Guidance for secondary schools: ordinarily available provision (West Berkshire)

Contents

1.

PF YP N

gs oe Ne

Foreword Introduction Expectations of all Schools

Roles and Responsibilities

All staff within the school

Headteacher role and responsibilities Teacher role and responsibilities

SENDCo role and responsibilities Governor / Trustee role and responsibilities

The Graduated Approach

Key Principles of the Graduated Approach

Universal or Ordinarily Available Provision — Quality First Teaching (QFT) Targeted and specialist support

Preparing for the next stage / transition Use of Support Staff

Monitoring Practice

The framework

Communication and Interaction Cognition and Learning

Social, Emotional and Mental Health Physical and / or Sensory

NNDDDO a wo wo

11 12

15 16 18

19 20 24 32 41

1. Foreword

This guidance has been co-produced by representatives from

Trinity School

The Willink School

The Downs School

St Bartholomew’s School Park House School

Kennet School

West Berks Cognition and Learning Team West Berks Virtual School

West Berks SEND PCF (Parent Carer Forum)

We would like to thank them for their contribution to this guide

The group has drawn from examples in other Local Areas, and in particular:

Leicestershire Portsmouth

Reading Hillingdon Hertfordshire

2. Introduction

This guidance has been put together to help everyone better understand what range of provision is available in West Berkshire secondary schools for all students, including students with additional / special educational needs and/or disabilities (SEND) who do not need an Education, Health and Care (EHC) plan but still need some support. We have used the term ‘students’ throughout this guidance as it is aimed specifically at secondary schools.

It provides guidance and examples of evidence-based approaches and resources that schools can reflect on and draw from when planning inclusive provision. It does not describe every teaching approach, intervention or strategy but indicates the types of arrangements that are typically available. It does not provide an exhaustive list, and it is not expected that schools will use everything in it. It is a guide with examples that will help schools to plan what support might work best for individual students and groups of students. The range of support may vary across schools depending on their context.

This support is sometimes referred to as ‘Universal Provision’ or ‘Ordinarily Available Provision (OAP)’. Ordinarily Available Provision does not mean treating everyone the same, but it is about making adaptations and small changes, so all students get the opportunities needed to help them make best progress. The term ‘ordinarily available provision’ comes from the SEND Code of Practice (2015) and describes the varied range of activities, experiences and approaches that are accessible as good practice to meet a range of additional needs without the need for specialist support or a formal diagnosis. It is based on identifying and meeting needs as early as possible.

It includes a wide range of examples of support and resources to help students with additional or SEND needs get the support they need to succeed socially, emotionally and academically. This is sometimes referred to as targeted or specialist support

Schools may also use some of these approaches and resources to support students with an Education, Health and Care Plan.

This guidance aims to:

(— * Support the development of high-quality inclusive practice that benefits all students >) across all schools

* Support early intervention and students accessing the right support at the right time

* Support schools in knowing what evidence-based approaches are available to be used

* Help schools implement a graduated approach and evidence when a student needs provision that is in addition to and different from the majority of their peers.

* Help parents understand a graduated approach to meeting needs and how a school implements this.

* Support the Local Area duty to set out their graduated approach to what they ‘expect to be available’ across education, health and social care to meet the needs and make the provision for students in their area who have SEN or are disabled, including those who do not have Education, Health and Care (EHC) plan.

* Outline examples of evidenced effective practice as possible next steps to support schools.

* Support schools’ duty to use best endeavours to make the provision required to meet the needs of students with SEND, including making reasonable adjustments for

\ disabled students. )

Early identification and early support and intervention of SEND is vital to prevent escalation of needs.

We hope that parents / carers as well as schools will find this guidance helpful in providing information on the arrangements and provision schools make to support their children. It also provides information on resources that can be used by parents / carers at home.

For details of services and support please visit West Berkshire’s Local Offer (Add Link)

3. Expectations of all Schools

All schools must apply the principles underpinning the SEND Code of Practice (2015) 0 to 25 years and have regard to the Equality Act 2010 Equality Act 2010 throughout the child / young person’s learning journey.

These include:

(- Listening to and taking account of the views, wishes and feelings of the student and >) of their parents / carers.

+ Planning that is centred on the student's individual learning goals, considering strategies to support individual development.

+ Arrangements in place to regularly assess the environment to ensure it is accessible.

+ The student’s progress clearly recorded and used to inform planning and next steps

* Providing a curriculum that is adapted appropriately to take account of cohort needs in a mainstream setting

* Identification of specialist services to support the student's development and learning.

+ The student and their parents / carers participating as fully as possible in decisions and being provided with the information and support necessary to enable participation in those decisions.

* Supporting the student and their parents / carers in order to facilitate their development and to help them achieve the best possible educational and other outcomes, preparing them effectively for the next stage in their lives. (SEND Code of

LS Practice 2015) D)

Mainstream schools (including academies and free schools) must have a special educational needs coordinator (SENCO). The SENCO must be a qualified teacher, or the headteacher, working at the school.

Under the Equality Act 2010 schools must make reasonable adjustments, including the provision of auxiliary aids and services for children and young people with disabilities, to prevent them being put at a substantial disadvantage. These statutory duties are anticipatory — schools need to think ahead about what disabled children and young people might need.

Schools have a duty under the Children and Families Act (2014) to make arrangements / provide support to students with Medical Conditions.

All schools must publish certain information on their website, including an SEN Information Report and an Accessibility Plan.

The SEN Information Report gives details about a school’s provision and support for students with SEND and must be updated at least once a year.

An Accessibility Plan covers a three-year period and should show how the school plans to make improvements to the physical environment and in the provision of written information and increase access to the curriculum for disabled students.

4. Roles and Responsibilities All staff within the school

All staff within the school are responsible for supporting all students, including those with additional or SEND needs. Every practitioner should have the knowledge and confidence to support inclusive practice.

The roles set out below may be delivered differently in different schools.

Headteacher

* Creating an inclusive culture that celebrates all students and makes best endeavours to use the resources available to them to meets the needs of all students.

* Ensuring provision is monitored and evaluated regularly to meet all students’ needs and inform improved practice

* Ensuring that staff have the adequate skills, training and understanding to meet the needs of all students.

* Ensuring the SEND Information report is up to date and accessible. * Ensuring the Accessibility Plan is up to date and being implemented. * Supports staff in working in partnership with parents / carers.

* Ensuring SEND Notional Funding informs provision and impacts on outcomes. See Guidance on SEND funding.

Teacher

The Teacher Standards require teachers to be knowledgeable, skilled, and proactive in their approach to supporting students with SEND, ensuring that all students have the opportunity to succeed. Parents / carers should talk to the class teacher in the first instance about their child’s needs and the provision / support being made.

The Teacher Standards emphasise the importance of adapting teaching to meet the needs of all students, including those with SEND. Teachers are expected to demonstrate knowledge and understanding of how to assess and support students with SEND, and to use this knowledge to plan and deliver effective, differentiated lessons.

Key Aspects of Teacher Standards in relation to SEND include:

¢ Adapt Teaching: Teachers must adapt their teaching to respond to the strengths and needs of all students, including those with SEND. This involves knowing how to differentiate instruction and employ various approaches to effectively teach all students.

¢ High Expectations: Teachers should set high expectations for all students, regardless of their abilities or needs, and provide appropriate support to help them achieve these goals. ¢ Assessment: Teachers need to make accurate and productive use of assessment to understand students’ needs and inform their teaching, including formative assessment to identify areas where students need support.

¢ Behaviour Management: Teachers need to manage behaviour effectively to create a safe and positive learning environment for all students, including those with SEND.

¢ Professional Development: Teachers should engage in continuous professional development to enhance their knowledge and skills in supporting students with SEND, including understanding the SEND Code of Practice.

¢ Collaboration: Teachers should work collaboratively with other professionals, such as SENCOs and support staff, to provide the best possible support for students with SEND.

¢ Safeguarding: Teachers must be aware of safeguarding procedures and act within statutory frameworks to ensure the well-being of all students, including those with SEND.

Click on the links to find more information.

SENDCo

* Ensuring all practitioners understand their responsibilities to all students and the school’s approach to identifying and meeting needs

« Advising and supporting colleagues

* Ensuring parents are closely involved throughout and that their insights inform action taken by the school

* Liaising with professionals or agencies beyond the school.

Governor / Trustee

Governors play a crucial role in supporting students with SEND in schools. They are responsible for ensuring the school’s SEND policy is effective, resources are allocated appropriately, and that the school meets its legal obligations under the SEND Code of Practice. This includes monitoring the progress of students with SEND, overseeing the work of the Special Educational Needs Coordinator (SENCO), and ensuring that the voices of students and parents are heard.

Responsibilities include: 1. Strategic Oversight and Leadership:

¢ Setting the Vision: Governors help shape the school’s overall vision and strategic direction, ensuring that SEND is a priority.

¢ Policy Development and Review: They participate in the development and regular review of the school’s SEND policy, ensuring it aligns with the SEND Code of Practice.

¢ Resource Allocation: Governors are responsible for ensuring that adequate resources, including funding and staffing, are allocated to support students with SEND.

2. Monitoring and Evaluation:

Progress Monitoring:

Governors monitor the progress of students with SEND, working with the SENCO to track their achievements and identify any areas where support needs to be enhanced. Impact of Provision:

They evaluate the effectiveness of the school’s SEND provision, ensuring it is having a positive impact on student outcomes.

Reviewing Documentation:

Governors ensure that the school maintains accurate and up-to-date records related to SEND, including student profiles and individual education plans.

Website Publication:

They ensure that the school publishes the necessary information about its SEND provision on the school website.

3. Collaboration and Communication:

Working with the SENCO:

Governors establish a strong working relationship with the SENCO, providing support and challenge to ensure they have the resources and training they need.

Engaging with Parents and Students:

They ensure that the views and perspectives of parents and students with SEND are considered and incorporated into decision-making.

Reporting to the Governing Body:

The SEND Governor or a designated committee provides regular updates and reports to the full governing body on SEND matters.

Liaising with Staff:

They communicate with other school staff, including teachers and support staff, to ensure a consistent and coordinated approach to SEND.

4. Ensuring Compliance:

Adhering to the SEND Code of Practice:

Governors ensure the school complies with the requirements of the SEND Code of Practice.

Accessibility Planning:

They ensure that the school has a comprehensive accessibility plan in place, addressing physical access, curriculum adaptations, and other relevant areas. Safeguarding:

Governors ensure that appropriate safeguarding measures are in place for all students, including those with SEND.

|S. TheGraduated Approach =

Schools adapt their provision for all students, taking into account their needs, interests and different rates of progress. They adapt the environment their approaches and levels and types of support to meet the different needs of different students at different times. This helps students to receive the right support at the right time. This is sometimes known as a ‘graduated approach’.

The Graduated approach starts with making high quality provision for all students. This is sometimes known as ‘universal provision’.

Some students have additional needs that may need a different or more targeted or specialist approach to meet their needs and help them make good progress.

Some students will have additional needs and Special Educational Needs and Disabilities (SEND) that present at different levels of need at different times and will need support and provision that is in addition to or different from their peers.

It is very important for schools to focus on the actual ‘needs’ of a student in order to plan their provision whether or not they have a diagnosis.

A student may have lifelong SEND needs, but their support needs may change and they will sometimes need more and sometimes need less support over time as a consequence of the impact of the support being received. The Graduated Approach is supported by an ‘assess- plan-do-review’ cycle. The graduated approach is illustrated in the diagram below.

The Graduated Approach

High quality inclusive teaching and whole school systems for assessing, planning, implementing and reviewing progress

Progress means Not making SEN support no expected longer required progress

Assess This step involves gathering information about students with SEND’s current

abilities, strength, and areas where they may need extra help. Various methods are used, such as observations, tests, and conversations with the student and their parents / carers, to understand their needs.

Based on the assessment, a plan is created to support the student with SEND. In a secondary setting this may be coordinated by the form tutor and the SENDCo This plan includes specific goals for achievement and strategies or activities to help reach them. The plan is created with input from parents, teachers and other professionals, such as SENDCos.

In this step, the staff put the plan into action. They use the strategies and activities outlined in the plan during their lessons to help the student work towards their goals. This might include particular teaching methods, extra practice, or using different resources.

After a set period, the staff review the student’s progress. They look at how well they are doing and whether the plan is helping them achieve their goals. This review involves checking their learning, assessing their understanding, and discussing progress with them and their parents / carers.

If the review shows that the student is making good progress, the plan may continue as it is or may change to reflect their progress and different levels of support they might need. If needed, the plan may be adjusted to meet a student’s needs better (this can be through updated assessment from school and/or external professionals), and the cycle begins again.

Key Principles of the Graduated Approach

(-

Evidence based decision making: Each level of support is based on assessments >) and observations. This is used to identify needs, monitor students’ progress and make informed decisions about moving them between levels of help and support.

Evidence-based support: Support at each level draws from best practice and is based on research and evidence that it effectively addresses the specific learning or behavioural needs of the student.

Collaborative approach: Teachers, specialists, the student and parents collaborate

to discuss progress and adjust support as needed.

Flexibility and responsiveness: The approach is dynamic, allowing the student to move between levels of support based on their progress.

Inclusivity: The aim is to provide support within the school classes as much as possible, promoting inclusion and ensuring that the student is not unnecessarily separated from their peers. )

Universal or Ordinarily Available Provision - Quality First Teaching (QFT)

Quality First Teaching (QFT) is an approach to teaching that provides high-quality education to all students, including those with SEND / additional needs. It ensures that every lesson is

effective and accessible. This may be delivered in different ways in different schools to reflect their context.

QFT aims to ensure that every student, including those with SEND / additional needs receives a high standard of education and can achieve their full potential.

QFT is recognised as the first step of responding to students with SEND in the SEND Code of Practice and summarised in the Teaching Standards in Section 4.

It includes:

Teachers’ knowledge of students: Knowing students’ needs, learning preferences and abilities supports planning and delivery of effective and inclusive lessons.

Inclusive Lessons: Lessons that are designed to meet the needs of all students, including those with different learning styles and abilities and those with SEND. This means using various teaching methods and materials to help every student understand the content.

High Expectations: Teachers high expectations for all students with SEND, regardless of their abilities, and provide appropriate support to help them achieve these goals. They believe every student with SEND can succeed and encourage them to do their best.

Engaging Teaching: Lessons should be interesting and engaging. They should capture students’ attention and make learning accessible. This might include interactive activities, group work, and practical examples.

Clear Objectives: Teachers set clear learning objectives for each lesson. Students know what they are expected to learn and why it is important.

Effective Assessment: Teachers make accurate and productive use of assessment to understand students’ needs and inform their teaching, including formative assessment to identify areas where teaching needs to be adjusted and students need additional support. Teachers regularly check students’ understanding through questions, quizzes, and other assessments.

Adaptive Teaching: Adaptive teaching involves teaching the same lesson objectives to

all students whilst providing scaffolds to support all students in making progress. It is a responsive approach that focuses on the class, whilst responding to the needs of individual students. It involves planning prior to the lesson (eg for scaffolding learning — see below), but also real-time adjustment based on each student’s progress. This could involve modifying teaching methods, pace or resources as the lesson happens in response to student feedback or performance.

Positive Learning Environment: The classroom environment is accessible, supportive and positive. Teachers build good relationships with students, encourage mutual respect, and create a safe space for learning.

Seating Plans to support learning: ensuring students are seated in a way that supports their needs and effective learning. Sometimes specialist advisers / teachers such as teachers of the deaf of visually impaired will advise on best seating arrangements for particular needs.

Scaffolding: Scaffolding is a teaching strategy that involves providing temporary support to students as they develop new skills or understanding. This support is gradually removed as students become more proficient. Scaffolding can take many forms, such as breaking tasks into smaller, more manageable steps, providing visual aids, or offering prompts and cues. The goal is to help students achieve a higher level of understanding and independence than they would be able to reach on their own.

Feedback: Teachers provide constructive and accessible feedback to all students, helping them understand what they did well and how to improve. This feedback is specific, timely, and focused on helping them progress.

Resources: Ensure students have access to the resources needed in every lesson to support their learning. Examples may include resources recommended by an external professional such as VI Teacher or agreed as part of a support plan. Mini white boards to support teaching and learning work well for many students.

Professional Development: Teachers continuously seek to improve their skills and knowledge through ongoing professional development. They stay informed about the latest teaching strategies and educational research. Teachers should engage in continuous professional development to enhance their knowledge and skills in Supporting students with SEND, including understanding the SEND Code of Practice.

Targeted and specialist support

Sometimes students have additional needs and need support that is in addition to and / or different from their peers to support their development and progress. If the school or parent / carer feels that the pupil has additional needs it is important to discuss these together and agree what support may be needed.

The following table explains what may be put in place if a pupil needs more targeted or

specialist support.

NX

Targeted Support

Discussing with parents any concerns, considering parents’ views, and jointly planning individual learning goals for the student. It is important to establish good communication between home and school so any changes in circumstances that may affect progress are shared.

The school should build a holistic profile of the student’s strength and abilities and their specific needs and must seek parent’s permission to contact other professionals involved with the student to inform individualised planning.

Additional liaison with and referral to external professionals for example and where relevant the Cognition and Learning Team (CALT), Autism Advisory Team, The Specialist Inclusion and Support Service (SISS), Promoting Inclusive Practice Service (PIPS), Exclusions and Reintegration Team, School Nurse, | College, Soeech and Language Therapy, Paediatrician, Occupational Therapist, Physiotherapist, Educational Psychologist or Sensory Consortium Teacher may be necessary and should be done with parent / carer agreement.

Berkshire Healthcare Foundation Trust provides a range of services. There is information on their website about what to expect at different ages and stages, common issues, advice and strategies and information about how to refer to NHS services. It is recommended that this advice and guidance is followed and if concerns persist after the support has been put in place for the duration recommended, referrals are then made.

The Cognition and Learning Team (CALT) is an advisory service available to mainstream schools (Primary and Secondary) in West Berkshire. Schools can purchase different levels of support. The service provides advice, training, guidance and support for schools, working in partnership with staff. In particular the team work with SENCOs (Special Educational Needs Coordinators) to support the development of SEN (Special Educational Needs) provision within the school with a focus on staff development and promoting positive outcomes for pupils.

The Autism Advisory Team is an advisory service available to pupils attending mainstream schools in West Berkshire. Pupils must have a diagnosis of Autism to access support from the team.

The Specialist Inclusion and Support Service (SISS) provides a service for mainstream schools to support them in planning their provision for individual children and young people with SEN. The target group for the service includes those children and young people who have been identified as requiring special educational provision and who have significant learning difficulties in relation to the broad area described in the SEND Code of Practice as ‘Cognition and Learning’.

Exclusions and Reintegration Team provides signposting and advisory support around adaptations, provisions and referrals for pupils with dysregulated behaviour and receiving suspensions. The team hold termly Pupil At Risk meetings to discuss and advise on dysregulated pupils. An SEMH practitioner provide one to one support for pupils receiving multiple suspensions

Promoting Inclusive Practice Service (PIPS). The PIP Service Team is made up of the following professionals:

- A Senior Educational Psychologist

( - A Primary Adviser >)

- Social Emotional and Mental Health Practitioners

- An Assistant Educational Psychologist

The service works with school staff to develop their relational, trauma-informed,

therapeutic practice so that they can understand, support and manage children’s

emotional well-being and behaviours in the following ways:

- Supporting staff to understand the complexity of a child/young person’s needs and to develop individual support programmes for them that promote positive well-being and behaviours.

- Problem-solving sessions using the ‘Circles of Adults’ approach to explore and further understand children and young people’s social and emotional needs and identify the best ways to support them.

- Staff training to promote good relational, trauma-informed therapeutic practice.

- Support to develop and promote strategic planning across a whole school, working with Head Teachers and senior leadership teams and/or to develop whole class strategies with teaching staff.

- Tailored intervention programmes for individual children and young people

« Ethnic Minority and Traveller Achievement Service

The EMTAS Service website contains lots of signposting and includes information / booklets that the EMTAS teams send to all schools.

* [College provides both in reach and outreach support for learners unable to access mainstream education. In reach is offered through 5 centres located across West Berkshire.

* The Sensory Consortium Service work in partnership with schools and families for children who are deaf, visually impaired and multi-sensory impaired to provide advice and support to ensure an inclusive environment and inclusive teaching strategies. Therapeutic Thinking Team.

- The school will work in partnership with other services working with the pupil to support a joint approach to supporting the pupil’s development.

- Clear and achievable learning targets should be set in partnership with the pupil and their parents / carers, taking in to account the holistic profile of the pupil's needs and should be regularly reviewed and evaluated with parents.

- If a pupil requires specialist support from Paediatrics, Occupational therapy, Physiotherapy, Speech and language Therapy, Educational Psychology, Family Support or the Children Young People’s Disability Team these teams will continue to

Ne work in partnership with the family and the school. /)

(— eas )

Specialist Approach

If a student continues to need a high level of specialist support for their successful inclusion, schools will consider with parents/ carers and other professionals whether a statutory assessment of their special educational needs is appropriate. A diagnosis is not required, the school needs to provide information of the needs of the student, the provision hey have made at SEND Support, and the impact of this. The school can draw from the examples in this document to evidence this. This may lead to an Education, Heath and Care Plan (EHCP)

NX J

6. Preparing for the next stage / transition

Schools support students to learn the skills that they need to move on to the next stage of their education / life. West Berkshire has worked with schools and services to co-develop a Guide to support transition between primary and secondary schools. This guide includes the Data Transition Spreadsheet which ensures all schools are transferring the same information.

The Exclusions and Reintegration Team have an SEMH Transition Practitioner who works both individuals and groups of students to build confidence, resilience and adaptability to prepare them for transition to Secondary

Secondary schools provide Careers Information Advice and Guidance (CIAG) to their students. Careers Information, Advice and Guidance (CIAG) encompasses resources and support to help individuals make informed decisions about their education and career paths. It includes career counselling, workshops, access to information, and connections to work and training opportunities. CIAG aims to broaden horizons, challenge stereotypes, and equip individuals with the knowledge and skills needed for successful transitions in life and work.

Key aspects of CIAG:

¢ Career Counselling: One-on-one or small group discussions with a trained professional to explore personal ambitions and develop a plan.

¢ Information and Resources: Access to relevant documents, websites, and online tools that provide insights into various careers and the necessary steps to pursue them.

¢ Workshops and Seminars: Opportunities to learn from experts, industry professionals, and guest speakers about specific career paths or general career development strategies.

¢ Connecting to Opportunities: Linking individuals with work placements, apprenticeships, and training programs.

¢ Skills Assessments: Evaluating interests and skills to identify potential career paths.

¢ Job Profile Exploration: Browsing detailed information about various job roles.

¢ Course and Training Searches: Finding relevant educational programs and training opportunities.

¢ Support for Transitions: Helping individuals navigate changes in their education, career, or work status.

¢ Guidance for Parents and Carers: Providing support and resources for those supporting young people in their career decision

The Gatsby Benchmarks are a framework of eight benchmarks that define world-class careers guidance for young people in England. Secondary schools use the Gatsby Benchmarks to review and improve their careers guidance programs. The benchmarks were updated in 2024 to ensure they continue to define world-class career guidance.

A breakdown of the eight Gatsby Benchmarks:

1. A stable careers programme: This benchmark focuses on having a clear and well-defined careers program that is integrated into the school’s overall vision and improvement plan.

2. Learning from career and labour market information:

Students should have access to and be able to use information about careers and the labour market to inform their decisions.

3. Addressing the needs of each student: The careers program should be tailored to meet the individual needs and aspirations of each student.

4. Linking curriculum learning to careers: Curriculum subjects should be connected to real-world careers, showing students how their learning relates to future opportunities.

5. Encounters with employers and employees: Students should have opportunities to interact with people in various careers to learn about different professions.

6. Experiences of workplaces: Students should have meaningful workplace experiences to understand different work environments and expectations.

7. Encounters with further and higher education: Students should be exposed to different options for further and higher education, including universities and training providers.

8. Personal guidance: Students should have access to qualified and experienced careers advisors who can provide personalized guidance and support.

?. Use of Support Staff

Some students may need access to additional adult support in the classroom to help them to make good progress. Where this is the case, this adult support must form part of the expectation of high-quality teaching.

Some students with physical disabilities may need support at specific times to help with, for example, mobility, physio programmes and personal care.

It should not be expected that provision delivered by a suitably trained and experienced teaching / learning support assistant replaces high-quality teaching. The teacher is responsible for every student’s progress and SEND is everyone’s responsibility.

The student’s progress must be balanced against dependency on adult support to complete a task. It is important that students are supported to be as independent with their learning and development as they can be, and that change in how that support is delivered is managed

in a planned way to support their progress and confidence. Quality first teaching should include scaffolding to support the student to become less dependent on adult prompting and support. This needs to be implemented consistently and where possible involve the student in determining what helps them to learn.

The Education Endowment Foundation provides guidance on the effective use of Teaching Assistants which is helpful for schools to consider.

Deployment of Teaching Assistants | Education Endowment Foundation

Different terms are used by schools. Some schools may refer to support staff as Learning Support Assistants.

Effective Practices

TAs should supplement — not replace — the teacher. | id This means that students who struggle most should in ways LE spend at least as much time with the teacher as other enable all students, if not more.

Sra * Ensure all students have access to high-quality

to access teaching with their class teacher.

high-quality * Ensure working relationships between teachers

teaching and TAs meet all students needs, with the teacher

retaining responsibility for all students.

* Support teachers and TAs to identify practices which inhibit pupil learning and engage in effective alternatives.

Leaders should ensure TAs are prepared to engage in Deploy Ba scaffolding practices that support students’ learning to scaffold and ability to learn independently. Supporting pupil EW eb beta: bale | independence should be a key consideration of TA

to develop deployment.

students’ * Equip TAs with a range of scaffolding strategies

independence appropriate to the age, subject, and specific individual needs of students they work with.

* Remove scaffolds over time to promote independent learning, with teachers supporting TAs to make those judgements.

* Ensure students have the opportunity to attempt tasks independently before intervening appropriately when they can’t proceed.

The evidence shows that TAs can support students effectively through structured interventions. However,

boY-y oe) Chia WU)

to deliver these need to be carefully considered, monitored, and well- chosen, linked to the classroom to ensure positive outcomes for

evidence based, [iiuuaies

structured * Reflect on the purpose of interventions and engage interventions with the evidence base before deploying TAs to

eer deliver structured interventions. 5 * Monitor progress to be sure the benefit of the EV este sw CLT intervention outweighs time away from the classroom. * Support teachers and TAs to engage in bridging practices that connect learning between interventions and the classroom.

-17-

Effective Implementation

School leaders should ensure staff are on the same Prepare page about the role of the TA and how they can most EBL Seb ba) effectively support students. Ensuring teachers and staff around TAs are well prepared to work in these roles increases effective TA the likelinood that TA deployment can have a positive impact on students.

deployment

* Provide clarity on the role of the TA for all in the school.

« Enable TAs to be effective in their role and teachers to work effectively with TAs, through effective professional development.

* Develop ongoing coordination and communication so that teachers and TAs are prepared for their day- to-day roles.

a1 1 Engage all staff in the process of implementing rie i effective TA deployment Effective TA deployment is

staff in the complex and dependent on a range of factors. School

process of leaders should focus on implementation as they look to

prenCrrtsrtabi td embed effective practices.

effective TA + Ensure TA deployment is informed by both the deployment underpinning evidence and the challenges of putting it into practice.

* Engage and align the school community to build a shared understanding of good TA practice.

* Be deliberate about deployment decisions, which should be taken in the context of the school and its current priorities.

School monitor practice and adapt to the needs of the students that attend. There are several tools that can help with this. We have developed a self -assessment matrix to support this framework (add link. Currently as Appendix 1)

The CALT service has a support tool to help teachers identify and plan support for students who have SEND; The Teachers’ Handbook: Identification and Provision for Students with SEND

— available from the Cognition and Learning Team.

Self-evaluation and peer moderation support schools in evidencing practice and informing actions for development / improvement. This provides excellent evidence for governors / trustees and for Ofsted.

This section contains a range of additional strategies, support and interventions that may be in addition to or different from ordinarily available provision. It should be considered when planning for students with SEND in line with their assessed additional needs.

It is of relevance to teachers, SENCos and school leaders when determining the school’s SEND offer in relation to their students’ additional needs. It will also support conversations between schools and parents so the right support can be prioritised at the right time. There are a range of strategies suggested but it is important to note that all students are different (each student has strengths and needs that are unique to them) and so not all strategies or interventions will be effective for all students, and not all support can and should be provided at the same time. It is important that this resource is used by schools and family carers to plan the support that is needed and is effective.

It is not expected that every school will be providing all of the suggestions that are set out in this guidance. It is intended as a tool for schools to draw from to plan and provide evidence-based support for students, including students with additional needs.

This section is separated into the four areas of need set out in the SEND Code of Practice (2015)

1. Communication and Interaction

2. Cognition and Learning

3. Social, Emotional and Mental Health 4. Physical and / or sensory

Many students may have needs across more than one category and certain conditions may not fall neatly into one area of need. When reviewing and managing special educational provision, the four broad areas of need may be helpful as a guide to ensure you can provide support

across these areas.

Communication and Interaction

Students with communication and interaction needs have difficulty in communicating with others. This may be because they have difficulty with one, some or all these aspects:

* saying what they want to, * understanding what is being said to them, * social communication and interaction.

Whole School SEND have CPD Units which provide a helpful introduction to Communication and Interaction needs.

Whole school provision « Whole school awareness and understanding of communication and interaction needs.

« Whole school audit of skills and training needs in relation to communication and interaction.

« Whole school CPD plan around communication and interaction. * Communication friendly classrooms.

Training and Resources

NASEN Whole School Provides a helpful introduction to Communication and

SEND CPD Interaction needs.

Autism Education Trust Provide training and ideas for resources.

(AET) Workshop to support understanding on how to develop and NAS Social Stories Training —_yse social stories.

NASEN Whole School Lots of resources accessed through free membership to SEND Resources NASEN

Emotional Literacy Support Designed to build the capacity of schools to support the Assistants emotional needs of their students from within their own (West Berks) resources. This is achieved by training teaching assistants to

develop and deliver individualised support programmes to meet the emotional needs of children and teenagers in their care. Training required.

Information on resources and training etc

National Autistic Society A wide range of training is provided by the Autism Team (NAS) including a comprehensive five-week course about Autism. Autism Berkshire West Berkshire Autism School Toolkit

West Berkshire Autism

Team

Barrier games e.g. Guess Can support with developing sentence structures, grammar, Who, Battleships and vocabulary.

Berkshire Healthcare Includes links to support and advice, and to Speech and Children and Young Language Therapy Service, Physiotherapy Service and People’s Integrated Occupational Therapy Service.

Therapies (CYPIT) website

& Toolkits

Useful Books / resources

Carol Grey Social Stories Over 150 examples of social stories that teach every day website social skills to children and adults with Autism. Carol Grey Books

Comic Strip conversations More examples of resources for Comic Strip conversations.

Lego Therapy Evidence based approach that aims to develop social communication skills in autistic students, such as sharing, turn-taking, following rules, using names and problem-

solving. ‘The Selective Mutism Support students and / or staff to record, for example, visual Resource Manual’ by prompts for work to be completed, list key vocabulary for the Maggie Johnson and Alison lesson, complete workings, record ideas,

Wintgens, Mini whiteboards

Communication and Interaction Needs and Provision

Identified Barrier / Need Difficulties understanding what is being said to them.

Provision / strategies that may form part of QFT or targeted support

* Is the student hearing the lesson? Raise with SENDCo for checking with other staff and suggesting parent / carer follows up.

* Engage the student’s attention before talking to them, use their name. « Adapt your language.

* Repeat key points and summarise.

* Model good communication.

* Consider how many information carrying words (identified via through screening) a student can manage and adjust language level accordingly when giving instructions.

* Chunk instructions into smaller steps or reducing the number of words said to a student in one go to reduce cognitive overload and make information more manageable.

* Provide visual prompts to support language including natural gesture.

* Provide key vocabulary and / or visual structures / information to support independence. * Ensure student refers to their timetable.

+ Visual reminders of what equipment is required for different lessons.

« Allow extra time to process what has been said, think about their response, and formulate their language (more than 10 seconds).

* Repeat your instruction or request if not understood.

* Simplify the language and use additional visuals to support.

* Check understanding by getting student to feedback or by asking questions.

* Provide an environment that limits distractions.

* Provide training to all staff about neurodiversity / language disorders and strategies to

support

Provide key work banks / resources that enable students to pre-learn vocabulary and key information and for them to refer to.

Link new vocabulary to language students already knows.

Explain any abstract vocabulary, for example idioms, Jokes, sarcasm.

Explicitly teach these where these occur in curriculum or are featured in a book/ text. Teaching considers the learning preferences / interests of the student.

Identified Barrier / Need Difficulties saying what they want to and being understood.

Provision / strategies that may form part of QFT or targeted support

Allow time to try and find the words they want to say. Ensure there are opportunities for practising language that can be predictable.

Repeat back what has been said to either; expand the sentence; complexity or length, add a different vocabulary word or modelling the correct grammar.

Encourage talking by commenting and giving choices rather than questioning.

Use of alternative methods of communication e.g. technology, signing can also support with getting message across.

Don't pretend to understand if you don’t and give reassurance that you want to understand and if you can't right now you will try later or try another way to understand.

Repeat back part of the message that you did understand and ask to repeat or draw; act out or gesture so you can model the words to make that message successful.

Identified Barrier / Need

Student does not understand or use social rules of communication and has difficulties with interactions e.g. turn taking, sharing, greetings, active listening, empathy, respect, resolving conflict, making and maintaining friendships

Provision / strategies that may form part of QFT or targeted support

Ensure you are following all the advice for difficulties with understanding

Once you have identified the rule that is not understood through screening you will need to explicitly teach, use visuals, modelling, role play, use Comic Strip conversations to support.

Use lots of different scenarios of where or when the rule applies to support generalisation.

Opportunities to practice throughout the school day and week.

Opportunities for learning from role models.

Praise all communication attempts.

Be clear with expectations and use consistent language to talk about the expectations.

Identified Barrier / Need Anxiety based communication needs.

Provision / strategies that may form part of QFT or targeted support

* Do not pressurise the student to speak, it may make the situation worse. You could say that you don’t need them to speak e.g. “It’s OK if you don’t want to talk now, you can show me”.

* Reduce the number of questions you ask, as this puts pressure on the student to talk.

* Identify trusted adults, who can spend additional time with the student, so the student starts to feel more comfortable with them.

* Initially encourage participation in activities that do not require any talking. Let them know that they won't have to talk in the activity.

* Encourage non-verbal communication e.g. eye contact, gesture, drawings, and writing. * Concentrate on gaining their trust.

Cognition and Learning

Students with Cognition and Learning Needs may learn at a slower pace than their peers. They may have difficulties and needs support in some or all of the following areas.

* Thinking and reasoning

* Memory and recall + Attention * Problem-solving

* Developing and retaining Knowledge and understanding.

Whole school provision * Inclusive ethos.

« Whole school staff awareness of the principles of assessment through teaching and evidence- based approaches to intervention.

* Staff training and support to implement strategies and use resources to support students with additional needs.

* Induction for all new staff on additional needs and school approach.

* Schools offer a range of reading, writing, phonics and social skills interventions. These are outlines in each school’s SEND Information Report which can be found on

their website.

Training and Resources

Education Endowment

Foundation poster on SEND in mainstream

schools

NASEN Whole School SEND CPD

NASEN Whole School SEND Resources

Education Endowment Foundation SEND

Guidance Report

Poster of recommendations for mainstream schools

Provide a helpful introduction to Cognition and Learning needs.

Lots of resources accessed through free membership to NASEN

Guidance for schools on supporting students with SEND in mainstream schools. It provides a starting point for schools to review their current approach, alongside practical ideas to implement

Education Endowment

Foundation (EEF) Secondary Resources

Evidence 4 Impact

Education Endowment

Foundation evidence of

impact

Evidence-backed resources, tools and opportunities for senior leaders and teachers working in secondary schools.

Provides teachers and school leaders with accessible information on which educational interventions have shown to be effective.

Reading comprehension strategies.

Cognition and Learning Team (CALT)

* The Cognition and Learning Team is an advisory service available to mainstream schools (Primary and Secondary) in West Berkshire.

« All schools have access to the free core service and can purchase Core Service Plus or PAYE

« The team are all qualified teachers with experience of working within mainstream schools in SEN and have additional postgraduate qualifications in Specific Learning Difficulties.

* CALT provides advice, training, guidance and support for schools, working in partnership with staff. In particular the team work with SENCOs (Special Educational Needs Coordinators) to support the development of SEN (Special Educational Needs) provision within the school with a focus on staff development and promoting positive outcomes for students.

* The team is also able to undertake a variety of assessments, including Dyslexia, Dyscalculia, Literacy, Maths, Motor Control and Cognitive.

* Teacher’s Handbook: Identification and Provision for pupils with SEND

Ethnic Minority and Traveller Achievement

Service

EAL Information | West Berkshire Education

English for Speakers of Other Languages (ESOL) provision - West Berkshire Council older learners and families learning and support

Useful Books / resources

Acceleread

An App to support reading

Writing slopes Wobble cushions

Support students to write more comfortably.

Improve core strength, balance and posture and reduce need to fidget and aid concentration.

Pencil grips

Support handwriting.

Theraputty

Can be used to strengthen week muscles in hands and / or as a ‘fidget’ tool to support students who need to keep their hands busy.

Laptop and touch typing support.

To support recording and access to learning.

https://literacytrust.org.uk

Access to their resources, training programme and events

https://www.bdadyslexia. org.uk

British Dyslexia Association

https://helenarkell.org.uk

Provide specialist support, advice and information to people with dyslexia, parents and schools.

https://teachhandwriting. co.uk/

Guides to teaching handwriting for parents and schools

https://www.bbc.co.uk/ bitesize

Lots of learning and curriculum resources split by age phase

https://www. readingrockets.org/

Lots of examples of evidence-based classroom strategies to support learning to become skilled readers.

https://www.nessy.com/en- us

Nessy are advocates for children with dyslexia around the globe. Their programs are based on proven research and are not only for dyslexia. Nessy is widely used for whole class, phonics, math, typing and early reading instruction.

https://www.rnib.org.uk/ living-with-sight-loss/ independent-living/reading- and-books/talking-books/

RNIB site where you can access talking books.

https://mathsnoproblem. com/person/judy-hornigold

Access to resources to support maths teaching

https://www.stevechinn. co.uk/maths-explained

A collection of video tutorials that teach understanding for basic facts and for many of the key maths topics, such as fractions and division

English as an Additional Language (EAL):

FlashAcademy®

We have recently given all maintained schools 2 logins for this site

Giglets Product - Home - ILT Education

offer books in all languages and other resources same people who run Nessy and Polylino etc

Duolingo

The world’s most popular way to learn free!

The Bell Foundation

starting point for any school

English as an Additional Language (EAL)

More useful ideas and resources

Cognition and Learning

Identified Barrier / Need Attention and listening needs

Provision / strategies that may form part of QFT or targeted support

Be aware of times of the day that may be more difficult.

Reduce background noise e.g. keep classroom door closed so that there are no competing noises.

Focus the student's attention to the task by saying their name.

Use visual cues to let student know when they need to make a particular effort to listen. Emphasise points, vary pitch, volume, and intonation.

Give information in short chunks, repeat, and give time for processing. Provide a reason for listening.

Praise good listening.

Provide opportunities for regular, short breaks.

Break tasks down.

Accessible timetables for students. Support students to make it work for them. Scaffolding until they can do the entire task.

Ask the student to repeat back what activity they are going to do.

Use of timers to support management of time.

Some students will need access to sensory equipment to support focus.

Identified Barrier / Need

Learning needs that impact on progress despite adaptive teaching. Working below age- related expectations.

Provision / strategies that may form part of QFT or targeted support

* Teaching strategies might include: visual aids and prompts; literacy mats; specific

timings; short and clear instructions; modification of resources; strategic seating plans; additional technology and use of ICT; allocated pairs for discussion; regular revision activities and links to prior learning; clear routines; warning of change; devices for sensory seeking students; additional thinking and processing time; differentiated tasks. Staff will have been informed of what strategies or approaches to use in line with advice from assessments.

Assessment through teaching to identify the areas of need in consultation with the student and shared across all subject teachers.

Appropriate adaptations made e.g., font, coloured paper, line spacing, lighting, overlays, adaptation, technology — led by the needs of the student and what they find helpful. Shared across all subject teachers.

Teaching skills to support fluency and promoting generalisation of learning across contexts.

Evidence based interventions to develop skills e.g., spelling, handwriting, literacy, numeracy. See Education Endowment Foundation (EEF) resources.

* Don’t do too much at once — as it overloads the working memory

« Ensure information is clearly understood in the first place

* Make links to previous Knowledge explicit

+ Use repetition/overlearning where necessary

* Give clear and simple instructions, breaking down longer instructions.

* Give instructions in the order they are to be performed

* Ask student to repeat the instruction/information back to you

* Give student ‘thinking time’ to process information and respond appropriately

* Display prompts and reminders about what to do, where to find things, useful words

* Teaching metacognition to help the student develop awareness of how they learn and effective strategies.

« Emphasis on self-actualisation — activities designed to develop skills which will support students to become independent and resilient students.

« Using constructive feedback. « Visual cues and prompts. * Give time before response is needed.

* Pre-teaching / access to new subject terminology to help prepare the student for the new topic.

* Shared next steps, so the student knows what to expect.

* Different resources to support learning

* Celebrate the strengths of each learner.

* Support to manage self-esteem, celebrations of strengths, reinforcement of success.

* Recognising and celebrating success in other areas of their life.

« Adjustment, modification, and adaptation of the curriculum to enable the student to fully access the curriculum.

* Active learning, concrete, pictorial, and pragmatic approach to learning.

« Emphasis on activities designed to develop skills which will support students to become independent students.

* Have homework tasks ready written for pupil and/or encourage peer support to record homework tasks in the planner. Many schools use a homework platform for recording homework which is helpful to students with learning needs.

Identified Barrier / Need Specific learning difficulties which impact on access to the curriculum in one or more of the following areas:

* Reading

* Writing

* Spelling They may or may not have a diagnosis of dyslexia, but the strategies suggested will support other learning and literacy needs.

Provision / strategies that may form part of QFT or targeted support

* Adirect teaching approach which focuses on high quality, explicit and systematic instruction.

* Avoid asking students to read aloud in front of others

« Use of a structured approach using task analysis that ensures one skill is taught at a time (e.g. targeting the reading of certain words rather than targeting both reading and spelling at the same time), mixing new and old learning to minimise forgetting and increase confidence (interleaved learning).

* Distributed practice, which means a ‘little and often’ approach using short frequent teaching sessions.

* Teach skills to support fluency as well as accuracy (i.e. being accurate and quick), ensuring there are sufficient opportunities to practise skills before moving on.

+ Use of teaching activities which represent/ practise the actual skill being targeted * Involve students in planning and reviewing impact of support.

* Provide opportunities for students to generalise learning and practice independent support strategies.

* Peer-assisted learning.

« The adult delivering the intervention is experienced and has appropriate training in relation to the specific intervention.

* Allow additional time to complete tasks and time to respond as may be slower to process information.

* Allow learning breaks.

* Break instructions into smaller steps and provide task planners.

* Repeat instructions or information and check for understanding of tasks. * Provide multi-sensory learning opportunities.

* Provide a survival kit of age-appropriate key equipment such as pencil grips, a variety of writing tools, small whiteboards and pens; selection of coloured overlays or reading rulers to support reading.

* Encourage student to use a visual timetable with colour coding. « Use dyslexia friendly format options onscreen on an interactive whiteboard.

* Provide access to assistive technology such as a computer, for students who find it difficult to read large amounts of text or to write quickly enough in class.

« Use pastel or buff coloured paper for photocopying and writing books. * Provide prepared labels with date and learning intention objective recorded.

* Provide handouts provide that contain the learning points rather than asking students to copy text from the whiteboard or take notes.

* Have homework tasks ready written for pupil and/or encourage peer support to record homework tasks in the planner. Many schools use a homework platform for recording homework.

* Provide high frequency word learning mats and/or word banks of words that can be recognised on sight.

+ Provide sentence and/or paragraph starters.

« Use writing frames, mind maps.

« Use alternatives to writing for example role play, film, diagrams, mind maps, tables.

* Pre teach key vocabulary.

« Ensure texts provided are at the instructional or independent level, if necessary, provide high interest texts which are at a lower reading level and suitable for dyslexic learners.

« Use mixed ability grouping to ensure that students struggling with literacy skills are able to access cognitively challenging tasks.

Identified Barrier / Need

Difficulties accessing the curriculum in one or more of the following areas: * Reading * Writing * Spelling

May or may not have a diagnosis of dyslexia.

Provision / strategies that may form part of QFT or targeted support

Allow additional time to complete tasks and time to respond as may be slower to process information.

Allow learning breaks.

Break instructions into smaller steps and provide task planners.

Repeat instructions or information and check for understanding of tasks. Provide multi-sensory learning opportunities.

Provide a survival kit of age-appropriate key equipment such as pencil grips, a variety of writing tools, coloured overlays, small whiteboards and pens; selection of coloured overlays or reading rulers to support reading.

Encourage student to use a visual timetable with colour coding. Use dyslexia friendly format options onscreen on an interactive whiteboard.

Provide access to assistive technology such as a computer, for students who find it difficult to read large amounts of text or to write quickly enough in class.

Use pastel or buff coloured paper for photocopying and writing books. Provide prepared labels with date and learning intention objective recorded.

Provide handouts provide that contain the learning points rather than asking students to copy text from the whiteboard or take notes.

Have homework tasks ready written for pupil and/or encourage peer support to record homework tasks in the planner. Many schools use a homework platform for recording homework.

Provide high frequency word learning mats and/or word banks of words that can be recognised on sight.

Provide sentence and/or paragraph starters.

Use writing frames, mind maps.

Use alternatives to writing for example role play, film, diagrams, mind maps, tables.

Pre teach key vocabulary.

Ensure texts provided are at the instructional or independent level, if necessary, provide high interest texts which are at a lower reading level and suitable for dyslexic students. Use mixed ability grouping to ensure that students struggling with literacy skills are able to access cognitively challenging tasks.

Identified Barrier / Need

Sustained difficulties in accessing the curriculum in one or more of the following areas: * Reading « Writing * Spelling ¢ Literacy skills and a lack of progress or response to universal approaches above requiring more targeted support. Literacy skills are behind other areas of the student’s development e.g., verbal skills.

This specific area of need is a barrier to accessing the curriculum and may be affecting the student’s engagement with learning and how they manage that.

Provision / strategies that may form part of QFT or targeted support

* Support from specialist teacher may be requested to provide training; advice and assessments; monitor provision; plan programmes. CALT can provide this.

* School to provide access to more personalised evidence-based interventions to support the student with literacy difficulties. This could include structured activities to extend graphic knowledge and spelling or could involve teaching and applying specific skills such as time management and organisation, study skills, memory techniques, graphic organisers, revision.

* Interventions may be delivered by a teacher or support staff.

* School may use range of evidence-based interventions appropriate to age and stage. Education Endowment Foundation (EEF) Secondary Resources,

Identified Barrier / Need

Sometimes the literacy need persists which impacts on progress over time even with universal and targeted support approaches in place. development. More specialist advice / support may be needed.

Provision / strategies that may form part of QFT or targeted support School may request advice or support from a specialist teacher to:

* Assess the student’s strengths and needs and the specific barriers to acquisition of literacy skills.

* Give further advice on specific resources suitable to address student’s needs. * Plan an individual programme of work.

* Through modelling and training enable support staff to deliver programme and/or provide direct teaching for students.

« Advice on more individualised reasonable adjustments in the classroom.

Social, Emotional and Mental Health

Students with SEMH needs find it difficult to manage their emotions and behaviour, which can lead to difficulties with social interaction and accessing the curriculum and learning. They will require adaptations, support and specific teaching taking account of their learning needs, life experiences and triggers. They may have difficulties in some or all of the following:

* Social skills and interaction, building relationships and coping with unstructured or unexpected situations.

« Understanding and managing feelings which can manifest in inappropriate responses to situations.

* Mental health conditions.

Whole school provision

« An inclusive whole school ethos that takes account of student needs and impact on emotional health, wellbeing and behaviour.

« A behaviour policy that is underpinned by an inclusive ethos and values with clearly communicated expectations around effective strategies and behaviour and engagement that take account of Equality Duty. This should be consistently applied and its implementation monitored.

« Agreed systems in place and applied by all staff that support effective class and behaviour management.

+ Use of whole school approaches to promote wellbeing and resilience.

* Aschool environment that focusses on positive relationships and the development of social skills.

* Structured and coordinated support to overcome barriers to learning caused by personal, social, emotional or behavioural difficulties.

* Training on building and maintaining relational approaches in schools. * Training and teaching of social and emotional aspects of learning.

* PSRE curriculum that enables students to make informed decisions in the future and safeguard their own health (mental, emotional and physical) and economic wellbeing.

* Effective links between pastoral support, PSRE, SEND and the curriculum.

« Appropriate use of adaptive teaching that takes account of student needs and learning preferences and needs.

+ Use of Restorative Approaches to build, maintain and repair relationships. * Anti-bullying work.

* Regular opportunities for staff to reflect on a student’s wellbeing and behaviour and plan together in partnership with the student and their family.

+ Use of Personal, Social, Health and Economic Education, form tutor time and curriculum approaches to explicitly teach rules and routines, build self-esteem, and develop social and emotional skills to all students.

* Listening to students’ views through, for example, School Council, student feedback. « Use of nurturing approaches where applicable. « Attachment aware training and strategies in place for staff.

* Small team of key adults identified for more vulnerable students with whom the student can build trusting relationships.

* Monitoring of attendance and punctuality and actions taken to address issues.

Training and Resources

NASEN Whole School SEND CPD

NASEN Whole School SEND Resources

ELSA Support resources

Emotional Literacy Support and Training

Provide a helpful introduction to needs.

Lots of resources accessed through free membership to NASEN

Resources for Emotional Literacy Support Assistants

West Berks Educational Psychology Service

Support available to buy into.

West Berks Social Emotional and Mental

Health Guidance (2018)

A detailed guide of a graduated approach to meeting SEMH Needs

West Berks Emotional Health Academy

The EHA team offers support with low to moderate mental health issues and works one-to-one with young people, as well as offering group sessions for parents and carers

A whole school therapeutic approach that focuses on improving the educational experiences and outcomes for all.

‘Emotional Health triage’ which is a free service that takes referrals from parents / carers, professionals or young people age 11+.

‘Primary Mental Health support’ which provides short- term targeted interventions for emerging mental health difficulties in various settings. These may include: Generalised Anxiety Disorder (GAD); panic; separation anxiety; mild to moderate presentations of social anxiety or obsessive and compulsive/ritualistic behaviours; low mood, depression, emotional dysregulation, self-injury, infrequent or mild suicidal ideation but no plans and able to access a brief intervention; emerging difficulties relating to eating or identity; support for children and young people with neurodiversity presenting with comorbid anxiety or mood difficulties.

‘Emotional Health Outreach’ which is a buy back service for schools and offers a broad range of evidence informed and goal focused emotional health interventions to children and parents. This includes brief support for problems with anxiety, low mood, motivation, confidence, assertiveness, social skills and friendships, attention and concentration, challenging behaviour, and resilience. They also deliver PPEP Care Training

Promoting Inclusive Practice Service (PIPS)

The Promoting Inclusive Practice Team (PIP Service) recognise that for a child or young person’s behaviour to change, we must first change the way they feel by providing them with

the necessary positive experiences.

The Promoting Inclusive Practice Team (PIP Service) recognise that for a child or young person's behaviour to change, we must first change the way they feel by providing them with the necessary positive experiences.

The PIP service aims to support schools to develop their relational, trauma-informed therapeutic approaches

with children and young people. Relationships are key

to promoting positive behaviours and the team work with school staff to develop their understanding of therapeutic approaches and to promote positive relationships.

Working with schools to develop an inclusive ethos benefits all children and young people and the team can support schools to develop whole class approaches alongside tailored, individual programmes of support.

The overarching aim of PIPS is to support schools to encourage children and young people to be kind, honest and accepting of others and have a self-motivated curiosity to learn, enjoy the world and to be successful.

The PIPS team can work with school staff to develop their relational, trauma-informed, therapeutic practice so that they can understand, support and manage children’s emotional well-being and behaviours in the following ways:

* Supporting staff to understand the complexity of a child/ young person’s needs and to develop individual support programmes for them that promote positive well-being and behaviours.

* Problem-solving sessions using the ‘Circles of Adults’ approach to explore and further understand children and young people’s social and emotional needs and identify the best ways to support them.

* Staff training to promote good relational, trauma- informed therapeutic practice.

* Support to develop and promote strategic planning across a whole school, working with Head Teachers and senior leadership teams and/or to develop whole class strategies with teaching staff.

* Tailored intervention programmes for individual children and young people.

For more information contact [email removed]

Mental Health Support Team - West Berkshire

Council

Delivered by Berkshire Healthcare NHS Foundation Trust (BHFT)

West Berks Virtual School for Children In Care

Support available for Children In Care — e.g. trauma, attachment

The Boxall Profile

SEMH Assessment & Emotional Behavioural Toolkit for Children - Interventions & Strategies

The Thrive Approach The Thrive Approach is a trauma-informed, whole school or setting approach that helps to improve the mental health and wellbeing of children and young people. Training resources available.

Emotionally Based School EBSNA Resource Bank for schools

Non Attendance (EBSNA) toolkit

Training and resources

https://www.westberks.gov.uk/ebsa https://www.gov.uk/government/publications/working-together-to-improve-school- attendance https://www.gov.uk/government/publications/mental-health-issues-affecting-a-pupils- attendance-guidance-for-schools

https://www.westberks.gov.uk/ebsa-key-principles https://www.westberks.gov.uk/media/64107/EBSA-Guidance-2025/pdf/EBSA Guidance - Final.pdf?m=1753887939087 https://www.westberks.gov.uk/media/64104/Is-it-EBSA-checklist-for-schools/doc/Is_it EBSA checklist for schools.docx?m=1753885618543

https://www.westberks.gov.uk/media/64100/EBSA-Plan-template-for-school-use/doc/ EBSA Plan template for school use.docx?m=1753885617083

Useful websites

https://www.childrenscommissioner.gov.uk/back-into-school/ www.youngminds.org.uk https://copingskillsforkids.com/calming-anxiety https://mindedforfamilies.org.uk/young-people/ https://www.actionforhappiness.org/

https://www.autism.org.uk/ https://notfineinschool.co.uk/

https://www.annafreud.org/ https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1471-3802.12577#. Yzvi7hdo4B4.twitter

MIND Information and support for mental health needs, including eating disorders.

Berkshire Healthcare Includes links to support and advice, and to Speech and Children and Young Language Therapy Service, Physiotherapy Service and People’s Integrated Occupational Therapy Service.

Therapies (CYPIT) website & Toolkits

Example Antecedent, Support recording observations of behaviour to help inform Behaviour, Consequence a support plan. (ABC) assessment template

Sample behaviour support plan template

Useful Books / resources

A Therapeutic Treasure Box for Working with Children

and Adolescents with Developmental Trauma’ by Dr K Triesman

Helping Teenagers Talk About Their Lives

This resource comprises 48 cards with expressive, thought- provoking artworks that convey the most common mental states, emotional experiences

‘Restorative Practice’ by Mark Finnis

A practical and inspiring introduction to the use of restorative practice in schools to improve behaviour, foster a more caring culture and forge relationships that work.

Stolen Focus’ by Johann Hari

In Stolen Focus, Johann Hari explains the reasons you might have trouble concentrating, and what you can do about it.

Social, Emotional and Mental Health

Identified Barrier / Need Difficulties participating and presenting as withdrawn or isolated.

Provision / strategies that may form part of QFT or targeted support

+ Assessment through teaching e.g. are there subjects / parts of the curriculum that the student finds easier to manage than others? Use these to develop confidence.

* Small group work e.g. friendship or social skills groups. * Establish interests.

* Buddying and peer mentoring.

* Giving responsibility for supporting someone else.

Identified Barrier / Need

Behaviour that interferes with the learning, health and happiness of the student and those around them

Provision / strategies that may form part of QFT or targeted support

* Emotional Literacy support programmes support students to recognise, understand, express, and regulate their own emotions and those of others, fostering empathy and healthy relationships.

* Work across all staff and with the student to understand why the behaviour is happening, what the triggers are and what the student is trying to achieve. An ABC Assessment can help (link to resource provided in resources section) Use this to inform a positive / pastoral support plan.

* Review previous interventions and identify those that have been beneficial and can be enhanced, and those that require modification to provide appropriate support.

* Reference outside advice / strategies where involved to inform Support Plan

* Give the student a consistent message but flexible approach, e.g. “I want you to be in class learning” is the consistent message, the approach to support this happening may vary or be flexible depending on individual needs.

* Help the student to substitute behaviour with other, more acceptable, behaviours.

* Use of choices to allow the student some control with the same result e.g. “would you like to talk to me now or at break?”

* Teach the student different ways to get their needs met? E.g. develop social skills, strategies to manage anger.

* Consideration of the timetable and transitions.

* Is the student complaining of physical symptoms, e.g. stomach pains that may be an indicator of anxiety.

* Professionals’ meeting to understand the behaviour. * Risk assessment and risk management plan share with all relevant staff.

* Communication with home/ family e.g. what is going on at home, e.g. parent separation, bereavement, family illness, other trauma. Is there other agencies involvement?

* Structure should be clear and explicit; what are the expectations? * Explicitly teaching de-escalation and self-management strategies. * Use of distraction techniques and giving responsibility.

* Share strategies that work/ don’t work in different lessons and / or at home and at school and relaying this information to staff.

* Preventative strategies in place.

* Clearly identified adults and designated areas which can be sought by students if they have an issue which they need to discuss.

* Reintegration plans.

* Aclear plan of action, agreed with parents if physical intervention may be needed as a last resort to keep the student and others safe.

Identified Barrier / Need

Behaviours that may reflect mental health concerns: « Anxiety/ depression * Self-harming * Substance misuse * Eating disorders

Provision / strategies that may form part of QFT or targeted support

* Safeguarding/ risk assessment.

* Analysing the behaviours (negative and positive behaviours) what lies behind them? « Multi-professional approach where appropriate.

* Identifying what is not right through engagement with the learner.

* Looking at the history, when did the behaviour start to change?

« Liaison and collaboration with home is essential to understand the wider picture.

* Substitutes for self-harming behaviours e.g. elastic bands, marbles.

* Arelational key adult approach.

Identified Barrier / Need

Attachment difficulties (Including Attachment Disorder) N.B. any provision or support should be provided in line with the needs of the student and is not dependant on any formal diagnosis

Provision / strategies that may form part of QFT or targeted support

* Nurturing approaches and ethos.

* Liaise with parents and carers for shared understanding.

* Supportive, structured school curriculum.

* Staff to all be trained and aware of any student with attachment difficulties and how to respond to them.

* Consideration of discipline procedures/ behaviour policies to ensure they account for adjustments required.

* Consideration of family context and the range of students that may experience attachment difficulties e.g. fostered, adopted, forces students, previously CIN, CLA.

Identified Barrier / Need

Low level disruption or attention seeking behaviours, e.g. talking out of turn, frequent interruptions to learning, fiddling with objects.

Provision / strategies that may form part of QFT or targeted support

* Differentiated use of voice, gesture, and body language.

* Focus on reducing anxiety and thereby behaviours.

* Flexible and creative use of rewards and consequences e.g. ‘catch them being good’. * Positive reinforcement of expectations through verbal scripts and visual prompts.

Identified Barrier / Need Difficulty in making and maintaining healthy relationships.

Provision / strategies that may form part of QFT or targeted support

* Small group activities to support personal, social, and emotional development.

*« Arange of opportunities for social and emotional development e.g. buddy systems, friendship strategies.

* Restorative approaches.

Identified Barrier / Need Difficulties following and accepting adult direction.

Provision / strategies that may form part of QFT or targeted support

* Look for patterns and triggers to identify what may be causing stress and anxiety.

* Positive scripts, using positive language to re-direct, reinforce expectations e.g. use of others as role models?

* Calming scripts to deescalate, including, for example, use of timers for ‘thinking time’. « Limited choices to engage and motivate. * Flexible and creative use of rewards and consequences e.g. ‘catch them being good’.

Identified Barrier / Need Presenting as significantly unhappy or stressed.

Provision / strategies that may form part of QFT or targeted support

* Identify and build on preferred learning styles. * Safe place/ quiet area in the school.

* Feedback is used to collaborate and plan with parent or carer, to ensure consistency between the home and school.

« Use of social stories to identify triggers and means of overcoming them.

Identified Barrier / Need

Patterns of non-attendance or Emotionally Based School Non-Attendance (EBSNA). Look out for the following signs:

* Talk of headaches/tummy aches

* Negative talk about school

* Decline in punctuality

* Not wanting to put uniform on

* Changes in behaviour

* Outbursts of anger

¢ Withdrawal/ reduced engagement

A student can often look fine in school, but the effects of their coping mechanisms are seen at home, when they feel that they can ‘unmask’. Listen to what the parent / carer is saying about how their child is outside of school.

Provision / strategies that may form part of QFT or targeted support

* Home-school meeting to develop a shared understanding of the factors contributing to the non-attendance (i.e. the function of the non-attendance), drawing upon best practice guidance.

* Named key adult maintaining daily communication, to include a wellbeing check and ensuring provision of work if not in class.

* Meeting with student to gain their views around the non-attendance

* Co-authored support plan in place for the student (collaboration between the student, school, and home).

* Reasonable adjustments according to the student’s needs and factors contributing to the non-attendance.

* Consider applying for Early Support Funding to support student back into school.

Physicaland/or Sensory =

Students with physical and / or sensory needs will have difficulties in the one or more of the following areas * Sight * Hearing * Processing of sensory information which impacts on the brain’s ability to receive, interpret and respond to information from the senses.

* Physical needs / disabilities such as mobility, fine motor skills, gross motor skills, coordination. Whole school provision

* All staff are aware of individual students’ sensory/ physical disability and implications in all teaching and learning environments.

* The environment needs to be managed so that they can access communication, learning in all activities e.g. delivery of information, seating, distractions.

* Staff are aware that for some students, a sensory or physical disability could impact on their language and social interaction.

* Staff should encourage students to wear appropriate sensory equipment and use physical aids and ensure that all equipment is working.

¢ Staff should ensure that all students have understood all instructions.

NASEN Whole School Provide a helpful introduction to Cognition and Learning SEND CPD needs.

NASEN Whole School Lots of resources accessed through free membership to SEND Resources NASEN

Berkshire Sensory The Sensory Consortium work in partnership with schools Consortium and families for children who are deaf, vision and multi-

sensory impaired to enable them to have good outcomes Follow specific advice from —_and a positive future. Support includes: eels Leech ee + Assessment, training and support for children and young Bonnie ey t people in local authority schools onsortium) for each studen * Contribution to individualised school education programmes, liaising with Health, Local Authorities and other professionals * Delivering specialist training * Providing specialist teacher support for planning provision and the placement and monitoring of students with a sensory impairment in schools * Loaning specialist equipment for students attending mainstream Local Authority school

Berkshire Healthcare Includes links to support and advice, and to Speech and Children and Young Language Therapy Service, Physiotherapy Service and People’s Integrated Occupational Therapy Service.

Therapies (CYPIT) website & Toolkits

National Deaf Children Tips to be deaf friendly | Communicating with deaf children Society ndcs.org.uk

Royal National Institute for Main website with lots of information the Blind

RNIB guidance on Guidance for young people about study skills, choosing education for young people options, careers guidance.

who are blind / visually

impaired.

DfE Guidance on Supporting Students with Medical Conditions at School

Provision / strategies that may form part of QFT or targeted support

* Deaf Awareness Training (Sensory Consortium). « Ensure appropriate and consistent use of hearing aids and assistive technology. * Check that hearing aids are working.

* Seat in class with clear view of teacher’s or communicator’s face and any visual material used (this may not be the same fixed place for all activities).

* Ensure that the student is face on when you are giving instructions. Try not to move around the room whilst talking as the student may use lip-reading and visual clues to support their hearing.

* Instructions delivered clearly and at an appropriate volume.

* Check the lesson content has been heard and understood, particularly when delivering new information, instructions, or homework; and, or using unfamiliar vocabulary.

* During class discussions allow only one student to speak at a time and indicate where the speaker is. E.g. you could pass around a classroom microphone to make class discussions more accessible for a deaf/ hard of hearing student.

* If students are working together, arrange the seating so that the students can see everyone by putting chairs in a circle or horseshoe shape.

* Repeating or rephrasing pertinent comments made by other students ensuring the student accesses those comments.

* Visual reinforcement (pictures and handouts), to support learning. * Be aware that during PE. or games lessons it will be more difficult to follow instructions.

* Words spoken on an audio/ visual recording may need a person to repeat what is being said, provide written copy and, or use subtitles.

* Carpeting, soft furnishing, rubber feet on the table and chair legs etc. will reduce noise.

* Seat away from any source of noise e.g. window, corridor, fan heater, projector, the centre of the classroom etc.

* Encourage good listening behaviour: sitting still, looking, and listening. * Encourage student to ask when not sure what to do. * Ensure a quiet working environment, particularly for specific listening work.

* All staff who work with a learner with HI should be made aware how best to support in school.

* Staff to work together with other professionals to share strategies and advice to support the student.

Provision / strategies that may form part of QFT or targeted support

* Encourage the student to use visual aids/ resources that have been prescribed (e.g. glasses, magnifiers, big-print books, etc).

* Seat the student appropriately in the classroom as recommended by VI teacher.

* Make sure lighting is suitable.

* Make efforts to eliminate the risk of glare from the desk and whiteboard.

* If possible, ensure lights are coming from behind or to the side of the student.

* Give clear instructions as the student may misinterpret gestures and facial expressions. « Use of enlarged print/ magnified worksheets (as advised by VI Teacher).

* The less configurations on a page the better (worksheets can be cut in strips and stapled together to present less work at a time).

* Print materials need to be clear and dark. * Have lined paper for assignments (the darker the lines the better).

* Near point work should be limited to fifteen minutes or less. The student should be encouraged to look away from his/ her work, sharpen a pencil or participate in another activity as this will allow the student to refocus his/ her eyes so that the student is less likely to become fatigued.

* Have students measure from their elbow to their fingers and tell them they need never get closer to their work than that distance.

* Slanted desks may be of benefit to individual students. * Provide contrast on any visual materials used: black and white is best.

* Avoid italic or ornate script. Remember that lower-case letters are easier to read than capital letters because they have a greater number of ascenders and descenders, making them more visually distinctive.

* Supplement visual material with clear verbal explanation.

* Require less copying from the board or elsewhere.

* Increase oral activities.

* Use concrete material and hands-on experience whenever possible.

* Allow more time to complete tasks and provide breaks to combat fatigue. * Do not lower expectations because the student has a visual impairment.

* Qualified Teachers of VI may organise mobility and orientation training for students with visual impairment who experience great difficulty in acquiring skills in direction, mobility, and travel.

« Arrange for other students to act as buddies and use peer tutoring. Peer-groups should be encouraged to include and support the student.

+ Use the student’s name when seeking his/ her attention.

Provision / strategies that may form part of QFT or targeted support

* Encourage independence. * Remove obstacles so that the student can move freely from lesson to lesson. * Encourage support for the student from classmates.

* Consider physical access issues such as classroom layout, seating and table height, ensuring chairs are stable and have sufficient support (i.e. backs to chairs, not on wheels (unless there are brakes).

* Incorporate advice from the occupational therapist in the student’s programme.

* Encourage use of any specialist equipment that the student has.

* Allow extra time to complete tasks and manage the extra fatigue and effort that physically disabled students require compared to peers

* If students use wheelchairs, where possible place yourself at their eyelevel when talking to them.

Provision / strategies that may form part of QFT or targeted support

* Seat in class facing away from seeing people coming in and out of the class.

* Reduce the amount of exposure to bright colours or lighting by positioning away from posters or lamps in class.

* Provide frequent movement opportunities including helping to pass out resources and books.

* Fidget or stress balls can help calm students. This would need to be agreed as a reasonable adjustment as part of a support plan.

* Chewing on something tough or chewy can be calming. * Ear defenders help students who find auditory input difficult to process. « Areas that can be accessed when needed as part of an agreed support plan.

Provision / strategies that may form part of QFT or targeted support

+ Reasonable adjustments in line with the Equality Act 2010. * Rotated medication/ care training.

« Liaising with specialist colleagues for up-to-date training. * Clear bereavement training and policies.

+ Regular contact with home when/ if learner is not in school to maintain a ‘sense of belonging’ with peers and school community.