Sheffield Support Grid Exemplification (SSGe), September 2025

Sheffield Support Grid Exemplification (SSGe)

Introduction

This document provides the Sheffield Support Grid Exemplification (SSGe) for school-aged Children and Young People (CYP). A separate version, the Early Years Sheffield Support Grid Exemplification (EYSSGe), is available to support children in the early years. Although both documents follow the same structure, the descriptions of presentation and suggested support are tailored to the Early Years cohort in the EY SSGe. Both documents incorporate considerations for Preparation for Adulthood based on the four broad areas of need, which Post-16 providers can use to guide their support and provision for young people transitioning to adulthood. The Sheffield Support Grid Exemplification is an extension of the original Sheffield Support Grid. It draws from the principles of Quality First Teaching as outlined in the Removing Barriers to Achievement (2004) paper, as well as the National Strategies' Three Waves of Intervention model. The document provides strategies and guidance from these frameworks, alongside practitioner insights, to support pupils in both primary and secondary settings. The grid uses the official categories of need (Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health, Sensory and/or Physical) defined in the Special Educational Needs and Disability (SEND) Code of Practice: 0-25 years (2014). It outlines teaching and learning strategies appropriate for each identified need, as well as suggested interventions, assessment tools, and possible additional services that may support the child or young person. Each category of need is broken down into five levels to accommodate a spectrum of presentations—from mild to more complex needs—enabling targeted support for all levels of need. In the revised document, we have introduced the Ordinarily Available Toolkit to accompany each area of need. This addition, made in January 2025, outlines the support and resources that mainstream schools and settings should provide for CYP with special educational needs and disabilities. The Ordinarily Available Toolkit describes the provision that can be delivered from a school’s existing resources, without requiring additional specialized support. This toolkit captures the provision offer that was previously described in level 1 and 2. The updated 2025 version also introduces levelling grids for Speech and Language Needs and Cognition and Learning Needs. These grids are designed to help practitioners assess a broader range of factors contributing to a CYP’s presentation, aiding in the identification of appropriate levels of need and the most effective support strategies. Key revisions in the 2025 update include:

• The consolidation of General Learning Needs (2a) and Specific Learning Needs (2b) into a single section titled Cognition and Learning.
• The merging of Emotional Regulation (3a) and Mental Health (3b) into a unified section titled Social, Emotional, and Mental Health.
• The addition of a new section, Sensory Needs (4e), to assist practitioners in considering the appropriate support for sensory-related challenges.

In addition to the strategies outlined in this document, it is expected that the needs of a CYP will also be addressed through using the range of support detailed in the Sheffield Local Offer. Through the document acronyms are used. Please consult the SEND glossary for clarification.

Contents

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Contents (continued)

3. Social, Emotional and Mental Health

Ordinarily Available Provision 105-108 Level 3 109-112 Level 4 113-115 Level 5 116-117 Screening tools 118 Assessment Tools 118 Interventions and Support 119 Preparation for Adulthood considerations 120-122

Contents (continued)

1A Communication and Interaction – Language and Understanding Levelling Grid

Levelling Grid Sheffield Support Grid: 1A Communication and Interaction - Language and Understanding To identify a CYP’s overall level, consider the level of impairment (provided by Speech and Language Therapy) alongside the other areas of presentation. Use a best fit judgment to derive the level of need.

Impairment (level identified by formal assessments carried out by Speech and Language Therapy)

Wellbeing and emotional regulation (level identified by teaching staff /

Activity (level identified by teaching staff /

Participation (level identified by teaching staff /

Level

parent/carer) parent/carer) parent/carer) Mild language difficulties:

Mild problems in either, or both, understanding and expression.

Language following normal patterns of development.

Scores on standardised assessments falling below 16th centile Some difficulty communicating verbally with unfamiliar people or in unfamiliar contexts Occasional difficulties in participating in unfamiliar educational and social activities. Needs encouragement to achieve potential Occasionally displays mild: distress/ upset/ concern/ frustration/ anger/ distress/ embarrassment/withdrawal

Frequently displays mild Distress/ upset/ concern/ frustration/ anger/ embarrassment/withdrawal

Occasionally needs external support to assist emotional control.

Mild to Moderate language difficulties:

Moderate problems in either, or both, understanding and expression.

Standardised scores on formal assessments fall below 9th centile in at least one area.

Some difficulty communicating verbally

Needs some cues and adult assistance or extra time when conveying information beyond basic needs

Occasional difficulties in participating in unfamiliar educational and social activities. Needs support to achieve potential

Moderate to severe language difficulties:

Severe/moderate problems in either, or both, understanding and expression.

Standardised scores on formal assessments fall below 5th centile in at least one area.

Frequent difficulty communicating verbally beyond basic needs. Frequently relies on a trained listener or family members for expressing themselves out of context.

Frequent difficulties participating in social activities in unfamiliar contexts or with unfamiliar people. Frequent difficulties participating independently in unfamiliar educational activities

Occasionally shows moderate Distress/ upset/ concern/ frustration/ anger/ distress/embarrassment/ withdrawal

• Emotional encouragement and support required

1A Communication and Interaction – Language and Understanding Levelling Grid

1A Communication and Interaction – Language and Understanding Ordinarily Available Provision for 1A Language and Understanding & 1C Speech and Stammering

Continued on next page

1A Communication and Interaction – Language and Understanding Ordinarily Available Provision for 1A Language and Understanding & 1C Speech and Stammering continued

1A Communication and Interaction – Language and Understanding Level 3 continued

1A Communication and Interaction – Language and Understanding Level 3 continued

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 3

Resources:

• Access to Speech and

Language Therapy to set appropriate targets, and coach teaching staff where required, in line with an episode of care model.

• An appropriate level of adult

support to work towards specific targets

• Adult support in class to

transfer and generalise language skills learnt in 1:1 environment

• Strategies and resources to

develop of independence.

• Resources may include

shape coding sentence makers.

• Identification of any specific

training needs for staff

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 4 Grouping (continued)

Access to regular support to develop social skills and support emotional regulation

Planned time for small group and individual working with some light touch adult support, to support independent learning

Planned time for small group and individual working with intensive adult support, to work on curriculum and additional language / communication skills eg. vocabulary, comprehension, inference, grammar or tailored AAC (and possibly speech – see speech / phonology grid) guided by external professionals e.g. Speech and Language Therapists

Access to daily group and individual support to extend social skills, social interaction and social use of language

Continued on next page

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 4 Resources

Additional adults support the CYP individually under the direction of the teacher to: o Work on modified curriculum tasks (additional time needed to prepare resources including visual support to enhance access to learning) o Embed language learning and generalise new skills into functional and curriculum activities

Access for teaching staff to appropriate resources, guidance and support from specialist staff, in order to carry out specific interventions The CYP shows profound difficulties with expressive and/or receptive language that affects access to the curriculum. The CYP’s needs are met by working on a completely individual, bespoke curriculum and so they have a highly personalised timetable that necessitates 1:1 support to work towards specific, Outside Agency practitioner set targets. The CYP is able to access the classroom for limited periods where they are able to experience success supported by a member of staff. Planned opportunities are provided for the CYP to be included with peers where the CYP is able to experience success. Provision: Daily, specific specialised input at all times across all aspects of the curriculum Reviews: 3 per year minimum Documents: Usually have an EHC Plan Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 5

• Observation
• Data tracking
• Teacher assessments
• CYP Progress meetings
• CYP/Young Person voice
• One Page Profile/Learner Profile
• Parent/Carer voice

Please use Speech and Language Therapy referral form for further guidance as the severity of need with language depends on the age and stage of the child. Impairment (to be identified by SALT) Profound language difficulties: Profound problems are evident in both understanding and expressive language, although one area may be more profoundly affected. Standardised test scores fall below the first centile in all areas of language assessment. CYP may be unable to engage with formal assessments. Continued on next page

There is agreement between professionals (Educational Psychology Service, Locality SENCO, Local Authority SEND Manager etc.) that the CYP’s needs and provision in place constitute a Level 5.

May make use of Locality Panels – Stage 1 or 2 (if Applicable) Additional advice and support is available from: Educational Psychology Service Speech and Language Therapy Fusion SEND Hub/Learning Support

Staff should have considered and implemented effective and appropriate strategies from previous levels, especially level 4. In addition, the following will be in place: Adjustments to Teaching Methods Staff should consider and implement as appropriate

• Adapted and bespoke curriculum
• Teaching of independent life skills
• Pre teaching and over learning of vocabulary Continued on next page

An EHCP is likely to be in place to draw together information, advice, aspirations and planned outcomes.

Screening tools and / or assessment tools as identified where and when they can be used to help unpick need and measure impact of support

Multi agency planning, Outside Agency advice and recommendations are followed. Access arrangements considered.

1a Communication and Interaction – Language and Understanding Level 5 continued

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 5 In addition, one or more of the following (identified by teaching staff/parents) also applies: Activity Minimal functional communication limited to expressing basic needs, usually requiring tailored use of AAC. Constant dependence on trained / familiar communication partner. Participation Profound difficulties participating in educational and social activities. Wellbeing Frequently displays high distress/ upset/ concern/ frustration/ anger/ embarrassment/ withdrawal Unable to express or control emotions appropriately. Difficulties responding to external support to control emotions. A tailored and structured approach to emotional support is required.

Adjustments to Teaching Methods (continued)

Focus on functional communication skills and early communication skills where appropriate i.e. attention and listening, turn taking, etc.

Emphasis on communication, language and interaction being the focus of an adapted curriculum and integrated into all learning and social opportunities

Extensive use of multisensory support to access learning e.g. objects of reference, tactile cues, auditory cues, olfactory cues and visual cues

All verbal communication used by staff, to be supported visually using gesture, sign, modelling, objects, photos and/or symbols.

Teaching delivered at a simple level and slower pace, with frequent repetition and over learning

Curriculum delivered through structured practical experiential learning opportunities

Availability of alternative methods of recording written learning e.g. symbols, videos, photos Continued on next page

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 5 Adjustments to Teaching Methods (continued)

Requires a Total Communication approach which values any effective means of communication e.g. facial expression, body language, eye pointing, sign, pointing, objects, gesture, photos, etc.

Alternative communication systems to support expressive communication (low or high tech). This may include object- based systems, photos or symbols. This may include alternative methods to participate in education or social tasks i.e. switches, eye gaze, etc

Provision to meet additional sensory and / or motor needs as appropriate

Emphasis on social communication and social skills development (with specialist advice)

Support in unstructured learning environments and break / lunchtimes Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 5 Adjustments to Teaching Methods (continued)

Daily access to staff who are skilled in supporting emotional regulation through the use of visual support, AAC, resources and motivators Grouping

An alternative curriculum is appropriate (due to difficulties with either language and/ or communication, social skills, and sensory needs) delivered in an adapted educational setting as recommended by appropriate specialist services

The CYP accesses small group and individualised support, with Speech and Language targets integrated into their daily routine

Access to regular support to develop social skills and support emotional regulation

Planned time for small group and individual working with some light touch adult support, to support independent learning Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 5 Grouping (continued)

Planned time for small group and individual working with intensive adult support, to work on communication and interaction e.g. Intensive Interaction, PECS, Attention Autism, use of AAC, guided by external professionals e.g. Speech and Language Therapists Resources Additional adults support the CYP individually under the direction of the teacher to:

Work on modified curriculum tasks (additional time needed to prepare resources including visual support to enhance access to learning) Resources (continued)

Embed language learning and communication into functional and curriculum activities

Encourage independence

Access for teaching staff to appropriate resources, training, guidance and support from specialist staff, in order to carry out specific interventions.

1A Communication and Interaction – Language and Understanding Screening and Assessment Tools

Screening tools

• Updated SALT Screening Tool and Online Referral can be found through Speech and Language homepage
• Wave 2 Screening Assessments (Leap, Vip, Nip)
• Language checklist links:

Speech and Language UK – ages and stages

Assessment tools

The standardised assessments listed below are Qualification Level A, so can be administered by teachers.

• RENFREW Action Picture Test – An assessment of Expressive Language
• British Picture Vocabulary Scale – An assessment of Receptive Language skills at Vocabulary Level
• Levels of Questioning Information sheet - Blank

Speech and Language Therapy Assessments (Referral)

1A Communication and Interaction – Language and Understanding Interventions and Support

Interventions

Vocabulary Improvement Programme (VIP), Narrative Improvement Programme (NIP) and Language Enrichment Activity Programme (LEAP) available through signing in to this link

Black Sheep Press – Resources to support a range of language interventions

NELI – A language assessment and intervention for 4-5 yrs olds

Resources and further support

• Sheffield Speech and Language Therapy (SLT) Resource Library Directory

An Introduction to Speech, Language and Communication ( free e-learning course via The Communication Trust Communication Trust Resources Specialist Training available from Speech and Language:

• DLD training modules
• SLT Wave 1 Modules
• Wave 2 Interventions

EAL considerations

• For EAL pupils – Use The Bell Foundation to track Language development to help ascertain if the CYP has a SEND need
• Try completing home language assessments where available - The EAL team can do these for you

1B Communication and Interaction – Social Communication

1B Communication and Interaction covers the following areas:

• Communication and Social Concepts - Differences in understanding and expressing forms of communication and language, with skills ranging

from individuals who are highly articulate (but comprehension may vary) to others who may be non-speaking. We also need to consider differences in understanding social behaviours and the actions and feelings of others, which inform the development of friendships and relationships.

• Sensory Processing (please note this area is covered further in Section 4E) - Differences in perceiving sensory information. Hypo (low

sensitivity), hyper (high sensitivity) to sensory stimuli such as touch, hearing, smell, taste, balance (vestibular), body awareness (proprioceptive) and also an internal sense called Interoception (this manages emotions and bodily functions).

• Flexibility, Information Processing and Organisational Skills - Differences in perception, planning, understanding concepts, generalising,

predicting, managing transitions, passions for interests and ability to absorb auditory or spoken information. Ordinarily Available

This is Universal Support – as part of the Graduated Response. See assessment tools, interventions and further support that supports your teaching practice. Ordinarily Available provision and teaching approaches for all learners with a recognition that some learners may require very time-limited support to secure effective application of skills and increase their engagement and access to all areas of school life. School will lead in this approach. The table on the following pages references 4 key areas within social communication differences that would constitute reasonable adjustments if embedded within the classroom/school. Autism Social Communication Education and Training Service (ASCETS) offer centralised training that supports with many strategies recommended.

A Classroom Support Guide for Pupils Presenting with Social Communication Differences

Universal Support - Classroom Strategies

(SEN Guide to Reasonable Adjustments)

Value pupil voice, pupils will feel safer and happier when they feel listened to.

Learn about the pupil prior to arrival, effective communication with pupil, parents/carers, previous teachers, is key to building mutual respect.

If concerned about a presenting need, observe the pupil in various context, structured and un-structured. This will allow you to gain valuable information in likes/dislikes, areas/activities a pupil is drawn to and avoids.

Support pupil in developing a strong sense of belonging, to ensure pupils feel safe and secure i.e. greet all pupils at the door saying their name (don’t expect a response).

Make use of roles/responsibilities. A sense of purpose is a great way to build in structure and routine

The arrival routine should be clear and consistent, everyone should have a plan as to what is happening next and when.

On arrival, offer activities that are motivating - ensure the start of the day is welcoming, engaging and purposeful.

Clear structure, rules and routines will provide a sense of safety – do not presume understanding, rules will need to be revisited regularly in all environments (displayed visually)

Encourage discussion about the pupils’ interests – this could make a huge difference in escalating stress levels.

Provide an emotionally available adult or peer to ‘check-in’ with pupil. Provide morning, lunchtime and after school clubs linked to interests.

Agree a signal (age/stage appropriate) that pupil can use indicate if they are becoming overwhelmed in class i.e. Help Card.

Be willing to prioritise well-being over completion of an academic task i.e. offer movement breaks/fresh air before the end of session.

Model and practice de-escalation techniques with all pupils – rehearsed techniques will be drawn upon easier in times of crisis

Notice and react to a pupil's ‘signature’ behaviour change, prior to hitting crisis – have a plan!

Make use of outdoor environment, a great space for emotional regulation.

Pupil to be offered additional warning to prepare for unexplained changes.

Low Arousal approaches should be ‘the norm’ in all classrooms

Ensure micro and mini transitions are managed effectively. i.e. structure movement around school/\verbal countdown to completion of task.

Consider developing a network of pupil neurodiverse champions in settings.

Consider how your pupil spends break and lunch times and what support might be needed with this (remember to value their choice if they choose to be alone)

Use visuals to reinforce verbal instructions.

Allow pupils time to process information

Using a graduated response, relevant ways of recording a child’s required support, are used effectively. This is shared with all relevant staff to encourage consistent approaches.

Avoid putting children on the spot to answer questions (unless you know that they are comfortable with this).

Use visuals and structured tasks, incorporating the student’s own interests wherever possible. Continued on next page

Positive and Effective Relationship

Provide visual supports to ensure that upcoming activities are predictable and understandable.

Visual timetables - unfussy and understandable with consistent size and font across school.

Task board checklists

Timers

Now and Next boards, flexible whiteboards

Choice boards

Key communication symbols on lanyards

Object cues and objects of reference

Transitions are supported with appropriate visuals/approaches.

Classroom environment e.g. surfaces need to be uncluttered and organised.

Learning areas are clearly defined throughout the classroom.

The whiteboard is free of visual clutter – for 1m around the perimeter.

Schedule structured time throughout the day for time engaging in or discussing their hobbies/interests.

Seating considerations – based on a sensory checklist.

Ensure the timetable encourages regular sensory and movement breaks.

All resources are organised in labelled drawers/cupboards to encourage independence.

Pupils own work is displayed and labelled appropriately.

Noise levels are well managed so that pupils and adults can hear one another.

Transition times work effectively and are structured to reduce noise and movement levels.

Offer a range of sensory equipment wobble cushion, stress ball and fiddle ball.

Use the environment to engage your pupil including aspects of their special interests? e.g. shiny, dangling items near carpet to hold attention whilst sitting with peers.

Environmental considerations are made to meet the known needs the pupil e.g. seating position, noise, personal space and classroom layouts, displays and signage.

Enabling Environment

Continued on next page

Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 3 Strategies Grouping (continued)

The CYP can access evidence- based social, emotional and academic intervention time, either in small groups or 1:1, with the class teacher and other staff members.

Use Lego Therapy/Jewellery Therapy to support social interaction.

Use ‘Autism Identity and Me’ to support CYPs self-identity.

Support to develop interoception e.g. linking bodily changes to emotions i.e. I am feeling angry, so my heart is beating faster. Resources

Emotional vocabulary support, e.g. emotional thermometers / charts, linking physical feelings to emotions.

Comic strip conversations e.g. a visual breakdown of playtime (what went wrong and why).

Social scripts (to support them in unfamiliar or tricky situations).

Sensory supports/Movement breaks.

Personalised sensory plan if needed.

1B Communication and Interaction – Social Communication Level 4 continued

1B Communication and Interaction – Social Communication Level 4 continued

Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 4 Strategies Sensory Processing (See 4E)

Will be often overloaded by external environmental stimuli.

Sensory differences will be present to an extent that they have a significant impact on daily life, e.g. sensory avoidance/seeking within environmental settings causing visible distress and/or avoidance. Flexibility, Information Processing and Organisational Skills

Transitions may be a significant difficulty.

CYPs will be driven by specialist interests/ruling passions to such an extent that engagement in activities not of their choosing will likely be fleeting.

Will be significantly self-directed and reluctant to follow adult direction to a level where personalised risk assessments may be required to keep CYP safe.

1B Communication and Interaction – Social Communication Level 5 continued

1B Communication and Interaction – Social Communication Level 5 continued

Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 5 Strategies Flexibility, Information Processing and Organisational Skills;

Will need very high level of additional prompts and supports to carry out any adult led activities.

Will be driven by specific interests (these may be sensory) which impact on everyday life, to the extent where staff will need to use these to positively engage, appreciate and monitor.

Will need bespoke, personalised, skilled adult support to follow all activities and keep self and others safe

1B Communication and Interaction – Social Communication Screening Tools and Assessment Tools

Screening tools

Coventry grid ASD Screening tool – EP toolkit

• Sensory Differences and Strategies - Speak to your ASCETS link teacher about these resources

msa-tool-7-examples -of-sensory-difference

Environmental checklist - Speak to your ASCETS link teacher about these resources

msa-tool-6-environm ental-checklist_17358

Assessment tools

AET Primary Field Guide Assessment - Speak to your ASCETS link teacher about these resources

AET Secondary Field Guide Assessment - Speak to your ASCETS link teacher about these resources

The field guide provides an overview of sensory processing differences that some pupils may experience. It includes regulation strategies that can be implemented based on the results of the sensory processing checklists completed by the pupils.

1B Communication and Interaction – Social Communication Interventions and Support

Interventions

Attention Autism Social stories Lego-based therapy Interoception curriculum AET Progression Framework* Talking Mats Commenting Curiosity Programme

Flexible Whiteboard Intensive Interaction Objects of Reference Sensory Circuit Start/Finish Boxes Turn-Taking Visual Timetable

Skills Builder could be considered alongside academic curriculum. Skills Builder helps to unlock essential life skills in and outside the classroom, boosting academic outcomes, perseverance and self- belief.

NEST (NEurodivergent peer Support Toolkit) is a suite of materials to facilitate peer support for neurodivergent young people in mainstream secondary schools. The toolkit has been co-created by researchers at the University of Edinburgh, neurodivergent young people and a neurodiverse group of adults who work with neurodivergent young people.

Download NEST | Salvesen Mindroom Research Centre Free Resource Nest guides

AET Transition documentation* support for transitions

Setting Trigger Action Result Chart

Low Arousal Approach – (Managing Signs of Stressed Behaviour) approaches (Studio 3) - Discuss with your ASCETS link teacher. They can help with a Dynamic Stress support plan reviewed on a regular basis or a similar personal plan and risk assessment agreed with parent/carers as part of this approach. *For all AET documents and training – speak with your ASCETS link teacher. Continued on next page

1B Communication and Interaction – Social Communication Interventions and Support continued

Further Support

Sensory Service resources Sheffield Children’s Hospital (Virtual Therapy Area)

Autism Level Up – offers free downloadable resources and information on how to use them.

AET Good Autism Practice Guidance

SCERTS - SCERTS® focuses on building competence in Social Communication, Emotional Regulation and Transactional Support it is applicable for individuals with a wide range of abilities and ages across home, school and community settings.

‘The Saturation Model’ (G.Moorwood)- Offers ideas on supportive, inclusive approaches for all CYPs (using whole school approaches)

Use Neuro-affirmative language

Access Studio3 free webinars on topics such as Sensory/Lived Experiences/Managing Stress/Low Arousal Approaches/Restraint Reduction

AET 10 Reasonable Adjustments for the Classroom

Visiting ‘Neuro-Affirmative’ Social Media Sites (Lived Experiences) Good examples are:

Blue Hair Autistic Girl | TikTok Jumping Into the Chaos of Things - David Pitonyak (youtube.com)

Useful Links & Supporting Information

• Autism and Social Communication Education and Training Service (Use this link to view the training offer (ASCETS)

Autism Education Trust

ASCETS are recognised training partners of AET. Autism Education Trust – The AET Progression Framework (Progression Framework Training | Autism Education Trust). This a new, comprehensive, flexible tool designed to support education professionals in identifying learning priorities and measuring progress in areas which relate closely to autism differences: Social Understanding and Communication; Sensory Processing and Integration; Flexibility, Information Processing and Understanding. Autism Training and Development | Autism Education Trust Terminology Guide Continued on next page

1B Communication and Interaction – Social Communication Interventions and Support continued

Useful Links & Supporting Information (continued)

Studio3 ASCETS are training partners of Studio3 Studio 3 are the originators of The Low Arousal Approach which is a non-confrontational, child-centred approach to managing stressed behaviours. Training and Coaching Available for Schools, via Link ASCETS Teacher. Glossary for Neuro-affirmative Understanding/Approaches; Inclusive information, advice and guidance on the following: Double Empathy Executive Function Interoception Low Arousal Masking Monotropism Rejection Sensitivity Special Interests/Ruling Passions Strengths Based Language Use Strengths Based Language – neuro-affirmative language

1C Communication and Interaction: Speech and Stammering Levelling Grid

Levelling Grid Sheffield Support Grid: 1C Communication and Interaction – Speech and Fluency/Dysfluency To identify a CYP’s overall level, consider the level of impairment (provided by Speech and Language Therapy) alongside the other areas of presentation. Use a best fit judgment to derive the level of need.

Impairment (level identified by formal assessments carried out by Speech and Language Therapy)

Wellbeing and emotional regulation (level identified by teaching staff /

Activity (level identified by teaching staff /

Participation (level identified by teaching staff /

Level

parent/carer) parent/carer) parent/carer) Mild speech difficulties:

Occasional errors in speech

May be articulatory difficulties (mis pronunciation of certain sounds eg slushy ‘s’)

May be phonemic errors eg substitutes ‘t’ for ‘s’

May be delayed speech eg uses ‘w’ for ‘r’ at age 8 years

Does not usually impact on intelligibility.

The child is stammering Some difficulty communicating verbally with unfamiliar people or in unfamiliar contexts Occasional difficulties in participating in unfamiliar educational and social activities. Needs encouragement to achieve potential Occasionally displays mild: distress / upset / concern / frustration /anger / distress / Embarrassment / withdrawal

Continued on next page

Impairment (level identified by formal assessments carried out by Speech and Language Therapy)

Activity (level identified by teaching staff /

Participation (level identified by teaching staff /

Wellbeing and emotional regulation (level identified by teaching staff /

Level

parent/carer) parent/carer) parent/carer) Mild to Moderate speech difficulties:

Significant range of articulatory difficulties affecting intelligibility Or

Many speech sounds substituted due to a range of typical phonological processes used, persisting beyond age expected norms. May involve difficulties with some aspects of phonological awareness and literacy development.

May involve one atypical process or non English sound.

Intelligibility is affected especially with non familiar listeners

The child is stammering Some difficulty communicating verbally

• Needs some cues and adult assistance or extra time when conveying information beyond basic needs Occasional difficulties in participating in unfamiliar educational and social activities.
• Needs support to achieve potential Frequently displays mild Distress/ upset/ concern/ frustration/ anger/ embarrassment/Withdrawal
• Occasionally needs external support to assist emotional control.

Continued on next page

Impairment (level identified by formal assessments carried out by Speech and Language Therapy)

Activity (level identified by teaching staff /

Participation (level identified by teaching staff /

Wellbeing and emotional regulation (level identified by teaching staff /

Level

parent/carer) parent/carer) parent/carer) Severe speech disorder – phonological disorder

May include any/all of these:

Some typical, but also a number of atypical processes

Deviant sound production and non-English sounds

Vowels and consonants affected

Structure of words also affected eg deleted syllables

Some articulatory difficulties

Mild motor speech difficulties

Significant difficulties with intelligibility – usually reliant on familiar listeners, difficult to understand out of context.

Significant phonological awareness difficulties impacting on many aspects of literacy development.

Some impact on language development eg word finding difficulties, difficulty learning new words especially multisyllabic words, grammar and word morphology eg plurals. (see language grid)

The child is stammering Frequent difficulty communicating verbally beyond basic needs. Frequently relies on a trained listener or family members for expressing themselves out of context.

Frequent difficulties participating in social activities in unfamiliar contexts or with unfamiliar people. Frequent difficulties participating independently in unfamiliar educational activities

Occasionally shows moderate Distress/ upset/ concern/ frustration/ anger/ distress/embarrassment/ withdrawal

• Emotional encouragement and support required

Continued on next page

Impairment (level identified by formal assessments carried out by Speech and Language Therapy)

Activity (level identified by teaching staff /

Participation (level identified by teaching staff /

Wellbeing and emotional regulation (level identified by teaching staff /

Level

parent/carer) parent/carer) parent/carer) Severe speech disorder – severe phonological disorder and /or moderate CYP Apraxia of Speech (CAS). Severe phonological disorder:

Very restricted repertoire of sounds used in speech eg 4-5 sounds

Some of these may be non English sounds

Many vowels affected, as well as limited consonants

Many atypical processes or no apparent phonological system’

Syllables deleted regularly

Severe phonological awareness difficulties leading to literacy difficulties, And/or Moderate CYP Apraxia of Speech:

Significant difficulties with motor speech skills (motor planning, programming and execution)

Limited range of sounds

Likely additional phonological awareness difficulties.

Likely to affect literacy with poor ability to form sounds for phonics, and in ability to produce combinations of sounds in sound blending Constant difficulty communicating verbally beyond basic needs. Occasional difficulties communicating basic needs. Frequently relies on a trained listener or family members for expressing themselves in any context.

Frequent difficulties participating in social activities, even with familiar people and contexts. Frequent difficulties participating independently in educational activities.

Frequently displays moderate levels of distress/ upset/ concern/ frustration/ anger/ distress/embarrassment/ withdrawal

• A structured approach to emotional support from others is required.

Continued on next page

Impairment (level identified by formal assessments carried out by Speech and Language Therapy)

Activity (level identified by teaching staff /

Participation (level identified by teaching staff /

Wellbeing and emotional regulation (level identified by teaching staff /

Level

parent/carer) parent/carer) parent/carer) Moderate CYP Apraxia of Speech (continued):

Difficulty imitating sounds at single sound level but especially in sound combinations and words. Prosody may be affected eg rate, volume, intonation, stress, pitch)

Severe difficulties with intelligibility even with familiar listeners in familiar context. Likely to need low tech AAC and visual support eg communication book, to express needs, join in conversation, access curriculum.

Significant impact on language development – likely to hinder language development resulting in delayed language with shorter sentences, reduced vocabulary, word finding difficulties, impaired grammatical development. (see SSG language grid)

Continued on next page

Impairment (level identified by formal assessments carried out by Speech and Language Therapy)

Activity (level identified by teaching staff /

Participation (level identified by teaching staff /

Wellbeing and emotional regulation (level identified by teaching staff /

Level

parent/carer) parent/carer) parent/carer) Profound speech disorder: Profound CYP Apraxia of Speech (CAS)

Profound difficulties in the production of speech sounds – severe motor difficulties with motor planning, programming and execution of sounds and sound combinations.

Extremely limited range of sounds produced spontaneously, and huge effort required to attempt a wider repertoire

Difficulty imitating sounds at single sound level, in sound combinations or in words.

Significant impact on prosody (intonation, fluency, volume, rate, stress, pitch)

Profound difficulties with intelligibility

Hugely reliant on non verbal communication incl signing AAC, visual support, for most/all needs. Continued on next page Minimal functional communication limited to expressing basic needs, usually requiring tailored use of AAC. Constant dependence on trained / familiar communication partner.

Profound difficulties participating in educational and social activities.

Frequently displays high levels of distress/ upset/ concern/ frustration/anger/ distress/ embarrassment/ withdrawal May be unable to express or control emotions appropriately.

• A tailored and structured approach to emotional support is required.

Impairment (level identified by formal assessments carried out by Speech and Language Therapy)

Activity (level identified by teaching staff /

Participation (level identified by teaching staff /

Wellbeing and emotional regulation (level identified by teaching staff /

Level

parent/carer) parent/carer) parent/carer) Profound speech disorder: Profound CYP Apraxia of Speech (CAS) continued

Huge impact on language -

Standardised test scores fall below the first centile on expressive language assessment. (see level 5 on language grid) Receptive language may also be lower than expected.

May also affect non speech movements including eating and drinking.

1C Communication and Interaction: Speech and Stammering Ordinarily Available Provision for 1C Speech and Stammering & 1A Language and Understanding

Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 3 Strategies

The SALT team will advise on school support and offer training but will not provide a programme as individual support is offered in a clinic setting.

Consideration of time needed to deliver the message. Grouping

Regular (preferably daily) opportunities for individual support for speech difficulties focused on specific targets, with reinforcement in whole class activities to aid transfer of skills

Opportunities for CYP to access paired/social groups, with a skilled adult and/or symbol facilitated support, to increase successful communication in social situations.

CYP accesses groups for additional phonological awareness interventions

The teacher is aware of the learning taking place in the intervention group, and this feeds back into their planning e.g. speech is supported back in class, literacy objectives and activities show consideration. Continued on next page

Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 3 Strategies Grouping (continued)

The CYP accesses small groups and 1:1 support as advised by the Speech and Language Therapy team.

Support to be available for communication and emotional regulation: e.g. CYP’s frustration leads to a behaviour incident, and the CYP is unable to quickly give an account to the teacher due to unintelligible speech. Resources

Offer individual programmes of work, delivered on a regular (preferably daily) basis by a consistent TA, who will follow the advice and demonstration of a programme of work, delivered by the visiting SLT or SLT assistant.

Attend any training or mentoring sessions offered by the SALT service to enable staff to deliver speech programmes or fluency strategies in the school context

Pre and post tutoring is used to enable the CYP to engage with learning in the classroom, including vocabulary teaching, phonics and phonological awareness. This may require additional visual support. Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 3 Strategies Resources (continued)

Adult support for learning as required.

Alternative forms of recording routinely used.

Use of visual, auditory and kinaesthetic approaches.

Resources and displays that support independence.

Word mats are available to support vocabulary and spelling.

Other forms of visual support, e.g. communication books are available to facilitate successful communication when speech is unintelligible.

Advice from Speech and Language Therapy is included in the planning.

Use of appropriate resources and access to specific interventions from specialist staff. Transitions

Thorough and timely preparations made for transition, both between year groups and between settings.

Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 4 Strategies Moderate CYP Apraxia of Speech (continued)

Likely to affect literacy with poor ability to form sounds for phonics, and in ability to produce combinations of sounds in sound blending.

Likely additional phonological awareness difficulties.

Communication partner bears the burden of responsibility.

Severe difficulties with intelligibility even with familiar listeners in familiar context.

CYP uses a combination of verbal and alternative communication, (likely to need low tech AAC and visual support e.g. communication book, to express needs, join in conversation, access curriculum).

Significant impact on language development: likely to hinder language development resulting in delayed language with shorter sentences, reduced vocabulary, word finding difficulties, impaired grammatical development. (see language grid) Continued on next page Adjustments to Teaching Methods (continued)

• Offer individual programmes of work, delivered on a regular (daily) basis by a consistent TA, who will follow the advice and demonstration of a programme of work, delivered by the visiting SLT or SLT assistant.
• Attend any training or mentoring sessions offered by the SALT service to enable staff to deliver speech programmes or fluency strategies in the school context. Staff should consider and implement as appropriate:
• Advice from Speech and Language Therapy is included in the planning
• High emphasis on speech and language development as directed by the SLT team. Staff will be following a programme provided by the SALT service.
• Increased use of gestural system of sound representations (e.g. Cued Articulation, Jolly Phonics) where a gesture is used to represent a phoneme/speech sound. Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 4 Strategies

Consistently using a gestural system in the classroom context to signal specific sound differences that the CYP struggles with.

Using other visual means to represent speech sounds e.g. Jolly Phonics symbols and objects

Adult modelling of correct speech sounds used in context and with the visual support of the gestural system.

Additional opportunities for practicing phonological awareness

Opportunities to access alternative methods for reading e.g. whole word approaches.

Be aware of the possible impact on language development (please also see SSG language descriptors):

On sentence length and grammar – lack of intelligibility reduces opportunities for adults to model longer and more complex sentences. CYP may need to keep sentences shorter to aid the listener’s success in understanding them. Continued on next page

Moderate CYP Apraxia of Speech (continued)

• Affects access to all aspects of the curriculum.
• CYP may also have other areas of significant difficulty such as sensory difficulties, motor planning difficulties (DCD) or severe specific learning difficulties (literacy).

In addition, one or more of the following also applies: Constant difficulty communicating verbally beyond basic needs.

Occasional difficulties communicating basic needs: Frequently relies on a trained listener or family members for expressing themselves in any context.

Frequent difficulties participating in social activities, even with familiar people and contexts.

Continued on next page

Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 4 Strategies

Poor phonological awareness at sound, syllable, and word levels – may affect reading and writing.

Possibly poor motor skills affecting pencil control/ recording

Frequent use of alternative methods of communication e.g. Makaton signing and/or symbol and photo-based communication book, to support successful communication when speech is unintelligible, both in learning and social environments.

Similarly, the curriculum will need visual support e.g. symbols for vocabulary, to facilitate success in speaking and listening activities.

Awareness of CYPs' risk of social isolation, behaviour difficulties (frustration or withdrawal), and low self- esteem, due to unintelligible speech.

Bespoke curriculum - the curriculum should be significantly modified and place high emphasis on speech and language development, with specialist advice. Continued on next page

Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 4 Strategies

Additional adults support the CYP individually, under the direction of the teacher to:

o work on modified curriculum tasks o access regular individual support o encourage independence.

Pre and post tutoring is used to enable the CYP to engage with learning in the classroom, including vocabulary teaching, phonics and phonological awareness. This may require additional visual support. Grouping

• Regular (daily) individual support

for speech difficulties focused on specific targets, with reinforcement in whole class activities to aid transfer of skills. Follow programme and guidance of SLT.

• CYP accesses small group and

individual support for additional phonological awareness interventions. Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 4 Strategies Grouping (continued)

• Opportunities for CYP to access

paired/social groups, with a skilled adult and symbol facilitated support e.g. communication books, to increase successful communication in social situations.

• Teacher is aware of the learning

taking place in the intervention group, and this feeds back into their planning e.g. speech is supported in class, literacy objectives and activities show consideration.

• Intensive individual support in

the classroom, to support speaking activities, and literacy.

• Planned time for small groups

and individuals working with some light touch support, to promote and support independent learning. Resources

Access to appropriate resources and guidance and support to develop specific interventions Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 4 Strategies Resources (continued)

Staffing and time needed to prepare resources incl visual support to enhance and support learning.

Alternative forms of recording routinely used

Use of visual, auditory and kinesthetic approaches

Resources and displays that support independence

Word mats available to support vocabulary and spelling

Other forms of visual support, e.g. communication books, are available, accessible and used regularly in the curriculum to facilitate successful communication and learning when speech is unintelligible.

Advice from Speech and Language Therapy is included in the planning. Transitions

Thorough and timely preparations made for transition, both between year groups and between settings

Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 5 Strategies Frequently displays high levels of distress/ upset/ concern/ frustration/anger/ distress/ embarrassment/ withdrawal. May be unable to express or control emotions appropriately.

• A tailored and structured approach to emotional support is required.

Adjustments to Teaching Methods (continued)

Access to appropriate resources and specific interventions

Availability of alternative methods of recording written learning e.g. symbols, videos, photos

CYP is encouraged to use a Total Communication approach which values any effective means of communication e.g. gesture, facial expression, body language, eye pointing, pointing, signs, objects, photos, symbols etc.

Access to alternative communication systems to support expressive communication (low or high tech). This may include object- based systems, photos, symbols and communication books. It may also include alternative methods to participate in education or social tasks i.e. switches, eye gaze, iPad, electronic voice devices etc. Continued on next page

Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 5 Strategies Adjustments to Teaching Methods (continued)

Opportunities to learn to use and build confidence in using alternative communication devices in functional and social situations.

Provision to meet additional sensory and/or motor needs as appropriate.

Where appropriate, provide opportunities for CYP to develop independent living skills through access to targeted interventions.

Support in unstructured learning and social environments including break / lunchtimes.

Daily access to staff who are skilled in supporting emotional regulation through the use of visual support, AAC, and SEMH resources.

Monitor the progress of the CYP using highly structured methods. Grouping: See Level 4 Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 5 Strategies Grouping (continued)

Intensive daily individual support for speech difficulties focused on specific targets, with reinforcement in whole class activities to aid transfer of skills. Follow programme and guidance of SLT.

Planned time for intensive adult support for implementing use of alternative communication e.g. symbols, communication book or use of AAC. Follow the guidance of SLT.

Paired and small group opportunities with peers, to develop CYP’s confidence in using alternative communication and/or attempts at spoken communication. Guidance from SLT.

Access to daily individual and group support for literacy development.

Planned opportunities for some light touch adult support to increase independent learning skills. Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 5 Strategies Grouping (continued)

The CYP accesses small group and individualised support, with Speech and Language targets integrated into their daily routine.

Access to regular support to develop social skills and support emotional regulation.

Additional adults support the CYP individually under the direction of the teacher to:

Work on modified curriculum tasks (additional time needed to prepare resources incl visual support to enhance access to learning)

Embed speech and language learning and communication into functional and curriculum activities

Encourage independence

Access for teaching staff to appropriate resources, training, guidance and support from specialist staff, to carry out specific interventions. Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 5 Strategies Resources

• A monitoring system should be in

place to assess the CYP’s needs, plan and identify outcomes, implement support and monitor and evaluate progress,

• Identify any specific training

needs for staff Transitions

thorough and timely preparations made for transition, both between year groups and between settings

1C Communication and Interaction: Speech and Stammering Interventions and Support

Interventions

• Cued articulation training
• SLT Wave 2 packages {especially vocabulary and word finding difficulties.)

1 Communication and Interaction PfA Outcomes and Provision

Provision Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/Interventions sections of the Early Years Ranges Guidance: Communication and Interaction.

Provision Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/Interventions sections of the School Age Ranges Guidance: Communication and Interaction, SLCN and Autism.

Provision Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/Interventions sections of the School Age Ranges Guidance: Communication and Interaction, SLCN and Autism.

Provision Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/Interventions sections of the School Age Ranges Guidance: Communication and Interaction, SLCN and Autism.

2 Cognition and Learning Levelling Grid

2 Cognition and Learning Levelling Grid continued

Areas to consider when levelling

Adaptive functioning skills

Assessment data Health service diagnosis of

(Ability to manage daily

Wellbeing and

Level

Attainment level

living tasks and social

Participation Attendance

emotional regulation

learning disability

interactions)

Commonly a standard score of 60 or below (<1st percentile which is an ‘extremely low’ score). CYP may have a Learning Disability – consider health referral for further assessment Moderate Learning Disability FSIQ <50 , with associated significant impairment in adaptive functioning

As a rule of thumb this would be functioning below age 5 or band 5 of the Birmingham Toolkit/ or equivalent assessment tool

Significant impairment in adaptive functioning

Participates in limited adult directed learning activities (25% of the school week)

Attendance 25 – 49%

Significant difficulties with emotional regulation

4 Severe Learning Difficulties

(SLD)

Functional assessment of adaptive skills is appropriate. Severe Learning Disability FSIQ <35 with associated severe impairment in adaptive functioning

Below age 5 functioning or band 5 of the Birmingham Toolkit with additional complex needs/ or equivalent assessment

Severe impairment in adaptive functioning

Mostly does not participate in adult directed learning activities (0- 10% of the school week)

Attendance below 25%

Severe difficulties with emotional regulation

5 SLD with

low adaptive functioning

/ PMLD

Indicators of a specific learning difficulty profile:

Adaptive functioning skills may be a strength for the young person.

Assessment data and attainment levels are likely to be impacted

Likely to see a spiky profile across cognitive assessments

Progress needs to be closely monitored and measured, to be able to track impact and support the planning of specific next steps for the CYP

If you are considering a specific learning need, there is likely to be a gap between the CYP and their peers’ level of attainment despite intervention, adaptive teaching and curriculum modification.

In Dyslexia / Dyscalculia some or all aspects of literacy / numeracy attainment are weak in relation to age, standard teaching, and instruction, and level of other attainments.

2 Cognition and Learning Memory and Retention Ordinarily Available / Universal Support

Ordinarily available classroom provision and teaching approaches for all learners

All staff have a good understanding of the impact that working memory and executive functioning skills have on the CYP’s ability to learn. Staff should be mindful that the young person will find it difficult to understand links and relationships between information.

Give instructions simply and clearly and make sure the student is looking at you first. Break instructions down into small chunks.

Allow 1-2 minutes ‘take up time’ when giving instructions – this will allow the student to process fully what is required of them.

Check a CYP’s understanding by asking them to repeat back an instruction or explain the task to a peer. You may need to ask them to show you what they should be doing, rather than asking them to tell you.

During class discussions, proactively ‘retune’ the student back into the lesson by interspersing more challenging questions with simple questions addressed directly to those who tend to ‘drift off’.

Provide repetitions – exact repetitions and rephrasing.

Encourage active listening – agree a way for CYP to ask for help or clarification.

Give clear guidelines and expectations: “I expect you to have produced at least three sentences by ten past ten; I will be asking you then to share these with your writing partner.”

Try to use strategies such as checklists, reminder notes, visual timetables etc. to support the student if they forget routines (e.g. bringing a pen and pencil, books, PE kit, arriving at the right lesson at the right time etc.)

Positive and Effective

Communication and

Relationships

Key vocab is displayed with appropriate visuals.

Minimise copying from the board – provide individual copies (plan for this).

Provide written, visual and video support. Use diagrams and pictures to add meaning alongside text and break long chunks of text up.

To support short term memory, have small whiteboards and pens available for notes, to try out spellings, record ideas.

Plan to use IT programs and apps to reinforce and revise what has been taught.

Environment

Enabling

All class work and homework should be differentiated across all subjects to enable the CYP to access the full curriculum.

Plan to ensure that links to prior learning are made.

Plan, teach and model techniques with the whole class to aid memory.

Teach CYP strategies to support learning – e.g. asking for help, rehearsal, notetaking, place keeping, mnemonics, mind- mapping.

Key learning points are reviewed at appropriate times during and at the end of a lesson or in mini plenaries.

Scaffold work by providing writing frames/prompt sheets.

Break tasks down into mini steps for the CYP

Teach CYP how to use planners or task management boards: tasks are broken down into small manageable steps. These steps are shown explicitly.

Mastery learning approaches may be helpful – a student must have mastered key concepts before moving on to the next topic.

Access to Learning

Continued on next page

2 Cognition and Learning Attention and Listening Ordinarily Available / Universal Support

2 Cognition and Learning Literacy Difficulties Ordinarily Available / Universal Support

Ordinarily available classroom provision and teaching approaches for all learners

Keep instructions to one or two parts only. Chunk sequences of instructions – i.e., deliver one at a time vocally, print them one at a time on separate cards, model in numbered steps etc.

Allow 1-2 minutes ‘take up time’ when giving instructions – this will allow the student to process fully what is required of them.

Allow time for the CYP to formulate a response and provide a choice of alternative answers if the CYP is struggling to respond.

Try teaching an active listening strategy – “Stop, Look and Listen” - every time the teacher speaks. By practising responding in this way students who face Literacy difficulties may find that they recall and understand more.

Repeat information/instructions if necessary and check understanding, e.g., Can the CYP tell you/show you what they have to do?

Explain idioms and metaphors – don’t assume pupils know what they mean (e.g., over the moon).

Respond supportively when a student forgets routines – such as bringing a pen and pencil, books, PE kit, arriving at the right lesson at the right time etc.

Avoid sudden changes in routine without informing them beforehand.

Celebrate effort for attempting tasks as well as celebrating achievement.

Positive and Effective

Communication and

Relationships

Provide individualised resources to support learning, e.g. a bank of commonly-used words/symbols related to specific topics and signposting them to the other resources they could use. Key vocabulary is displayed with appropriate visuals.

Avoid moving around too much or standing in a place with visual distractions when giving spoken instruction/information.

If you frequently use your smartboard/whiteboard to present written information, remove visual distractions from around it such as shelving, posters, storage units etc.

Use a pastel-coloured paper and background on your smartboard and blue, green and red pens (rather than black) on your whiteboard to reduce stark contrasts and aid visual processing.

Make sure all texts are uncluttered, have a simple and a rounded font, use double line spacing and contain visuals clues that support the overall meaning.

Use classroom displays to help with writing – display banks of sentence openers, connecting words, punctuation symbols etc.

Build opportunities for learning breaks.

Enabling Environment

Explicitly teach reading comprehension strategies e.g. re- reading the text, underlining key words, clarifying the meaning of words. Adults should also encourage the CYP to independently summarise what he/she has read and predict what might happen next as part of any reading intervention.

Do not expect pupils to write and listen at the same time.

Consider the range and level of questions which can be accessed by particular CYP and adjust accordingly.

Enable pupils extra time to complete work in class and in classroom tests if needed. Continued on next page

Access to

Learning

2 Cognition and Learning Mathematical Difficulties Ordinarily Available / Universal Support

Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 3 Strategies Grouping

The CYP will access a variety of support over the week may include whole class teaching, small group support and daily individualised support working on personalised targets matched to their learning profile to enable them to access the curriculum, e.g. working on individual outcomes that are repeated and reinforced.

At secondary, this may be a bespoke curriculum, utilising varied routines, possible TA support in class and/or focus groups with highly differentiated targets. CYP may access additional support at GCSE levels, additional to that which is normally delivered within the setting

The CYP accesses designated learning time, either in small groups or 1:1, with the class teacher and other members of staff. Additional adults work under the direction of the teacher. Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 3 Strategies Grouping (continued)

Clear entry and exit criteria for intervention, with evidence of progress shared with the CYP (where appropriate) and family.

Pre / post learning opportunities are consistently planned and utilised.

Possible alternative GCSE pathway provision may be in place Resources

Wide variety of resources appropriate to the task, depending on the task this may include visuals, practical equipment, memory aides that will support access to the learning with as much independence as possible.

TEACHH (or similar approach) system in place with tasks that allow consolidation of key skills to be completed independently.

Interest boxes specific to CYP for downtime. Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 3 Strategies Resources (continued)

Specialist equipment and technology specific to the CYP’s learning need e.g. sloping board, dictation software, reading device/support, Clicker or Docs Plus etc. are in place.

CYP’s voice is communicated to all supporting so that everyone is aware of what works and what doesn’t from the CYP’s perspective.

Personalised timetable e.g. use of Now & Then, reward focused activities where appropriate etc. Specific training needs for staff are identified and sourced. Staff may be supported through working alongside specialists, either Outside Agency or from within school (though an appropriately qualified and highly skilled specialist).

Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 4 Strategies Grouping (continued)

At secondary this may also include small group or 1:1 withdrawal / specialist withdrawal, a significantly modified GCSE offer, specialist teacher training and/or increased adult:CYP ratio over that of a CYP at Level 3.

Planned opportunities are provided for the CYP to be included with peers where the CYP is able to experience success. Resources

Effective use of personalised resources based on the CYP’s interests

Effective use of individual visual timetable per session or activity, e.g. start / finish, now / then which does require support to implement.

Specialist equipment and technology specific to the CYP’s learning need e.g. sloping board, dictation software, reading device/support, Clicker or Docs Plus etc. are in place. Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 4 Strategies Resources (continued)

CYP’s voice is communicated to all supporting so that everyone is aware of what works and what doesn’t from the CYP’s perspective, adaptations are made. Ongoing, specific training needs for staff are identified and sourced. Staff may be supported through working alongside specialists, either Outside Agency or from within School (though an appropriately qualified and highly skilled specialist).

Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 5 Strategies Adjustments to Teaching Methods (continued)

Tasks are completed at a suitable and appropriate pace.

The curriculum places an emphasis on identified holistic outcomes e.g. life skills, opportunity for the CYP to engage in community activity and to develop independence where appropriate.

Multisensory cues to support all stages of delivery.

Develop independent living skills as appropriate for the young person.

Multi-sensory teaching and learning is utilised providing a wealth of varied sensory experiences within an active learning environment.

If appropriate, a positive behaviour handling plan will be in place. Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 5 Strategies Grouping

Working on an individual, bespoke curriculum and so has a highly personalised timetable, as advised by appropriate involved professionals and informed by the voice of the CYP and family.

If able to access mainstream classes a high level of support will be provided to ensure this experience is meaningful and relevant.

At secondary this may also include 1:2, possibly 1:1 withdrawal / specialist withdrawal, a significantly modified GCSE offer, specialist teacher training and/or increased adult:CYP ratio over that of a CYP at Level 4.

Planned opportunities are provided for the CYP to be included with peers where the CYP is able to experience success.

Assistive technology to be utilised as advised by Specialist services. Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support Level 5 Strategies

Resources:

• Effective use of personalised

multisensory resources based on the CYPs interests.

• Effective use of individual

visual timetable per session or activity, e.g. start / finish, now / then which does require support to implement.

• Specialist equipment and

technology specific to the CYP’s learning need e.g. sloping board, dictation software, reading device/support, Clicker or Docs Plus etc. are in place. Ongoing, specific training needs for staff are identified and sourced. Staff may be supported through working alongside specialists, either Outside Agency or from within School (though an appropriately qualified and highly skilled specialist).

2 Cognition and Learning Screening and Assessment Tools

Screening Tools

• Dynamic assessments - observable assessments to identify strengths and needs
• Checklist for dynamic observation - a tool to explore how a CYP responds to a task
• Formative assessment for learning difficulties - This tool helps you establish if there is a generalised learning difficulty.
• Independence and Functional Skills Checklist - a checklist to determine functional skill development.
• Phonics screeners (DoE) to track phonic progress
• Birmingham Toolkit - tracking tools to show levels of attainment and monitor progress
• Dyscalculia Screener - screening tool to identify dyscalculia
• Dyslexia screener - screening tool to identify dyslexia

Assessment Tools The standardised assessments listed below are Qualification Level A, so can be administered by teachers.

Ravens Matrices - An assessment of nonverbal reasoning, observation skills and clear-thinking ability

Cognitive Abilities Tests (CAT Test 4 for KS3 entry) - Measures verbal, non-verbal, quantitative and spatial reasoning

Working Memory Rating Scale - Working Memory Rating Scale (WMRS) helps identify children with poor working memory skills.

TOMAL- 2 - a nationally standardised test for evaluating general and specific memory functions

Dyslexia Portofilio - Identifies dyslexic tendencies and recommends intervention strategies.

York Assessment of Reading Comprehension (YARC) A reading assessment allows you to closely observe a pupil’s reading behaviours, strengths and areas for development. It breaks down the components of reading so that you can target specific skills to bring about rapid progress.

Wide Range Achievement Test (WRAT5) provides an accurate and easy-to-administer way to assess and monitor the reading, spelling, and maths skills, and helps identify possible learning disabilities

Comprehensive Test of Phonological Processing (CTOPP 2) helps evaluate phonological processing abilities as a prerequisite to reading fluency.

Test of Word Reading Efficiency (TOWRE2) a measure of an individual’s ability to pronounce printed words and phonemically regular nonwords accurately and fluently

Detailed Assessment of Speed of Handwriting (DASH) - can be used to assess handwriting speed Hedderley writing speed norms

Phonological awareness - an assessment and intervention pack

2 Cognition and Learning Interventions and Support

Interventions

The school psychology service The intention of this resource is to examine the effects of targeted school-based interventions on the development of reading, spelling and writing. This 6th Edition provides information on intervention schemes for children and young people who struggle with reading, spelling, and/or writing. This resource reviews intervention schemes that have been devised to help struggling readers and writers and is intended to inform schools’ and other providers’ choices among such schemes. There is an obvious need for schools to have clear information in order to make principled decisions about which approach to adopt for children who experience difficulties in literacy.

2 Cognition and Learning PfA Outcomes and provision

Provision Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/Interventions sections of the Scholl Age Ranges Guidance: Cognition and Learning.

2 Cognition and Learning PfA Outcomes and provision continued

Provision Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/Interventions sections of the School Age Ranges Guidance: Cognition and Learning.

2 Cognition and Learning PfA Outcomes and provision continued

3 Social, Emotional and Mental Health

All CYP will benefit from a whole school approach to emotional wellbeing to develop their emotional resilience and support their readiness to learn. Social and emotional difficulties can manifest themselves in different ways, including becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. To best support the CYP’s needs it is important to understand the root of the concerns shown as these behaviours may reflect underlying:

• mental health difficulties
• learning difficulties
• physical symptoms or
• be in response to more social and environmental factors.

Assessments and strategies should align with the CYP’s chronological age, developmental level and emotional age. Ordinarily Available

This is Universal Support – as part of the Graduated Response. See assessment tools, interventions and further support that supports your teaching practice. Ordinarily Available provision and teaching approaches for all learners with a recognition that some learners may require very time-limited support to secure effective application of skills and increase their engagement and access to all areas of school life. School will lead in this approach. The table on the following pages references 4 key areas within Social, Emotional and Mental Health differences that would constitute reasonable adjustments if embedded within the classroom/school.

A Classroom Support Guide for Pupils Presenting with Social, Emotional and Mental Health Difficulties

Universal Support - Classroom Strategies Good quality first teaching combined with good quality SEN Support

Staff should all have knowledge and understanding of trauma informed practice and relational approaches, including, for example emotion coaching and restorative approaches.

Schools should use a Low Arousal approach which seeks to understand the role of the ‘situation’ by identifying triggers and using low intensity strategies and solutions to avoid punitive consequences.

Greet child or young people at the door - remind students of expected behaviours, praise those who have kept to them, and provide guidance and encouragement.

Catch’ the child or young person being good and emphasise positives in front of other children or young people and staff (where appropriate)

Use child’s or young person’s name and give eye contact before giving instructions.

Demonstrate empathy - try to show you understand the child’s or young person’s perspective and feelings

Communicate in a calm, clear manner - be aware of your non-verbal communication (e.g., stance, body language awareness, facial expressions) as well as your verbal.

Tune in to how a child might be feeling demonstrating that attunement through matching facial expression, body language non- verbal, tone of voice with child’s feeling state.

Adults to offer containment by regulating their emotions when the child or young person expresses extremes of emotion and support regulation through soothing and co- regulation.

Introduce items of high interest to the child that incorporate shared play in a staged approach. For example, playing with the same toy alongside and progressing to playing with the same toy together in short turn taking activities.

Incorporate games that promote eye contact or noticing the adult. For example, blowing bubbles that continue when the child looks to you.

Use visuals safe/not safe as a consistent continuous response to dangerous actions/situations.

Show openness in discussions about well-being and challenge negative attitudes towards well-being.

Keep instructions, routines and rules short, precise and positive. Provide visual timetables and now/next visuals.

Use books and stories to make feelings high profile and explore different situations that provoke different feelings for different characters. Make links between characters and ourselves and link to children’s own experiences and feelings.

Use zones of regulations with all children or young people, to support understanding and interpretation of emotions.

Create opportunities for children and young people to work with others outside their normal friendship groups, throughout the year, using random pairs.

Develop a collaborative relationship with the parents/carers. Communicate positive achievements – no matter how small – with home and encourage home to do the same. Could be in the form of text messages, ‘good notes’, postcards, merits, rewards.

Understand that behaviour is a method of communication. What is the pupil trying to communicate? Can you identify the triggers?

Do your best to find time for a short restorative conversation, in which you explore the incident together. Discuss who has been affected, consider the impact of the incident, and agree what to do next. For example social stories.

Children and young people are aware of who/when/where they can share any concerns with a trusted, named adult.

Positive and Effective Relationship

Check in and out daily with an adult. This helps the pupil prepare for the day ahead. Likewise, have closure on any issues that have arisen throughout the day.

Use the Spence Anxiety Scale, Boxall Profile, Self-Image Profile or Strengths, Difficulties Questionnaire (SQQ’s) as a holistic approach to understanding the pupil’s well-being.

Be aware of the individual’s sensitivities to some environments in times of stress e.g., overcrowding

Short-term, goal orientated emotional literacy support, such as with an Emotional Literacy Support Assistant.

Encourage use of worry box or worry diary (in home or school) where the child or young person writes down or draws their worries, ensuring this is followed up by any specific adult in the appropriate setting daily.

Give children and young people the opportunity for a short-managed time out, within an agreed space in the classroom, with support of a visual time. This will help them to begin to manage their emotions, when they start to escalate.

Reduce demands temporarily in response to particularly challenging times in their lives

Regular contact with home to establish patterns of behaviour in other environments as well as strategies being tried.

Targeted Support

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 3 Relationship (continued):

Trusted adults offer support at vulnerable times using pre- agreed strategies

Increased access to individual, small group and whole class activities to promote and develop social skills, emotional regulation and self-esteem in order to address SEMH targets. (e.g. Talkabout by Alex Kelly)

Access to additional circle time activities, e.g. Silver SEAL Emotional Regulation:

Strategies developed alongside CYP and shared with school staff, parent/carer such as My Anxiety Plan (MAP) created alongside Educational Psychologist

Sensory circuits

Use of feelings diary/ logs.

Therapeutic Stories e.g. Margot Sunderland books.

Approaches to managing anger such as ‘Starving the anger/anxiety gremlin’ and ‘There’s a Volcano in my Tummy’

Therapeutic approaches (e.g. Think Good Feel Good)

Mighty Minds/Friends

3 Social, Emotional and Mental Health Level 4 continued

3 Social, Emotional and Mental Health Level 4 continued

3 Social, Emotional and Mental Health Level 5

3 Social, Emotional and Mental Health Level 5 continued

3 Social, Emotional and Mental Health Screening and Assessment Tools

Screening Tools

Make use of screening tools in other areas of needs to explore if the CYP has an unidentified need.

Strengths and Difficulties Questionnaire - The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire about 2-17 year olds.

Coventry Grid Coventry Child and Adolescent Mental Health Services (CAMHS) has developed the Coventry Grid: ASD vs Attachment Problems to try to identify differences between the two groups and so assist in differential diagnosis.

Assessment Tools

ABC analysis - An ABC behaviour chart is an observation tool that helps to understand the causes of behaviour which may present as challenging, by recording what happened before, during and after the behaviour. It helps teachers, parents and carers to track the behaviours of children and pupils.

Adverse Childhood Experiences - The concept of adverse childhood experiences refers to various traumatic events or circumstances affecting children before the age of 18 and causing mental or physical harm.

A BOXALL profile is an evidence based tool supporting a whole school approach to assessing and addressing children and young people’s social, emotional and behavioural development to positively impact learning, behaviour, attendance and wellbeing. Boxall profile at a glance

MOTIONAL Motional is a suite of evidence-based, easy-to-use tools designed to measure, positively impact, and report on emotional health

Measures of Children's Psychological Wellbeing (seven areas Belonging, Distress, Enjoyment, Healthy Living, Resilience, Responsiveness and Social Behaviour). https://www.sheffieldchildrens.nhs.uk/services/camhs/healthy-minds/

PIVATS - The PIVATS PSED provides a structured approach to assessing, planning for a measuring small steps in progress in the areas of personal, social and emotional characteristics of their development.

3 Social, Emotional and Mental Health Interventions and Support

Interventions

CAMHS Healthy Minds Resources and Training

Nurture - A nurture group is a focused, short-term intervention for primary or secondary school pupils with social, emotional and behavioural difficulties which make it harder for them to learn in a mainstream class.

Friends The Friends programs are a suite of Australian-developed, cognitive behaviour therapy (CBT) based programs designed to build life-long resilience in individuals, families, schools and communities.

Restorative approaches

Forest Schools - Forest School is a child-centred inspirational learning process, that offers opportunities for holistic growth through regular sessions.

Zones of Regulation - A Social Emotional Learning Curriculum and Regulation Program

The Incredible 5 point scale - Teaches social and emotional information by dividing the concept into parts for children

Trauma Informed Schools - passionate about changing children's lives through inspirational training for schools and communities, ensuring mentally healthy cultures for all.

Therapeutic Stories e.g. Margot Sunderland books.

Books such as ‘Starving the anger/anxiety gremlin’ ‘There’s a Volcano in my Tummy’ - Kate Collins Donelly

Mighty Minds

Think Good Feel Good - Think Good -- Feel Good is a practical resource for undertaking CBT with children and young people.

Talkabout - Talkabout is a complete programme for developing self-esteem, social and friendship skills. It is based on teaching children or young adults in groups in school or college but can be adapted for 1:1 sessions.

Emotional Based School Avoidance Guidance - This document has been written for school staff and other professionals to provide information and guidance on how to support children, young people and their families experiencing Emotionally Based School Avoidance (EBSA). It also contains leaflets for children and young people (CYP) and parent carers.

3 Social, Emotional and Mental Health PfA Outcomes and provision

Provision Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/Interventions sections of the Early Years Ranges Guidance: Social, Emotional and Mental Health.

3 Social, Emotional and Mental Health PfA Outcomes and provision continued

Provision Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/Interventions sections of the Early Years Ranges Guidance: Social, Emotional and Mental Health.

3 Social, Emotional and Mental Health PfA Outcomes and provision continued

4A Sensory and Physical: Visual Impairment

The professional judgement of a Qualified Teacher of Visual Impairment (QTVI) should be applied as necessary to decide on the classification of the visual impairment. For example, a CYP may have a mild reduction in visual acuity but be functioning within a different visual category due to an additional ophthalmic condition e.g. nystagmus, visual field reduction, cerebral visual impairment, and/or additional learning difficulties.

Ordinarily Available

This is Universal Support – as part of the Graduated Response. See resources that supports your teaching practice.

Ordinarily Available provision and teaching approaches for all learners with a recognition that learners with a mild to moderate vision impairment will require low level adjustments to secure effective visual access to their learning as advised by a Qualified Teacher of Vision Impairment (QTVI). In addition to these adjustments students will require a functional vision assessment with updated advice form the QTVI relating the child’s specific eye condition at transition points. The school would be responsible for following and implement any advice given by the QTVI. The document below, references the 4 key areas of need that would constitute reasonable adjustments if embedded within a classroom/class team as part of Universal Support. Visual acuities ranging from 6/12 – 6/24, or other visual factors such as visual field loss and cerebral vision impairment.

The table on the following pages references 4 key areas for Visual differences that would constitute reasonable adjustments if embedded within the classroom/school.

4A Sensory and Physical: Visual Impairment Ordinarily Available continued

4A Sensory and Physical: Visual Impairment Ordinarily Available continued

4A Sensory and Physical: Visual Impairment Level 3

The CYP is diagnosed as having moderate to severe vision loss (within the range of 6/24 to 6/60). The CYP may need to use assistive technology to enable access to large print and the school the curriculum. The CYP will need access to short term programmes of habilitation training where necessary to ensure age related levels of independence are maintained.

Provision: Some targeted and individual interventions over the week Reviews: 3 per year Documents: Support Plan or Extended Support Plan

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies, Resources and Physical Additional advice and support Level 3 Environment Vision loss classified as moderate/severe. Visual acuities within range of 6/24 and 6/60, or other visual factors such as cerebral vision impairment or visual field loss that leads to significant loss of visual functioning. Children and Young people may have a vision condition which can fluctuate or is degenerative where regular monitoring of visual function is needed.

Children and Young People have been referred to Vision Support Service because they have a clinically diagnosed vision impairment. Once the referral is accepted the QTVI will carry out an initial assessment which will include speaking to parents, all involved with the child and a Functional Vision Assessment (FVA). At this point the QTVI will interpret clinical information and advises on strategies to support use of residual vision, and any compensatory strategies needed. The QTVI will then determine what level of support is needed from the Vision Support Service. The child or young person may also be referred to a Registered Habilitation Specialist for further assessment of mobility and independent living skills.

Ordinarily Available provision whilst also including: Adjustments to Teaching Methods Staff should consider and implement as appropriate:

All of above but may also need assistive technology to access everyday learning tasks and or large print learning resources to enable full access to curriculum.

Differentiation may be necessary considering pace of learning and visual presentation of learning materials.

Will require regular monitoring visits from QTVI with delivery of short term intervention programmes where necessary.

Will require assessment and advice from Habilitation Specialist and may need short term programme of mobility training. Continued on next page

Assessment of functional vision by a QTVI on at least an annual basis. Advice from a QTVI Bespoke training around individual’s needs. Regular monitoring of curriculum access and CYP progress. Habilitation input as required and advised by a QTVI. May make use of Locality Panels – Stage 1 or 2 (if Applicable)

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies, Resources and Physical Additional advice and support Level 3 Environment

Environmental audit provided by Habilitation Specialist necessary to

assess accessibility of school environment.

Teaching approaches place an emphasis on independent learning.

ICT equipment may enhance access to learning e.g. iPad linked to interactive whiteboard or enlarged print electronic resources on iPad or kindle as advised and provided by Vision Support Service

Advice from specialist teacher is implemented in the classroom with regular liaison between QTVI, class teacher and/or SENDCo.

Positive learning environment that encourages CYP confidence to use low vision aids such as magnifier or specialist ICT.

Equality of access may mean that they need to do some things differently.

CYPs are taught strategies and provided with resources to assist with the development of independent learning Continued on next page

If a child or young person is allocated level 3, they will also require at least annual FVA to offer updated advice the school setting, and ongoing monitoring visits from the QTVI to advise on appropriate strategies and identify as and when intervention is needed. The need for targeted short term intervention programmes are likely to develop specialist skills outlined in the Curriculum Framework for Vision Impairment. See: Curriculum Framework for CYP and Young People with Vision Impairment | RNIB | RNIB Access arrangements considered and evidence provided by QTVI.

• Observation
• Data tracking
• Teacher assessments
• CYP Progress meetings
• CYP/Young Person voice
• One Page Profile/Learner Profile
• Parent/Carer voice

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies, Resources and Physical Additional advice and support Level 3 Environment

Exam access arrangements will include 25% additional time and may include enlarged or Modified Large Print test paper. Use of low tech or IT equipment such as magnifier, enlarged protractor, sloping board, task lighting or use of IT.

Model and practice ways children and young people can express their feelings and emotions – this might need teaching explicitly. Adjustments to Teaching Methods (continued):

Promote activities that help Children and young people develop confidence and a positive self-esteem.

Create opportunities which will deliberately develop a CYP or young person’s independence.

It may be difficult for the CYP or young person to recognise who is speaking, and to whom. Say the CYP’s name and who you are.

Facial expression and body language won’t be easily seen. Verbalise instructions and feelings clearly. Continued on next page

An Extended Support Plan may be in place to draw together information, advice, aspirations and planned outcomes. At this level the Vision Support Service QTVI should be involved in the writing and termly review process. If short term intervention is delivered by the Vision Support Service outcomes set by the QTVI or Habilitation Specialist should be incorporated into the Plan. Multi agency planning, Outside Agency advice and recommendations are followed

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies, Resources and Physical Additional advice and support Level 3 Environment

Grouping:

• As advised by the VI team

Resources

Technology used to access curriculum tasks such as producing written work in class or viewing interactive whiteboard or lesson resources via iPad. Use of specific software such as screen reader or magnification to support access to learning materials.

Modified large print resources printed or electronic – Use of RNIB book share to access downloadable large print texts.

Resources to develop independent living skills as directed by the VI team. Summary of provision from Vision Support Service:

Service provision of assistive technology when appropriate to support independent access to curriculum. Continued on next page

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies, Resources and Physical Additional advice and support Level 3 Environment

Mobility assessment where necessary and short-term programme of habilitation training and/or independent living skills, where necessary to ensure age related levels of independence are maintained.

Regular bespoke CPD training offer taken up by school to raise awareness of different types of vision impairment and strategies to reduce barriers to learning.

Peer awareness training with student’s class.

The school SENDCo must have completed Level 1 Vision Awareness training. Please email Vision Support Service for further information. [email removed]

4A Sensory and Physical: Visual Impairment

Level 4

The CYP is diagnosed as having a severe vision loss (from 6/60 to 6/120 visual acuities). The CYP needs access to specialist provision within a mainstream setting and will require significant adaptations of materials including modified large print, tactile and specialist technology. The CYP will need to access the CFVI curriculum Curriculum Framework for Children and Young People with Vision Impairment alongside the school curriculum and will also require modified large print or tactile and multisensory resources to assist their learning. The CYP will require ongoing formal training in the development of mobility, orientation and independent living skills to enable them to live as independently as possible. Adults will support as necessary to meet health and safety needs and risk management. Provision: Frequent, or daily specialist input across all aspects of the curriculum, alongside explicit intervention teaching of specialist learning skills such as braille and habilitation curriculum to ensure preparation for adulthood is achievable.

Reviews: 3 per year Documents: EHC Plan

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies, Resources and Physical Additional advice and support Level 4 Environment Vision loss is classified as severe to profound with acuities from 6/60 to less than 6/120, with other visual factors such as cerebral vision impairment or visual field loss that leads to severe or profound loss of visual functioning. Children and young people would have needs that require regular specialist teaching and a package of support in their educational setting from the Vision Support Service.

Children and Young People have been referred to Vision Support Service because they have a clinically diagnosed vision impairment. Once the referral is accepted the QTVI will carry out an initial assessment which will include speaking to parents, all involved with the child and a Functional Vision Assessment (FVA). At this point the QTVI will interpret clinical information and advise on strategies to support use of residual vision, and any compensatory strategies needed. The QTVI will then determine what level of support is needed from the Vision Support Service. Continued on next page

Ordinarily Available provision with specific reference to vision loss whilst also including bespoke package of support from Vision Support Service. There is agreement between professionals (Qualified Teacher of Vision Impairment, Educational Psychology Service, Local Authority) that the CYP’s needs and provision in place constitute a Level 4. Adjustments to Teaching Methods

• Awareness that a CYP may need more time to complete tasks and that equality of access may mean that they need to do some things differently
• Differentiated questioning and explicit language used to explain whole class responses.

Continued on next page

EHC Plan Vision Support Service Personalised Support Plan outlining provision from the Service will be used to support the CYP in their school setting. A placement in a Resourced Provision may be offered at Secondary at Tapton School Integrated Resource. For primary age phase – Resourced Provision will be provided in Child’s local school by the Vision Support Service, to ensure the student’s is fully included in the school community and has the right support to enable them to fully access the school curriculum. Vison Support Service Continued on next page

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies, Resources and Physical Additional advice and support Level 4 Environment The child or young person may also be referred to a Registered Habilitation Specialist for further assessment of mobility and independent living skills. If a child or young person is allocated level 4 a support package of provision will be agreed and put in place in the child’s educational setting. At Secondary they may be allocated a place at Tapton School Integrated Resource provision and at Primary the provision will be put in place at the child’s local school by the Vision Support Service. A QTVI will need to deliver weekly teaching of specialist skills such as reading skills and use of accessibility features and assistive technology to support independent learning and access to all areas of curriculum. A Registered Habilitation Specialist will need to deliver regular blocks of mobility training incorporating long cane skills and independent living skills. Continued on next page Adjustments to Teaching Methods (continued)

• Teacher sharing class planning to ensure that adaptations can be made and lesson resources in required format can be produced and available each lesson.
• Intervention teaching from Qualified Specialist teacher to teach specialist skills alongside mainstream curriculum.
• CYP working with modified large print, audio and tactile learning resources that will need additional differentiation to consider pace and complexity of tactile learning.
• Regular consultation with QTVI about curriculum delivery to ensure CYP can fully access all curriculum areas, and specialist intervention teaching is delivered in a timely manner. Personalised differentiation and adaptation to all areas of curriculum, with high levels of specialist teaching and support from Vision Support Service. Continued on next page Summary of Support from the Vision Support Service
• Regular joint planning with mainstream setting to ensure full access to all curriculum areas. This will allow the QTVI to deliver timely intervention to teach the CFVI relevant to that stage and age phase.
• A rolling programme of habilitation training to include independent living skills, long cane training and mobility training to ensure age related levels of independence are maintained.
• Provision and training of assistive technology and modified, adapted modified large print and tactile curriculum resources. Continued on next page

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies, Resources and Physical Additional advice and support Level 4 Environment Regular assessment of functional vision, monitoring of progress and access to all curriculum areas by a Vision Support Teacher. Assessment:

• Observation
• Data tracking
• Teacher assessments
• Specialist teacher assessment
• CYP Progress meetings
• CYP/Young Person voice
• One Page Profile/Learner Profile
• Parent/Carer voice

An EHCP is likely to be in place to draw together information, advice, aspirations, provision and planned outcomes. Vision Support Service planning, Outside Agency advice and recommendations are followed. Access arrangements will be determined by the QTVI and evidence provided for the exam boards alongside specialist staff to provide practical assistance in examinations. Advice on exam practice and provision of past papers provided by QTVI. Continued on next page Adjustments to Teaching Methods (continued)

• Ongoing communication needed on lesson planning and assessment between classroom teacher and QTVI to ensure access to all aspects of learning.
• Ongoing intensive specialist skills teaching that focusses on developing independent learning skills to ensure access and curriculum progression delivered by QTVI.
• Ongoing specialist in class support to reinforce development of specialist skills.
• Require modified large print, specialist technology, simplified and/or tactile diagrams, 3D representations concrete objects and experiences, to access the curriculum.
• Will need ongoing formal intensive instruction in the development of mobility and orientation skills and independence training from habilitation specialist. Teaching of long cane skills is essential. Staff in the school will need appropriate training on sight guide. Continued on next page Summary of support from the Vision Support Service (continued)
• CPD training offer taken up by school to raise awareness of individual student needs and strategies to fully include and reduce barriers to learning. Bespoke training offered around creating Vision Friendly Classroom, using assistive technology and exam access.
• CPD training offered to SENCOs to ensure collaboration and understanding of how Service and school can support CYP to progress and develop efficient ways of working.

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies, Resources and Physical Additional advice and support Level 4 Environment Resourced provision agreed with Vision Support Service, parents and school setting to assess CYP need, identify outcomes, implement support and monitor and evaluate progress The Vision Support Service outcomes and small step targets should be incorporated into the termly assess, plan do review process in school and the QTVI invited to all review point meetings. Multi Agency professional assessment should seek advice from the QTVI in all additional assessment to ensure the CYP is not disadvantaged and can access and complete assessment.

Adjustments to Teaching Methods (continued)

Facilitate social skills in all activities and social times to create opportunities for peer-to- peer interaction. Explicit social skills teaching to support social and emotional development.

Provide opportunities for explicit learning of appropriate social behaviour. Resources

Specialist IT equipment that ensures access to learning in a way that does not disadvantage the CYP. Eg iPad or laptop with additional specialist apps or software such as screen reader or magnification, electronic resources, penfriend or voice recorder. Specialist curriculum support to all enable access to lesson resources including interactive whiteboard access.

Production of modified large print /tactile resources

Resources to develop independent living skills as directed by the Vision Support Service

4A Sensory and Physical: Visual Impairment Level 5

The CYP is diagnosed as having a profound vision loss (less than 6/120 to having no useful vision/ blind). The CYP needs access to specialist provision within a mainstream setting and will require adaptation to all learning materials including Braille, tactile, audio and specialist technology. The CYP will need to access the CFVI curriculum Curriculum Framework for Children and Young People with Vision Impairment alongside the school curriculum and will also require braille, tactile and multisensory resources to ensure they have full access to learning and are not disadvantaged. There would need to be significant teaching time alongside mainstream lessons from a qualified teacher of vision impairment who understands the implications of access and progress for a blind learner. The CYP will require ongoing regular training through a rolling programme of formal training in the development of mobility, orientation and independent living skills to enable them to live as independently as possible and ensure they are not excluded from school and home community. Adults will support as necessary to meet health and safety needs and risk management. Provision: Bespoke provision agreed between the Vision Support Service and the School. Daily specialist input across all aspects of the curriculum, alongside explicit intervention teaching of specialist learning skills such as braille and habilitation curriculum to ensure preparation for adulthood is achievable.

Reviews: 3 per year Documents: EHC Plan

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies, Resources and Physical Additional advice and support Level 5 Environment Vision loss is classified as profound with acuities from 6/120 to no vision/ blind, with possible other visual factors such as cerebral vision impairment or visual field loss that leads to profound loss of visual functioning. Children and young people would have needs that require daily ongoing specialist teaching and a comprehensive package of specialist support in their educational setting from the Vision Support Service.

Children and Young People have been referred to Vision Support Service because they have a clinically diagnosed vision impairment. Once the referral is accepted the QTVI will carry out an initial assessment which will include speaking to parents, all involved with the child and a Functional Vision Assessment (FVA). At this point the QTVI will interpret clinical information and advise on strategies to support use of residual vision, and any compensatory strategies needed. Continued on next page

Ordinarily Available provision with specific reference to vision loss whilst also including bespoke package of support from Vision Support Service. There is agreement between professionals (Qualified Teacher of Vision Impairment, Educational Psychology Service, Local Authority) that the CYP’s needs and provision in place constitute a Level 5. Adjustments to Teaching Methods

• Awareness that a CYP may need more time to complete tasks and that equality of access may mean that they need to do some things differently

Continued on next page

EHC Plan Vision Support Service Personalised Support Plan outlining provision from the Service will be used to support the CYP in their school setting. For primary age phase – Resourced Provision will be provided in Child’s local school by the Vision Support Service, to ensure the student’s is fully included in the school community and has the right support to enable them to fully access the school curriculum. Continued on next page

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies, Resources and Physical Additional advice and support Level 5 Environment The QTVI will then determine what level of support is needed from the Vision Support Service. The child or young person may also be referred to a Registered Habilitation Specialist for further assessment of mobility and independent living skills. If a child or young person is allocated level 5 a support package of provision will be agreed and put in place in the child’s educational setting. At Secondary they may be allocated a place at Tapton School Integrated Resource provision and at Primary the provision will be put in place at the child’s local school by the Vision Support Service. A QTVI will need to deliver weekly teaching of specialist skills such as braille or interpreting tactile diagrams to support independent learning and access to all areas of curriculum. Support to develop social skills in line with sighted peers. Continued on next page Adjustments to Teaching Methods (continued)

Ongoing intensive specialist skills teaching that focusses on developing independent learning skills to ensure access and curriculum progression delivered by QTVI.

Ongoing specialist in class support to adapt and reinforce learning alongside development of specialist skills.

Require braille, specialist technology, simplified and/or tactile diagrams, 3D representations concrete objects and experiences to support appropriate access to the curriculum.

Will need ongoing formal intensive instruction in the development of mobility and orientation skills and independence training from habiliation specialist. Teaching of long cane skills is essential. Staff in the school will need appropriate training on sight guide. Continued on next page A placement in a Resourced Provision will be offered at Secondary at Tapton School Integrated Resource. Vision Support Service Summary of Support from the Vision Support Service

• Regular joint planning with mainstream setting to ensure full access to all curriculum areas. This will allow the QTVI to deliver timely intervention to teach the CFVI relevant to that stage and age phase.
• A rolling programme of habilitation training to include independent living skills, long cane training and mobility training to ensure age related levels of independence are maintained.
• Provision and training of assistive technology and modified, adapted braille and tactile curriculum resources. Continued on next page

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies, Resources and Physical Additional advice and support Level 5 Environment A Registered Habilitation Specialist will need to deliver regular blocks of mobility training incorporating long cane skills, mobility and orientation and independence skills such as eating, dressing, personal care and food preparation skills. Regular assessment of functional skills and development of compensatory strategies, monitoring of progress and access to all curriculum areas by a Vision Support Teacher. Assessment:

Observation

Data tracking

Teacher assessments

Specialist teacher assessment

CYP Progress meetings

CYP/Young Person voice

One Page Profile/Learner Profile

Parent/Carer voice An EHCP is likely to be in place to draw together information, advice, aspirations, provision and planned outcomes. Continued on next page Adjustments to Teaching Methods (continued)

Ongoing intensive specialist skills teaching that focusses on developing independent learning skills to ensure access and curriculum progression delivered by QTVI.

Ongoing specialist in class support to adapt and reinforce learning alongside development of specialist skills.

Require braille, specialist technology, simplified and/or tactile diagrams, 3D representations concrete objects and experiences to support appropriate access to the curriculum.

Will need ongoing formal intensive instruction in the development of mobility and orientation skills and independence training from habiliation specialist. Teaching of long cane skills is essential. Staff in the school will need appropriate training on sight guide. Continued on next page Summary of support from the Vision Support Service (continued)

• CPD training offer to whole school taken up by school to raise awareness of individual student needs and strategies to fully include and reduce barriers to learning. Bespoke training offered around creating Vision Friendly Classroom, using assistive technology and exam access.
• CPD training offered to SENCOs to ensure collaboration and understanding of how Service and school can support CYP to progress and develop efficient ways of working.

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies, Resources and Physical Additional advice and support Level 5 Environment Vision Support Service planning, Outside Agency advice and recommendations are followed. Access arrangements will be determined by the QTVI and evidence provided for the exam boards alongside specialist staff to provide practical assistance in examinations. Advice on exam practice and provision of past papers provided by QTVI. Resourced provision agreed with Vision Support Service, parents and school setting to assess CYP need, identify outcomes, implement support and monitor and evaluate progress The Vision Support Service outcomes and small step targets should be incorporated into the termly assess, plan do review process in school and the QTVI invited to all review point meetings. Continued on next page Adjustments to Teaching Methods (continued)

• Facilitate social skills in all activities and social times to create opportunities for peer to peer interaction. Explicit social skills teaching to support social and emotional development.
• Provide opportunities for explicit learning of appropriate social behaviour. Resources Specialist IT equipment that ensures access to learning in a way that does not disadvantage the CYP. Eg. Braille notetaker or laptop with additional specialist apps or software such as screen reader, electronic resources, penfriend or voice recorder.

Specialist curriculum support to all enable access to lesson resources including interactive whiteboard access.

• Production of modified braille /tactile resources
• Resources to develop independent living skills as directed by the Vision Support Service.

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies, Resources and Physical Additional advice and support Level 5 Environment Multi Agency professional assessment should seek advice from the QTVI in all additional assessment to ensure the CYP is not disadvantaged and can access and complete assessment.

4A Sensory and Physical: Visual Impairment Resources

Resources

• Curriculum Framework for CYP and Young People with Vision Impairment | RNIB | RNIB
• Thomas Pocklington Trust
• Health, social care and education professionals | RNIB,
• Early years support for Children with vision impairment | RNIB
• Sheffield Royal Society for the Blind Home Page (srsb.org.uk),
• New to vision impairment? - RSBC
• CVI Scotland - About Us
• NatSIP - A place to start - Working with a child or young person with sensory impairment
• Resource center – Perkins School for the Blind

4B Sensory and Physical: d/Deaf

The professional judgement of a Qualified Teacher of the Deaf (QToD) should be applied to decide on the implications of a d/Deafness. For example a pupil may have a moderate to severe hearing loss but be functioning within a different hearing category due to individual communication and access needs and/or additional learning difficulties.

Ordinarily Available

This is Universal Support – as part of the Graduated Response. See resources that supports your teaching practice. Ordinarily Available provision and teaching approaches for all learners with a recognition that some learners may require very time-limited support to secure effective application of skills and increase their engagement and access to all areas of school life. School will lead in this approach. The table on the following pages references 4 key areas for hearing differences that would constitute reasonable adjustments if embedded within the classroom/school.

Ordinarily Available Strategies for Children and Young People

who are d/Deaf

Ensure that children and young people have understood information or instructions so that they can carry out a task independently.

Monitor the child’s or young person’s social development.

Model and practice ways to communicate effectively with others.

Model and practice ways to initiate conversations.

Model and practice ways to use appropriate language when interacting with different people

Put into practice any specific advice given by the specialist teacher

Consistent use of any audiological equipment provided to be monitored by school staff

Positive and Effective

Relationship

Continued on next page

Ensure the environment promotes good listening and watching conditions,

Ensure the pupil is seated appropriately to enable use of equipment and to access the board/ flipchart and any spoken language.

Choose pairs or groups carefully to ensure full participation in the activity.

Hearing aids do not restore typical hearing levels. It is important to remember all noise, including background noise, is amplified making communication difficult in noisy environments.

Learning with a Hearing loss is hard work – allow extra time and vary activities to avoid fatigue.

Try to keep activities short that require a lot of concentration or listening (such as stories or group work) and build in short breaks, for example, opportunities to do something active.

Short breaks may be needed during activities that need sustained listening and attention to avoid auditory fatigue

Provide a quiet, cosy corner to allow children to self-regulate and be calm. Keep resources here to encourage relaxation and rest.

Provide positive role models of deafness and people who wear hearing aids.

Use resources from specialist charities-they often have lots of free helpful information and advice for professionals: National Deaf Children's Society | Supporting deaf children (ndcs.org.uk)

You may need to work with a range of professionals including hospital, educational specialists and charities.

CPD training offer taken up by school to raise awareness of different types of hearing losses and strategies to reduce barriers to learning. Support provided by the d/Deaf / Hearing Support Service:

One-off advice from specialist teacher to assess functional hearing in school setting for learners where schools have concerns

On-going monitoring

At key transition points, assessment of functional hearing completed, report/learner profile supplied with recommendations and advice given on reasonable adjustments that enables access to all curriculum areas. The learner profile will be updated at each transition point.

Professional judgement of QToD applied on case-by-case basis

CPD training offer taken up by school to raise awareness of different types of hearing losses and strategies to reduce barriers to learning.

Consultancy support available by contacting the Service at [email removed]

Enabling Environments

Continued on next page

Consider seating position to ensure it promotes good listening and attention-at the front is usually best.

If a child has better residual hearing in one ear then place yourself on that side.

Give context to what you are saying by using visual aids such as pictures or models-if you can use actual objects this can be really powerful for all children and young people when demonstrating a new topic or skill.

The noise level, acoustics and the layout of rooms are particularly important. Reducing noise levels will benefit children with glue ear or who have mild or unilateral d/Deafness as they may find it difficult to distinguish the teachers voice from background noise. Manage noise levels so they are conducive to learning and unnecessary noise is minimised :E.g. Close the window or door when there is a noise outside.

Add rubber tips to chairs and tables.

Replace noisy equipment.

Avoid sitting children and young people near noisy equipment

Use displays for language development. Displays with pictures and captions or explanations can provide important visual clues for communication.

Make sure you have the child’s or young person’s attention before you start talking.

Speak clearly and at your normal pace, avoid shouting and whispering. Don’t speak too slowly or over exaggerating your mouth patterns.

Keep your face clear and try not to cover it with your hands, hair or any objects.

Make sure there is good lighting and that your face is not in a shadow. (don’t stand with you back to a window which will shadow your face)

Face the student when talking and allow some space between you and the child, ideally keep a distance of between 1 and 2 metres.

When talking don’t walk around the room or turn to write on the black/white board.

Encourage others to speak one at a time and to raise their hand before speaking so that a d/Deaf child or young person is aware of who is talking.

Use gesture and facial expressions to help children and young people understand what you are saying.

Create visual timetables, schedules and choice boards to explain everyday routines.

Repeat or re-phrase what you have said if a child or young person has not understood.

Write key words, topic headings or questions on the board.

Allow time for children and young people to look at visual clues or demonstrations before you start talking again, this will give them time to focus their attention back on you.

Give consideration to seating arrangements and select supportive neighbours.

Plan your sessions/lessons so that the tasks which require a lot of listening can be done when background noise is low.

Encourage children to work quietly and reduce the level of noise in the room rather than raising your voice.

Teaching that takes into account language delay: a targeted approach to teaching new vocabulary; breaking down information into smaller chunks; repeating and rephrasing information; checking understanding through careful questioning.

Think about how to assess what a child has learnt and understood-you may need to use a more flexible approach.

Keep instructions simple, avoid long and detailed explanations.

Include tasks which require a range of responses and not just those which require a written answer.

Always give an explanation of new vocabulary and prepare vocabulary sheets which contain words specific to the subject or topic you are teaching. If possible illustrate key words with a picture.

Expect d/Deaf children to conform to the same standards of discipline as the rest of the children and young people.

Literacy teaching to take into account CYP’s ability to hear specific speech sounds and the need for a holistic approach to teaching reading

Plan in pre and post learning times to prepare a child for a lesson and/or check their understanding Continued on next page

Access to Learning

Use the 5 steps outlined by the NDCS: repeat, re-phrase, explain, simplify, clarify Resources for education professionals | Information for professionals (ndcs.org.uk)

Promote good communication skills within the classroom.

Make sure that you have a child’s or young person’s attention before starting to talk, otherwise they may not follow the first part of the conversation or instructions.

Gain child or young person’s attention, before you expect them to listen. For example, using stories with a repeating phrase that they can join in with will help to hold attention.

Give children and young people time to look and then listen, to help them to integrate their attention.

When changing the topic of the conversation let the child or young person know, otherwise they may find the discussion confusing. It is useful to introduce the topic first before going into detail.

Do not shout as this will distort your lip patterns. For children and young people who use hearing aids sudden loud noises can be painful or shocking.

Try to keep your hands free so that you can use natural gestures to support what you are saying.

Keep your sentences short and remember to explain any new vocabulary or technical terms.

Check children’s and young people’s understanding-repeat or rephrase the question if they appear to have misunderstood.

Pause between sentences.

Talking about what you are doing and why

Body language, facial expressions and gestures match the spoken word.

Use a targeted approach to teaching new vocabulary. Repetition and reinforcement of new words. Use repetitive language linked to everyday routines.

Encourage children and young people to tell you if they don’t understand something.

Use short sentences as these are easier to understand than either single words or long complex phrases.

Use simple questions and open-ended questions and give simple instruction. Use a wide range of vocabulary and pin new vocabulary onto something the child or young person already knows or can see.

Establish ground rules for how a discussion will work and ensure children and young people take it in turns to speak.

Name the person who is talking in group discussions/class and where possible introduce the next speaker by name.

When organising group work, plan in advance who children and young people will work with.

Communication

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 3 Adjustments to Teaching Methods (continued)

Model and practice ways to communicate effectively with others.

Model and practice ways to initiate conversations.

Model and practice ways to use appropriate language when interacting with different people.

Model and practice ways children and young people can express their feelings and emotions – this might need teaching explicitly.

Promote activities that help children and young people develop confidence and positive self-esteem.

Make opportunities for children and young people to make choices, for example: choosing an activity or how they would like to be supported.

Ensure that children and young people have understood information or instructions so that they can carry out a task independently Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 3 Adjustments to Teaching Methods (continued)

Create opportunities which will deliberately develop a child’s or young person’s independence.

Encourage children or young people to give their opinions and think for themselves.

Make opportunities for a child or young person to practise using language in meaningful and/or real-life situations for example: delivering messages.

Create opportunities to mix with peers.

Monitor a child’s or young person’s social development.

Discuss your settling in/ transition procedures and adapt if necessary to meet the needs of the child or young person and their family. It is also useful to agreed transition arrangements well in advance.

Ensure children and young people are not socially isolated either in the room/classroom or the wider setting environment – provide a buddy or ensure they access the outdoors/playground with friends at social times. Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 3 Resources

Consistent use of any audiological equipment provided

Consideration and assessment for radio aid to enhance classroom listening and learning

Teaching resources that are appropriate to the language of the learner, are mindful of the sustained impact of hearing loss on language competence of the learner, and are highly visual.

Use of subtitling or closed captions for any multimedia content Support provided by the d/Deaf/ Hearing Support Service

Termly or half termly teaching session with QToD.

QToD should be invited to multi- professional meetings

QToD to advise on reasonable adjustments that enables access to all curriculum areas

QToD to advise on exam access arrangements for candidates with hearing needs. Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 3 Support provided by the d/Deaf/ Hearing Support Service (continued)

Assessment of suitability for assistive technology (e.g. radio aid) and provision if appropriate

CPD training offer taken up by school to raise awareness of different types of hearing impairment and strategies to reduce barriers to learning

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 4 and 5 Adjustments to Teaching Methods (continued)

Use a photo book to record special events, special people or everyday routines to encourage communication and language development or support understanding.

Responding to the child’s gestures and noises through mirroring and copying and then waiting for them to respond to you and communicating about and showing interest in the child’s immediate environment and what they are interested in.

produce information for parents such as a booklet which includes information about your curriculum area, practical advice for supporting their child and who to contact if they have a concern or complaint Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 4 and 5 Resources

Teaching resources that are appropriate to the language and communication approach of the learner, are mindful of the sustained impact of hearing loss on language competence of the learner, and are highly visual.

A high level of adult support for learning, health and safety, and risk management

May require a radio aid to access learning in mainstream classes

Consistent and appropriate use of any audiological equipment provided (may include a radio aid), including a programme of regular equipment checks

Access to technological support such as speech-to-text software to support capture of teachers’ spoken delivery

Access to staff with sign language skills as appropriate to the age and stage of the learner Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 4 and 5 Resources (continued)

Support for note-taking, hand- outs given in advance to support learning and vocab understanding prior to the lesson.

Use of visual and practical aids to support new learning

Use of BSL images or symbols on resources (e.g. WIdgit BSL) as appropriate to the learner

Use of subtitling or closed captions for any multimedia content

Advice from QToD is implemented in the classroom

Exam access arrangements are in place for all externally assessed components. This may included additional time, ‘live’ speaker for any speaking and listening elements, use of reader, scribe, language modified papers, and BSL delivery of exams. Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 4 and 5 Support provided by the d/Deaf/ Hearing Support Team

A programme of direct teaching planned by specialist teacher, delivered fortnightly or weekly by QToD and/or specialist teaching assistant. This may include, but is not limited to: promote and support language development; pre- and post-tutor curriculum content; personalised curriculum approaches; coaching in the development of audiological skills; addressing personal understanding of deafness; awareness of reasonable adjustments to support through life; support at transition points e.g. to secondary, post16 and HE considerations; preparation for adulthood with a hearing loss, etc.

Where daily access to a QToD would be beneficial, and signed communication approaches across the day, consideration of Integrated Resource placement as deemed necessary through EHCP. Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 4 and 5 Support provided by the d/Deaf/ Hearing Support Service (continued)

Where an IR placement is required, note-taking and communication support will be an integral aspect to the curriculum support in accordance with student’s needs.

QToD to supply annual reports to support the ‘Plan, Do, Review’ EHCP cycle.

Regular consultation with QToD about delivery of curriculum to ensure pupil can fully access all curriculum areas

May include use of BSL or SSE sign language to support the learning across the curriculum

Provision and maintenance of a radio aid system

Access to Deaf Instructors to support sign language development and d/Deaf role models

CPD training offer taken up by school to raise awareness of different types of hearing loss, language development implications, and strategies to reduce barriers to learning Continued on next page Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 4 and 5 Support provided by the d/Deaf/ Hearing Support Service (continued)

CPD training for day-to-day checking and trouble-shooting of problems with audiological equipment

CPD to encourage a sign language friendly school environment (as appropriate)

Access to a deaf peer group

QToD should be invited to all multi-professional meetings

Specific advice and guidance for transition to next stage – secondary, post 16 or post18.

Specific advice and guidance for preparation for adulthood, awareness of rights and support mechanisms for d/Deaf adults, accessing work, etc

4B Sensory and Physical: d/Deaf Resources

Resources

National Deaf Children’s Society

4C Sensory and Physical: Physical Difficulties Ordinarily Available

This is Universal Support – as part of the Graduated Response. See assessment tools, interventions and further support that supports your teaching practice. Ordinarily Available provision and teaching approaches for all learners with a recognition that some learners may require very time-limited support to secure effective application of skills and increase their engagement and access to all areas of school life. School will lead in this approach. The table on the following pages references 4 key areas for Visual differences that would constitute reasonable adjustments if embedded within the classroom/school.

Continued on next page

4C Sensory and Physical: Physical Difficulties Ordinarily Available continued

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 3 Cerebral Palsy MACS level 3 (continued)

The performance is slow and achieved with limited success regarding quality and quantity. Activities are performed independently if set up or adapted. Severe Developmental Coordination Disorder (DCD) or motor coordination difficulties.

Movement ABC-2 score <5th percentile

Significant difference between measured level of intelligence and motor performance.

The CYP has multiple, complex physical difficulties which affect their whole body. The CYP is dependent on a wheelchair and requires a hoist to move. They require multiple pieces of personal equipment, e.g. moulded seat, assistive technology and wheelchair. They have Physiotherapy / Occupational Team involvement, which may be in episodes of care. Their needs are met through a highly specialised provision and timetable in a specialist setting.

Provision: Daily, specific specialised input at all times across all aspects of the curriculum

Reviews: 3 per year Documents: Usually have an EHC Plan

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 5 Cerebral Palsy GMFCS level V

Has physical impairments that restrict voluntary control of movement

Ability to maintain head and neck position against gravity restricted

Impaired in all areas of motor function

Cannot sit or stand independently, even with adaptive equipment

Cannot independently walk but may be able to use powered mobility MACS level V

Does not handle objects and has severely limited ability to perform even simple actions

Requires total assistance Physiotherapist / Occupational Therapist and other involved professional reports and assessments

• Observation
• Data tracking
• Teacher assessments
• CYP Progress meetings
• CYP/Young Person voice
• One Page Profile/Learner Profile
• Parent/Carer voice

An EHCP is likely to be in place to draw together information, advice, aspirations and planned outcomes. Assessment tools as identified, where and when they can be used to help unpick need and measure impact of support Multi agency planning, Outside Agency advice and recommendations are followed There is agreement between professionals (Educational Psychology Service, Locality SENCO, Local Authority SEND Manager etc.) that the CYP’s needs and provision in place constitute a Level 5. Staff should have considered and implemented effective and appropriate strategies from previous levels, especially level 4. In addition, the following will be in place: Adjustments to Teaching Methods Staff should consider and implement as appropriate Mobility

• Uses a wheelchair all of the time to move around school and requires hoisting from one piece of equipment to another Continued on next page Assessment from Physiotherapist or Occupational Therapist with report or advice and possibly an episode of care or ongoing support offered. May make use of Locality Panels – Stage 1 or 2 (if Applicable) Educational Psychology Service Health Services if involved.

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 5 Seating

May need a specialist school chair (in addition to wheelchair) Splints

May wear splints on leg(s) or arm/hand or both Functional Skills

Dependent on an adult for all tasks such as dressing, feeding, toileting due to motor impairment Recording

May be able to use high-tech assistive technology for recording work

4C Sensory and Physical: Physical Difficulties Screening and Assessment Tools

Screening Tools

Moves - The Moves programme has a screening tool to identify motor difficulties and leads to an easily delivered intervention and support programme for children who present with coordination, motor and organisational difficulties ( This has been created by Soth Warwickshire NHS Trust)

• Gross and fine motor screener - Screening tool to help identify if a child has a motor need
• Match flyers Recognising Motor Difficulties - provides prompts to consider if a CYP has a motor difficulty and ideas for support

Assessment Tools

DASH - The Detailed Assessment of Speed of Handwriting (DASH) can be used to assess handwriting speed - ideal for providing evidence for Access Arrangements for Key Stage 2 National Curriculum Tests and for General Qualifications

4C Sensory and Physical: Physical Difficulties Interventions and Support

Interventions

Ideas and support for life skills advice for younger children

Moves - The Moves programme has a screening tool to identify motor difficulties and leads to an easily delivered intervention and support programme for children who present with coordination, motor and organisational difficulties (this has been created by Soth Warwickshire NHS Trust)

Lincolnshire 1st Move checklist and interventions - 1st Move is a resource intended for use both by parents/carers and in nursery/schools by teachers and support staff. It is written to be a ‘child friendly’ approach focussing on skill development. 1st Move emphasises functional skill development

Follow handwriting advice for schools year 5 and below

Follow handwriting advice for schools year 6 and secondary

The National Handwriting Association have lots of information and resources both for teachers and parents

Further Support

Refer to the Motor Skills Clinic via the GP for children who have difficulties with their motor skills or suspected DCD, but no physical disability.

Seek information from the mainstream therapy team for children with a known physical disability when you need physiotherapy or occupational therapy support.

Seek information from the physiotherapy and occupational therapy teams for an overview of services.

Seek support from the Sensory Service: For children experiencing difficulties with sensory processing·

Seek support from the Musculoskeletal Physiotherapy Outpatients Team: For any problems relating to recent injuries and pain.

Seek support from the Rheumatology Team: For concerns regarding hypermobility and joint pian.

Refer to the ‘Menu of Technology’ for different AT options

Refer to training Sway when considering the use laptops/ipdad/tablets

Contact the Crick team to discuss Clicker and DocsPlus software

Strategies to help with Organisation gives advice for CYP to organise themselves, their thoughts, and their equipment.

Higher level strategies to support planning and organisation skills - is for young people with communication difficulties that have difficulty planning and organising on a day to day basis.

Be aware and make arrangements for CYP with physical difficulties for Fire Evacuations

Further resources can be found in the Sheffield Children’s NHS Resource Library

Adaptations for Young People with Physical Disabilities in Sheffield Mainstream Schools

adaptations-for-youn g-people-with-physica

4C Sensory and Physical: Physical Difficulties Equipment

Equipment

Fledglings - Adaptive Clothing inc Swimwear & Shoes, Bedding, Disability & Sensory Aids & more.

The William Merritt Disabled Living Centre is a registered charity and since 1981 has offered impartial and professional advice for children and adults living with a disability or long-term condition. The Centre carries out assessments for members of the public to help them choose and use daily living aids with confidence and enhance their independence.

Crelling Harnesses - is a friendly family based company offering a full range of seatbelts and harnesses for children and adults with special needs.

Content in development. Information will be added in a future version.

Provision: Some targeted and individual interventions over the week Reviews: 3 per year Documents: Support Plan or Extended Support Plan

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 3 Content in development. Information will be added in a future version.

Provision: Frequent, specific specialised input Reviews: 3 per year Documents: Extended Support Plan or EHC Plan

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 4 Content in development. Information will be added in a future version.

Provision: Daily, specific specialised input at all times across all aspects of the curriculum

Reviews: 3 per year Documents: Usually have an EHC Plan

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 5

4E Sensory and Physical: Sensory needs

At all levels, consider where the sensory needs maybe coming from e.g. an autism profile, an unmet communication need, a trauma response etc. to help guide us if there may be other areas of the young person’s profile that would benefit from support.

Ordinarily Available

This is Universal Support – as part of the Graduated Response. See assessment tools and interventions that supports your teaching practice. Ordinarily Available provision and teaching approaches for all learners with a recognition that some learners may require very time-limited support to secure effective application of skills and increase their engagement and access to all areas of school life. School will lead in this approach. The table on the following pages references 4 key areas for sensory differences that would constitute reasonable adjustments if embedded within the classroom/school.

Ordinarily Available Strategies for Children and Young People

with Sensory Needs

Capture Pupil Voice: Talking Mats is visual, differentiated way of capturing Pupil Voice.

Support in unstructured times, pre-empting sensory needs and making adaptations as appropriate.

Develop self-awareness so young people can recognise their sensory triggers and make adaptations as appropriate.

Agree a signal that the young person can use to indicate if they are becoming overwhelmed in class and what the response to this signal will be.

Social Stories may be used to help young people cope with change/new experiences if appropriate.

Positive and Effective

Relationship

Continued on next page

4E Sensory and Physical: Sensory needs Ordinarily Available continued

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 3

• May require sensory adaptations in the learning space such as consideration to where they sit, fiddle toys, regular movement breaks.
• Physical sensory consideration such as alterations to the uniform, seating plan and sensory support tools may be appropriate.

Make use of Sheffield CYP’s Sensory Service - Sensory Processing support videos and resources Universal Provision offer from the Sensory Service: -This is the first level of provision for all families. Our Virtual Therapy service provides information about sensory processing and how to understand your CYP’s sensory needs, and provides strategies that may help you and your CYP. (There is the option to access this information via a group workshop for families who are unable to access digital resources). See the link above for the Virtual Therapy service.

Bespoke Descriptor Identification and Assessment Teaching and Learning Strategies and Interventions Additional advice and support Level 4 We will then liaise with you either via email or telephone to discuss your questions and to provide advice. You can expect us to provide training resources for school staff about how to understand the sensory needs of CYP and help to make the school environment sensory accessible.

At all levels, consider where the sensory needs maybe coming from e.g. an autism profile, an unmet communication need, a trauma response etc. to help guide us if there may be other areas of the young person’s profile that would benefit from support.

Provision: Daily, specific specialised input at all times across all aspects of the curriculum

Reviews: 3 per year Documents: Usually have an EHC Plan

Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support is Level 5 Strategies available from: Will experience severe sensory needs that have a very significant impact on everyday life, e.g. avoidance of environment or activity , significant distress or inability to attend and focus AET Sensory Checklist

Observation

Data tracking

Teacher assessments

CYP Progress meetings

CYP/Young Person voice

One Page Profile/Learner Profile

Parent/Carer voice An EHC is likely to be in place to draw together information, advice, aspirations and planned outcomes Assessment tools identified, where and when they can be used to help unpick need and measure impact of support Multi agency planning, Outside Agency advice and recommendations are followed Access arrangements considered There is agreement between professionals (Educational Psychology Service, Locality SENCO, Local Authority SEND Manager etc.) that the CYP’s needs and provision in place constitute a Level 5. Staff should have considered and implemented effective and appropriate strategies from previous levels, especially level 4. In addition, the following will be in place:

• A personalised sensory plan - Identifying individual sensory needs and steps taken to support.
• Physical sensory consideration such as alterations to the uniform, seating plan and sensory support tools may be appropriate.

Continued on next page May make use of Locality Panels – Stage 1 or 2 (if Applicable) Bespoke Descriptor Identification and Assessment Teaching and Learning Additional advice and support is Level 5 Strategies available from: Make use of Sheffield CYP’s Sensory Service - Sensory Processing support videos and resources Specialist Provision offer from the Sensory Service: Sometimes, despite putting in place sensory strategies at school and home, your CYP may need a more personalised approach. If your CYP is on a reduced timetable, spends significant time away from the classroom, is at risk of exclusion, or is unable to attend school at all, with sensory issues being a significant factor, we will work with you and your CYP and school staff to help develop an individual plan for supporting your CYP’s sensory needs in school and at home. How Do I Get Help from the Sensory Service? All the information, advice and resources are freely available at our Sensory Service Virtual Therapy Area.

4E Sensory and Physical: Sensory needs Screening and Assessment Tools and Further Information

Screening Tools

• AET sensory checklist – Speak to your ASCET link teacher

Assessment Tools

• Sensory assessment checklist from the National Autistic Society

Further information

• Further information and training available from the Sensory Service.
• Useful books: Understanding my Child’s Sensory Signals

4 Sensory, Physical and Medical PfA Outcomes and Provision

Provision Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/Interventions sections of the Early Years Ranges Guidance: Physical, Medical and Sensory Needs.

Provision Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/Interventions sections of the School Age Ranges Guidance: Physical, Medical and Sensory Needs: Hi, Vi, Dual Sensory Needs, Physical and Medical Needs.

Provision Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/Interventions sections of the School Age Ranges Guidance: Physical, Medical and Sensory Needs: Hi, Vi, Dual Sensory Needs, Physical and Medical Needs.

Physical, Medical and Sensory Needs: Hi, Vi, Dual Sensory Needs, Physical and Medical Needs.

Physical, Medical and Sensory Needs: Hi, Vi, Dual Sensory Needs, Physical and Medical Needs.