· Web viewAssessKS 3&4Assess . Assess. KS 3&4. Assess: Assessment checklist . Assess: Assessment checklist . Plan/Do KS 3&4Plan and DoPlan and Do. Plan/Do . KS 3&4. Plan and Do. PlanKS

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Wiltshire Graduated Response to SEND Support: The pupil profile

The Graduated Response to SEND Support (GRSS) profile may be used as an electronic form to support teachers and SENCOs to identify, assess and record the needs of children and young people requiring special educational provision. It supports the planning and recording of appropriate provision and provides guidance for reviewing progress. There is no requirement to use this profile; it has been designed as an optional tool to help educational settings meet their duties as outlined in the SEND Code of Practice: 0-25 years (July 2014).

Wiltshire Graduated Response to SEND Support

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How to use this electronically:-

1. Use the ‘Save as’ command to save a copy of the document. Name the file so that it will uniquely identify the child or young person.

2. Fill in the name and date of birth of the child or young person here.

This will automatically repeat at the foot of every page.

3. There are forms to guide thinking processes and record information on each page. Teachers and SENCOs may fill them in as wished. The document has not been ‘protected’ so that users modify the forms, adding their own indicators, strategies, resources and web links. Warning: the document is divided by section breaks, deleting or amending these will affect the headers and footers and is generally a bad idea!

4. With the exception of the Quickchecker, it is suggested that dates in mm/yy style should be entered into tables. This is so that profile can be used to record information over time.

5. Some forms have a space for comments to record actions. It is suggested that other evidence or information could be linked to by users by inserting hyperlink to relevant documents (e.g. My Support Plan, reports, assessments) saved locally (see here for further support on creating hyperlinks) or by paper documents being signposted e.g. “See My Support Plan dated ...”

6. There are three types of hyperlink in the document identified by underlined text:

Navigation links link to other parts of the profile to aid navigation in the document and will work off-line. For example “go to How to use this document.”

Website links link to useful websites and need an internet connection. For example http://www.nasen.org.uk/

Code of Practice links reference the relevant section of SEND Code of Practice: 0-25 years (July 2014.) They are designed to illustrate how the profile links to CoP requirements. Hovering over them with the mouse will show the relevant extract. Clicking on them will link to the government website that hosts the CoP. For example “There should be a graduated approach to meeting the needs of pupils with SEN.”

How to use this as a paper document:-

Whilst this document has been designed for electronic use, it should also print reasonably well if users would prefer a paper version, although some areas at the page margins may be lost. However, as all areas of need are covered in the same document, it would save on paper if a master copy was printed and the relevant pages photocopied. As it has been designed electronically, large spaces for handwriting text into tables/forms are not a feature. If users so wish, spaces could be enlarged before printing by entering additional paragraph marks (pressing the ‘enter’ key repeatedly) in table cells.

Website links have been written in full so that they will still be accessible in print but the Navigation and CoP hyperlink features will be lost in paper copies.


http://www.nasen.org.uk/

http://office.microsoft.com/en-gb/word-help/create-format-or-delete-a-hyperlink-HA010165929.aspx

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ContentsUse hyperlinks to navigate the document. To return to this page at any time, double click on the footer and then Ctrl + Click on Wiltshire Graduated Response to SEND Support

Identify

Quickchecker

Assess

Assessment checklist

Assess needs and impact for needs within: Communication and interaction Cognition and learning Social emotional and mental health Sensory and physical

Plan & Do

Essential SEND Support

Further SEND support for: Communication and interaction Cognition and learning Social, emotional and mental health Sensory and physical

Specialist SEND Support

Review

Planning a review

Review decision tree


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IdentifyKS 3&4Identify areas of need

There are concerns about... Y/N?Communication and interaction

The pupil’s attention and/or listening skillsThe pupil’s ability to understand languageThe pupil’s expressive language skillsThe pupil’s ability to make him/herself understood out of contextThe pupil’s uneven learning profiles and learning styles i.e. they do not follow the usual developmental patternsThe pupil’s communication skills e.g. verbal and non-verbal, ability to recognise the feelings or perspectives of others and respond appropriatelyThe pupil’s social development e.g. capacity to ‘share interest’ and/or ‘share attention’The pupil’s rigidity of thought e.g. ability to manage changes in routineThe pupil’s sensory skills e.g. over sensitivity or under sensitivity to sensory stimuliThe pupil’s cognitive development e.g. capacity to sustain concentration or self-direct their learning

Cognition and learning The pupil’s lack of progress, even when differentiated teaching approaches are targeted at areas of weaknessThe pupil’s performance levels i.e. they are below the level within which most pupils are expected to workThe pupil’s indicative formal test scores are below expected levelsThe pupil’s attainment in underlying skills which is beginning to interfere with their ability to make appropriate progress e.g. skills in speech and language, literacy and numeracy The pupil’s difficulty in dealing with abstract ideas, generalising from experience, and/or using problem solving skillsThe pupil’s attitude and/or approach to learning which is restricting access to the curriculum e.g. pupil is demotivated, disorganised, or lacks independent learning skills

Social, emotional and mental healthThe pupil's learning behaviour, which is negatively affecting the pupil's and/or peers’ access to the curriculumThe pupil's social behaviour, which is negatively affecting the pupil's and/ or peers’ access to the curriculumThe pupil's emotional wellbeing or mental health, which is negatively affecting the pupil's and/or peers’ access to the curriculumThe frequency with which the pupil reaches the limit of normal school sanctions

Sensory and physicalThe pupil’s sensory needs are affecting their learning and/or access to the curriculumThe pupil’s physical skills/needs are affecting their learning and/or access to the curriculumThe pupil’s medical needs are affecting their learning and/or access to the curriculum


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KS 3&4Assess

If you believe the pupil may have SEN, proceed to Assess Assessment checklistBefore identifying a child as needing SEN support, the class or subject teacher, working with the SENCO, should establish a clear analysis of the pupil’s needs.

Assessments should include:

Date, links and commentDiscussion with the pupil’s parents/carers, to establish their views and experience of the pupil and their needs;Signpost parents/carers to Wiltshire’s Local Offer information and to Parent Partnership ;

Discussion with the child or young person, where appropriate, to establish their views on what they consider their strengths and weaknesses to be;

If applicable, discussion with any outside professionals from health or social services whom the pupil is already known to;

Teacher assessments, including teacher’s knowledge and experience of the pupil;

Analysis of progress in comparison to the pupil’s peers with reference to school data and national data and expectations .

Assessments might include:

Use of the Wiltshire GRSS indicators in this profile Use of standardised tests and assessments


http://www.actionforchildren.org.uk/our-services/wiltshire-parent-partnership

http://www.wiltshirelocaloffer.org.uk/

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To review the Wiltshire GRSS indicators, record the impact of needs and record standardised assessments, proceed to Assess needs and impact for needs within:

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


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GRSS indicators

The pupil requires support to:(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought).

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Social interaction and developmentdevelop self confidence and establish a positive self image e.g. reluctant to join in new tasks, cannot talk about self in positive termscommunicate and behave appropriately when ‘pushed’ to conform e.g. swears/refusesdemonstrate understanding of social rules e.g. may stand too close or touch inappropriatelyunderstand the impact of their behaviour upon others and possible consequences, apologising or showing remorse afterwards when appropriateshow age-appropriate interests and activities develop awareness of how self and behaviour is perceived by peersdevelop tact and understanding of ‘private’ information e.g. may talk about others’ characteristics openly or share sensitive/personal information about selffeel confident and tolerate unstructured times such as break timesinterpret the social environment accurately including more subtle social cuesengage in group work e.g. inability to do this may cause tension/irritation to peersmanage the physical and emotional changes of puberty including developing sexual feelingscomply with requests and respond to sanctions/rewardsstay on site/stay safe when agitatedestablish and maintain appropriate friendshipsOther:Attention and listeningparticipate in classroom activities dependent on listening e.g. in class discussion may be off task or disruptivemaintain attention and work at the same pace as peers in a range of learning situationsable to start and complete tasks independently, only requesting help when really necessarybe able to ignore distractions from peers/environment and minimise self-distractionOther:


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KS 3&4Assess needs and impactContinued....The pupil requires support to:(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought).

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Understanding language and communicationmake age appropriate progress in most curriculum areas e.g. may require support to learn new conceptsunderstand conversations, questions, complex sentences and instructions e.g. remembers the beginning of longer instructions retained by the majority of peersanswer questions following a class discussion or DVDcomprehend text at appropriate reading level e.g. simplified text is requiredunderstand how to give one’s view appropriately and accept others’ opinionsunderstand slang terms/references used by peersrecognise and understand expressions e.g. ‘pull your socks up’, humour and sarcasmrecognise when not understanding and ask for help/clarificationdemonstrate higher level language skills such as reasoning, predicting and inferencefully understand concepts relating to time, e.g. fortnight, minute, month, before, first, last, lesson times and timetableOther:

Expressive (spoken) language and communicationdevelop maturities in line with peers e.g. avoid verb tense confusionretain, recall and use age appropriate vocabularyrecognise and use slang terms/references used by peers if necessaryexpress and discuss anxieties with appropriate staff member e.g. tell staff about teasing or difficulties with workrecognise context and observe time limits when giving verbal responsesparticipate appropriately in spontaneous conversationknow how to elaborate or improve their written work or verbal presentationgive a more complex narrative with events correctly sequencedexpress self without excessive use of vague language e.g. ‘thingy’, like’ ‘whatsit’Other:


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KS 3&4Assess needs and impactContinued....The pupil requires support to:(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought).

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Intelligibilityspeak intelligibly regardless of contextmake themselves understood in all situations Other:

Flexibility of thoughtfollow another person’s agenda/adult directed processmanage preference for things to be the same e.g. the same seat or place for equipmentbecome less reliant on obsessive topics/objectsmake appropriate choices or decisions particularly at unstructured timesmanage reaction to specific changes to routine, classrooms, personnel e.g. supply teacherengage and learn in creative/open-ended/tasksmanage home- school links e.g. issues with not wanting to complete homework at homeavoid rigid interpretation of text e.g. in an exam ‘What did you like about Romeo as a person? Reply ‘Nothing’understand the need to write out answers in full to show working out or for an examdevelop awareness that class rules and routines are flexible e.g. if a lesson overruns or work is not completed on timeuse new or alternative methods to solve problems or complete tasksadapt to different teacher’s communication styles and classroom managementorganise self-directed work e.g. from information given in classOther:

Sensory processingdevelop balanced sensitivity to sensory information and strategies to deal with over/under-sensitivity e.g. overwhelmed or highly anxious in playground, canteen, corridors, hallavoid self-harm or harming others participate competently in activities dependent upon physical coordinationvary the pace e.g. able to quickly change for PE if necessaryOther:


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ImpactRecord the impact of the pupil’s needs on learning and/or social inclusion.

The pupil’s difficulties.... Date and evidence

impede the development of social relationships e.g. significantly restrict ability to take part in some activities or unstructured social times and may become isolated

with speech, language or communication cause substantial barriers to learning i.e. pupil is performing at a level significantly below chronological age in several of the areas above e.g. there appear to be specific SLCN (speech, language, communication needs)

cause a reluctance/inability to attend school or avoidance of /marked reluctance to participate in certain parts of the day/activities

result in mental health difficulties, e.g. extreme anxiety, depression and/or self harm


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Use this space to record or link to relevant assessments

Relevant Assessments

Assessment/Publisher Date Chronological Age

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DecideDo assessments show that the child or young person has a special educational need or disability?

If so, proceed to Plan or select another area of need to assess.


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GRSS indicators

The pupil requires support to:(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought).

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Readingextract meaning from differentiated textsread all of the first 100 high frequency words independently and automatically, and apply their knowledge of root words, prefixes and suffixes to read new wordsuse comprehension skills e.g. monitor the text for meaning, question the text, make inferences and explain reading material to othersengage with a wide range of reading material: common stories, myths, legends, fiction, non-fiction and high-interest reading materials generallyOther:

Recordingwrite legibly (or competently use a laptop or similar)write in sentences with capital letters and full stops and beginning punctuation (consistently)spell most of the ‘Letters and Sounds’ first 100 high frequency words – phases 2,3,4,5 spell using word-building techniques, using root words, prefixes and suffixessummarise written material, orally or in writinguse age-related planning strategies for writingwrite at a rate sufficient to keep pace with peersOther:

(Continued overleaf)


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Continued....The pupil requires support to:(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought).

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Mathsread, write and order numbers, showing a good understanding of place valueconsistently use formal written methods for addition, subtraction and multiplication of three-digit numbers by two-digit numbersuse times tables to solve problems despite support and hands-on resourceswork with simple fractions e.g. add and subtract fractions with the same denominatorread and record time using the 12 and 24 hour clock, and find the duration between two given timesestimate, measure and compare lengths, masses and capacities using standard units use money in practical situations, e.g. to estimate amounts and calculate changeuse common mathematical terms to describe common 2-D and 3-D shapes, and recognise 3-D solids from their 2-D representationsOther:Attitude/approach to learningmaintain attention and interest on an adult directed taskpersevere with difficult tasksparticipate positively in class or team activitiesdevelop independent learning skills e.g. using learned strategiesuse simple equipment in practical lessonsshow independence when organising tasks and time e.g arriving punctually, organising equipment, completing homework Other:


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are causing a barrier to learning i.e. working substantially below peers. Indicative test scores <7:09 in Y7, 8.03 in Y8, <8:06 in Y9 and above.

with basic skill development (literacy, numeracy) are affecting progress in other areas of the curriculum

with learning skills e.g. organisation, independence are impeding access to the curriculum


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Assessment/Publisher DateChronological

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GRSS indicators

The pupil requires support to:(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought). Sp

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Social Developmentmake and sustain appropriate friendships with peersinterpret and react appropriately to social behaviours from peersbe calm and considerate to others e.g. avoid confrontation, control aggression and manage conflictdemonstrate empathyengage in group work or shared activity e.g. frequency and duration of resistance may cause tension and irritation to othersbehave appropriately towards adults and peers e.g. standing too close or touching, particularly evident during pubertydeal with the onset of puberty e.g. can appear sexually precocious without understanding potential outcome of unsolicited advancesdevelop understanding of appropriate behaviours and to behave appropriately, despite difficulties e.g. using strategies to avoid ‘acting out’Other:

Emotional Development and Mental Healthavoid isolation from peersconsider the feelings of others; the child or young person may appear egocentric and find it difficult to accept another person’s point of viewshow happiness when appropriate e.g. receiving praisebe aware of behaviour that puts self or others at riskavoid self harming behaviour, including substance or drug misuse explain concerns to staff when upsetensure that wider social issues do not significantly impact on behaviour or learning e.g. home lifeaccept direction from an adult without argumentdemonstrate resilience in learning; e.g trying things that are difficult, taking risks, problem solving, no fear of failuredevelop self esteem and avoid negative peer pressuremanage signs of depressionavoid putting themselves in socially vulnerable situations or those that satisfy the young person’s negative view of themselvesaccept responsibility for poor / good behaviour choicesOther:


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regularly interfere with learning e.g. show deterioration in the work output/content/accuracy of the pupil and/or peers over time

significantly impact on a pupil’s ability to form appropriate relationships with peers, and have a negative impact on the way that the pupil is viewed by others


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Due to the diverse range of needs in this area, this section has been further sub-divided into:

Sensory needs Physical needs Medical needs


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Sensory Needs

There are no GRSS indicators or impact table for sensory needs. If staff suspect a child or young person of having an undiagnosed hearing or visual impairment the first response should be to discuss this with parents/carers and advise them to seek medical advice from their GP or optician. Educational settings should not attempt to assess visual or hearing impairments themselves.


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GRSS indicatorsPhysical needs

The pupil requires support because ...(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought).

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Fine motor skill developmentfine motor skill levels have an impact on access to learning, e.g. manipulating equipment/tools both educational and play, rulers, coins, shapes, construction equipment, inaccurate cutting and sticking, poor mouse controltheir recording ability restricts work output (using pencil or IT), e.g. poor letter formation, slow speed of recording, difficulty recording ideasthey require assistance for all tasks involving two handed coordination e.g. cutting, using knife and forkfine motor skill levels have an impact on independence with age-appropriate daily living tasks (e.g. dressing, using knife and fork, wiping own nose, gripping clothing to adjust it)completion of fine motor tasks takes significantly longer than peersfatigue impacts on fine motor skills accuracyfine motor skills are deterioratingOther:Gross Motor developmentthey are unable to sit stillthey are unable to move between equipment (chair to standing, chair to floor) independently – has a Manual Handling Plan in placethey are not independently mobile (either walking with aid or in a wheelchair)they are unable to maintain functional working position in seat providedthey need 1-1 physiotherapy in school at least 3 x a weekthey have co-ordination difficulties, e.g. throwing and catching, using bat and ball, gross motor skills are deterioratingphysical skills may fluctuate or deteriorate during the daythey have difficulty participating in PE lessonsthey have significant difficulty with tasks that require sustained strengthOther:


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KS 3&4Assess needs and impactContinued....The pupil requires support because ...(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought).

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Sensory / Perceptionperceptual difficulties are evident, i.e. easily distracted, problem learning letter shapes, problems comparing shapes/size organisational difficulties are evident they unknowingly knock over other children and objectsthey have difficulty with learning new physical skillsthey have difficulty in following instructions (at age appropriate level)Other:

Social and Emotional developmentfatigue levels impact on ability to socialise or do school work outside of schoolthey find turn taking hardtheir mobility method restricts ability to take part in some classroom or social activities, e.g. a wheelchair users whose peers play football at lunchtime, a child who walks with frame so cannot run around in the playground with their peerstime off school impedes the development of social skills with peersthey have difficulty maintaining friendships and dealing with rejectionthey have difficulty using gesture, facial expressions and body language to support verbal communicationthey have low self-esteemthey have difficulty interpreting gesture, facial expressions and body language to which support verbal communicationthey have learnt dependency on othersOther:

Otherthey find chewing and swallowing hard, needs extra time for eating and drinkingthey experience poor sleep patternsthey have poor toileting awareness / may suffer from constipationOther:


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Impact: Physical needsRecord the impact of the pupil’s needs on learning and/or social inclusion.


have a moderate impact on physical access to the curriculum despite using alternative or specialist equipment

have a significant impact on their ability to achieve the learning objectives despite significant adaptation of the tasks and using alternative or specialist equipment.

have a profound impact on access to learning and more than 20% of the learning objectives are physically unachievable.

are complex due to the combination of a physical impairment and additional SEN, e.g. C&I, HI, VI


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GRSS indicatorsMedical needsThe pupil requires support or adaptation to...(Please enter date mm/yy for Frequent, Occasional or Rare/Never to indicate how often support is required; you may also date Specialist when internal or external specialist advice has been sought).

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Safetyavoid contact with any known triggers e.g. allergic reactions to known substances such as peanuts or lactoseensure that curriculum activities can be fully and safely accessed by adapting them to accommodate their medical needs e.g. adapting a science experiment to make it safe for a child using oxygenOther:Medical proceduresundertake regular medical proceduresadminister medicationkeep up/catch up with work missed due to absencemaintain social relationships that may have been compromised by repeated or prolonged absenceOther:

Independence and participationparticipate in aspects of setting life e.g. playtime, PEcombat fatigue linked to the condition or medicationmanage their own well-being in schoolcarry out age-appropriate self-care .g. dressing, feeding, toiletingOther:


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Impact: Medical needsRecord the impact of the pupil’s needs on learning and/or social inclusion.


has a moderate impact on access to learning

has a significant impact on their ability to access learning

has a profound impact on access learning

are complex due to the combination of medical needs and additional SEN, e.g. C&I, HI, VI


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KS 3&4Plan and Do

Essential SEND SupportThese actions are essential when planning provision

Date, links comments

Involve pupils: Do they recognise and share the concerns identified? What are their priorities and aims? What do they think will help them progress?

Involve parents/carers: Parents/carers must be formally notified when SEN support is put into

place. Do they recognise and share the concerns identified? What are their priorities and aims? Share the school’s plan to support progress. Consider how parents/carers can support progress at home.

Review current provision: Has the pupil accessed appropriate high quality teaching across the

curriculum? Do all staff understand how to meet the needs of vulnerable pupils?

Identify outcomes: Outcomes should be long term (end of phase/key stage). There should be

targeted steps towards outcomes that the provision will address. Have positive outcomes for personal and social development been

included? How will the success of interventions be evaluated? Include outcomes that will support successful transition to the next

phase of education, employment and independence.

Plan provision: Review the school’s arrangements for SEN Support. What provision is

already available within the school that would meet this pupils needs? What new provision might need to be developed? What resources might need to be secured (staffing and equipment)? Are there any training needs for staff? Ensure all relevant staff are made aware of the SEN support being

offered. What is the expected impact of the provision?

Record : Use the school’s preferred format for recording needs, outcomes and

provision (IEP, provision map, My Support Plan etc). Set a date for a review (maximum of 12 weeks away). Ensure a copy is placed on file and made available to parents/carers.


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Remember

The class or subject teacher remains responsible for working with the child or young person on a daily basis. Where interventions are put in place by others, the teacher should liaise closely. The SENCO should offer support for planning and problem-solving.

For additional help with planning, including strategy banks and links to information on the web, explore Further SEND support for needs within:

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


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

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KS 3&4Plan: Communication and interaction

Further SEND support: select strategies and interventions

Strategy bankSWASS – Support in Wiltshire for Autism: School StrategiesFor any pupil with needs within social communication and interaction, teachers should view www. wiltshire .gov.uk/sen-autism-school-strategies.pdf for a wealth of information and detailed support strategies.

GeneralProvision of a structured language programmeEnsure Quality First teaching and communicative friendly environments Tasks and homework differentiated to accommodate the speech, language and communication needs of the pupilProvision of targeted support if necessary e.g. to check comprehension or for unstructured timesProvision of separate work space if appropriate, to help pupil to concentrate and complete activitiesIndividualised arrangements put in place for transitions e.g. from year to year, from Key Stage 3 to 4 Early/additional careers planning for Year 9 pupils as may lack understanding of opportunities or have limited life experience

Social development and interactionExplicit teaching of important skills and rules of social interaction, with modelling and use of key phrases, e.g. “Can I join in?”; how to meet/greet. This may be best taught in a small social skills group with support to transfer the skill to other contextsBuddy/peer mentor system at break and lunchtimes and safe haven to use when necessaryPositive reinforcement of good behaviour, with individualised motivatorsPositive redirection to stop inappropriate behaviours e.g. “Sit down” “Give me the pencils”Use of visual support to define areas and structure the day , e.g. visual timetable , drawers labelled with icons/photos as well as words, colour coding rooms by curriculum area, emotional thermometers Ensure staff are aware of pupil’s difficulties and support rather than sanction e.g. if pupil inadvertently uses the wrong tone of voiceGive pupil a specific role in group work and support the interaction with peers or consider providing an alternative individual task to complete if group work is proving too difficultUnderstand and manage health and safety considerations, e.g. lack of awareness of danger about running away/off site or using certain equipmentSupport for interpersonal problem-solving to promote assertiveness and negotiation e.g. categorising the relative importance of problems, visual supports to express feelings, comic strip conversationsDevelop pupil’s awareness of situations that may be difficult and encourage pupil to use appropriate strategies


http://www.wiltshire.gov.uk/sen-autism-school-strategies.pdf

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KS 3&4Plan: Communication and interactionClearly identified procedure for pupil to leave the classroom when overloaded shared with pupil, all staff and parentsSmall group nurturing for specific issues, e.g. Year 7 discussion re transition, identified adults to talk toSupport with understanding the views of others and developing tolerance e.g. may hold extreme or non-age appropriate viewsAdditional specific support with emerging sexuality e.g. may not have understood sex education lessons, and limited peer interaction may mean little experience or distorted informationWith agreement of the pupil and parents, provide guidance to peers re the pupil’s difficulties and ways to support or interact

Attention and listeningUse of pupil’s name to gain attentionUse of visual support and simple language to gain class attention e.g. “Stop!” showing palm of hand and waiting for attention before speakingEstablish clear expectations of activities with visual cues e.g. a checklist of what has to be done in what order for how longUse of specific positive reinforcement for good listening behaviour e.g. “Good listening. You stopped what you were doing straight away” and encouragement of self-monitoring of listening behaviourTeaching areas kept uncluttered and pupil seated in the best place to reduce distractionReduced time spent on difficult activities and increased time spent on the pupil’s curricular strengthsIncorporate the pupil’s special interests/obsessions to focus attention and increase motivation

Understanding language and communicationAnticipation of and planning for difficulties listening to and understanding instructionsRegular checks of understanding by asking the pupil to show you or explain the instructions in their own wordsUse of discrete visual support for indicating when s/he hasn’t understood e.g. an agreed signal between pupil and staffEncourage pupil to indicate when s/he has not understood and model how to do this if necessaryAllow processing time i.e. give the pupil more time to respond and do not re-phraseIf the pupil is unable to respond, offer an alternative e.g. “Do you think it’s...or..?”Use multi-sensory approaches to teach new vocabulary and concepts and opportunities for repetition and reinforcement Use of clear, concise language with information given in small ‘chunks’Explanation of expressions e.g. “I wasn’t born yesterday”Relating aspects of work to the pupil’s direct experience whenever possibleDifferentiating by outcome e.g. pupils show their understanding in a range of formatsBe aware that some pupils may still find inferential and predictive questions difficult


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Expressive (spoken) language and communicationBuild confidence through specific praise and support where needed e.g. prompting with first word, encouragement to re-order ideas, visual supportExpand and model language e.g. pupil gives a sentence and adults says the sentence back but elaboratesEnsure pupil is encouraged to use language in different ways such as descriptions, instructions and explanationsProvide opportunities to talk without interruption, practise new vocabulary and talk to adults/in small group rather than in whole classModel use of language in social contexts e.g. “Excuse me, can I get past?”Explicit teaching of new vocabulary e.g. subject-based word banks

IntelligibilityModel back language and respond to the pupil’s message regardless of any mistakes with pronunciation/stammer/unclear speechGive feedback if the pupil is unintelligible or difficult to understand and encourage him/her to try again, re-phrase or use an alternative method to get the message across. Don’t pretend to understand.Build confidence through specific praise e.g. for successful pronunciation or good attempts

Flexibility of thoughtPreparation for changes to routine and activityProvide a structured environment with clear routines and expectations and visual support and/or timetable e.g. for entering the room or group workExtra support and identified strategies to manage time limited tasks, transitions and unexpected events e.g. use of timer, additional time Teach strategies to deal with stressful events and identify strategy if pupil needs to be withdrawn e.g. a selection of anxiety reducing activitiesReduce demands e.g. provide two options to choose from, simplify task or focus on one part, allow the pupil to sit in a quieter areaModel and practise possible responses top unusual/tricky situations/experiences

Sensory processingKnowledge of the pupil’s sensory profile and possible triggersAnticipation of impending sensory overload in order to intervene at an early stageDiscussion with parents/carers about how sensory overload is managed at homePrepare pupil for new or unusual sensory experiencesHave systems in place to allow pupils to remove themselves when they are not coping. Try to develop self-monitoring strategies so that pupils can indicate to staff when they need to do thisAdapt the classroom to reduce visual or auditory distraction if necessaryProvide alternative acceptable items to meet pupils’ sensory needsProvide an appropriate calm space for time out


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Further SEND Support: Programmes This section offers links to websites or documents that offer user reviews or research on the efficacy of commercial programmes. Where available, there may also be links to free programmes.

Support in Wiltshire for Autism: School Strategieswww. wiltshire .gov.uk/sen-autism-school-strategies.pdf Hosts Wiltshire’s SWASS document that contains a wealth of information and strategies to support planning for children and young people with Autism.

DfEhttps://www.gov.uk/government/publications/what-works-interventions-for-children-and-young-people-with-speech-language-and-communication-needsThe Better Communication Research Programme reviews intervention for children and young people with speech, language and communication needs.

I-CANhttp://www.ican.org.uk/evidenceAccessible research papers on a range of issues affecting children and young people with speech, language and communication needs in education.

The Autism Education Trust Transition Toolkit http://www.autismeducationtrust.org.uk/resources/transition%20toolkit.aspx


http://www.autismeducationtrust.org.uk/resources/transition%20toolkit.aspx

http://www.ican.org.uk/evidence

https://www.gov.uk/government/publications/what-works-interventions-for-children-and-young-people-with-speech-language-and-communication-needs

https://www.gov.uk/government/publications/what-works-interventions-for-children-and-young-people-with-speech-language-and-communication-needs

http://www.wiltshire.gov.uk/sen-autism-school-strategies.pdf

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Further SEND support: the webAccess further information and training using the worldwide web. The following sites offer information and training appropriate to this area of need:

Exp./rec. language

Attention

Articulation

Autism/SCD

Other

I-CANhttp://www.ican.org.uk/sitecore/content/ICAN2/Global/Content/Audience%20Menu/Practitioners.aspx

National autistic societyhttp://www.autism.org.uk/

Autism education trusthttp://www.autismeducationtrust.org.uk/

Ambitious about autismhttp://www.ambitiousaboutautism.org.uk/page/index.cfm

Carol Gray (Social stories)http://www.thegraycenter.org/

Inclusion development programmehttp://www.idponline.org.uk/

The British stammering associationhttp://www.stammeringineducation.net/

Dyspraxia foundationhttp://www.dyspraxiafoundation.org.uk/groups/speech-language/

Afasichttp://www.afasic.org.uk/professionals/

Picture Exchange Communication System www.pecs.org.uk

Or search NASEN’s SEND Gateway by need

If you plan to seek support from an external or internal specialist, proceed to Specialist SEN Support.

Otherwise proceed to Review or plan for another area of need.


http://www.sendgateway.org.uk/

http://www.pecs.org.uk/

http://www.afasic.org.uk/professionals/

http://www.dyspraxiafoundation.org.uk/groups/speech-language/

http://www.dyspraxiafoundation.org.uk/groups/speech-language/

http://www.stammeringineducation.net/

http://www.thegraycenter.org/

http://www.ambitiousaboutautism.org.uk/page/index.cfm

http://www.autismeducationtrust.org.uk/

http://www.autism.org.uk/

http://www.ican.org.uk/sitecore/content/ICAN2/Global/Content/Audience%20Menu/Practitioners.aspx

http://www.ican.org.uk/sitecore/content/ICAN2/Global/Content/Audience%20Menu/Practitioners.aspx

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KS 3&4Plan: Cognition and learning

Further SEND support: select strategies and interventionsStrategy bankGeneralSupport for homework e.g. support for accurate recording of homework, differentiated tasks as standard for all children, lunchtime drop in sessionsClose monitoring of attendanceSupport for targeted subjects and activities e.g. sharp focus on quality first teaching and differentiation, well-founded intervention, parent helper, peer support, to model activities or reinforce instructionsIn class observations or individual assessments of pupil’s needs and strengthsMulti-sensory teaching strategies across the curriculum e.g. use of practical activities/examples and concrete resources to anchor meaning for pupils Special arrangements exams and formative assessment, and training for pupils in effective use of any reasonable adjustments

ReadingWord banks and technical glossaries across the curriculumTechniques taught to facilitate access to text e.g. scanning, highlightingTechniques explicitly taught to address limited comprehensionPaired reading (e.g. older pupils supporting younger pupils) to encourage and extend skillsSpecific teaching of specialised vocabulary, and pre-teachingTime-limited interventions to encourage and target literacy with careful consideration given to use of phonic schemes over real reading, whole language and comprehension-based approaches

RecordingSupport for organisation and production of written work e.g. specialised writing frames, cloze activities, writing onto worksheetsAccess to alternative recording to show understanding e.g. tape, making a model, ICT programmesDevelopment of keyboard and touch-typing skills, to increase recording rate above that of handwriting

MathsUse of hands-on resources for as long as necessaryReinforcement and constant rehearsal of specific skills e.g. number facts and place value through use of number fans, number lines, number square, table square, board gamesUse of resources, e.g. times table and number square, to allow access to higher levels of maths, typically prohibited to those with limited arithmetic skillsProfile of maths skills created to identify strengths and areas for development

Attitude/approach to learningUse of strategies to develop independent curriculum access e.g. taught and expected to use picture jigs, prompt cards, word banks, colour-coded timetablesActivities to monitor and develop self-esteem Additional pastoral support e.g. weekly meeting with tutor focussing on personal targets


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Interventions for literacyhttp://www.interventionsforliteracy.org.uk/interventions/Provides a summary of research for evidence-based interventions for literacy. Search by need and age-group.

Phonicshttps://www.gov.uk/government/collections/phonicsCollection of government documents regarding the relative value of a variety of phonic programmes.


https://www.gov.uk/government/collections/phonics

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

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SpLD

MLD

Inclusive Learning

Learning behaviour

Other

The Inclusion Development Programmehttp://www.idponline.org.uk/

NASEN training: http://www.nasentraining.org.uk/training-pack/

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

British Dyslexia Association: http://www.bdadyslexia.org.uk/information-and-activities/teachers-and-schools.html

The Dyslexia-SpLD trust:http://framework.thedyslexia-spldtrust.org.uk/

Dyscalculia and Dyslexia Interest Grouphttp://www.lboro.ac.uk/departments/mec/activities/maths-statistics-support/thedyscalculiaanddyslexiainterestgroup/

The Dyspraxia Foundationhttp://www.dyspraxiafoundation.org.uk/dyspraxia-children/secondary-school-guidelines/

Learning Workshttp://www.learning-works.org.uk/free-downloads/national-dyscalculia-and-mld-conference-newsletters-presentations

Optimus Educationhttp://www.optimus-education.com/how-develop-outstanding-provision-pupils-mld

Down’s Syndrome Associationhttp://www.downs-syndrome.org.uk/information/for-professionals/education/secondary-education-support-pack.html





http://www.downs-syndrome.org.uk/information/for-professionals/education/secondary-education-support-pack.html

http://www.downs-syndrome.org.uk/information/for-professionals/education/secondary-education-support-pack.html

http://www.optimus-education.com/how-develop-outstanding-provision-pupils-mld

http://www.optimus-education.com/how-develop-outstanding-provision-pupils-mld

http://www.learning-works.org.uk/free-downloads/national-dyscalculia-and-mld-conference-newsletters-presentations

http://www.learning-works.org.uk/free-downloads/national-dyscalculia-and-mld-conference-newsletters-presentations

http://www.dyspraxiafoundation.org.uk/dyspraxia-children/secondary-school-guidelines/

http://www.dyspraxiafoundation.org.uk/dyspraxia-children/secondary-school-guidelines/

http://www.lboro.ac.uk/departments/mec/activities/maths-statistics-support/thedyscalculiaanddyslexiainterestgroup/

http://www.lboro.ac.uk/departments/mec/activities/maths-statistics-support/thedyscalculiaanddyslexiainterestgroup/

http://framework.thedyslexia-spldtrust.org.uk/

http://www.bdadyslexia.org.uk/information-and-activities/teachers-and-schools.html

http://www.bdadyslexia.org.uk/information-and-activities/teachers-and-schools.html

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

http://www.nasentraining.org.uk/training-pack/

http://www.idponline.org.uk/

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KS 3&4Plan: Social, emotional and mental health


Strategy bankSocial DevelopmentUse of specific strategies to teach social understanding e.g. language jigs, social stories, work schedules, emotional thermometersUse of appropriate and individualised social skills programmesExplicit activities to develop relationships, emotions, social skills, self confidence and self-esteem e.g. SEALTeaching of anger management techniques and support for implementationAccess to a supported small group environment at break times to develop social skills and provide a safe haven

Emotional Development and Mental HealthComplete a Strengths and Difficulties Questionnaire (http://www.sdqinfo.com) to define needComplete and evaluate a series of regular behaviour observations , using schedules such as Antecedent, Behaviour, Consequence (ABC) diaries to look for behavioural patterns, taking into account environmental factors such as time of day, lesson, peers, staff, classroom etc time of dayConsistent use of positive behaviour management techniques across the school e.g.: emphasising the 5Rs (relationships, rights, responsibilities, rules and routines); using the language of choice, broken record technique, volume matching and emphasising the positiveAccess to regular, frequent one to one or small group sessions that focus on developing resilience and developing coping strategies, delivered by trained and experienced members of staffAccess to regular, frequent one to one or small group support, in a private room, to discuss concerns or worries and to calm down before the school session startsAccess to school based counsellingActive involvement of parents / carers, with access to Parent Support AdvisorAccess to appropriately supported, regular and frequent peer monitoring with carefully chosen peersSupport with study skills and managing anxiety around formal assessment


http://www.sdqinfo.com/

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DfEhttps://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2DfE advice on identifying children and young people with mental health difficulties and planning appropriate provision. Reviews several approaches and links to further helpful organisations.

MindEdhttps://www.minded.org.uk/course/view.php?id=122As part of the MindEd programme, the National Collaborating Centre for Mental Health (NCCMH) was commissioned to carry out the UK’s first ever comprehensive systematic review of e-mediated therapies and computer-based-applications for the prevention and treatment of mental health problems and substance misuse in children and young people. This page hosts links to the report and more succinct summaries.

Young Mindshttp://www.youngminds.org.uk/training_services/young_minds_in_schools/sen/mental_health_secondaryUK charity, providing information about mental health needs and treatment in young people at Key Stage 3 and 4, for pupils, parents and school staff.

Youth Mental Health First Aid (YMHFA)http://www.wiltshirepathways.orgYouth Mental Health First Aid is an internationally recognised programme designed to promote awareness of psychological and emotional wellbeing and mental health. The course also supports professionals to recognise and respond appropriately to mental ill health in 11-18 year olds. Search Wiltshire Pathways for local courses.

Nurture Group Networkhttp://www.nurturegroups.org/Information and guidance on the development of nurture groups to support pupils with social, emotional and mental health needs.

Emotional Literacy Support Assistant (ELSA) Networkhttp://www.elsanetwork.org/National and local information about the ELSA programme, and how it supports pupils with temporary or longer term emotional needs.


http://www.elsanetwork.org/

http://www.nurturegroups.org/

http://www.wiltshirepathways.org/

http://www.youngminds.org.uk/training_services/young_minds_in_schools/sen/mental_health_secondary

http://www.youngminds.org.uk/training_services/young_minds_in_schools/sen/mental_health_secondary

https://www.minded.org.uk/course/view.php?id=122

https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2

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Useful Books / Photocopiable Resources

Boxall, M. and Lucas, S. (2010). Nurture Groups in School: Principles and Practice. 2nd edition. London, Thousand Oaks, New Delhi: SAGE publications. Bozic, N (2008) Personal communication.

Bennathan, M & Boxall, M (2000). Effective Intervention in Primary Schools: Nurture Groups (Second Edition). David Fulton. ISBN 1-85346-706-5

Collins, C (2002). Because I’m Special; A take-home programme to enhance self-esteem in children aged 6-9. Lucky Duck Publishing ISBN 1-873942-54-0


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Social

Emotional

Mental health

Managing behaviours

Other

DfEhttps://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2Document detailing:

how and when to refer to Child and Adolescent Mental Health Services (CAMHS)

practical advice to support children with emotional and behavioural difficulties

strengthening pupil resilience tools to identify pupils for likely to need extra support where/how to access community support

Youth in mindhttp://www.sdqinfo.com/Strengths and Difficulties Questionnaire, which can be used to assess social and emotional need.

Mindedwww.minded.org.ukDelivered through an online, interactive, e-portal, the MindEd Core Content programme provides all adults with a duty of care for with children and young people with simple steps for mental health 'first aid' and advice about when to refer to more specialist help, to help speed up the detection and diagnosis of mental health issues

PSHE Associationhttps://www.pshe-association.org.uk/default.aspx

Inclusion development programmehttp://www.idponline.org.uk/


If you plan to seek support from an external or internal specialist, proceed to Specialist SEN Support. Otherwise proceed to Review or plan for another area of need.



http://www.idponline.org.uk/

https://www.pshe-association.org.uk/default.aspx

http://www.minded.org.uk/

http://www.sdqinfo.com/



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KS 3&4Plan: Physical and sensory


Due to the diverse range of needs in this area, this section has been further sub-divided into:

Sensory needs Physical needs Medical needs


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Sensory Needs

For pupils with a diagnosed sensory impairment, hospital-based health professionals will make a referral to the Sensory Impairment Service if appropriate. Personalised advice on appropriate strategies, adaptations and interventions will then be provided by an advisory teacher. The referral criteria used by the Sensory Impairment Service are available here.

For pupils with a diagnosed mild sensory impairment who do not meet the criteria for referral to the Sensory Impairment Service, schools, colleges and settings may find the provision in Wiltshire’s example Local Offer useful.


http://www.wiltshirelocaloffer.org.uk/

http://www.wiltshire.gov.uk/schoolseducationandlearning/specialeducationalneeds/sensupportservices/senvisualimpairmentservice.htm

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Physical needsStrategy bankFine Motor skills developmentUse SPARK pack (not for use with children with a diagnosed physical disability).Use alternative equipment, e.g. different scissors, writing slope, pencil grips, different pen/pencil.Alternative methods of recording, e.g. scribe, highlighting pre-produced notes, pre-produced work sheets which only requires small amounts of writing on, IT (laptop, tablet).Adapt the task (depending on the learning objective). Adult assistance with some of the task providing the child meets the learning objective.Allow more time for the activity.

Gross Motor developmentUse SPARK Pack (not for use with children with a diagnosed physical disability).Use alternative equipment.Adapt / modify the task (depending on the learning objective) or activity.Seek advice on alternative equipment/ resources from OT (if already involved) or SSENS.Reduce the frequency of mobility around the classroom/school.Consider the position of key equipment and the child in the classroom to reduce mobility but aid independence.Enable the child to sit on a seat rather than the floor.Encourage personal autonomy.Target the development of independence.Allow more time for movement or an activity for whole group or create more time for some pupils by providing extension activities for others.Increase the accessibility of the environment; ensure the classroom is clutter free.

Sensory ProcessingAdapt tasks.Consider positioning of child at desk, on the carpet, in the changing room.Provide opportunities for additional practice of new skills.Use prompt lists/ learning mats for tasks.Ensure parents are also targeting the same skills at home.

Social and emotional developmentProvide rest breaks during the day.Provide opportunities for home work to be done during the school day.Provide specific input for development of age appropriate social skills, e.g. SEAL.


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Medical NeedsStrategy bankPlansComplete a risk assessment of the child’s needs in school to identify actions needed.Where a child needs support or assistance with toileting an Individual Personal Care Plan must be in place, agreed between the child or young person, parents and school.An Individual Healthcare Plan should be in place if the child needs additional assistance with a specific area of healthcare, which is not covered by an existing policy.

AdaptationsIdentify specific times for the pupil to have rest breaks during the school day.Develop an individual timetable for the pupil which allows them time to do ‘homework’ in school as they may be too tired to do it at home.Allow the pupil to leave lessons early so they do not miss the start of the next lesson.Provide regular opportunities to review school work commitments with a member of staff.Provide social and emotional support either as part of a group or individually.The frequency of any intervention needs discussion to try and minimise the amount of time the child or young person is out of the classroom.

TrainingSufficient staff should be trained to ensure there is always one trained member of staff available to carry out the care identified in the Healthcare Plan.Ask the School Nurse for advice on training available to meet a specific healthcare need.


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RNIBhttp://www.rnib.org.uk/services-we-offer-advice-professionals-education-professionals/education-resourcesLinks to useful resources and a document listing teacher-reviewed resources for blind and partially sighted learners.

NDCShttp://www.ndcs.org.uk/family_support/technology/index.htmlReviews technology, including apps, which may be helpful for children with a hearing impairment.

Swindon Council http://schoolsonline.swindon.gov.uk/res/Pages/dcr.aspx Home of the SPARK pack – resource for use in with early years and primary school pupils that may also be appropriate for some secondary school pupils, depending on need. Support to help identify children who may have difficulties with their developmental coordination. Strategies to support these pupils are also included.

Useful Books

Building Blocks for Learning, Occupational Therapy Approaches; practical strategies for the inclusion of special needs in primary schools.Jill Jenkinson, Tessa Hyde, Saffia Ahmed. 2008 Published by John Wiley & Sons LtdISBN 978-0470058572

Occupational Therapy Approaches for Secondary Special Needs – practical classroom strategies.Jill Jenkinson, Tessa Hyde, Saffia Ahmed. 2002Published by Whurr PublishersISNB 978-1861563309

Individual Education Plans – Physical disability and Medical Conditions.John Cornwall and Christopher Robertson, 1999Published by David Fulton Publishers LtdISBN 978-1853465253


http://schoolsonline.swindon.gov.uk/res/Pages/dcr.aspx

http://www.ndcs.org.uk/family_support/technology/index.html

http://www.rnib.org.uk/services-we-offer-advice-professionals-education-professionals/education-resources

http://www.rnib.org.uk/services-we-offer-advice-professionals-education-professionals/education-resources

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HI VI Physical

Medical

Other

RNIBhttp://www.rnib.org.uk/services-we-offer-advice-professionals/education-professionals

NDCShttp://www.ndcs.org.uk/family_support/education_for_deaf_children/education_during_school_years/index.html

Changing faceshttps://www.changingfaces.org.uk/Education

Epilepsy actionhttps://www.epilepsy.org.uk/info/education

Scopehttp://www.scope.org.uk/support/professionals/teachersDisability resources for education staff

Wilson Stuart Schoolwww.wilsonstuart.co.ukk Online ‘outreach’ advice/resources from specialist PI school

CLEAPSShttp://www.cleapss.org.ukAdvice on practical science and technology for schools, including health and safety issues.

Centre for Studies on Inclusionwww.csie.org.uk

Supporting Head Injured Pupils in Schoolswww.shipsproject.org.uk

Muscular Dystrophywww.muscular-dystrophy.org

Contact a Familywww.cafamily.org.uk Basic information on most disabilities.

World of Inclusionhttp://worldofinclusion.com


http://worldofinclusion.com/

http://www.cafamily.org.uk/

http://www.muscular-dystrophy.org/

http://www.shipsproject.org.uk/

http://www.csie.org.uk/

http://www.cleapss.org.uk/

http://www.wilsonstuart.co.ukk/

http://www.scope.org.uk/support/professionals/teachers

https://www.epilepsy.org.uk/info/education

https://www.changingfaces.org.uk/Education

http://www.ndcs.org.uk/family_support/education_for_deaf_children/education_during_school_years/index.html



http://www.rnib.org.uk/services-we-offer-advice-professionals/education-professionals

http://www.rnib.org.uk/services-we-offer-advice-professionals/education-professionals

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English Federation of Disability Sport (EFDS)-www.efds.co.uk Supporting disabled people to be physically active.






http://www.efds.co.uk/

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KS 3&4Plan

Specialist SEND SupportWhen essential and further SEND support is not sufficient to meet the pupil’s needs then specialist support should be accessed.

Contacts and date

In-houseConsultation or assessments with member of staff with a specialist role or experience.Training delivered by a member of staff with a specialist role or experience

External training:Staff training targeted at building staff capacity to meet the pupil’s needs

External support and advice: Consider whether support and advice from an outside agency may be useful

0 – 25 SEND ServiceSpecialist SEN Service – (Cognition and Learning, Communication and Interaction, Physical and Medical); Educational Psychology Service; referrals to the Sensory Impairment Service are via a health professional see here.

Integrated YouthBehaviour Support Service; Youth Offending Team, EWO

HealthSpeech and Language Therapy Service; Occupational Therapy Service; Child and Adolescent Mental Health Service; Physiotherapy Service; Community Paediatricians etc

Social Care

Other:

Proceed to Review or plan for another area of need.


http://www.wiltshire.gov.uk/schoolseducationandlearning/specialeducationalneeds/sensupportservices/senvisualimpairmentservice.htm

http://www.wiltshire.gov.uk/schoolseducationandlearning/specialeducationalneeds/sensupportservices/seneducationalpsychologyservice.htm

http://www.wiltshire.gov.uk/schoolseducationandlearning/specialeducationalneeds/sensupportservices/senlearningsupportservice.htm

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KS 3&4Review

Planning a review

It is essential that the progress of pupils identified as having Special educational needs is regularly reviewed. Education practitioners should meet with parents/carers to hold a formal review at least three times a year.

Good review meetings should:

Be aligned or combined with the usual cycle of discussions with parents/carers of all pupils (e.g. parents evenings).

Be led by a member of staff that knows the child or young person well.

Allow sufficient time to gather parents/carers’’ views and draw up a new plan.

Include the views of the pupil.

Be recorded and a copy made available to parents/carers.

Review preparation checklist

2 weeks before the review:Check parents/carers and key staff can still attendExplain the purpose of the meeting to the pupil and gather pupil views and/or invite them to the meetingRepeat any assessments or carry out new onesEnsure an appropriate space is available

The day before the reviewRemind the pupil that it is taking placeGather relevant paperworkPrepare the appropriate form (My Support Plan, IEP etc) to record the review

When holding the meeting a number of questions should be considered in order to plan the next steps. Guidance is provided in the form of a decision tree below.


Revi

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Has the pupil made expected progress towards the outcomes?

Have the outcomes been achieved?Yes

Does the pupil still have a Special Educational need?

Are the outcomes still appropriate?

Yes

No

No

Return to and set new outcomes.

No

Yes

Continue with the planned SEN Support until the next review.

No

Return to needs met by universal inclusive provision. Record that the pupil is no longer receiving SEN support.

Are the needs well enough understood?

Yes

No

Seek advice on needs and/or provision from .

Consider Consider

Return to to carry out further diagnostic assessment.

Return to and explore other types of provision

Does the child or young person have needs which cannot be met within delegated provision?

Does the child or young person meet the Local Authority’s criteria for requesting an EHC plan?

Yes

No

In consultation with parents/carers, and pupil if appropriate, request an EHC plan.

ReviewDecision Tree

Review

KS 3&4Review


Yes

Documents

· Web viewAssessKS 3&4Assess . Assess. KS 3&4. Assess: Assessment checklist . Assess: Assessment checklist . Plan/Do KS 3&4Plan and DoPlan and Do. Plan/Do . KS 3&4. Plan and Do. PlanKS