Suffolk Mainstream Inclusion Framework (SMIF), September 2024

Suffolk Mainstream Inclusion Framework

A best practice guide for education settings

What CYP have told us

helps them

Can talk to the If you like the lesson, it’s abou Being able to go to the library at breaks and lunchtime s teacher whe n they have finished talking t the teacher When it’s easy to Having a laugh with the teacher Calm, kind and ask for help Teachers wearing high viz jackets s o you know who is in understanding

	Good staff on the playground and in the school office
	Communication
	between all adults is important Talking to the u
										Sensory circuits start the day off well. It takes m y mind off work and gets me sorted for the day. helps you Good SENCo		ory circuits start the
					ults u					S
Talking to the LSAs if you’re stressed See key worke	Talking to the
														Good SENCo
							LSA who to unde				helps you
						Lunch clubs
			See key worke		r
											rstand				s on
			once a week											d	s on
Place were you can go (e.g., inclusion room) Traffic light			ace were you		E	nlarging the pri
									the whiteboard				ELSA s
									Parents commun				ication
		Traffic light		s				y,	q-cards, toilet passes, break

cards, working on a laptop, visual timetables

what cyp have told us helps them

Foreword

This Framework (SMIF) outlines the ‘ordinarily available’ provision expected in Suffolk’s mainstream schools for all children and young people (CYP), including those with special educational needs and/or disabilities (SEND).

It identifies a range of strategies and approaches; adaptations and adjustments which are central to the principles of Quality First Teaching (QFT), enabling all CYP to access learning in the mainstream classroom and to thrive in their school community. The evidence-based interventions outlined come from well-established psychological theory and best educational practice.

Provision and support should be provided in line with the needs of all CYP and is not dependent on any formal diagnosis.

Families, children, and young people have been consulted on the proposed framework, and the content has been co-produced with Suffolk SENDCos and the Specialist Education Services (SES).

We would wish to remember our dear colleague Carrie Horne, former SENDCo at St Margaret’s CEVA Primary School, Ipswich, whose commitment to children with SEND was recognised throughout Suffolk. She is greatly missed.

With grateful thanks to the following school colleagues whose hard work and patience has made this guidance possible:

Lesley Osborne, St, Mary’s C of E Primary Academy; Ali Norman, Woods Loke Primary; Richard Pope, Claydon High School; Rachel Creasey, Pakefield Primary School; Natasha Moss, Dell Primary School; Gemma Hallam, Dell Primary School; Wendy Jennings, Worlingham CEVC Primary School; Carrie Horne, St Margaret’s CEVAPS; Karen Moule, East Point Academy y

foreword

What CYP have told us helps them 3

Foreword 4

Introduction 5

Part one: whole school inclusive practice and the expectations of all schools 7

Part two: quality first teaching and classroom intervention/ support for all pupils

Cognition and learning needs Communication and interaction needs Social, emotional and mental health needs Sensory and physical needs

20 28 38 46

Useful Links 54

Introduction

This Framework will continually evolve to meet the needs of the Suffolk school community.

It is a tool that can be used by all leaders and teachers: to promote an inclusive ethos and culture across the school community, driven by inclusive leadership and management. to enhance partnership-working and communications with parents and carers. to generate discussion in school around inclusive classroom practices and high-quality learning experiences. to promote person-centred planning and approaches. to support school improvement and policy-making processes. to inform accurate self-evaluation, school development, planning and policy development. to support the planning and delivery of Continuing Professional Development, thereby building confidence, skills and knowledg e and creating a culture of reflective practice. to enable the accurate identification of CYPs’ additional needs in line with the school’s graduated approach, Assess, Plan, Do, Re Review (APDR) and Suffolk’s Graduated Response.

Schools’ statutory duties in relation to supporting CYP with SEND are clearly outlined in the SEND Code of Practice (2015) and the Children and Families Act 2014.Schools’ statutory duties in relation to supp orting CYP with SEND are clearly outlined in the SEND Code of Practice (2015) and the Children and Families Act 2014 .

introduction

The Code states: ‘All pupils should have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers should set hig h expectations for every pupil, whatever their prior attainment. Teachers shou ld u se appropria te assessme nt to s et targe ts whi ch a re deliberate ly ambitio us. Potent ial ar eas of difficu lty sho uld be identif ied and addres sed at the out set. Les sons sh oul d be pla nne d to add ress poten tial a rea s of diffic ulty a nd to remove barriers to pupil achievement. In many cases, such planning wil l mea n that pupil s wi th S EN and disabi litie s w ill b e a ble to stu dy th e full n ational curriculum (Special Educational Needs and Disability Code of Practice: 0 to 25 ye years, 2015, pg. 94)’

All children and young people are entitled to high quality teaching, the principles of which are captured in the Teachers’ Standards and the Initial Teacher Training Core Content Framework.

A teacher must: adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively have a secure understanding of how a range of factors can in inhibit pupils’ ability to learn, and how best to overcome these. demonstrate an awareness of the physical, social, and intellectual development of children, and how to adapt teachin g to support pupils’ education at different stages of development.’ (Tea (Teachers’ Standards, DfE, updated 2021) Standards 5, 6 and 7 of The Initial Teacher Training Core Content Framework specify the expectations of all teachers around adaptive teaching, assessment and managing behaviour. (ITT Core Content Framework, DfE, 2019) The responsibilities at whole school and individual teacher level are outlined below in Parts One and Two of the Framework.

introduction

Part One:

Whole school inclusive practice and the

expectations of all schools

Each heading below denotes whole school provision expected of all schools, followed by examples on how this can be achieved.

School ethos, culture and vision

Creating a positive, welcoming and supportive school ethos is a key element of a whole school approach to inclusion.

All school leaders promote an inclusive ethos. This is evident in the language used by adults across the school and is reflected in al l interaction s an d communications . Pupi l safet y an d well-bei ng should be prioritised and be at the core of all decision-making.

The whole school community uses a shared language of SEND which is positive, respectful and celebrates diversity.

All within the wider school community work together in the interests of the CYP.

All opportunities to promote the school’s ethos and values should be exploited; leaders and managers demonstrating those values in all they do and in all their interactions.

All policies across the school should be in line with statutory duties and guidance as well as be reflective of the needs of the schoo l community as a whole. They should be regularly reviewed to reflect a proactive approach.

School website and communications should demonstrate the school ethos and culture.

Assess, Plan, Do, Review (APDR)

APDR (CoP, 6.45 – 6.56) is the graduated approach to SEND within education settings and is defined as Suffolk’s Graduated Response. It should include the following:

Assess/Plan/Do/Review is in place, with the family and CYP at the centre; fully informed of the plan for support. Pupil and family voice are central to APDR process. VSEND and the Suffolk Inclusion Toolkit are available to support the APDR process.

Assess

Assessment is used to inform planning for CYP, provide effective teaching, determine appropriate provision, and infor adjustments. A range of formal and informal assessment methods are used to ensure learners are enabled to demonstrate their knowledge an d skills, including observations of learning and interactions. Support and advice from external professionals contribute to identification of need. Outcomes of assessments should be used to inform planning and intervention.

Plan

Based on assessment, a plan is put in place and time-limited outcomes identified. Schools should work in partnership with the family and the CYP to produce a plan outlining the reasonable adjustments an d interventions to support progress.

Do

The SEN CoP makes it clear that the teacher or subject teacher is responsible for implementing the plan on a daily basis wit h SENCo support: implementing targeted interventions, managi ng teaching assistants, adapting QFT, communicating with paren ts, and implementing continuing assessment of learners’ progress.

Review

Partnership working with parents/carers and pupils

Families have opportunities to share their views and ambitions for their child.

Families are invited to be fully involved in the planning and reviewing of support for their child.

The school gains parents’ views on SEND provision, both formally and informally; those views are used to inform and develop practice.

Suffolk Local Offer website is signposted on the school’s own website.

A link is provided in the SEND report to the Suffolk Local Offer.

Pastoral provision and support

The school welcomes all CYP and their families within the school community. It promotes a culture of respect and belonging and celebrates diversity.

Schools’ policies and procedures are consistently followed and are easily accessible to all.

Pupil voice/participation is sensitively and thoughtfully gathered to inform person-centred planning and approaches. It is a fundamenta l par t o f th e decision-makin g proces s i n schools , an d school s can evidence that pupil voice is encouraged, promoted and acted upon.

There is effective communication across all those responsible for SEND and inclusion across the school. Pastoral teams and SEN D staff meet together regularly to support CYP across all four areas of need, and to plan how needs will be met, using the APDR cycle.

The APDR cycle is used to support all learners across the four board areas of need. The pastoral teams and SEND teams work together t o identify and the holistic needs of CYP and plan together how the se needs will be met, using the APDR cycle.

Language used by all across the school is respectful and sensitive. There is unconditional positive regard.

CYP report they feel safe and respected as part of the school community.

All staff are aware and have training around mental health, including trauma, bereavement, loss and suicide. All staff understand the lin k between emotional wellbeing and readiness to learn.

The school community is aware of the vulnerability of CYP with SEND to child-on-child abuse and bullying and remain vigilant to signs of bullying, acting promptly on any signs of this.

The school has designated safe spaces that provide a sense of calm. These spaces are identified and used by CYP to share feelings and emotions and are where they can be supported by trusted adults.

CYP know the processes for raising any concerns. They trust in the processes and the adults around them.

PSHE and pastoral leads actively plan to promote: difference and diversity. exploring with the young person skills and tools for emotional regulation. aiding young people to access support mechanisms outside of school i.e. national helplines.

Skilled Key workers/identified trusted adults are part of the pastoral support network.

There is a designated mental health lead who actively promotes and affects practice in school.

Physical and sensory environment

The Accessibility Plan is on the school’s website. It includes a CYP’s access to the learning curriculum as well as the physica l environment.

An Equality Policy is in place. It is known to all and regularly reviewed.

All stakeholders are involved in regular accessibility fact finding.

The reception area is welcoming with positive images and messages about the school and celebrates CYPs’ achievements.

Reasonable adjustments are made according to the needs of individual pupils or groups of pupils with physical and sensory needs. This includes adaptations to the physical environment.

Classrooms are accessible to all CYP. The furniture is the correct size and height, and all CYP are enabled to be as independent as possible.

Extra-curricular activities and school trips/educational visits are planned to ensure all CYP can be fully included.

Pupil feedback is sought so that adjustments can be made to the physical and sensory environment to enable all pupils to feel cal m and able to learn.

Health and safety on educational visits Equality Act 2010

Staff are aware of individual CYP’s sensory needs and have put appropriate adjustments and strategies in place.

Transition

Guidance for helping CYP transition between and within school.

Between Schools

Schools develop and maintain strong relationships within the local community which allow CYP and families to have a smooth an d positive experience.

Schools and settings forge good communications and strategies for information-sharing to ensure smooth transitions between Ey/KS1, KS1/KS2, KS2/Secondary and post-16.

Consider creating a common transition document and transition charter between settings within the local community.

There is an expectation that paperwork is securely shared between schools, with confirmation responses agreed.

Information is shared between schools in a timely way to ensure planning can be put in place to allow for transition to be successful.

Information is shared with home so that parents can support the school in preparing CYP for transitions.

Pupil information sharing should focus on strengths of the CYP as well as barriers to access learning.

Schools make reasonable adjustments for transition days and visits e.g., soft starts, quick check-in with a trusted adult, team around the child, including pastoral staff.

Those CYP with identified complex needs will require tailored, bespoke packages to support their transitional needs.

Pupil voice and pupil views inform effective transition support and strategies.

Key staff members are identified who lead on transition across the school community.

within School

Schools make reasonable adjustments for transition e.g., soft starts, quick check-in with a trusted adult, team around the child, including pastoral staff.

Teachers are aware and sensitive to CYP who struggle with transition at any level. The associated risk factors are identified an d appropriate provision is put in place in a timely way e.g., coming in to scho ol a nd goi ng hom e, returni ng aft er holiday s, speci al even ts in scho ol, mov ing aro und the sch ool betw een lesso ns, mov ing up a class.

Teachers seek further support and advice for CYP e.g., from internal or external services.

Information is shared and skills are transferred between staff.

Visual references are used to support access to learning e.g., visual timetables, social stories, timers.

Alternatives activities are available for unstructured times e.g., through the provision of clubs, opportunities for quiet learning in a librar y o r cal m space , smal l adult-le d group s t o support communication and socialisation.

Knowledge, Skills and Training

SEND and Inclusion is everyone’s responsibility and is a consideration in all areas of school development and improvemen t planning.

Training opportunities are exploited, both internally and externally and are informed by a regular audit of skills and on-going school improvement planning.

Data is used in school by leaders at all levels to inform development and improvement planning.

The SENCo: is a qualified teacher and has undertaken the National Professional Qualification for SENCos within 3 years of taking on the role, starting September 2024. is part of the senior leadership team (SLT) and has a strategic role within the school. is an active member of local forums and networks, enabling the sharing of practice. is knowledgeable about the notional SEND budget, High Needs Funding (HNF), and can evidence how this is spent in school.

Leadership and management: acknowledge that every leader is a leader of SEND and Inclusion. take part in promoting and monitoring inclusion from policy to practice. ensure SEND and Inclusion is embedded in school culture, and that there is a clear recognition and understanding of neurodiversity, barriers to learning, and disability.

ensure all areas of the school have SEND and Inclusion as a standing item on agendas and briefings with chapter 6 of the CoP acknowledged and referenced. ensure that data and evidence is collected and analysed to inform planning for CYP so that they can be successful. ensure that staff engage fully in focussed professional development that widens and strengthens inclusive practice. ensure the effective use of financial and human resource to support CYP with additional needs. ensure high quality learning and teaching experiences across the school through robust monitoring which evidenced progress and achievement. can evidence that outcomes of monitoring inform staff training, SEND policy and everyday classroom practice around SEND and Inclusion.

Governors

The SEND governor: has a strategic oversight of SEND data, resource and provision in school. has attended training, both internal and external, relevant to their role. should meet the SENCo on a termly basis to ensure they are informed and updated regarding SEND developments and polic y in school.

All governors: know, acknowledge and refer to the SEND CoP. develop, monitor and review the SEND Policy, SEND Information Report and Accessibility Plan.

Part two:

quality first teaching and classroom intervention

and support for all pupils

Each heading below denotes classroom structures and provision, followed by examples on how they can be achieved.

Classroom culture

Adults model and foster positive relationships with all CYP within the school community.

The classroom is a welcoming and safe environment for all CYP.

Behaviours and the use of language model inclusivity and respect.

Teachers build on CYPs’ strengths and abilities so that all pupils feel valued as a member of the class and engaged in their learning.

Adults acknowledge when they have made a mistake, modelling that making mistakes is part of learning.

CYP are encouraged to share their views and ideas in a safe space, where all voices are heard, listened to and valued.

CYP are encouraged to work together; sharing ideas and to learn from each other.

Opportunities for interventions to take place in the classroom are exploited.

The classroom displays celebrate CYPs’ work and achievements as well as prompting and supporting learning.

part two

Adults’ knowledge and skills, including training

Training and development opportunities for all classroom staff are embedded in school improvement planning and are driven by schoo l l eaders at all levels.

All teachers understand and meet their responsibilities as defined in Chap 6 of the SEND Code of Practice.

The Teacher Standards are used to inform professional development and training.

All teachers understand the four broad areas of SEND need, and ho how these needs can impact pupils’ behaviour and learning.

Teachers know the individual needs of CYP, and they adapt and plan their teaching, support and resources to accommodate the differen t learning styles.

Teachers identify where further knowledge, skills and training would help them to meet the needs of CYP.

Structure, rules and routines

Classrooms are tidy and well-organised providing a sense of calm and of order.

Visual references are used to support written language around the clas classroom e.g. drawers display ‘unifix’ as a word and a picture.

Classroom routines, structures and expectations are accessible and clearly demonstrated.

There is a consistent, nurturing approach by all adults to support and manage distressed behaviours in a sensitive manner.

part Two

Provision and support for learning

Reasonable adjustments should be implemented consistently by all teaching staff.

Lessons are well-structured. Learning objectives are clear. CYP understand what they have to do to achieve the learning objectives.

CYP have easy access to equipment and resources to support their learning.

Pre- and post-teaching can be used to support access to learning for some CYP alongside their peers.

Alternative ways of recording are embedded in classroom practice, including augmentative and assistive technologies.

Additional adults are deployed effectively, and where needed, to provide support for CYP.

Any additional adult support should promote resilience and independence.

Teachers ensure that CYP have opportunities to work in different ways e.g., independently, in a variety of small groups, and/or in pairs, and participate in both adult-led and peer-led learning.

CYP are encouraged to watch, listen and observe each other in their learning as well as participating actively.

Both CYP and families should be actively involved in the review process to ensure co-production at all stages.

Reasonable adjustments should be given the right amount of time to embed and be revisited and amended as appropriate.

part Two

Cognition and Learning Needs

Support for learning difficulties may be required when children and young people (CYP) learn at a significantly slower pace than thei r peers , eve n whe n appropriat e an d reasonabl e adjustment s ha ve be en implemente d. Learni ng difficulti es inclu de a ran ge of needs, including:

Moderate learning difficulties (MLD) Severe learning difficulties (SLD) Profound and multiple learning difficulties (PMLD) Specific Learning Difficulties (SpLD) – dyslexia, dyscalculia, dyspraxia

For all areas of need, any adjustments, provision and support should be provided according to the needs of the CYP and should not be dependent on a formal diagnosis.

The school’s provision should follow a graduated approach, using a cycle of Assess, Plan, Do, Review (APDR).

SEND Graduated Response September 2024 Send code of practice: 0 to 25 years - Chapter 6

genders.

Classrooms should be arranged to facilitate collaborative working. Clear signage and labelling (Widgit Online).Clear signage and labelling (Widgit Online ).

Multisensory approaches for spelling: including visual referencing to support understanding of language. Lesson review should include activating prior knowledge and overlearning (which are dyslexia friendly strategies), and weigh t should be given to this part of the lesson.    Limit the need for copying from the board or the requirement to take notes by using alternatives such as ICT, mind maps , photocopied notes or slides. Consideration of the sensory environment. Understanding sensory needs (Sensory Differences - National Autistic Society).Understa nding sensor y needs (Sensory Differences - National Autistic Society). Understanding sensory needs (Sensory Differences - National Autistic Society ).

Staff asse ss c hildren and young pe ople ’s un der standing, strengths and interests, identify any gaps in knowledge, adapting teaching accordingly.

Access a rrangem ent s are tr ialled to suppo rt pupils’ lea rning through school as part of their everyday practice, and in preparation for formal assessment.

A range of teaching and learning styles are used. Appropriate adaptations to learning tasks may be required. The pace, length and order of activities is adjusted to maintain interest and attention. Alternative ways of recording, including use of technology is everyday practice and available to all. Additional resources and teaching are used according to individual needs. Homework is clearly communicated and alternatives to written recording are accepted to ensure all learners can complete th e tasks independently. Use of additional adults is planned to maximise their impact on learning, married with the need to promote independence.

Opportunities for access to role models, mixed ability groups, structured opportunities for conversation/ sharing of ideas an d acces s t o additiona l adult s whe n appropriat e ar e provide d as part of everyday practice. The classroom is a safe space to make mistakes and metacognition is explicitly developed and embedded. Explicitly teach study and organisational skills. Up to date guidance followed on best approaches to teaching and foster a love of reading is followed (The Reading Framework, Choosing a phonics teaching programme).Up t o date guidance followed on best approaches to teaching and foster a love of reading is followed (The Reading Framework, Choosing a phonics teaching programme).Up to date guidance followed on best approaches to teaching and foster a love of reading is followed (The Reading Framework, Choosing a phonics teaching programme ).

The purpose of activities is clearly identified, and clear links are made to previous learning. Support for varying processing speeds to ensure independence and task completion. Consistent approaches and routines. Additional activity/movement breaks. Scaffolding and chunking (EEF Scaffolding).Scaffolding and chunking (EEF Scaffolding ).

Clear and simple instructions (EEF Simple Instructions ). Reduction of cognitive load (Pearsons Reducing Cognitive Load ).

Use of visual su pport, cues and prompts (Visual supports - National Autistic Society). Use of visual support, cues and prompts (Visual supports - National Autistic Society ).

Support to connect and generalise concepts. Explicit teaching of vocabulary Targeted questioning including time for thinking and processing. Checking pupils’ understanding regularly, providing feedback and support.

Consideration of colour/font size and dyslexia friendly presentation in the classroom and in communication wit h parent s (Dyslexia friendly style guide - British Dyslexia Association).Considera tion of c olour/ font s iz e and dy slexia f riendly presentation in the classroom and in communication with parents (Dyslexia friendly style guide - British Dyslexia Association ).

strips and number squares.

SpLD Dyslexia Friendly Classroom checklist for a more comprehensive list (Specific Learning Difficulties (SpLD) Service ).

In addition to the Universal Menu, some CYP may need some or all of the strategies and resources listed below:

Pupils’ next steps are identified and clearly planned for and reviewed in line with APDR. There is co-production of next steps with parents, including pupil voice which is listened to and acted upon. Pupil voice is gathered regularly for their perceptions on strengths and challenges and views on what works well fo r them. A profile of strengths and weakness is begun, and added to over time, this could be in the form of a pupil passport or one pag e profile etc A checklist for parents is available to capture their voice to ensure early signs of literacy/numeracy difficulties o r dyslexia/dyscalculi a i s spotte d i n th e earl y year s an d acro ss transition phases. A mixture of standardised and informal assessments to measure and monitor progress will be needed to ensure impact. Evidence-based interventions, as suggested by the Education Endowment Foundation (EEF Toolkit), the Dyslexia Trust website, and the School Psychology Service. Evidence- based interventions, as suggested by the Education Endowment Foundation (EEF Toolkit), the Dyslexia Trust website, and the School Psychology Service.Evidence-based interventions, as suggested by the Education Endowment Foundation (EEF Toolkit), the Dyslexia Trust website, and the School Psychology Service .

Steps of progress are tracked on appropriate framework, e.g., SEN Toolkit .

strategies.

Suitable / accessible assessments are used to identify areas of need/gaps e.g. Pre-key stage standards . Suitable / accessible assessments are used to identify areas of need/gaps e.g. Pre-key stage standards.

Good and thorough access arrangements are in place following current regulations. (Access Arrangements, Responable Adjustments and Special Considerations, Key Stage 1 Access Arrangements Guidance 2023, Key Stage 2 Access Arrangements).Good an d thorough acc ess arrangements are in place following current regulations. (Access Arrangements, Responable Adjustments and Special Considerations, Key Stage 1 Access Arrangements Guidance 2023, Key Stage 2 Access Arrangements). Good and tho roug h access arrangements are in place following current regulations. (Access Arrangements, Responable Adjustments and Special Considerations, Key Stage 1 Access Arrangements Guidance 2023, Key Stage 2 Access Arrangements). Good and t ho rough access arrangements are in place following current regulations. (Access Arrangements, Responable Adjustments and Special Considerations, Key Stage 1 Access Arrangements Guidance 2023, Key Stage 2 Access Arrangements). Good and thor ough acce ss arrangements are in place following current regulations. (Access Arrangements, Responable Adjustments and Special Considerations, Key Stage 1 Access Arrangements Guidance 2023, Key Stage 2 Access Arrangements). Good and t ho rough access arrangements are in place following current regulations. (Access Arrangements, Responable Adjustments and Special Considerations, Key Stage 1 Access Arrangements Guidance 2023, Key Stage 2 Access Arrangements). Good and thorough access arrangements are in place following current regulations. (Access Arrangements, Responable Adjustments and Special Considerations, Key Stage 1 Access Arrangements Guidance 2023, Key Stage 2 Access Arrangements) .

Assistive technology is used e.g. speech to text software, sound buttons, reading software, book creator, e.g., Clicker, scanning pens, Vocaroo. Assistive technology is used e.g. speech to text software, sound buttons, reading software, book creator, e.g., Clicker, scanning pens, Vocaroo .

required, is incorporated into pupils’ provision.

Additional app rop riate adu lt support, resource s an d/ or equipment may be provided to mediate learning for a time- limited period and are reviewed regularly.

Community Nursing Team Co-ordinated Help and Risk Intervention Service Early Help Assessment Emotional Wellbeing Hub Harmful Sexual Behaviour Just One Norfolk Kooth Mental Health Support Teams NHS Speech and Language Therapy Therapy

Norfolk and Suffolk NHS Foundation Trust Post adoption support Primary Mental Health Workers School Nursing Sensory Suggestion (SEMH) Specialist Education Services (SES) Virtual School

In addition to the Universal and Targeted Menus, CYP may need some or all of the strategies listed below:

High Needs Funding is considered where additional resource is needed to enable access to learning. There is close monitoring and assessment of progress through the APDR cycle to ensure resources/strategies used remai n appropriat e an d ar e ensurin g progress . Suppor t i s sough t via outside agencies if necessary. A small steps approach is followed, incorporating interventions such as Beat Dyslexia, Dynamo Maths, Dyslexia Gold, or Lexia (Pre-key stage 1 standards, Pre-key stage 2 standards, the Engagement Model).A small steps approach is followed, incorporating interventions such as Beat Dyslexia, Dynamo Maths, Dyslexia Gold, or Lexia (Pre-key stage 1 standards, Pre-key stage 2 standards, the Engagement Model).A small steps approach is followed, incorporating interventions such as Beat Dyslexia, Dynamo Maths, Dyslexia Gold, or Lexia (Pre-key stage 1 standards, Pre-key stage 2 standards, the Engagement Model).A small steps approach is followed, incorporating interventions such as Beat Dyslexia, Dynamo Maths, Dyslexia Gold, or Lexia (Pre-key stage 1 standards, Pre-key stage 2 standards, the Engagement Model).A small steps ap proach is followed, incorporating interventions such as Beat Dyslexia, Dynamo Maths, Dyslexia Gold, or Lexia (Pre-key stage 1 standards, Pre-key stage 2 standards, the Engagement Model). A small steps ap proach is f ollowed, incorporating interventions such as Beat Dyslexia, Dynamo Maths, Dyslexia Gold, or Lexia (Pre-key stage 1 standards, Pre-key stage 2 standards, the Engagement Model). A small steps approach is followed, incorporating interventions such as Beat Dyslexia, Dynamo Maths, Dyslexia Gold, or Lexia (Pre-key stage 1 standards, Pre-key stage 2 standards, the Engagement Model ).

Other profe ssionals a re involv ed and their advice is implemented, e.g., Specialist Education Services (SES) or Psychology and Therapeutic Service. Other professionals are involved and their advice is implemented, e.g., Specialist Education Services (SES) or Psychology and Therapeutic Service .

Parents are signposted to support sessions, .

British Dyslexia Association Cognition & Learning (C&L) Service Condition-specific video: Dyslexia Downs Syndrome Association Helen Arkell Patoss Specific Learning Difficulties (SpLD) Service Teaching children with Cognition and Learning needs The Dyslexia Association

Communication and Interaction Needs

Support for Communication and Interaction needs may be required when CYP, despite reasonable adjustments and support, hav e persisten t need s i n som e o r al l o f th e following : expressi ve language, receptive language, social communication and interacti on, flexibil ity in thou ght and behavio ur, curricu lum acce ss, sen sory process ing, execu tive function ing, emoti onal regula tion and s ocial develo pme nt as a r esu lt of their communic atio n and interaction needs.

For all areas of need, any adjustments, provision and support should be provided according to the needs of the CYP and should not be dependent on a formal diagnosis.

The school’s provision should follow a graduated approach, using a cycle of Assess, Plan, Do, Review (APDR).

SEND Graduated Response September 2024 Send code of practice: 0 to 25 years - Chapter 6

genders.

Adults understand ASC Females present differently (Teaching autistic girls). Adults understand ASC Females present differently (Teaching autistic girls ).

Evidence-based screening for SLCN is used e.g., WELCOMM, Speech and Language Link. Evidence-based screening for SLCN is used e.g., WELCOMM, Speech and Language Link .

There is consistency in language and approach around emotional regulation.

Classroom seating arrangements allow all pupils a good view of the teacher’s face when speaking. Pupils should be seated so they can see the teacher’s non-verbal prompts. Classrooms should be arranged to facilitate collaborative working. There is clear signage and labelling (Widgit Online).There is clear signage and labelling (Widgit Online ).

Adults understand pupils’ sensory needs (Sensory differences).Adults understand pupils’ sensory needs (Sensory differences). ).

resources and manipulatives are in use, as appropriate.

Length of tasks are adapted to accommodate pupils with difficulties maintaining their attention on a task for a prolonged period of time. A language-rich environment for all is evident (Communication Friendly Checklist). A language-rich environment for all is evident (Communication Friendly Checklist ).

explore the meanings and origins of words.

Clear classroom routines exist and are taught and reinforced to promote good listening skills. The purpose of activities is clearly identified, and clear links are made to previous learning. Pupils’ names are used before individual instructions are given. Adults model positive listening behaviours. Pupils have regular opportunities to take part in learning discussions with peers and adults. Additional activity/movement breaks are built in. The curriculum accommodates pupils’ individual levels of attention and listening.

Individualised visual strategies are in place to scaffold verbal language, provide additional structure, support sequencing and reduce anxiety. Scripted language is rehearsed. Support is provided to link new learning to existing knowledge and to generalise learning. Idioms, jokes, puns, etc. are taught explicitly. There is explicit teaching of question words i.e., where, who, what, why, when, ho . The social use of language, communication, and interaction, where appropriate and relevant is taught. Signing, gesture, pictures and symbols are used to support pupils’ understanding of spoken language and to engage and ma maintain pupils’ attention. Good listening skills are explicitly praised and rewarded so that good listening and attention is positively reinforced. Additional verbal and non-verbal prompts to listen are used. Staff ensure that the pupils have stopped working and are listening before new instructions are given. Information and instructions are chunked to support understanding and retention. Adults adapt language to accommodate pupils’ levels of understanding of both concrete and abstract concepts. Pupils are encouraged to ask questions to confirm, develop and secure their developing understanding. Pupils are allowed time to process language. Pupils are encouraged to identify and explain ‘why things happen happen’ and ‘how they know’. There are planned opportunities to develop speaking and listening skills. Adults organise frequent role play opportunities. Pupils are given opportunities to explain their learning to others. Pupils are provided with opportunities to speak for a range of purposes, including speaking aloud in front of an audience.

Staff use a variety of open-ended questioning techniques to develop a range of responses, and there is differentiation of instructions/questioning. Staff do not correct incorrect speech but model back correct speech and grammatical structures. Oral narrative skills should be encouraged and developed. Adults ensure that only ‘pure’ sounds are modelled to support accurate differentiation. Adults model the correct pronunciation of words. Nursery rhymes and simple songs are taught regularly to young children to develop their understanding of rhythm and rhyme. Pupils are allowed time to speak so that they can focus on accurate pronunciation. Activities are planned to secure accurate sound differentiation. Pupils are encouraged to generate word groups with the same beginning/middle/end sound. Visual referencing is used to reinforce language learning and development (Visual supports).Visual referencing is used to reinforce language learning and development (Visual supports ).

Visual and verbal supports are provided to reinforce and expand vocabulary knowledge and usage e.g. using photos as visual prompts for pupils to recall and talk about their ‘news’.

Adults model appropriate social interactions in different contexts, providing positive role models of desired social skills. Pupils are provided with opportunities to experience interactions in a range of contexts and with a range of people. There are planned opportunities to learn alongside more able peers to develop both expressive and receptive skills within th e context of social communication.

In addition to the Universal Menu, some CYP may need some or all of the strategies and resources listed below:

Pupils’ next steps are identified and clearly planned for and reviewed in line with APDR. There is co-production of next steps with parents, including pupil voice which is listened to and acted upon. Pupil voice is gathered regularly for their perceptions on strengths and challenges and views on what works well fo r them. A profile of strengths and weakness is begun, and added to over time, this could be in the form of a pupil passport or one page profile etc. Enhanced visual supports should be used as strategies to aid understanding of tasks, support auditory discrimination skills an d extend independent learning, and to support the organisation of actions and information e.g., task planners, story frames (Visual supports). Enhanced visual supports should be used as strategies to aid understanding of tasks, support auditory discrimination skills and extend independent learning, and to support the organisation of actions and information e.g., task planners, story frames (Visual supports ).

Adult la ngua ge is si gni ficantl y m odi fied so tha t it is sim plified, reduced and chunked to ensure it is accessible for pupils with attention and listening needs.

Adults aim to build pupils’ confidence through specific praise for successful pronunciation or for good attempts. Alternative communication approaches, such as signs and symbols, are used to support the development of speech, where appropriate.

Targeted group work is planned to develop specific areas of language development e.g. concepts, sequencing, classification and categorisation. Vocabulary teaching is supported through phonological and semantic cues and visual resources. Pupils are given opportunities to prepare and rehearse contributions to discussions. Talking frames are used to encourage the development of narrative structures. The language of feelings is taught explicitly so that pupils have the correct words to express how they feel. Pupils are supported to understand the concept of time, using pu pupils’ own experiences, supported through visual resources. Specific group activities to practise attention and listening are integral in curriculum planning. Pupils have opportunities to work on activities involving their interests as a means of extending their attention span and increasing their motivation. Pupils are taught strategies to develop their auditory memory skills. Social communication skills are taught explicitly, using resources such as Social Stories (Teaching play).Social communication skills are taught explicitly, using resources such as Social Stories (Teaching play ).

Opportunities exist to experience a range of structured interactions with different adults/pupils in a range of contexts with opportunities for feedback.

Safe spaces and key adults are identified. Support for unstructured times in place (Difficulties at lunch and break times ). Additional appropriate adult support, resources and/or equipment to mediate learning may be provided for a time- limited period and are reviewed regularly.

Individualised pastoral support is in place, where appropriate. There are planned activities to develop sequencing, classification and categorisation skills. Personalised visual timetable are in place which may include specific listening/attention games and sandwiching of less favoured activities between favourite ones. Evidence-based and targeted interventions are implemented e.g., Attention Autism, NELI, Talk Boost, Speech and Language Link, Language for Thinking.Evidence-based and targeted interventions are implemented e.g., Attention Autism, NELI, Talk Boost, Speech and Language Link, Language for Thinking.Evidence-based and targeted interventions are implemented e.g., Attention Autism, NELI, Talk Boost, Speech and Language Link, Language for Thinking .

Community Nursing Team Co-ordinated Help and Risk Intervention Service Early Help Assessments Emotional Wellbeing Hub Harmful Sexual Behaviour Just One Norfolk Kooth Mental Health Support Teams NHS Speech and Language Therapy Therapy

Norfolk and Suffolk NHS Foundation Trust Post adoption support Primary Mental Health Workers School Nursing Sensory Suggestion (SEMH) Specialist Education Services (SES) Virtual School

In addition to the Universal and Targeted Menus, CYP may need some or all of the strategies and resources listed below:

High Needs Funding is considered where additional resource is needed to enable access to learning (High Needs Funding).High Needs Funding is considered where additional resource is needed to enable access to learning (High Needs Funding ).

Intense interventions are used e.g., Teacch, Pecs, Intensive Interaction, Cued Articulation Consonants Alternati ve an d au gment ative c ommunications systems are used where recommended (AACS) e.g., Makaton, Talk Pad (Dead Link), Communication Book, Picture Exchange Communication System (PECS). Alternat ive and a ugmentative communications systems are used where recommended (AACS) e.g., Makaton, Talk Pad (Dead Link), Communication Book, Picture Exchange Communication System (PECS). Alternative and augmentative communications systems are used where recommended (AACS) e.g., Makaton, Talk Pad (Dead Link), Communication Book, Picture Exchange Communication System (PECS) .

Other agenc ies should be involved e.g., Specialist Education Services (SES), Psychology and Therapeutic Services, NDD Pathway, Just One Norfolk, Virtual Schools, Family Support Practitioners, EWO, NHS Speech and Language Therapy. Other age ncies should be involved e.g., Specialist Education Services (SES), Psychology and Therapeutic Services, NDD Pathway, Just One Norfolk, Virtual Schools, Family Support Practitioners, EWO, NHS Speech and Language Therapy. Other agenc ies should be in volved e.g ., Specialist Education Services (SES), Psychology and Therapeutic Services, NDD Pathway, Just One Norfolk, Virtual Schools, Family Support Practitioners, EWO, NHS Speech and Language Therapy. Other age ncies sho uld be in volved e .g., Specialist Education Services (SES), Psychology and Therapeutic Services, NDD Pathway, Just One Norfolk, Virtual Schools, Family Support Practitioners, EWO, NHS Speech and Language Therapy. Other a gencies should be involved e.g., Specialist Education Services (SES), Psychology and Therapeutic Services, NDD Pathway, Just One Norfolk, Virtual Schools, Family Support Practitioners, EWO, NHS Speech and Language Therapy.Other agencies should be involved e.g., Specialist Education Services (SES), Psychology and Therapeutic Services, NDD Pathway, Just One Norfolk, Virtual Schools, Family Support Practitioners, EWO, NHS Speech and Language Therapy .

Sensory profiling is used to identify pupils’ sensory needs (Sensory profile). ).

Parents are signposted to support sessions, e.g., Acti .

Useful websites: Augmentative and Alternative (AAC) Knowledge Communication and Interaction Service (C&I) Department for Education (DfE) Just One Norfolk Phonology awareness Speech, Language & Communication (SLCN) Needs Outreach Service Speech and Language UK Primary Progression tools Secondary progression tools Whole School Send – Autism Resource Suite

Health Needs

Support for SEMH may be required when CYP, despite reasonable adjustments and support, have sustained difficulties with their socia l an d emotiona l development , formin g an d maintainin g healt hy relationships and behaviours and demonstrating poor mental heal th. S EMH ne eds may incl ud e a ra nge of ne eds includ ing anxi ety, depression, trauma or an attachment disorder.

For all areas of need, any adjustments, provision and support should be provided according to the needs of the CYP and should not be dependent on a formal diagnosis.

The school’s provision should follow a graduated approach, using a cycle of Assess, Plan, Do, Review (APDR).

SEND Graduated Response September 2024 Send code of practice: 0 to 25 years - Chapter 6

Pupil voice is central, including implementing advice on One Page Pupil Profile/Pupil Passport, IEP etc. Consideration given to how pupil voice is collected with the pupil in mind e.g. a walk and talk, drawing and talking. Pupils are helped to recognise and value their achievements and understand their own barriers to learning. Pupils know and can contribute to the targets they are working towards and the next steps to achieve them. Pupils’ successes are celebrated and strengths built on. Partnership working with parents and families (Autism Education Trust ). Ensure parents are involved with supporting their child/ young person, and how they can support/ reinforce interventions at home. Staff assess children and young people’s understanding, strengths and interests, identify any gaps in knowledge, adapting teaching accordingly. Access arrangements are trialled to support pupils’ learning through school as part of their everyday practice, and in preparation for formal assessment. Whole School Behaviour and Wellbeing Policies and a Health and Safety Risk Assessment Policy are in place. Policies are based on relational and restorative approaches. Policies is regularly reviewed to ensure it is flexible, bespoke and relevant. Policies are monitored to ensure consistent approaches from all school staff (Attachment aware schools, Trauma informe d schools, Keys to inclusion, Restorative approaches social and emotional factors. Polic ies are monitored to ensure consistent approaches from all school staff (Attachment aware schools, Trauma informed schools, Keys to inclusion, Restorative approaches social and emotional factors. Policies are monitored to ensu re consistent approaches from all school staff (Attachment aware schools, Trauma informed schools, Keys to inclusion, Restorative approaches social and emotional factors .

There are appointed Mental Health and Pastoral Care Leads who work closely with the SEND Department. The school works closely with the Education Welfare Officer and the family (Working together to improve school attendance PDF).The scho ol works clo sely wit h the E ducation W elfare Officer and the family (Working together to improve school attendance PDF ).

A clear and r obust assessment and ident ificatio n process is in p lace e.g. , pupil voice, ABC (Antece de nt, Be haviour, Consequence) STAR (Situation, Trigger, Action, Response) charts, learning walks, monitoring, lesson / pupil observations, Boxall profile. A clear and robust assessment and identification process is in place e.g., pupil voice, ABC (Antecedent, Behaviour, Consequence) STAR (Situation, Trigger, Action, Response) charts, learning walks, monitoring, lesson / pupil observations, Boxall profile .

The school environment is designed to be encourage positive communication (Communication Friendly Checklist ).

Neurodiversity is referenced and celebrated and consideration given of how neurodiversity can present differently across genders (Teaching autistic girls).Neurodiversity is referenced and celebrated and consideration given of how neurodiversity can present differently across genders (Teaching autistic girls ).

SEMH and wellbeing are woven through the curriculum which is ada pted to ensure all pupils are able to regulate their emotions to minimise social/emotional needs.

Staff lead by example, acting as positive role models. School understand the implications of SEMH needs on learning and behaviour. There is a focus on building positive and trusting relationships. Language used by adults demonstrates an understanding of CYP whose behaviours communicate anxiety and/or distress. There is a common understanding that “all behaviour is co communication.”

Day to day classroom provision includes the following:

Classrooms allow all pupils a good view of the teacher’s face when speaking. Pupils are seated so they can see the teacher’s non-verbal prompts. Classrooms are arranged to facilitate collaborative working. There is clear signage and labelling. Pupils have access to quiet, distraction-free spaces, not an isolation room. Adults understand pupils’ sensory needs (Sensory differences).Adults understand pupils’ sensory needs (Sensory differences). ).

resources and manipulatives are in use, as appropriate.

Grounding and regulating strategies are taught, practised and deployed within the daily routine such as box breathing.

skills.

Clear, precise and accessible instructions about learning tasks are provided. Social skills are explicitly taught through strategies such as circle time, friendship circles, discussion groups, mentoring/ buddying, the PSHE curriculum Peer to peer support/buddy support is used. Metacognition and self-regulation and Growth Mindset approaches are used to engage learners. Boundaries are enforced with empathy, using connection before correction, 3Rs (repair, restore, reconnect) Support with transitions is in place. Pupil knows how to ask for help.

In addition to the Universal Menu, some CYP may need some or all of the strategies and resources listed below:

Staff are supported in understanding how their own behaviour, responses and language affect pupil behaviour (PACE ).

Strategies to support s elf-regula tion e.g. us e of a c alm box , exercise, mindfulness, breathing techniques, sensory breaks / sensory circuits - walking, running, trampoline.

Targeted appro aches are used in the classroom – seating, regular check –ins, sensory break, coaching, reasonable ad adjustments to homework.

Targeted ap proaches are used a t b rea ks / socia l times e.g. su pervised a lter native plac es to go at soc ial times, a ctivel y modelling an d su pporting dev elopment of approp riate social communication and interaction skills, adult-led games at playtimes.

Transitions, both between lessons and between activities are supported. There are enhanced transitions into next year/school. Enhanced visual supports are in place. There are identified safe spaces. Brain stem calmers are used, e.g., water play. sensory diet. Therapeutic interventions, such as Thrive, ELSA, and Nurture Group are embedded in whole school approaches. Therapeutic interventions, such as Thrive, ELSA, and Nurture Group are embedded in whole school approaches.

Analysis of pupils’ needs are used to unpick needs and inform planning e.g., Boxall profile, SEMH Sensory Suggestions, AANT, Motional, Team Pupil, EBSA.Analysis of pupils’ needs are u sed to unpick needs and inform planning e.g., Boxall profile, SEMH Sensory Suggestions, AANT, Motional, Team Pupil, EBSA.Analysis of pupils’ needs are used to unpick needs and inform planning e.g., Boxall profile, SEMH Sensory Suggestions, AANT, Motional, Team Pupil, EBSA. .

NHS Speech and Language Therapy Norfolk and Suffolk NHS Foundation Trust Post adoption support Primary Mental Health Workers School Nursing Sensory Suggestion (SEMH) Specialist Education Services (SES) Virtual School

In addition to the Universal and Targeted Menus, CYP may need some or all of the strategies listed below:

Other agenc ies should be involved e.g., Specialist Education Services (SES), Psychology and Therapeutic Services, NDD Pathway, Just One Norfolk, Virtual Schools, Family Support Practitioners, EWO. Other age ncies should be involved e.g., Specialist Education Services (SES), Psychology and Therapeutic Services, NDD Pathway, Just One Norfolk, Virtual Schools, Family Support Practitioners, EWO. Other agenc ies should be in volved e.g ., Specialist Education Services (SES), Psychology and Therapeutic Services, NDD Pathway, Just One Norfolk, Virtual Schools, Family Support Practitioners, EWO. Other age ncies sho uld be in volved e .g., Specialist Education Services (SES), Psychology and Therapeutic Services, NDD Pathway, Just One Norfolk, Virtual Schools, Family Support Practitioners, EWO. Other a gencies should be involved e.g., Specialist Education Services (SES), Psychology and Therapeutic Services, NDD Pathway, Just One Norfolk, Virtual Schools, Family Support Practitioners, EWO .

Highly individualised provision, including, for example: Specific assessments to identify primary areas of need e.g. Boxall Profile. Individual VSEND. Strengths based profiling (SEND Assessment). Highly modified learning environment to accommodate individual needs. Smart realistic targets, in line with the individualised plan for the pupil and based on external advice and strategies. Individualised pastoral support, incorporating EBSA strategies where appropriate (EBSA ). Individual Behaviour Support Plan. Individual transition arrangements. Access to a personalised timetable. Bespoke sensory diet. Access to counselling.

Useful websites: Anna Freud Condition-specific video: SEMH Condition-specific video: Speech, Language and Communication EBSA resources for schools Webinar: Teaching Children with Social, Emotional and Mental Health Needs

Sensory and Physical Needs

Support for CYP with sensory and physical needs may be required when a CYP’s needs impact on their ability to access educationa l opportunities.

Sensory needs can be clinically diagnosed hearing loss and/or visual impairment. Physical difficulties can occur for a variety of reasons e.g. congenital conditions (some progressive), injury or disease.

For all areas of need, any adjustments, provision and support should be provided according to the needs of the CYP and should not be dependent on a formal diagnosis.

The school’s provision should follow a graduated approach, using a cycle of Assess, Plan, Do, Review (APDR).

SEND Graduated Response September 2024 Send code of practice: 0 to 25 years - Chapter 6

genders.

Classroom background noise management is in place.

Classrooms should be arranged to facilitate collaborative working. Classrooms display clear signage and labelling (Widgit Online).Classrooms display clear signage and labelling (Widgit Online ).

Staff are identified in medical policy, e.g., SENCO, access and undertake specific training on e.g., epilepsy, asthma, anaphylaxis, diabetes, cancer, care/medication and infection control. All staff access guidance on supporting children with medical needs. Staff assess children and young people’s understanding, strengths and interests, identify any gaps in knowledge, adapting teaching accordingly. Access arrangements are trialled to support pupils’ learning through school as part of their everyday practice, and in preparation for formal assessment. Curriculum planning carefully considers the needs of all pupils. A range of teaching and learning styles are used. Appropriate adaptations to learning tasks may be required. The classroom is a safe space to make mistakes.

Day to day classroom provision includes the following:

The pace, length and order of activities is adjusted to maintain interest and attention. Alternative ways of recording, including use of technology is everyday practice. The purpose of activities is clearly identified, and clear links are made to previous learning. Visual supports in place, including the use of video clip subtitles. Additional resources and teaching are used according to individual needs. Use of additional adults is planned to maximise their impact on learning, married with the need to promote independence.

Opportunities for access to role models, mixed ability groups, structured opportunities for conversation/ sharing of ideas an d acces s t o additiona l adult s whe n appropriat e ar e provide d as part of everyday practice. Practitioners differentiate to provide suitable learning challenges and cater for different learning styles. Individualised and/or smal l grou p plannin g an d programme s i n mor e tha n on e curricul area. Practitioners ensure that learners have opportunities to work in different ways e.g., independently, in a variety of small groups and/or in pairs. Individualised and/or small group sessions. The physical environment is adapted to meet the needs of pupils with physical and sensory needs. All learners are included and can access the environment as independently as possible.

In addition to Universal Menu, some CYP may need some or all of the strategies and resources listed below:

Pupils’ next steps are identified and clearly planned for and reviewed in line with APDR. Next steps are co-produced with parents, including pupil voice which is listened to and acted upon, and regular contact with parents/carers is maintained. Pupils are encouraged to evaluate their learning experience and access needs and develop confidence in speaking up for themselves if their access needs are not being met. In line with the school’s Accessibility Policy, recommendations from specialist teachers/habilitation specialist etc. may includ e adaptations to the learning environment such as reducing gla re in t he classroo m, awarene ss of lighti ng a nd pupil s’ seat ing positi on, mark ing haza rds s uch as ste ps, additio nal hea ring technology, use of mainstream technology to assist access and encourage self-advocacy. Accessibility planning is undertaken, including accessible transport. The physical environment is adapted to meet the needs of learners. Bereavement training and policies are in place. Training for staff in administering medication and undertaking intimate care is provided. There is provision of support for specialist equipment such as lockable medicine cabinets, first aid bags, fridges. Relevant training is accessed e.g. moving and manual handling, support from school nurse, epilepsy/diabetic nurse. Support is provided around the learning, social and emotional impact of sensory impairment. Adaptations to teaching and learning materials are made, such as enlarged print, use of tablets and laptops to improve access, accessible mathematical resources and own copies of texts.

Alternative methods of communication, such as switch operated equipment, are used. Teachers and support staff understand how to use the technology effectively. Additional appropriate adult support, resources and/or equipment may be provided to mediate learning, in some cases, for a time-limited period, and are reviewed regularly. Advice and recommendations from external professionals in incorporated into pupils’ provision. Consideration given to enhanced transition planning.

Advice may be sought from the services below: Community Nursing Team Co-ordinated Help and Risk Intervention Service Early Help Assessments Emotional Wellbeing Hub Harmful Sexual Behaviour Just One Norfolk Kooth Mental Health Support Teams NEET Team NHS Speech and Language Therapy Norfolk and Suffolk NHS Foundation Trust Post adoption support Primary Mental Health Workers School Nursing Sensory Suggestion (SEMH) Specialist Education Services (SES) Virtual School

In addition to the Universal and Targeted Menus, CYP may need some or all of the strategies listed below:

Pupils have individual support, where appropriate e.g., for sign support or BSL Braille tuition is accessed from the Visual Impairment Team (Sensory & Physical Service)Braille tuition is accessed from the Visual Impairment Team (Sensory & Physical Service )

Orientation and mobility skills are introduced by an habilitation specialist and continued as part of their curriculum. Suffolk’s intervenor service is accessed for pupils who meet the criteria (Service for Children and Young People)Suffolk’s intervenor service is accessed for pupils who meet the criteria (Service for Children and Young People )

Other agenc ies should be involved e.g., Psychology and Therapeutic Services, School nurses, CAMHS, Emotional Wellbeing Hub. Other agenci es should be invo lved e.g ., Psyc hology and Therapeutic Services, School nurses, CAMHS, Emotional Wellbeing Hub. Other agencies should be involved e.g., Psychology and Therapeutic Services, School nurses, CAMHS, Emotional Wellbeing Hub .

Liaison with consultants or specialist nurses e.g., clinical nurses, consultants, audiology clinicians (Children’s Community Nursing team Community).Liaison with consultants or specialist nurses e.g., clinical nurses, consultants, audiology clinicians (Children’s Community Nursing team Community). Liaison with consultants or specialist nurses e.g., clinical nurses, consultants, audiology clinicians (Children’s Community Nursing team Community). ).

Parents are signposted to support sessions, e.g., Activities Unlimited, SENDIASS, or the Suffolk Parent Carer Forum.

Useful websites Guide Dogs LOOK National Deaf Children’s Society (NDCS) Supporting the achievement of deaf children and young people – NDCS Royal National Institute of Blind People (RNIB) Sense Sensory & Physical (S&P) Service Suffolk Sight VICTA

Useful Links

For schools:

Access Arrangements and Reasonable Adjustments Council for Disabled Children (CDC) Education Endowment Foundation (EEF)

EEF guidance report for supporting pupils with SEND in mainstream schools Essential SENDCo Toolkit Inclusion Facilitation Services Just One Norfolk NAESEN

NAESEN Teacher Handbook Psychology and Therapeutic Services Specialist Education Services (SES) Whole School SEND

Webinar: SEND in a Nutshell

For parents and carers:

Activities Unlimited Parents and Carers Together (Pact) Sendiass Suffolk Family Hubs Suffolk Parent Carer Forum

Suffolk Mainstream Inclusion Framework (SMIF), September 2024