8: School arrangements for consulting and involving children and young people in their education)

189 Last Updated September 2024 Who, outside of school, can I turn to for advice and support? (Schedule 1.10: Contact details of support services/groups who can provide advice and information relating to the SEN of the children and young people concerned for example Bolton IAS Service, Bolton Parent Carers etc) Where can I find information about Local Authority provision for children and young people with SEN? (Schedule 1.13: Details of where the Local Offer is published) How can complaints regarding SEN provision be made and how will they be dealt with? (Schedule 1.9: Detail the arrangements made by the Governing Body relating to the treatment of complaints concerning the provision made at school) How do I get a copy of the school SEN policy?

Who do I contact for further information? (Schedule 1.4: Contact details of the SENCO)

190 Last Updated September 2024

Need specific information

Cognition and Learning Communication and

Social, Emotional and

Sensory and/or Physical

Interaction

Mental Health

XXX school policy for the identification of needs

(Schedule 1.2) How XXX school assess whether a child/young person has a SEN (Schedule 1.2)

Type of SEN provision made throughout XXX school

Pupils with an Education, Health & Care Plan Pupils who do not have an Education, Health and Care Plan

Pupils with an Education, Health & Care Plan Pupils who do not have an Education, Health and Care Plan

Pupils with an Education, Health & Care Plan Pupils who do not have an Education, Health and Care Plan

Pupils with an Education, Health & Care Plan Pupils who do not have an Education, Health and Care Plan

(Schedule 1.1 and 1.3e) How XXX school evaluate the effectiveness of the provision made (Schedule 1.3a) 191 Last Updated September 2024 How XXX school adapt the curriculum and school environment for pupils with SEND (Schedule 1.3d)

Curriculum

Curriculum

Curriculum

Curriculum

Environment

Environment

Environment

Environment

How the school ensure the inclusion of pupils with SEN in activities outside of the classroom (including school trips and after school clubs)

(Schedule 1.3f) What specialist skills/ expertise do school staff have? (Schedule 1.5) What training are the staff teaching and supporting pupils with SEN having/recently had? (Schedule 1.5) 192 Last Updated September 2024 How does the governing body involve other agencies e.g. health bodies, social care bodies, LA support services and voluntary organisations in meeting the needs of pupils and support their families (Schedule 1.10) What external specialist services are accessed by school and how is this specialist expertise secured (to include education, health, social care and voluntary sector services) (Schedule 1.5) How are equipment and facilities to support pupils with SEND secured? (Schedule 1.6) How does XXX school support pupils with SEN during transition between Key Stages?

(Schedule 1.12) 193 Last Updated September 2024 How does XXX school support pupils with SEN in preparing for adulthood and independent living (Schedule 1.12) 194 Last Updated September 2024

SEN Directory: February 2024

Behaviour Support Service

SEND Assessment Service

195 Last Updated September 2024

Early Intervention and Connexions

ACIS: Achievement, Cohesion and Integration Service

Educational Psychology Service

196 Last Updated September 2024

Woodbridge SEND Service

Contact emails for your designated Woodbridge SEND Service staff member working in your setting can be given on request.

Sensory Support Service

Health – Key Contacts

Social Care – Key Contacts

197 Last Updated September 2024

SEND Support Service Profile

Name of Service: ACIS (Achievement, Cohesion & Integration Service)

Details of how a SENCO can make a referral (to include any specific information required) Please leave this blank if a SENCO is not able to make referral directly to your service

INAs (International New Arrivals) If a child has recently arrived in the UK and has never been on a UK school roll, a referral can be made by telephoning ACIS on 01204 338055 or emailing: acis@bolton.gov.uk for an appointment to be arranged for the family to attend ACIS. ACIS staff will support the family with completing all necessary forms to apply for a school place. EHE (Elective Home Education) Any child who is already on a school roll and parents are considering home educating him/her then a referral can be made to the Elective Home Education Officer for advice and guidance before the child is removed from the school roll on the above telephone number or emailing ehe@bolton.gov.uk.

198 Last Updated September 2024

Name of Service: Bolton Behaviour Support Service

The SENCO can complete an Early Help Assessment with the family to identify areas of strength and need and to highlight which area specifically they would like advice or assistance with. This may be completed by other members of school staff if they have a better relationship with the family or the child involved. The school can then forward the completed EHA to our email address (having obtained consent from the family to share the information with us) and invite us to a meeting to discuss. It would be useful to include in this, what, if any, strategies have been trialled already (and with what degree of success), and any assessments which may have been completed. Also, it would be useful to know if any other agencies are currently working with the child/family.

199 Last Updated September 2024 Name of Service: Bolton CAMHS (Children and Adolescents Community Mental Health Service)

200 Last Updated September 2024 Details of how a SENCO can make a referral (to include any specific information required) Please leave this blank if a SENCO is not able to make referral directly to your service Contact the consultation line on 01204 483 222 between the hours of 12.15pm-1.15pm to discuss potential referral. Depending on outcome of consultation referrals can then be made by emailing referrals to: boh-tr.boltoncamhs@gmmh.nhs.uk.

201 Last Updated September 2024 Name of Service: Bolton Information and Advisory Service SEND

SENCos referring for advice and guidance for themselves can access the service using the contact details provided. SENCos referring families/ young people to us will need to initially encourage families to make contact with us directly. For those families who are unable to contact us directly, we can take a referral by the school, as long as it is by email and parental consent to share information is recorded.

202 Last Updated September 2024 Name of Service: Bolton Integrated Health and Wellbeing Service

203 Last Updated September 2024

Contact details for the service

Breightmet & Little Lever 0-19/25 Team Tonge Children’s Centre Starkie Road Bolton BL2 2ED Telephone: 01204 338063 Boh-tr.breightmetandlittlelever0-19@nhs.net Turton 0-19/25 Team 501 Crompton Health Centre Crompton Way Bolton BL1 8UP Telephone: 01204 463661 Boh-tr.turton0-19@nhs.net Crompton/Halliwell 0-19/25 Team Crompton Health Centre 501 Crompton Way Bolton BL1 8UP Telephone: 01204 463050 Boh-tr.crompton0-19@nhs.net Rumworth 0-19/25 Team Alexandra Start Well Children’s Centre Blackledge Street Bolton BL3 4BL Telephone: 01204 337578 Boh-tr.rumworth0-19@nhs.net Great Lever/Central 0-19/25 Team Great Lever Start Well Children’s Centre Leonard Street Bolton BL3 3AP Telephone: 01204 335019 Boh-tr.centralandgreatlever0-19@nhs.net Farnworth & Kearsley 0-19/25 Team Farnworth Start Well & Young Peoples Centre King St Farnworth BL4 7AP. Telephone: 01204 332750 Boh-tr.farnworthandkearsley0-19@nhs.net

204 Last Updated September 2024 Chorley Roads 0-19/25 Team Oxford Grove Start Well Children’s Centre Shepherds Cross Street Bolton BL1 3BH Telephone: 01204 338188 boh-tr.chorleyroads0-19@nhs.net Horwich & Blackrod 0-19/25 Team Blackrod HC Church Street Blackrod BL6 5EQ Telephone: 01204 462902 Boh-tr.horwichandblackrod0-19@nhs.net Westhoughton 0-19/25 Team Winifred Kettle House Washacre Bolton BL5 2NE Telephone: 01204 335138 Boh-tr.westhoughton0-19@nhs.net Immunisation Team (same address as Turton Team) Telephone: 01204 463170 bolton5-19immsteam@boltonft.nhs.uk Enhanced Families Team (Same contact details as Turton Team) Telephone:01204 463661/ 463050 205 Last Updated September 2024

Name of Service: Bolton Parent Carers

Initially, SENCO’s can signpost parents and carers to us using the above contacts. However, if a SENCO feels a parent would benefit from us initiating the contact, with parental consent, send an email with the parents’ details and we will get in touch.

206 Last Updated September 2024 Name of Service: BSCIP (Bolton Social Communication and Interaction Panel) for autism assessment

Please collate all relevant information and reports before sending to: ICPSBSCIP@boltonft.nhs.uk (Please remember to submit all relevant Early Help forms, not just the most recent, to ensure we receive all background information).

207 Last Updated September 2024 Name of Service: Children with Disabilities Social Work Team

208 Last Updated September 2024

209 Last Updated September 2024

Name of Service: Early Intervention Service

Keyworker support Keyworker support is targeted at those pupils who are most vulnerable and have significant levels of unauthorised absence from school. Access to this service is through the Early Help process and it is expected that schools will have exhausted all internal interventions prior to referring for keyworker involvement. Children missing Education The service supports schools undertake reasonable enquiries to ascertain the whereabouts of children who are believed to have left the area with confirming a forwarding destination. For more Information or to discuss a case please speak to your area contact: North Area South Area West Area

Carol Mahon Kirk Ross Craig Swinton 07766 528480 07795 044402 07747 764603 carol.mahon@bolton.gov.uk kirk.ross@bolton.gov.uk craig.swinton@bolton.gov.uk Child Protection First Day Visits The service undertakes a home visit on the first day of absence for any Bolton child who is subject to a Child Protection Plan or Looked after and living at home. This is done through a duty team and schools should contact 01204 334220 before 10.30am to report the absence. The Service is also responsible for: Issuing Penalty Notices & initiating legal measures to address irregular school attendance. The licencing of children involved in employment & entertainment. For more information please contact the child Employment & Enforcement Officer on: 01204 338176.

210 Last Updated September 2024

Name of Service: Educational Psychology Service

Phone number. 01204 338060 Administrator: Susan Gordon Principal EP: Sue Cornwell Senior EPs: Jacqui Duckham Or contact your school link EP Details of how a SENCO can make a referral (to include any specific information required) Please leave this blank if a SENCO is not able to make referral directly to your service SENCOs can make a referral to the EP service using an Early Help form, along with any relevant EH reviews. Please could you ensure that EH forms include or indicate signed parental consent and that ‘Educational Psychology Service’ is listed in the ‘Information Sharing’ and ‘Action Plan’ sections, to avoid delays in allocation. If the request for work is clear in the Action Plan section of the EH Assessment then we will pick up the request from this however, if the request is not clear then please also complete the ‘Requests for involvement’ form detailing what work it is that you are requesting. Requests can either be sent directly to your school EP, or if you do not have a named EP, are new to the service, or buy on an ad hoc basis you can also send any referrals, along with the corresponding EHAs to epstraded@bolton.gov.uk for allocation to an EP.

211 Last Updated September 2024 Name of Service: Integrated Community Paediatric Services (Previously known as Community Paediatrics and Children’s Community Nursing)

212 Last Updated September 2024

Name of Service: Woodbridge SEND Service

213 Last Updated September 2024

In addition to a relevant holistic assessment (Early Help) for the child or young person it is useful to know these things specifically for our service General Health / Physical Development:

Is the child known to a paediatrician?

Are there any known medical conditions?

Were there any complications at birth?

Are there any issues with toileting, feeding, sleeping, drinking?

Hearing or visual impairments?

Any issues with fine gross motor skills, body awareness and balance, are they under / over active?

Is OT or Physio involved? Communication

• Is there a Speech Therapy programme in place in school or is there a referral to Speech?
• What is the child’s preferred communication style?
• What non-verbal strategies does the child use?
• What strategies are already in place and what are the outcomes of these?
• Is speech age appropriate? / How effective is speech sound production?

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Interaction

• What are the relationships like with adults and peers?
• Brief description of social & play skills
• How do they express their emotions or how aware of their emotions are they?
• Are they able to self-regulate emotions?
• Ability to cope with change.
• Can the child initiate interaction and do they want to?
• Any special interests?
• What strategies are currently being used by the setting and the impact of the strategies?
• Levels of joint attention and focus
• Any Diagnosis or medical issues that may affect behaviours including medication.
• Patterns, triggers or frequencies of atypical behaviours.
• Ability to share and take turns.
• Settings strategies used and the outcome.
• Friendships – are they well maintained / ability to form.
• Any indicators of low self-esteem / self-image or any difficulties with early life experiences.
• Any sensory needs?

215 Last Updated September 2024

Name of Service: Paediatric Learning Disability Service (PLDS)

216 Last Updated September 2024 If a SENCO can not make a referral how is a referral made and by who? Contact details for the service Paediatric Learning Disability Service Great Lever Health Centre Rupert Street Bolton Bl3 6RN Telephone: 01204 463660 Email: PLDS@boltonft.nhs.uk Details of how a SENCO can make a referral (to include any specific information required) Please leave this blank if a SENCO is not able to make referral directly to your service.

• It is the responsibility of the referrer to provide evidence of the learning disability or global

development delay. This may be a diagnosis from a medical professional or via assessments such as Ages and Stages Questionnaire, an Educational Psychology report evidencing IQ of 70 or below, P levels or other appropriate assessments.

• Children/young people should have accessed universal services in the first incidence (such as

public health nurses/GP) and this intervention has not resolved the issue

• Referrals are only accepted from agencies who are supporting the child/young person (we are

unable to accept self-referrals).

• Referrals should be made using our referral form with additional information/evidence and their

up to date Early Help form attached with a clear rationale for the referral

• Parents must have consented to the referral and should be made aware that we are a learning

disability service. Young people’s consent should also be sought where possible.

• We are unable to accept referrals for children who have a diagnosis of Autism without a learning

disability.

• We are unable to accept referrals for young people who have specific educational learning

difficulties rather than a learning disability. A learning difficulty is a term relating to educational learning needs and does not impact intellect (adapted from Mencap, 2017) (https://www.mencap.org.uk/learning-disability-explained/what-learning-disability

• Please contact the service to request a referral form.

217 Last Updated September 2024

Name of Service: Paediatric Musculoskeletal (MSK) Physiotherapy

218 Last Updated September 2024

Name of Service: Paediatric – Neuro-developmental (Neuro) Physiotherapy

Please make a referral via our referral form or letter with copy of Early Help Form.

219 Last Updated September 2024

Name of Service: Paediatric Occupational Therapy

Please make a referral via our Occupational Therapy referral form or letter with copy of Early Help Form. The child will have difficulties such as those listed that are not in line with their development: Gross Motor

• Difficulty organising movement
• Concerns with balance or co-ordination

Fine Motor

• Problems with manipulation/hand function

Perceptual difficulties

• Difficulty finding items in a cluttered environment and difficulty copying letters such as reversals etc.

Other Issues

• Safety Issues
• Self-help skills, eating, dressing etc.

Difficulty with writing/pencil skills

• Seating/positioning

Moving and handling

220 Last Updated September 2024 Name of Service: Paediatric Speech and Language Therapy (SALT)

221 Last Updated September 2024 Details of how a SENCO can make a referral (to include any specific information required) Please leave this blank if a SENCO is not able to make referral directly to your service In addition to a relevant holistic assessment (Early Help) for the child or young person, specifically for SALT, information about strengths and needs in the following areas should be provided in the Speech, Language and Communication section or within the functional impact section of the single agency referral form:

Attention and Listening

Play and social skills

Understanding

Speech sounds and talking

Dysfluency/stammering

Feeding/swallowing issues

Information about what steps have been made to address these concerns/issues to date e.g. WellComm scores (mandatory for 0-5s) and activities shared with family, family attended Steps to Talking group within Start Well Service.

NB re: Bilingual referrals - please state All other languages spoken in the home regardless of need for interpreters. We need this information to assess the child in their first language as well as in their second language. This means that we will need to book an appropriate interpreter to help the Speech and Language Therapist complete this assessment process.

Please specify if a child is already known to an independent or private Speech and Language Therapist and include their details in the other professionals involved section. This is so liaison between SALTs can take place with parental permission. Other recent specialist assessments should also be attached to the referral:

• Ages and Stages Questionnaire (ASQ-3)
• Ages and Stages Questionnaire: Social and Emotional (Asq:Se)
• WellComm Score Sheet
• Steps to Talking group report
• Reports from other professionals e.g. Educational Psychology, Woodbridge SEND Service, Audiology

222 Last Updated September 2024 Name of Service: Special Needs Under Fives Support (SNUFS)

A SENCO/Nursery Head must complete the SNUFS Request for Support Agreement Form (this form can be sent electronically or by post). Please contact SNUFS if you require a copy. The agreement form asks for details of the child, the child’s needs and expected future outcomes. The SENCO must sign the form to agree to complete outcome reports at the end of each full term. They must also ensure the parents of the child sign the form to agree to SNUFS volunteer support.

223 Last Updated September 2024

Name of Service: Start Well Service (Family Support)

Email: startwellreferrals@bolton.gov.uk Details of how a SENCO can make a referral (to include any specific information required) Please leave this blank if a SENCO is not able to make referral directly to your service

As Lead professional or in partnership with Lead professional, the SENCO would identify the goals and actions to be achieved by this family support intervention as part of an Early Help Assessment and Action Plan

224 Last Updated September 2024

Name of Service: Start Well SEND Team

• SENCO Support through direct contact to service
• Access to Inclusion Funding and High Needs Base through Early Help assessment and Action Plan
• Access to SPOA (Single Point of Access) through referral documentation listed
• Full guidance on Start Well website at: https://www.boltonstartwell.org.uk/resources/send-inclusion/1

225 Last Updated September 2024

Name of Service: Thomasson Memorial Sensory Support Service

226 Last Updated September 2024 Intervention support for individual CYP in School consists of:

Formal and informal assessments, monitoring and careful observation, discussions with school staff and liaison with the Team around the Child, reporting to establishments on meeting the needs of individual children.

Provision of strategies and specific programmes of study to be implemented by parents/carers, school staff and/or the QToD or QTVI.

Advice on the purchase of specialist equipment (eg laptop, low vision aids, Braille Technology, Digital magnifiers, Assistive Listening Devices such as hearing aids, cochlear implants, radio aids and soundfield systems.)

Check and maintenance of Devices

Sharing targets with mainstream colleagues to provide a coherent multiagency approach.

Direct teaching of CYP with a hearing impairment or severely sight impaired who need to learn compensatory skills (Braille, Touch typing, literacy intervention, tactile perception skills, specific curriculum interventions if appropriate e.g. GCSE revision).

An audit of the environment to ensure safety and accessibility is carried out to support the transition of pupils who are severely sight impaired to new settings and for HI pupils to ensure that the environment is set up to maximise the CYP’s residual hearing.

Inset training for school staff (teachers and support staff) on the inclusion of children with a hearing or visual impairment and the adaptation of resources and/or speech, language and communication skills to meet the CYP’s needs.

The training can be tailored for an individual child or offered as general CPD on hearing or visual impairment. This can include a visit to the resourced provision for VI children or school for deaf children to shadow specialist staff.

Support through each transition stage.

Reports are provided regularly to schools in the form of termly/half termly monitoring reports, contributions to Education Health Care Plans, Early Help Assessment Reports and Contributions to Annual Review Meetings.

Reports are provided regularly to schools in the form of termly/half termly monitoring reports, contributions to Education Health Care Plans, Early Help Assessment Reports, and contributions to Annual Review Meetings.

227 Last Updated September 2024

If a SENCO is aware that a child has a visual/hearing impairment, they can approach our service via email, with the medical evidence as an attachment to the email. We would then seek parental permission to support the child. It is worth noting that only children whose vision is not fully corrected by wearing glasses are considered to have a visual impairment. This is a distinction which can only be made by relevant medical professionals. The first port of call in case of any concerns is the GP or the Optician.

228 Last Updated September 2024