Ordinarily available provision (schools)

Family carers know who to talk to in the setting about their child.

Settings have formal and informal ways of communicating with family carers e.g., learners and parent surveys, coffee mornings, use of a home school diary, book bag, text, or email to support communication directly with parents or carers in addition to communication given via learners.

Every setting has a SEND information report which is coproduced with family carers and updated annually.

Formal and informal events take place to seek views in relation to SEN from both family carers and learners e.g., school council.

Settings are aware of Surrey's Local Offer and can signpost family carers as appropriate.

Parents are aware of the SEN status of their child, the support, and individually tailored interventions in place.

Targets are coproduced and reviewed with family carers and the learner.

The learner's strengths and aspirations are essential to the agreed interventions.

Learners are supported to understand the difficulties they are experiencing and the strategies they can use to overcome.

Learners understand and can contribute to the targets they are working to achieve.

The setting promotes personal development and well-being where happiness and welfare are prioritised.

Learners are treated with respect.

There is a calm and purposeful climate for learning where learners feel they belong, and their contributions are valued.

Learners can identify an agreed safe space.

Language used in the classroom demonstrates unconditional positive regard for learners (e.g., Restorative Approaches).

There is a culture of self-help, cooperation, and interdependency. A range of strategies are used to promote peer support.

PSHE (personal, social, health and economic education) is used to develop wellbeing and resilience.

Peer awareness and sensitivity towards difference e.g., SEND and protected characteristics, are raised at a whole school level. Work is done with classes and groups regarding specific needs or conditions as appropriate.

See relevant policies as set out in Theme 1 of Surrey Healthy Schools Approach.

Learners feel safe and valued. They know that they can approach staff and that their opinions and concerns are valued.

Learners know who to talk to when they have a concern.

Learners have an agreed method of contacting an agreed adult when they need to talk.

The setting promotes positive attitudes, beliefs and practices towards individuals and groups in the classroom, the wider school and society.

The staff in the setting model positive attitudes, beliefs, and practices.

The setting regularly asks the learners if they feel and valued and use feedback to improve.

All settings have an accessibility plan which is published on their website.

Reasonable adjustments are made according to individual needs.

The furniture is the appropriate size and height for the learners.

Extra-curricular activities and educational visits are planned to fully include learners with SEND (in line with the Equality Act 2010), including those with social, emotional and mental health (SEMH) and physical disabilities.

Learners' views are routinely sought and are used to inform in planning for physical or sensory adaptations that they may require.

Practitioners are aware of and adjust for learners' sensory needs which may include physical impairment e.g., hearing/ vision and sensory differences, and/ or a sensory need e.g., touch, smell, noise.

Adjustments that may be needed include:

• Seating arrangements
• Movement breaks
• Equipment
• Environmental modifications e.g., reduced sensory overload, lighting, displays
• Presentation of materials e.g., text size, colour, background
• Noise levels
• Access to alternative spaces e.g., due to smell or noise, and
• Flexible uniform policy

Practitioners understand the additional needs of their learners, understand the nature and impact of these and how to respond to them.

Practitioners use assessment through teaching, screening tools and standardised assessments so that they understand the learner's strengths and gaps in learning.

Practitioners use this information to coproduce targets and interventions with the learner and family carers.

Practitioners differentiate to meet the needs of all learners e.g., summer born, those with English as an additional language, those with no nursery experience, children who have missed education through illness.

Individualised and/ or small group planning and programmes in more than one curriculum area.

Use of approaches to promote independence, scaffold, and support learners.

Strategies that support differentiation include:

• Visual timetables, clear concise instructions with written or visual prompts (e.g., now, and next cards), particularly during transitions.
• Additional time to process information before being asked to respond.
• Breaking down tasks into small manageable steps which are explicitly taught.
• Varied pace, content, and order of activities to support access and engagement
• Modelling is used to aid understanding.
• Repeated learning to promote fluency and planning for generalisation of newly learnt skills.
• Key vocab is displayed with visuals.
• Alternatives to written recording are used routinely.
• Study skills are explicitly taught.
• Learners have access to homework clubs, or additional support with homework.
• Homework is differentiated appropriately for learners.

The curriculum is delivered in a way that allows for individualised, group and independent learning based on an assessment of the pupil's strengths and needs.

Strategies are used to actively promote independent learning through:

• Pre-teaching, overlearning, appropriately differentiated resources.
• Seating plans and groupings take account of individual needs and routinely provide opportunities for access to role-models, mixed-ability groups.
• Structured opportunities for conversation and sharing of ideas and access to additional adults where they are needed.
• The use of additional adult support is clearly linked to pupil outcomes.
• There are planned opportunities for children to generalise newly learnt skilled including those that may have been introduced by outside agencies and specialists.

Practitioners ensure that collaborative learning and peer support is a feature of lessons.

Strategies are used to build and maintain positive relationships across the whole school community (e.g., restorative approaches).

There are opportunities to develop peer awareness, sensitivity and support for different needs and disabilities both in and out of the classroom.

Equipment and resources are allocated appropriately to ensure additional needs are met.

There should be access to a range of equipment and resources to support learners with sensory differences, sensory impairment, and physical disabilities.

Occupational Therapy resource finder

Concrete apparatus and adapted resources are available for those learners who require it.

All equipment and resources should be available to pupils to support independent learning.

Increased use of Information and Communication Technology (ICT) resources to remove barriers to learning.

ICT is used to support alternatives to written recording and to promote independent learning.

Every setting should have a Continuing Professional Development (CPD) plan for all staff including teaching assistants so that they can meet the needs of all learners.

There is a planned programme of ongoing CPD in relation to SEND for the whole setting and individual teams and departments.

Best practice is shared within the school and with other schools via Schools Alliance for Excellence (SAFE) and SENCo networks.

Staff collaborate and have effective links with other relevant outside agencies and specialists.

Practitioners know when to refer for extra support or advice.

The setting is aware of and regularly communicates with any other professionals who are involved with each learner.

Advice received from other professionals is used to inform teaching and learning.

Every setting should have an induction programme for new staff which includes a robust focus on additional and special educational needs.

Induction programme in place for all new staff which includes:

• Working with parents
• Gaining pupil views
• Assessment
• Teaching and learning strategies
• Adapting the environment
• Understanding of key school policies e.g., safeguarding, inclusion

Settings plan for all children or young people joining and leaving their settings. Enhanced arrangements are made for pupils with additional and special needs.

Pupils are supported to understand and manage transitions and predictable changes in their lives.

Staff are aware of those who will need additional support for all or most transitions and plan for these transitions.

This includes leaners who:

• Have insecure attachment, including but not limited to children who are looked after (CLA), children in need (CIN), children under child protection and children with parents in the armed forces.
• Have social communication difficulty including autism spectrum conditions (ASC).
• Suffered trauma, loss, or bereavement.
• Are anxious.

Transitions include:

• Moving around the setting.
• Preparing for weekends and the start of holidays and beginning of term.
• Moving from lesson to lesson.
• Changing from structured to unstructured times.
• Moving from break to lesson times.
• Moving from one activity to the next within a lesson.
• Changes of staff -permanent and temporary.
• Special events, e.g., visitors, visits, celebrations.

Staff are aware of how changes can affect children and young people.

Settings have a plan for how they support pupils when unexpected events occur.

Settings find out about new children in advance through discussion with parents, Early Years passport, transition reports across school phases, SEND support arrangement documents, specialist reports.

Parents know what to expect and who to speak to if they have any questions.

Pupils know what to expect and who to speak to if they have any questions.

Induction days.

Enhanced induction offers for some pupils this might include photos of school, photos of staff, communication passport, examples of a typical day, social stories.

Preparation is made for those leaving school or education including enhanced offers for some pupils (see above).

Safe space available within the classroom or an identified area of the school for time out.

Visual timetables are used, events are removed or ticked off when finished.

Timers are used to show learners how long they have to work for, and how long they have to finish.

Opportunities for periods of respite using withdrawal to smaller groups. This might include self-directed/ individual time-out.

Plans are made for unstructured times: safe spaces are available; there are structured alternatives such as games club, use of library for vulnerable learners.

It is advised that school staff are familiar with policies that can support:

• Relationships Education Policy (Primary Schools)
• Relationships and Sex Education Policy (Secondary Schools)

Changes that can occur:

• Puberty
• Birth of a sibling
• Gender/ identity

Unexpected events:

• Change in parenting arrangements e.g., change in parent's relationship status.
• Loss and bereavement.
• Accident or injury.
• Critical incident affecting school community.

See Surrey Health Schools (Taking a Surrey Healthy Schools Approach):

• Theme 1: Whole School Approach towards the Promotion of Positive Health and Wellbeing.
• Theme 5: Emotional wellbeing and mental health.

A regular cycle of Assess, Plan, Do, Review is used to ensure that learners are making progress.

Learners' strengths and difficulties in learning and behaviour are observed and monitored in different settings and contexts for a short period of time to inform planning.

Staff are aware of learners' starting points so that expected progress can be measured across each key stage.

Assessment is used to inform planning and interventions.

Consideration is given for individual learners' developmental trends. Case studies are used to demonstrate holistic progress.

Practitioners ensure that formative assessment and feedback is a feature of lessons and evident in marking and assessment policy.

A wide range of assessment strategies and tools are used to ensure a thorough understanding of leaners.

Learners have regular opportunities to evaluate their own performance.

Self-assessment is routinely used to set individual targets.

The impact of interventions is critically evaluated. Alternative approaches are explored to establish whether they may result in better outcomes for the learners.

Recommendations for screening tools can be found in Inclusion and Additional Needs Schools Service Offer.

Expertise is in place to manage reasonable examination arrangements (access arrangements) for tests and national tests and public examinations.

Settings make adaptations to assessment arrangements as part of everyday practice. This is used to establish the leaners normal way of working.

Please refer to the relevant exam board guidelines. Arrangements could include:

• Rest breaks
• Use of a reader, scribe, or laptop
• Extra time
• Adapted resources are used in class and assessments

Difficulties understanding what is being said to them.

• Check that hearing has been tested.
• Engage the child's attention before talking to them, use their name.
• Consider how many information carrying words (identify this through screening) a child can manage and adjust language level accordingly when giving instructions.
• Provide visual prompts to support language including key vocabulary, now and next, visual timetables, gesture, signing.
• Allow extra time to process what has been said (10 seconds).
• Repeat your instruction or request if not understood and simplify the language and use additional visuals to support.
• Check understanding by getting child or young person to
  feedback or by asking questions.
• Provide an environment that limits distractions.
• Pre-teach topic vocabulary.
• Avoid use of sarcasm (make sure your words and body language match) and idioms ("it's raining a lot" rather than "it is raining cats and dogs" in general instructions as these can be misunderstood and lead to negative behaviours but explicitly teach where these occur in curriculum or are featured in a book/ text.

Difficulties saying what they want to and being understood.

• Allow time to try and find the words they want to say.
• Ensure there are opportunities for practising language that can be predictable e.g., circle time, news, group time.
• Repeat back what has been to either; expand the sentence; complexity or length, add a different vocabulary word or modelling the correct grammar.
• Encourage talking by commenting and giving choices rather than questioning.
• For older student's barrier games e.g., Guess Who, Battleships can support with developing sentence structures, grammar, and vocabulary.
• Use of alternative methods of communication e.g., signing and picture exchanges can also support with getting message across.
• Where the difficulty is with speech and/ or fluency.
• Be honest. Don't pretend to understand if you don't.
• Give reassurance that you want to understand and if you can't right now you will try later or try another way to understand.
• Repeat back part of the message that you did understand and ask to repeat or draw; act out or gesture so you can model the words to make that message successful.

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

• Ensure you are following all the advice for difficulties with understanding.
• Once you have identified the rule that is not understood through screening you will need to explicitly teach, use visuals, modelling, role play, use Comic Strip conversations to support.
• Use lots of different scenarios of where or when the rule applies to support generalisation.
• Opportunities to practice throughout the school day and week.
• Opportunities for learning from role models.
• Praise all communication attempts.
• There are many social skills programmes that can support, see Inclusion and Additional Needs Schools Service Offer for evidence-based programmes relevant for age and key stage.
• Be clear with expectations and use consistent language to talk about the expectations.

Anxiety based communication needs.

• Do not pressurise the child to speak, it may make the situation worse. You could say that you don't need them to speak e.g., "It's OK if you don't want to talk now, you can show me".
• Reduce the number of questions you ask, as this puts pressure on the child to talk. E.g., instead of saying "what's that?" say "oh look, a tree". This way you provide a language model but without putting pressure on them to speak.
• Identify a consistent member of staff, who can spend additional time with the child, so the child starts to feel more comfortable with them.
• Initially encourage participation in games that do not require any talking. Let them know that they won't have to talk in the game.
• Encourage non-verbal communication e.g., eye contact, gesture, drawings, and writing.
• Concentrate on gaining their trust.
• Refer to 'The Selective Mutism Resource Manual' by Maggie Johnson and Alison Wintgens, as an easy-to-follow programme to use with children with Selective Mutism.

Attention and listening difficulties.

• Being aware of times of the day that may be more difficult.
• Reduce background noise e.g., keep classroom door closed so that there are no competing noises.
• Focus the child's attention to the task by saying their name.
• Use visual cues to let child/ young person know when they need to make a particular effort to listen.
• Be an interesting speaker e.g., show enthusiasm, use body language to emphasise points, vary pitch, volume, and intonation.
• Give information in short chunks, repeat, and give time for processing:
• Provide a reason for listening.
• Give a listening partner who can remind what to do.
• Praise good listening.
• Regular, short breaks.
• Differentiation.
• Chunking, breaking tasks down.
• Visual timetables.
• Backward chaining. Chain parts of the task together (e.g., build the sequence at the last part of the task and working back so the child experiences success and then gradually work back to increase more elements until they can do the entire task).
• Named instructions.
• Asking the child to repeat back what activity they are going to do.
• Use of timers, so they know they only must focus for a comfortable amount of time.
• Individualised timetables.
• To be at the optimum arousal level for learning some children will need access to sensory equipment e.g., fiddle toys, wobble cushions.

Difficulties with learning e.g., despite appropriate differentiation, making inadequate progress over time across the curriculum and working below age-related expectations.

• Assessment through teaching to identify the areas of need in consultation with the learner.
• Teaching skills to fluency and promoting generalisation of learning across contexts.
• Teaching metacognition to help the child develop awareness of how they learn and effective strategies.
• Mediated learning to ensure learning is accessible with specific feedback to bridge new learning.
• Clear and simple instructions, breaking down longer.
• Visual timetable.
• Visual cues and prompts.
• Social stories.
• Give time before response is needed.
• Pre-teaching e.g., provision of a teaching assistant (TA) to help prepare the learner for the new topic.
• Shared next steps, so they know what to expect.
• Differentiated resources that teach the curriculum appropriate to the child not their chronological age (e.g., year five child may be accessing year one objectives in the same context).
• A neuro-diversity approach to celebrate the strengths of each learner.
• Recognising and celebrating success in other areas of their life.

Generalised learning difficulties.

In addition to the strategies for difficulties with learning:

• Adjustment, modification, and differentiation of the curriculum, right across the board, to enable the learner to fully access the curriculum.
• Active learning, concrete, pictorial, and pragmatic approach to learning.
• Emphasis on self-actualisation, activities designed to develop skills which will support them to become independent learners.
• Support to manage self-esteem, celebrations of strengths, reinforcement of success.

Specific learning difficulties, acquiring literacy skills used as an example, but strategies can be applied to any learning difficulty.

• A direct teaching approach which focuses on high quality, explicit and systematic instruction.
• Use of a structured approach using task analysis that ensures one skill is taught at a time (e.g., targeting the reading of certain word rather than targeting both reading and spelling at the same time), mixing new and old learning to minimise forgetting and increase confidence (this is called interleaved learning).
• Distributed practice, which means a 'little and often' approach using short frequent teaching sessions (for example, five 10-minute teaching sessions are often more effective than one longer 50-minute teaching session). The Education Endowment Fund's Key Stage 2 literacy guidance recommends brief interventions of "about 30 minutes" three to five times per week. Sessions should be regular and maintained over a sustained period, with careful timetabling to ensure consistent delivery.
• Teach skills to fluency as well as accuracy (i.e., being accurate and quick), ensuring there are sufficient opportunities to practise skills before moving on.
• Use of teaching activities which represent/ practise the actual skill being targeted (e.g., using real books for reading rather than phonics scheme books which limit texts to decodable words only).
• Ensuring children are fully informed about what the intervention is and why they are doing it and including them in the monitoring of their progress and achievements (to develop meta-cognitive thinking skills).
• Providing opportunities for children to generalise teaching from their intervention sessions throughout the day, ensuring that there are connections between the out of class intervention learning and classroom teaching.
• Peer-assisted learning.
• The adult delivering the intervention is experienced and has appropriate training in relation to the specific intervention.

Difficulties participating and presenting as withdrawn or isolated.

• Assessment through teaching e.g., are there parts of the curriculum that they find easier to manage than others? Use these to develop confidence.
• Small group work e.g., friendship or social skills, nurture groups.
• Backward chaining. Bringing learner in at the end of assembly or school day.
• Play based activities.
• Establish interests.
• Buddying and peer mentoring.
• Giving responsibility for looking after someone else.

Behaviour that concerns.

• A consistent message but flexible approach, e.g. "I want you to be in class learning" is the consistent message, the approach to support this happening may vary or be flexible depending on individual needs.
• Helping the learner to substitute other, more acceptable, behaviours.
• Use of choices to allow the child some control with the same result e.g., "would you like to talk to me now or in one minute?".
• Teach the learner different ways to get their needs met? E.g., develop social skills, strategies to manage anger.
• Develop readiness to learn how.
• Consideration of the timetable and transitions.
• Professionals' meeting to understand the behaviour.
• Risk assessment.
• Communication with home/ family e.g., what is going on at home, other agencies involvement?
• Structure should be clear and explicit; what are the expectations?
• Explicitly teaching de-escalation and self-management strategies.
• Use of distraction techniques and giving responsibility.
• Communication with families about what might be happening at home (e.g., divorce, bereavement, illness) and strategies that work/ don't work and relaying this information to staff.
• Preventative strategies in place.
• Voluntary access to a quiet space to support emotional regulation.
• Appropriate de-escalation strategies in place (e.g., time out card).
• Risk management plan.
• Reintegration plans.
• A clear plan of action, agreed with parents about physical intervention.

Behaviours that may reflect mental health concerns:

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

• Safeguarding/ risk assessment.
• Unpicking the behaviours (negative and positive behaviours) what lies behind them?
• Multi-professional approach.
• Identifying what is not right through engagement with the learner.
• Looking at the history, when did the behaviour start to change?
• Liaison and collaboration with home is essential to understand the wider picture.
• Substitutes for self-harming behaviours e.g., elastic bands, marbles.
• A relational key adult approach.

Physical symptoms that are medically unexplained e.g., soiling, stomach pains

• Activities that are stress reducing e.g., games, dance, colouring, gardening, animals, forest school.
• Keep a log and analyse pattern or trends to identify triggers.
• Liaison with school nurse.

Attachment difficulties (Including Attachment Disorder)

N.B. any provision or support should be provided in line with the needs of the child or young person and is not dependant on any formal diagnosis

• Nurturing approaches and ethos/ nurture groups.
• Liaise with parents and carers for shared understanding.
• A good transition when the child starts school, including checking the history.
• Supportive, structured school curriculum.
• Staff to all be trained and aware of any child with attachment difficulties and how to respond to them.
• Consideration of discipline procedures/ behaviour policies.
• Consideration of family context and the range of children that may have attachment difficulties e.g., adopted, forces children, previously CIN, CLA.
• Liaison with the Virtual School and/ or Education Partnership Trust (EPT) for training and advice including working as part of the attachment aware project.

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

• Differentiated use of voice, gesture, and body language.
• Focus on reducing anxiety and thereby behaviours.
• Flexible and creative use of rewards and consequences e.g., 'catch them being good'.
• Positive reinforcement of expectations through verbal scripts and visual prompts.
• Time out/ quiet area in the setting.

Difficulty in making and maintaining healthy relationships.

• Small group/ nurture group activities to support personal, social, and emotional development.
• A range of differentiated opportunities for social and emotional development e.g., buddy systems, friendship strategies, circle time restorative approaches.

Difficulties following and accepting adult direction.

• Look for patterns and triggers to identify what may be causing stress and anxiety.
• Positive scripts, using positive language to re-direct, reinforce expectations e.g., use of others as role models.
• Calming scripts to deescalate, including, for example, use of sand timers for 'thinking time'.
• Limited choices to engage and motivate.
• Flexible and creative use of rewards and consequences e.g., 'catch them being good' sticker charts.
• Visual timetable and use of visual cues i.e., sand timers to support sharing.

Presenting as significantly unhappy or stressed.

• Identify and build on preferred learning styles.
• Safe place/ quiet area in the setting.
• Feedback is used to collaborate and plan with parent or carer, to ensure consistency between the home and setting.
• Use of social stories to identify triggers and means of overcoming them.

Patterns of non-attendance or Emotionally Based School Non-Attendance (EBSNA).

• Home-school meeting to develop a shared understanding of the factors contributing to the non-attendance (i.e., the function of the non-attendance), drawing upon best practice guidance e.g., resources on EBSNA.
• Named key adult maintaining daily communication, to include a wellbeing check and ensuring provision of work if not in class.
• Meeting with pupil to gain their views around the non-attendance, using resources on EBSNA.
• Co-authored support plan in place for the young person (collaboration between the young person, school, and home).
• Reasonable adjustments according to the young person's needs and factors contributing to the non-attendance.

Hearing impairment

• Hearing Impairment needs may include temporary conductive hearing loss e.g., glue ear, unilateral loss, mild or moderate loss.
• Tips to be deaf friendly | Communicating with deaf children (ndcs.org.uk)

• Deaf Awareness Training.
• Ensure appropriate and consistent use of hearing aids and assistive technology.
• Check that hearing aids are working.
• Seat in class with clear view of teacher's or communicator's face and any visual material used (this may not be the same fixed place for all activities).
• Ensure that the child or young person is face on when you are giving instructions. Try not to move around the room whilst talking as they may use lip-reading and visual clues to support their hearing.
• Instructions delivered clearly and at an appropriate volume.
• Check the lesson content has been heard and understood, particularly when delivering new information, instructions, or homework; and, or using unfamiliar vocabulary.
• During class discussions allow only one student to speak at a time and indicate where the speaker is. E.g., you could pass around a classroom microphone to make class discussions more accessible for a deaf/ hard of hearing child.
• If students are to be asked to work together, arrange the seating so that the students can see everyone by putting chairs in a circle or horseshoe shape.
• Repeating or rephrasing pertinent comments made by other learners ensuring the student accesses those comments.
• Visual reinforcement (pictures and handouts), to support learning.
• Be aware that during P.E. or games lessons it will be more difficult to follow instructions.
• Words spoken on an audio/ visual recording may need a person to repeat what is being said, provide written copy and, or use subtitles.
• Carpeting, soft furnishing, rubber feet on the table and chair legs etc. will reduce noise.
• Seat away from any source of noise e.g., window, corridor, fan heater, projector, the centre of the classroom etc.
• Encourage good listening behaviour: sitting still, looking, and listening.
• Encouraged to ask when not sure what to do.
• A quiet working environment, particularly for specific listening work.
• All staff who work with a learner with Hearing Impairment should be made aware how best to support in school.
• Staff to work together with other professionals to share strategies and advice to support the child.

Visual impairment

• Encourage the student to use visual aids/ resources that have been prescribed (e.g., glasses, magnifiers, big-print books, etc).
• Seat the student appropriately in the classroom.
• Make sure lighting is suitable.
• Make efforts to eliminate the risk of glare from the desk and whiteboard.
• If possible, ensure lights are coming from behind or to the side of the student.
• Give clear instructions as the student may misinterpret gestures and facial expressions.
• Consider the use of enlarged print/ magnified worksheets.
• The less configurations on a page the better (worksheets can be cut in strips and stapled together to present less work at a time).
• Print materials need to be clear and dark.
• Have lined paper for assignments (the darker the lines the better).
• Near point work should be limited to fifteen minutes or less. The student should be encouraged to look away from his/ her work, sharpen a pencil or participate in another activity as this will allow the student to refocus his/ her eyes so that the student is less likely to become fatigued.
• Have students measure from their elbow to their fingers and tell them they need never get closer to their work than that distance.
• Slanted desks may be of benefit to individual students.
• Provide contrast on any visual materials used: black and white is best.
• Avoid italic or ornate script. Remember that lower-case letters are easier to read than capital letters because they have a greater number of ascenders and descenders, making them more visually distinctive.
• Supplement visual material with clear verbal explanation.
• Require less copying from the board or elsewhere.
• Increase oral activities.
• Use concrete material and hands-on experience whenever possible.
• Allow more time to complete tasks and provide breaks to combat fatigue.
• Do not lower expectations because the student has a visual impairment.
• Provide mobility and orientation training as students with visual impairment experience great difficulty in acquiring skills in direction, mobility, and travel. This is particularly important at post-primary level where the student may have to move for individual subjects.
• Arrange for other students to act as buddies and use peer tutoring. Peer-groups should be encouraged to include and support the student.
• Use the student's name when seeking his/ her attention.

Physical disability

• Encourage independence.
• Remove obstacles so that the student can move freely from lesson to lesson.
• Encourage support for the student from classmates.
• Address physical access issues such as ramps, toilets, lifts, and classroom layout.
• Incorporate advice from the occupational therapist in the student's programme.
• Encourage use of any specialist equipment that learner has.
• Allow extra time to complete tasks.
• If students use wheelchairs, where possible place yourself at their eyelevel when talking to them.

Sensory Differences

Sensory Sensitive children and young people tend to be hyper-alert to sensory input.

They may be:

• Easily distracted by people walking around the classroom (staff and learners).
• React badly to loud or sudden noises.
• Become easily upset by other people walking around/near or touching them.

Sensory Seeking children and young people tend to be under sensitive to input and try to use their behaviour to actively increase their exposure.

They may:

• Stand too close to others in line.
• Walk with loud, heavy steps.
• Consistently touch people and objects.
• Chew on non-food items.

• Seat in class facing away from seeing people coming in and out of the class.
• Reduce the amount of exposure to bright colours or lighting by positioning away from posters or lamps in class.
• Fidget toys or stress balls can help calm learners.
• Sucking on a bottle or through a straw can promote deep breathing which is calming.
• Chewing on something tough or chewy can be calming.
• Ear defenders help learners who find auditory input difficult to process.
• Have a 'smelly' bag to provide a positive smell for those learners sensitive to smell.
• 'Calming' corner in the classroom (that can be accessed as and when needed).

• Provide frequent movement opportunities including helping to pass out resources and books.
• Movement breaks that are very specific such as 10 star jumps or two laps of the field to prevent over-stimulation.
• Provide exposure to bright colours and moving objects if appropriate in class.
• Position the learner in larger groups and the middle of walking lines.
• Movin' sit cushions allow for movement while seated.
• TheraBand on the legs of chairs gives feedback while seated.

Severe and complex medical needs including a life-threatening diagnosis or condition

• Reasonable adjustments in line with the Equality Act 2010.
• Support equipment such as lockable medicine cabinets, first aid bags, fridges.
• Rotated medication/ care training.
• Liaising with specialist colleagues for up-to-date training.
• Clear bereavement training and policies.
• Regular home school contact when/ if learner is not in school to maintain a 'sense of belonging' with peers and school community.

1. Difficulties understanding/ following classroom instructions

2. Attention and Listening Difficulties

• Use X's name to get attention before talking to them.
• Adjust language level, chunk information.
• Use visuals to support language.
• Allow additional processing time.

Continues to need name before instructions and this works well.

Allowing processing time effective for classroom participation and self-esteem as well as listening and attention.

(Different from and additional to Ordinarily Available)

Delivered by (if applicable–TA, certified teacher (CT))

Session length (if applicable)

Group size (no. of CYP - if applicable)

Frequency per week (if applicable)

Duration of intervention (in weeks)

Associated cost

(per year)

Review/ Outcome

Active Listening for Active Learning (targeted intervention suggested in Inclusion and Additional Needs School Service Offer)

CT

40

Whole class teaching

2 x week

6 weeks

£0

Needs continued prompting in topics with high language content but can be redirected.

Active Listening for Active Learning

TA

30

3

2 x week

6 weeks

£XX

Can now attend with minimal prompting in a small group of 3 for at least 10 minutes.

1. Difficulties with learning/ working below age related expectations (particularly in maths)

• Clear and simple instructions.
• Pre teaching of vocabulary and concepts.
• Differentiated resources at their learning level.

Pre-teaching is having an impact, vocab & concept knowledge as measured using Progression Tools has improved.

Provision/ resources

(Different from and additional to Ordinarily Available)

Delivered by (if applicable–TA, CT)

Session length (if applicable)

Group size (no. of CYP - if applicable)

Frequency per week (if applicable)

Duration of intervention (in weeks)

Associated cost (per year)

Review/ Outcome

1. Sandwell Early Numeracy Test Screening Tool
2. Catch Up Numeracy

CT

TA

10 to 30 min

15 mins

1:1

1:1

Once

2 x week

12 weeks

£XX

• More self-confident and motivated in class.
• Felt more confident to work independently.
• Now can do X that could not do before.

Total Cost

X

1. Difficulties participating and presenting as withdrawn

Small group with buddies/ play based activities

Provision/ resources

(e.g., intervention)

Delivered by (if applicable–TA, CT)

Session length (if applicable)

Group size (no. of CYP - if applicable)

Frequency per week (if applicable)

Duration of intervention (in weeks)

Associated cost (per year)

Review/ Outcome

1. Difficulty in making and maintaining healthy relationships

Provision/ resources

(e.g., intervention)

Delivered by (if applicable–TA, CT)

Session length (if applicable)

Group size (no. of CYP - if applicable)

Frequency per week (if applicable)

Duration of intervention (in weeks)

Associated cost (per year)

Review/ Outcome

Total cost per year