Supporting the Broad Areas of Need

• All staff should be aware of the stages of typical language development. This includes the impact of speech, language and communication Needs (SCLN) in the classroom and the importance of the language environment on the Children or Young Person's (CYP) ability to access academic, social, personal and extra-curricular opportunities
• Adapting the curriculum to promote full participation. Support hands on learning, promote independence and support social inclusion
• Differentiating the curriculum. This will allow access to the content independent of language and communication. It will also support the development of key skills
• There is modification of the teaching environment to take account of sensory needs. This covers inside and outside the classroom e.g. transition from one room to another
• Skilled staff who can adjust the pace and order of activities. This will help maintain interest and attention

• Adults model correct use of language; sentences and grammatical structures
• Give extra time to process what has been said and check understanding
• Give extra time for the Child or Young Person (CYP) to respond
• Carry out Language Link or Speech Link Programme or something similar. This will provide small group or individual language sessions
• Provide a range of opportunities for CYP to develop their use of language e.g. songs, drama
• Provide extra methods of communication. This can include computers (e.g. laptop, tablet), symbol communication (e.g. Makaton, PECS & symbols)

• Cue attention by using the individual CYP’s name before addressing the whole group
• Give clear and simple explanations using simple grammar
• Provide instructions in small steps. Give them in order of completion and give time for them to process
• Staff are aware of the individual CYP’s level of understanding. Adapt language according to child
• Use visual resources to ease load on auditory memory and organisational prompts. This can be via visual lesson plans, timetables, instructions etc
• Give extra time for the CYP to process what they have heard
• Adapt the pace of lessons to enable the CYP to process learning
• Pre-teach new vocabulary relating to curriculum topics
• Be aware of the environment and limit any distractions. Consider a designated working area with few distractions
• Consider access to exam modifications

• Reinforce verbal instructions with visual support and physical demonstration
• Model and encourage the use of mind-mapping to support recall of verbal information
• Sequence and link ideas as visually as possible e.g. flow-charts, word webs, mind-maps

• Small group teaching of specific interaction skills and social use of language
• Opportunities to generalise skills on a daily basis
• Visual approaches used to develop social understanding. This can be social stories, comic strip conversations, prompts, signing systems
• Use peer mentor and peer support systems

• Cue attention by using the individual CYP’s name before addressing the whole group
• Use literal language and simple step, explicit instructions
• Use visuals e.g. prompt cards
• Staff are aware of their own and the CYP’s non-verbal communication e.g. body language, tone of voice
• Staff are aware of their pace of speech, providing processing time
• Consider the environment and the impact on the CYP’s ability to process language. For example, the noise, lights and temperature might all have an effect
• Staff are aware of the individual CYP’s language and communication needs. Some CYP may need a language-rich environment and others may need language to be simple

• Consider providing opportunities for role play or use of puppets
• Provide support for literacy. This can be via story planners, writing frames, intervention to teach reading comprehension
• Use mind mapping or something similar. This might help CYP to make links within their learning
• Small group intervention to teach understanding and inference of emotions
• Provide support for understanding consequence e.g. social mapping, comic strip conversations

• Identify the social misunderstandings and skills which need to be taught. This includes taking turns through to maintaining relationships and resolving conflict
• Provide intervention to develop social skills. This can be 1:1 and/or small group intervention to teach specific social skills
• Provide support to understand social relationships e.g. social mapping
• Staff model social use of language
• Provide support during unstructured times, such as breaktimes. This will help to model and encourage successful interactions such as peer support from peer role models.
• Provide opportunities to work as part of a group. Allocate roles or tasks within the group, giving the CYP a role/task in which they are competent.
• Provide specific intervention programme e.g. circle of friends

• Provide preparation for change including staff and transitions from activities, rooms, settings
• Provide visual supports including visual timetables
• Use social stories and comic strip conversation. This can help to explain new situations and changes to routines
• Provide a calm learning environment
• Provide expectations that a clear, explicit and consistent
• Provide a familiar mentor support; adults and/or peers

• Modification of teaching environment to take account of sensory needs and support self-regulation
• Provide opportunities to teach self-regulation strategies. This will enable CYP to manage their sensory needs e.g. Zones of Regulation
• Provide breaks in learning for movement
• Implement strategies and programs on the advice of relevant specialists, e.g. SALT

• Differentiation in the curriculum. This allows access to content independent of specific difficulties. This is while supporting the development of key skills; academic, social and emotional
• Intervention programmes used to support learning have a strong evidence base of effectiveness. Trained staff deliver the intervention programmes. Monitoring the delivery of the intervention
• Curriculum provides opportunities. These include repetition, over learning and consolidation of skills at an appropriate level
• Effective use of ICT equipment to support learning
• Incorporating advice from outside agencies or specialists into classroom or intervention sessions

• Modification of environment and the teaching of skills. This will help develop attention and on task behaviours
• Provide regular, short breaks e.g. movement breaks
• Follow instructional hierarchy. Clear and simple instructions. Breaking down longer instructions and giving one instruction at a time
• Use visual prompts including timetable, lesson plans and instructions
• Use backward chaining
• Use of timers

Difficulties with learning:

i.e. despite appropriate differentiation and interventions. Making inadequate progress over time across the curriculum. Working below age related expectations

• Use Assessment for Learning tools. This will help identify the areas of need in consultation with the CYP or observation
• Cue attention one-on-one before giving whole group/class instructions or information
• Follow instructional hierarchy. Clear and simple instructions. Breaking down longer instructions and giving one instruction at a time
• Use visual prompts, instructions and cues
• Give extra time for processing
• Pre-teaching of vocabulary e.g. particularly in relation to a new topic
• Use real life examples to replace abstract concepts
• Adopt a multi-sensory approach to learning including reading and spelling

Specific learning difficulties (SpLD) affecting one or more specific aspect of learning. For example:

• literacy and/or numeracy difficulties or specific language impairment. (N.B. some CYP may have a formal diagnosis of e.g. dyslexia, dyscalculia or dyspraxia.
• Provide provision in line with the needs of the CYP and is not dependent on any formal diagnosis)

• Use Assessment for Learning tools. This will help identify the areas of need in consultation with the CYP or observation
• Use metacognition approaches i.e. learning to learn. Teach study skills alongside content. For example, planning and organisation skills and thinking and reasoning skills
• Teach and practice a range of working memory strategies
• Use alternative presentation in materials. This can include font, colour of paper, line spacing, lighting and overlays
• Use of specialist resources. This may help the development of literacy and numeracy
• Use of strategies for scaffolding literacy based tasks. This can include writing frames, sequencing, cue cards and highlighting
• Access to alternative means of recording. This can include mind-mapping, video or audio recording, dictation and the use of ICT
• Staff are aware of the advice received from specialist agencies. Agencies include Educational Psychologists (EPS) Communication, Learning and Autism Support Service (CLASS)
• Use of visual aids to reduce memory load
• Consideration of adjustments for assessments and exams

Generalised learning difficulties. May have: difficulties in understanding concept, memory, attention, processing difficulties.

May have: difficulties across the curriculum but with some areas of strength

• Curriculum to adjust, change and show differentiation. This will enable the CYP to access the curriculum
• Adopt a multi-sensory approach to teaching and learning
• Support self-esteem and participation. This can be through finding genuine opportunities to praise the CYP in front of their peers. Celebrate their strengths and reinforce success
• Flexible grouping. This will enable the CYP to work with good role models that focuses on functional skills and area of need
• Advice from Educational Psychologists (EPS) and Communication, Learning and Autism Support Service (CLASS)

• Persistent difficult or antisocial behaviours do not always mean that a child or young person has SEND. Where there are concerns, there should be an assessment. This will help determine whether there are any causal factors. This includes unidentified learning difficulties, difficulties with communication or mental health issues. Learning needs should also be reviewed. This can by using the setting’s own screening, assessment tools or external advice. This will ensure that any needs or difficulties are not caused by an unmet learning need or communication difficulty.
• If a child has poor or non attendance, the setting should make appropriate referrals. This can be to the Local Authority or external services. They should also work with the CYP, family and team around the child to bring about reintegration or placement change
• Use a whole setting approach. This will help to promote wellbeing and resilience e.g. Therapeutic Thinking. See section one for Pastoral Support for All and Leadership
• Training for staff in understanding how a child may be communicating through their behaviour. For example, Therapeutic Thinking training
• Training for staff in Attachment Awareness. For example, Virtual School training
• Differentiation of behaviour policy to take account of diverse needs
• Planning for social and emotional needs of CYP dependent on presentation and nature of needs. For example, different types of attachment
• Run nurture groups or intervention. For example, support from an ELSA/Learning Mentor. Following Nurture Principles, run by trained staff, co-ordinated across the setting. Seeking to reintegrate CYP by reviewing carefully targeted outcomes
• Careful planning and discussion with parent/carers and CYP about transition. This will help to secure continuity of experience for the CYP
• Identification of a key worker. They will form a meaningful and genuine relationship with the child
• Range of extra opportunities for social and emotional development. For example, teaching de-escalation strategies and social skills, buddy systems, circle time and circle of friends
• Support available for staff working with CYP with SEMH. This can be via group or individual supervision or debrief sessions
• CYP’s involvement in developing Additional Support Plans. For example, agreeing to expectations and problem-solving strategies such as mediation
• Identify safe spaces for when a quiet time is needed

• Use Assessment for Learning tools. These will help to identify the areas of need in consultation with the CYP and/or observation. Identify parts of the curriculum they find easier to manage and their specific areas of interest. Use these to develop confidence
• Hold onto successes for the CYP. For example, success books
• Plan targeted support around the identified needs of the CYP. This should help to develop skills in social, emotional and behavioural development. It will also help build confidence and a sense of belonging. For example, Circle of Friends, buddying/peer mentoring
• Pre-teach resilience tools and build use into the everyday curriculum. For example, relaxation skills, breathing exercises, visualisation, massage, music, colouring
• Provide an emotionally secure and safe environment. This includes good setting/classroom organisation. This helps to provide predictability for CYP and consistency of management in all curriculum areas
• Establishment of routines with predictable sequences. Events with preparation for changes that may occur in routine

• Adopt a therapeutic approach. For example, Therapeutic Thinking. This will help to understand the basis for the behaviour e.g. what is the history/context. Understand that behaviour is a method of communication. For example, what is the CYP trying to tell us with their behaviour. Have ‘unconditional positive regard’. This includes separating what a CYP has done in the past from the inherent value they have.
• Make reasonable adjustments. For example, settings differentiate for SEMH in the same way that they differentiate for learning
• Have a flexible approach to a range of different behaviours
• Be mindful of curriculum topics that might trigger traumatic events. Prepare CYP for these sessions so they can prepare
• Encourage CYP to freely express ideas and feelings. For example, their joy, sadness, frustration and fear. This enables CYP to develop strategies to cope with new, challenging or stressful situations
• Plan targeted support around the identified needs of CYP. This will help to develop skills in the areas of social, emotional and behavioural development. For example, Circle of Friends intervention (or other support group). This will encourage belonging and social skills development
• Give specific opportunities for adults and supportive peers. This will enable them to model appropriate behaviour responses and attitude/approach to learning
• Use choices to allow the CYP some control with the same end result. For example, Would you like to talk to me now or in one minute?
• Establish routines with predictable sequences and events. This includes preparation for changes that may occur in routine
• Positive behaviour system in place for identified CYP. This can include less structured times of the day and for extra curricula activities with planned intervention
• Provide opportunities for reparation as close to incidents as possible
• Relate to the CYP at their emotional/social age rather than their chronological age
• Allow extra processing time
• Empathise as empathy breeds empathy
• Extra discussions between current and future staff at points of transition
• Ongoing, regular communication with parent/carers
• Regular review of Additional Needs Plan/Support Plan. For example, SEN Support Plan/Individual Behaviour Support Plan, Risk Assessment

Behaviours may reflect:

• Anxiety / depression
• Self-harming
• Substance misuse
• Eating disorders

• Understand the basis for the behaviour. For example, unpick the negative and positive behaviours. What lies behind them? Consider the history, when did the behaviour start to change?
• Adopt a multi-professional approach. For example, Educational Psychology Service, School Nurse and other health professionals
• With a trusted adult, identify the issue with the CYP. Engage with them
• Liaison and collaboration with home is essential to understand the wider picture. Consideration of parental sensitivities and potential triggers
• Look at guidance specific to self-harm

• Keep a log and analyse pattern or trends to identify triggers
• Liaise with school nurse and relevant health professionals

• Understanding the reasons. Look to see if there is a pattern. Find out how to meet an underlying need. For example, adjustments to the curriculum, differentiation
• Allow time for frequent movement breaks
• Provide a clear structure to the day. Establish routines with predictable sequences. Preparation for changes that may occur in routine
• Give careful explanations to peers. This includes why some CYP may need extra help or support or feel upset by a particular thing. This will help CYP to understand that their needs will be met
• Be aware of times of the day that may be more difficult
• Staff working with the CYP to be aware of the reasonable adjustments that are in place for the CYP. This includes individualised adjustments to the behaviour policy

• Regular liaison with parent/carers. This will help to establish a shared understanding of the CYP’s needs and strengths
• Put in place good transition plans, in liaison with parent/carers. This should be when CYP starts at the setting or changes year group. This includes a hand-over between key members of staff
• Review meetings. These should coincide with reviewing the Personal Education Plans (PEP) for Looked After Children, where possible
• Maximise opportunities through whole class teaching and where appropriate, small groups. This will help to develop a sense of belonging, esteem, communication skills, listening skills, emotional literacy, resilience, social and emotional aspects of learning, self-awareness, self-organisation and independence, opportunities for taking responsibility, opportunities to take on a role outside of current expertise
• Supportive, structured curriculum that takes into account the SEMH needs of the CYP. This is dependent on presentation and nature of needs. For example, different types of attachment
• All staff trained are aware of CYP with attachment difficulties. All staff should know how they should respond to them and what reasonable adjustments are in place. This also includes adjustments to the behaviour policy
• Liaison with the Virtual School for training and advice

• Staff use differentiated voice, gesture and body language
• Focus on supporting the identified need the behaviour is communicating. For example, reducing anxiety
• Provide positive reinforcement of expectations. This can be by using scripts for verbal interactions
• Use visual prompts to support ideas and understanding
• Hold on to the CYP’s successes. For example, using success books
• Praise is important and meaningful to the CYP. It also considers their individual presentation and nature of needs

• Run nurture groups or intervention. These can be set up with Nurture Principles. They will help to support personal, social and emotional development
• Enhanced Personal, Social, Health and Economic Education (PSHEE). Social and Emotional Aspects of Learning (SEAL) programme. Re-enforcement throughout the school day
• Ongoing support for CYP in understanding their right to be kept safe by others
• Opportunities to explore ways of managing emotions. This will help to ensure CYP don’t hurt themselves or others
• Opportunities to explore the development of close relationships. This will enable the growth of self-assurance and promoting a sense of belonging. This will allow the CYP to explore the world from a secure base
• A range of differentiated opportunities for social and emotional development. For example, social skills, buddy systems, friendship strategies, circle time, circle of friends
• Take a restorative approach. This includes opportunities for reparation as close to incidents as possible

• Staff understand the reasons and any underlying cause
• Use positive and/or calming scripts to redirect, reinforce expectations
• Give specific opportunities for adults and supportive peers. This includes allowing them to model appropriate behaviour responses and attitude/approach to learning
• Experiences and tasks are challenging but achievable to engage and motivate
• Instructions are explicit and concise. Include limited choices to engage and motivate and support with the use of visuals. For example, timetables, task planners, timers
• Individualise reward systems to motivate the CYP

• Key worker who has a meaningful and genuine relationship with the child supports the CYP. This includes at the start and end of each day
• Identify a safe space for when a quiet time is needed
• Regular communication/meetings with the parent/carers. This helps to ensure consistency between home and the setting
• Use of social stories. This will help support understanding of change, new experiences and areas of challenge

• Staff understand the reasons and any underlying cause for non-attendance. Monitoring the patterns to identify underlying reasons for attendance
• Use Assessment for Learning tools to identify the areas of need
• Use feedback to collaborate and plan with parent /carers and the CYP. This helps to ensure consistency and communication between the home and the setting

• All staff are aware of individual CYP’s sensory/ physical disability. This includes implications in all teaching and learning environments
• Staff should encourage students to wear appropriate sensory equipment and use physical aids
• All staff deliver all information in an accessible way
• Staff have an awareness of the specific learning profile of a young person with Down Syndrome

CYP within this category should make age appropriate progress. This will be through high quality, inclusive teaching and learning

• Specialist advice on strategies and teaching approaches from the Sensory Needs Service (SNS)
• Training from a specialist including how to manage and monitor a CYP’s hearing aids
• Attention to positioning in class. Seating CYP no more than two metres from the teacher for instruction. For example, CYP with mild or fluctuating hearing loss may need to lip-read the speaker. This may help to supplement their auditory access
• Give CYP extra time to complete tasks, as required
• Consideration given to the CYP’s access to spoken language in large groups. For example, assemblies or large reverberant rooms such as halls and gyms
• Use of subtitles and or a written script when showing video clips, DVDs etc.
• Do not ask CYP with a hearing impairment to take notes when they are watching video clips etc.
• Staff check for understanding of spoken instructions/lesson content
• Teaching staff repeat the contributions of other CYP as these may be missed
• Individual/small group intervention to introduce and merge new language and concepts
• A multi-sensory approach. This includes the use of visual aid and contextual clues to support learning. This is especially important during phonics sessions when CYP are establishing their phoneme-grapheme correlation and may mishear sounds
• Individual small group intervention. This will help CYP to accept and manage their hearing loss and develop a positive self-image as a deaf child
• Put in place good transition plans. This should be in liaison with parent/carers. This should be when CYP starts at a setting or changes year group. This can include a hand-over between key members of staff
• Some CYP may need sign support in class. This is usually Sign Supported English, but they may need British Sign Language
• Appropriate safety and evacuation procedures are in place

CYP within this category should make age appropriate progress. This will be through high quality, inclusive teaching and learning

• Specialist advice on strategies and teaching approaches from the Sensory Needs Service (SNS)
• Direct teaching from SNS. This will help to develop specialist skills such as touch typing and low visual aids
• Differentiate curriculum. This will make content easier to access. Follow advice from specialist teachers. Include adult support and use of ICT
• Delivery of information supported with auditory and tactile approaches where appropriate. For example, give oral descriptions of visual materials
• Adaptation of printed resources
• Allow extra time to complete tasks if needed
• Attention to layout of classroom. Positioning in class dependent on the CYP’s best visual field and as advised by SNS. Consider lighting in all environments, including extra curricula
• CYP may need support from an adult to understand social situations and interactions
• Advice and support for mobility, orientation and independence skills
• Health, safety and risk management undertaken re visual impairment
• Individual/small group intervention. This will help to manage CYP visual impairment and develop a positive self-image
• Put in place good transition plans, in liaison with parent/carers. This should be when CYP starts at the setting and changes year group. This should include a hand-over between key members of staff

• All staff involved are aware of the nature of the physical or neurological difficulty. This includes linked learning and/or access requirements
• All staff understand the impact pain and fatigue may have on a CYP. This may affect their wellbeing, their ability to concentrate and process information
• Differentiate the curriculum. This will help to meet the needs of the CYP with moderate physical and neurological difficulties
• Access to adapted ICT hardware and recording software
• Provide access to a variety of strategies and personalised low-tech resources. For example, writing slope, modified scissors. Choose resources that limit the need for manipulation
• Maximise access for teaching approaches which involve visual and practical resources
• Consider the layout of the classroom/environment. This should allow easy access to seat, resources and allows social interactions
• Opportunities to record information in a variety of ways. Reduce written recording demands
• Regular rest breaks reduce mental and physical fatigue
• Consider appropriate seating and seating placement
• Provide extra support for self-care when required/requested
• Setting environment has adapted safety/support resources
• Staff have relevant moving and handling training

• Install reasonable adjustments in line with the Equality Act 2010
• Staff liaise with specialist colleagues. Staff should also receive relevant, up-to-date training including medication/care training
• Individual health care plan followed by staff. Regularly track and review with specialists and parent/carers
• Provide support equipment such as lockable medicine cabinets, first aid bags, fridges
• Staff receive bereavement training and follow clear policies
• Regular home setting contact. This will help to support the family’s well-being. When the CYP is not in the setting, it will help to maintain ‘sense of belonging’ with peers and setting community

• Staff work together with other professionals. This includes occupational therapists to share strategies and advice to support the CYP’s sensory diet
• Adjustments made to the environment as indicated by the audit of the environment. For example, changing individual work-stations – see section one
• Access to interventions to support sensory regulation. For example, Sensory Circuits
• Staff training provides knowledge and understanding on supporting CYP with Sensory Processing Difficulties
• Intervention. This will help to develop the CYP’s self-regulation and resilience. For example, Zones of regulation

• Provide sensory breaks
• Make reasonable adjustments in regard to the uniform policy. This should be in liaison with parent/carers and the CYP.
• Give consideration to the environment. For example, noise, room temperature, visual stimuli and proximity
• Flexible approach to transitions. For example, between lessons and to and from the setting to avoid busier times
• Access to a safe space