Special Needs Policy

Edwalton Primary School

Written in October 2013

To be reviewed annually

This policy is intended as a transition document. It describes the existing SEN system and outlines the early stages of the new process. Ordinarily the school’s SEN policy would be subject to review and amendment after 12months. However, in light of the reforms that are in progress, this policy will be reviewed during the Summer Term 2014, ahead of the full implementation of the Children and Families legislationin September 2014.

1 SPECIAL NEEDS POLICY 2013

This policy is liable to require updating when new legislation is put into force. We are currently following guidance from the LA regarding changes but have not included draft changes into policy as yet. Nottinghamshire is a pathfinder introducing some elements of the new Education, Health and Care Plan Pathway before the statutory implementation date of September 2014.

The coalition government has embarked on a programme of reform to the way in which provision and support is made for children and young people with special educational needs and/or disabilities in England. New legislation is due to be enacted in early 2013 which will be accompanied by a new Code of Practice. However, the definition of special educational needs in the new draft Code of Practice is in line with that from the 2001 Code.

More details about the proposed reforms, including the draft Code of Practice can be found on the Department for Education’s website:

At Edwalton Primary School we recognise that our pupils have a variety of needs and aspirations. We are committed to the inclusion of all pupils in a broad and balanced curriculum, made accessible through differentiated activities. The needs of a significant minority of the children require consideration beyond that given to other pupils (a Special Educational Need). Government Legislation dictates the framework within which the school operates (the Special Educational Needs Code of Practice 2001, the SEN and Disability Act 2001), and further guidance is provided by both the Government and Local Authority.

Aims: • To ensure that all pupils have access to a broad and balanced curriculum • To provide a differentiated curriculum appropriate to the individual’s needs and ability. • To ensure the identification of all pupils requiring SEN provision as early as possible in their school career • To ensure that SEN pupils take as full a part as possible in all school activities • To ensure that parents of SEN pupils are kept fully informed of their child’s progress and attainment • To ensure that SEN pupils are involved, where practicable, in decisions affecting their future SEN provision

We recognise that many pupils will have special needs at some time during their school life. In implementing this policy, we believe pupils will be helped to overcome their difficulties. Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done to overcome them by parents, teachers and pupils working together.

Definition of Special Educational Needs

A pupil is considered to have Special Educational Needs if he or she has defined difficulties over and above those generally experienced by the majority of his or her peer group. These difficulties may be sensory, cognitive, physical, social or emotional and some students may have complex needs, which cover a range of difficulties. This policy aims to address the needs of these pupils.

Although there are acknowledged links – in some instances – with pupils who have English as Additional Language needs, this is a separate area of provision and is, accordingly, addressed in a different policy document. Children with EAL should not be regarded as having SEN, although pupils with EAL may also have SEN.

The revised code of practice focuses on meeting these needs in the classroom, and therefore as staff, we must accept that the responsibility for meeting the educational needs of all students in our classroom lies

2 with us, ‘All teachers are teachers of children with special educational needs’ (SEN Code of Practice pg. 44). It is important to note that all staff have the responsibility of meeting the needs of each individual in their class to the best of their ability with or without a formal assessment. If there is a concern, a referral to the SEN Co-ordinator should accompany a structured and well differentiated teaching programme.

The Special Educational Needs (SEN) Code of Practice, which was revised in 2001, provides guidance on the duties of schools, local authorities and others working with children who have SEN must have regard. The Code sets out four areas of SEN: • Cognition and Learning • Behavioural, Emotional and Social Development • Communication and Interaction • Sensory and/or Physical Needs

The Disability Discrimination Act 1995 states that a person has a disability for the purpose of the Act if they have a physical or mental impairment, which has a substantial and long-term adverse effect on his ability to carry out normal day-today activities

More details about the proposed reforms, including the draft Code of Practice can be found on the Department for Education’s website: www.education.gov.uk/schools/pupilsupport/sen

Graduated Response to SEN All staff have a responsibility for identifying students with Special Educational Needs (see Appendix One). Class teachers have the overall responsibility of ensuring that the curriculum will be differentiated and delivered in an inclusive way.

The aim of our Special Educational Needs Policy is to ensure that:

 We identify and assess children with SEN as early as possible.  All procedures for identifying children with SEN are known and understood by everyone.  We provide differentiation within a balanced and broadly based curriculum, in a way that supports children with SEN.  Records relating to SEN follow the child through the school, which are clear, accurate and up to date.  We raise staff awareness of and expertise with SEN through INSET.  We work in partnership with parents.  We maintain close links with the support services and other professionals and agencies.  All children are given access to the curriculum at an appropriate level and that each child’s learning and achievements are maximized at every stage of their primary school career.  There is adequate resourcing for SEN.

Roles and Responsibilities

Edwalton Primary School recognises that provision for children with Special Education Needs is a matter for the school as a whole. Roles and Responsibilities with regard to SEN are designated in the following way:

3 SENCo:  Allocate roles and responsibilities to staff so that special needs are met – within this to manage Teaching Assistants.  To liaise with staff, support services, parents and pupils.  To report to governors on the needs of the SEN children in her care.  To delegate the organisation of review meetings to the Inclusion leader.  To ensure that the needs of SEN children are met within the school.  To play a key role in delivering the strategic development of the SEN policy and provision.  To oversee the day-to-day operation of the school’s SEN policy.  To monitor the needs of SEN and gifted & talented children together with the Head teacher and class teachers.  To assist with and advise on, the teaching and assessment of children with SEN.  To organise annual and termly reviews.  To ensure Personalised Learning Plans/Provision maps are written and reviewed termly.  To ensure that provision for pupils with SEN is mapped  To ensure that the impact of SEN interventions is assessed for each pupil, as well as the impact of Pupil Premium (see Pupil Premium Policy)  To meet regularly with the Head teacher to discuss individual children, resources and use of time.  To give advice on the level of support and on appropriate resources and strategies to support learning.  To ensure that the school’s SEN register & provision map is updated regularly.  To lead the annual review of the Special Educational Needs Policy.  To make contact with the Educational Psychologist and other support services in consultation with class teachers.  To meet with parents and pupils to discuss and support needs and progress.  To report to governors as requested.  To work in conjunction with the class teachers.  To lead INSET/staff meetings on SEN in school as appropriate.  To keep their own skills updated by reading, researching & attending INSET on SEN and appropriate related external courses.

Class teachers:  To identify the Special Educational Needs of individual children in their class  To know which pupils in their class are on the SEN register/provision map  To maintain an SEN file for their class reflecting this information for each individual child and copies of all relevant documents.  To write individual PLPs for pupils at SA+ and those with a Full Statement.  To attend and contribute to termly meetings for those children at SA+and/or with a Statement  To provide a detailed record of the PLP/provision map targets and the strategies adopted and their relative success for each child with special needs.  To ensure TAs are supporting pupils in their class, as directed.  To ensure that the Head teacher and other colleagues are aware of children's needs.  To provide learning experiences which are appropriate to the needs of the child.  To attend appropriate INSET and courses.

Teaching Assistants (also see the TA handbook):  Carry out activities and learning programmes planned by the class teacher and the SENCo.  To keep records of this work and assessments as requested.  To support children in class or by withdrawing individuals and small groups.  To attend INSET, courses and TA meetings where appropriate.  To be fully aware of the school’s SEN policy.  To complete termly appraisal meetings to report progress and share practice  To support and work towards the SEN SIP  To feedback and implement relevant training

4 Governors:  A named governor to have responsibility for the implementation of the SEN policy.  To be fully involved in developing and monitoring the SEN policy.  To have up to date knowledge about the school’s SEN provision, including funding.  To know how equipment and personnel resources are deployed.  To ensure that SEN provision is an integral part of the School Improvement Plan.  To ensure that financial resources are available to carry out the SEN policy.  To ensure the quality of SEN provision is continually monitored  To ensure the SEN policy is subject to a regular cycle of monitoring, evaluation and review.  To liaise with the Head teacher, SENCo and staff

Process of identifying children and provision mapping

The SENCo will assess the children on a termly basis using the tracking system of O track and the school provision map, this holds information on the pre and post assessment . All this data will be fed back to parents at parents evenings and any other additional meetings that may be required in order to discuss the child’s needs. In order to support the analysis of the data on children the SENCo will meet regularly with support staff and on a termly basis with heads of the phases (EYFS, key stage one, year ¾, year 5/6) to discuss children’s progress and the target children for the term.

If parents or staff have concerns regarding a child’s progress during a term then the concerns form (appendix 3) can be filled out in a collaborative and structured conversation among staff and parents. This will then be supported by an observation from the SENCO to ascertain the next steps in order to support the identified child.

Further specialist support can be accessed where a child is not making progress as expected and all in house expertise has been exhausted. A referral will be negotiated at Springboard, by the SENCo to one of the following teams:  Early Years/key stage 1 SEN  Communication and Interaction Key stage 2 – 5  Sensory Key stage 2 – 5  Cognition and Learning Key stage 2 – 5  Primary Social Emotional Development (PSED) Key stage 2 – 5

Access to support from the EPS will also normally be negotiated through Family Spring Board meetings which will be held on a termly basis. The support they offer focuses on children and young people with the most complex needs and circumstances. If any agencies do become involved they will be invited to attend and feedback at review meetings. Generally, the SFSS role will be to support the school in a particular teaching area with a child and collate a scheme of work, or support with technical equipment that the children may have.

Additional Funding Arrangements

In addition to the money which is put into the school budget annually to help it meet the needs of children with S.E.N. there is another bank of money held by the LA. This is for those children with extremely exceptional needs and as appropriate, the SENCo places a bid for additional funding direct to the Authority. These are High Level Needs bids and a panel meets to consider them.

A further sum of money is allocated to the Family of Schools. This is used to support those children at School Action Plus who are turned down by the High Level Needs panel and those who are considered to be medium level needs. The criteria for both AfN and HLN funding is attached (Appendix 2)

5 The SENCos from each school within the family meet for a day annually and carefully moderate the bids made by each SENCo. Money is then allocated to each school and the SENCo within each school allocates support for individual children taking into account the level of need of the children and the funds made available by the authority.

The needs of those children who do not meet the criteria are to be met from the school budget. For more information please ask for a Parent Partnership Leaflet

Assessment

All children will be entitled to the typical school practice of two parents’ evening appointments and a report at the end of the term. Those children who have outside agency involvement will have a separate termly meeting to discuss their child’s progress and needs with all parties involved. Parent Drop-In sessions and other non-contact time for the SENCo are available for parents to book additional meetings.

1. This should be ongoing, appropriate and accurate both on a school and an individual level, either through Early Learning Goals, PIVATS or NC levels.

2. Assessment should always match tasks with the child’s capabilities. It is crucial to set work at precisely the right level - otherwise children who persistently fail will come to expect to fail.

3. The tip is to set work so that the child progresses in very small steps and doesn’t try to take an enormous leap by which he/she will fail.

Progression to Statutory Assessment

The school will request a Statutory Assessment from the LA when, despite an individualised programme of sustained intervention within School Action Plus, the child remains a significant cause for concern. A Statutory Assessment might also be requested by a parent or outside agency. The school will have the following information available: • The action followed with respect to School Action and School Action Plus • The pupil’s IEPs • Records and outcomes of regular reviews undertaken • Information on the pupil’s health and relevant medical history • N.C. levels • Literacy/Numeracy attainments • Other relevant assessments from specialists such as support teachers and educational psychologists • The views of parents • Where possible, the views of the child • Social Services/Educational Welfare Service reports • Any other involvement by professionals

A Statement of Special Educational Need will normally be provided where, after a Statutory Assessment, the LA considers the child requires provision beyond what the school can offer. However, the school recognises that a request for a Statutory Assessment does not inevitably lead to a Statement

If after advice from the EP or other professionals, the school and parents consider that help is needed from outside the school’s resources the SENCo completes the form for the local authority (depending on where the child resides) requesting Statutory Assessment. Papers are forwarded to the Case Officer for the school, who with the Panel, which meets weekly, will decide whether to proceed with Statutory Assessment.

6 Should the Panel decide against statutory assessment it is then up to the school to look again at provision for the child and to formulate new strategies and PLPs. If the Panel agrees to proceed with Statutory Assessment the SENCo prepares further documentation about the child, which is sent to the Special Needs Section where, in consideration with similar documents from other involved professionals, a Statement of Special Educational Needs is completed. The class teacher, in conjunction with the SENCo is then responsible for drawing up a PLP to meet the objectives set out in the Statement. The Statement must be formally reviewed at least annually.

One of the significant changes arising from the reforms will be the replacement of the current Statement of Special Education Needs, for those children with the most complex needs, with a new Education, Health and Care Plan. This will be supported by the Education, Health and Care Plan Pathway. Further information about this new pathway is available on Nottinghamshire County Council’s website: www.nottinghamshire.gov.uk/learning/schools/special-educational-needs

Information can also be obtained from the Parent Partnership Service on: 0115 9482888 or by speaking to an Education, Health and Care Plan Co-ordinator on: 0115 9774012 or 0115 9773323

Annual Reviews of Statements of Special Educational Needs

If a child has a Statement of Special Educational Needs the Statement must be reviewed annually. The Annual Review will be chaired by the SENCo. Reports will be submitted by the Class teacher, Teaching Assistant and anyone else working with the child, for example the Speech Therapist. If there are concerns about the progress or behaviour of a pupil with a Statement then an Annual Review can be held at anytime during the year and more than one can be held in the course of a year. The Annual Review can be used to request additional support or changes to the Statement. In the unfortunate event of a pupil with a Statement facing Permanent Exclusion an Annual Review MUST be held at the earliest opportunity prior to the exclusion meeting.

Nottinghamshire’s Education, Health and Care Plan Pathway

In September 2014, statements of Special Educational Needs (SEN) will be replaced by Education, Health and Care Plans (EHC Plans). The EHC Plan will provide the same statutory protection as the statement of SEN. However because it will cover from birth to age 25 it will extend the rights and protections to young people in further education and training.

Nottinghamshire is one of a number of authorities in England who are introducing their EHC Plan pathway and new arrangements a year earlier to provide feedback to the government. This will help to inform the new legislation that will be introduced in 2014. The pathway has been developed with families and a range of people from across education, health and care services and the voluntary and community sector.

From September 2013, there will be an offer to all families who have requested a statutory assessment the opportunity to be considered for an EHC Plan instead of a statement of SEN. The timescale for assessment and completion of an EHC Plan is a maximum of 20 weeks. The application will combine information from a variety of sources including parents, teachers, SENCO, social care and health professionals. Information gathered relating to the current provision provided, action points that have been taken and the preliminary outcomes of targets set. The Pathway has seven steps for a child, young person and their family as shown in the diagram below. The aim of this new process is to make a meaningful difference to the lives of children, young people and their families.

As part of this new process parents will have two people who will be supporting them as they proceed along the pathway. The first of these is a Family Supporter and the second is the EHC Plan Co-ordinator. They will work closely with each other as well as with parents and their roles are described below.

Family Supporter will:  Check that parents/young people are happy for them to act in this role  Find out views about what they think is going well and what could be better  Find out what your hopes and aspirations are  Work with parents to prepare for the EHC Plan meeting  Explain personal budgets and options which may be available  Make sure they have up to date information about the services used  With the Plan Co-ordinator, set a date for the EHC Plan meeting and discuss who should be present and where the meeting will be held.

Plan Co-ordinator will:  Liaise with the parents/pupils and the Family Supporter  Check whether advice from other people is needed  Write to request any further advice/information required  Make the arrangements for the EHC Plan Meeting  Write up the EHC Plan, collate and distribute all relevant information to those who attended the meeting  Be the parents contact in the future

There are three possible outcomes:  Following Statutory Asessment an EHC Plan will be provided by NCC, if it is decided that the child’s needs are not being met by the support that is ordinarily available. The school and the child’s parents will be involved developing and producing the plan.  Parents have the right to appeal against the content of the EHC Plan. They may also appeal against the school named in the Plan if it differs from their preferred choice.  Once the EHC Plan has been completed and agreed, it will be kept as part of the pupil’s formal record and reviewed at least annually by staff, parents and the pupil. The annual review enables provision for the pupil to be evaluated and, where appropriate, for changes to be put in place, for example reducing or increasing levels of support.

8 Under the proposed legislation there will be a requirement on local authorities to publish a SEND Local Offer, which will set out a range of additional services and provision across education, health, social care and across the public, voluntary and independent sectors. This will detail information about what is available to support families both with and without an EHC Plan. The SENCO will help parents of pupils with SEN to identify appropriate provision that may be available through the Local Offer. They may also signpost parents to the Parent Partnership Service who may offer specific advice, guidance and support, where required.

Transitions

Edwalton Primary School takes the majority of its pupils from local pre-school/nursery settings. In the Summer term prior to pupils from the nursery joining the school the Lead TA for Early Years will liaise with the nursery to establish which of the pupils who are progressing to FS2 and meet each of them. Further discussions and visits will be organized with both the TA and SENCo for those children with additional needs. This information will be collated by the SENCo and Lead TA in order to draw up appropriate provision.

As pupils on the SEN register progress to secondary school the SENCo will liaise with the various receiving schools. This will include inviting the SENCO from the secondary schools to Y5 & Y6 Annual Reviews and progress reviews. The Lead TA for KS2 and SENCo will also arrange visits for pupils and parents to look at prospective schools. This will include specialist provision in the case of some pupils with statements/EHC plans.

Other Policies and documents

Other policies that should be read in conjunction with this include:

 Equality  Behavior  Teaching Assistant Handbook  Marking  Welfare of Children  Use of Reasonable Force

Government Documentation  SEN toolkit  SEN Code of Practice  SEND Green Paper  SEN and Disability Act

9 Appendix 1

Intervention levels and support

Category of Wave 1 – good quality Wave 2 – additional for some Wave 3 – additional for a few Need teaching for all pupils. – usually in class. pupils needing a specific programme. Cognition and Visual prompts and Reading ‘Buddies’  see lists below Learning reminders. Alternatives to written Inclusion Development recording: laptops, scribing, e.g Moderate Programme (IDP) – taping (microphones), video, learning Dyslexia. charts, diagrams. Difficulties, Use of ICT e.g. Clicker 5. Precision teaching. Specific High interest / low ability TA in- class support. Learning reading materials – dockside, Learning partners / mentors. Difficulties girls rock, boys rule Literacy and Maths catch up (SpLD): Differentiated curriculum activities. Dyslexia, Writing Frames Word mats Dyscalculia. Mind-mapping Word banks Touch typing programmes – Nessy Fingers, TUX type

10 Communicatio Inclusion Development Individual work station.  Talking Partners group n & Interaction Programme – SLCN Individual visual timetable. work. Pupil passport.  Circle of Friends (group) e.g. Speech, Inclusion Development Specialist ICT software to  Speech and Language Language & Programme – ASD support screen reading and Therapist programmes. Communication voice recognition. Needs (SLCN) Enhanced audio equipment In-class Talking Partners / Plus other social interventions e.g. Soundfield System. Talking maths activities. below. Autistic Visual prompts & Social stories Spectrum reminders / modelling. Disorder Visual timetables Differentiated curriculum. Class and school structured routines. Pre –teaching opportunities / preparation. Take - up time for auditory processing. Visual memory and auditory memory activities. Role play, puppets, drama. Access to Clicker 5/6

Behavioural, Inclusion Development Anger management group Nurture Groups Emotional and Programme – BESD work - prompts and Play therapy Social reminders. Counselling / mentoring – Difficulties Consistency in behaviour Circle Time – small groups. individual basis. (BESD) management policy / Behaviour management Personal reward /sanction practice for whole school & support in class. process e.g. Attention classroom – rules, praise, Materials to help distress – 1:1 social skills – including difficulties rewards and sanctions. squeezy balls, blue tac pieces, conversation skills/turn taking Quality Circle Time. pocket fiddle toys, access to Educational Psychologist input. Attachment Appropriately differentiated exercise for short periods. disorders learning activities with Gym Trail activities. opportunities for breaks / movement. Break time activities – varied and supported. Social Emotional Aspects of Learning – (SEAL) class activities.

Sensory & Accessible classroom / Adapted computer equipment Occupational / Physiotherapy Physical school environment. (from SFSS) programme for individuals or Screen readers / magnifiers. Modified Gym Trail activities. small group e.g. Fun Fit e.g.Visual Writing slopes. – specific gross and fine Individual support for access to impairment Variety of pencil grip motor skills activities curriculum. Hearing support. following specialist Adapted activities / movement impairment, Markers for starting / physiotherapist therapist for unstructured times in school Cerebral Palsy finishing work. advice. day. Muscular Flexible teaching and social Keyboard skills. Adapted ICT programs and 11 Dystrophy arrangements for learning, In class support for access. equipment – eye movement, Medical needs unstructured times, speech recognition, keyboards, /diagnosis movement between sessions. mouse. Makaton /British Sign Individual flexible timetable – Language allowing for rest breaks.

12 Appendix 2 Special Education Needs Concerns

Name: ______

Date of Birth:______

Areas of difficulty/need:

School staff to be involved: ______

Intervention(s) to placed:

Date to start: ______Date of completion: - ______

Signed:

SENCo Class Teacher Parent

13 ANXIETY-RELATED NEEDS (Causes may include bullying, health difficulties, attachment disorders, ASD)

Key theme ASN AFN

Pupil My anxiety means that I am absent from My extreme and persistent anxiety limits my My anxiety means that I feel unable to participation school 50% or more of the time. My ability to engage in classroom provision, and participate in formal education, and it seriously and responses ability to participate and progress in means that this can only happen infrequently inhibits my participation in social and family life to education learning is less than I and others would or for a limited period reasonably expect

Social My anxiety means that I need significant My anxiety makes it extremely difficult for to My anxiety means there is little evidence that I interaction levels of adult support throughout the day make and maintain relationships, so I am have positive social relationships in any to help me to make and maintain frequently socially isolated and feel setting. This can make me extremely socially relationships. Without this support I vulnerable. Even with extensive adult support isolated, vulnerable and disengaged. Even with become socially isolated to help me to engage, my behaviour can be close adult support, there is a significant risk perceived as challenging on more than one that I may harm myself and others occasion each day Interventions My anxiety means that at various times My anxiety affects all aspects of my life, so I Despite multi-agency involvement, my anxiety during the school day I need a key adult need on-going multi-agency involvement is such that I need the support I receive to be to anticipate events that I may find which is co-ordinated by my school. I need a responsive and spontaneous; the support I stressful, and to help me to respond to personalised daily programme, which is receive needs to adapt on a moment-by- them. This support may include working regularly reviewed, to support my inclusion in moment basis in a group or 1:1, and requires regular education participation from my parents/ carers Communication Without familiar and consistent adult Even with familiar and consistent adult My anxiety means that I am unable to support, my anxiety seriously limits my support, my anxiety seriously limits my ability understand and communicate any of my ability to understand and communicate to understand and communicate my experiences my experiences in school, including experiences, including learning learning Emotional Without familiar and consistent adult My mood is frequently very low, which affects My anxiety is so overwhelming that it affects health and support, my anxiety limits significantly my my self-esteem and limits my ability to my whole life, and makes it hard for me to wellbeing ability to recognise and manage my engage. My anxiety significantly disrupts my function emotional responses sleep and eating patterns. The ways in which I manage my anxiety significantly affects my ability to engage in everyday life, including my family life Response to My anxiety is such that I need individual Even with detailed preparation and rehearsal My aversion to change is such that I am unable change support, preparation and rehearsal to I am unlikely to cope with change, and this even to discuss it help me to manage change in everyday often results in me showing an extreme school routines response

BEHAVIOURAL, EMOTIONAL AND SOCIAL DEVELOPMENT NEEDS, including exceptional, complex circumstances

Key theme ASN AFN HLN 1 Pupil Some BESD inhibit participation, Frequent BESD inhibit regular Persistent BESD inhibit most BESD inhibiting any participation, participation understanding and contribution to participation, understanding and participation, understanding and understanding and contribution to in education activities and learning in the contribution to activities and learning contribution to activities and learning activities in the classroom. BESD is classroom, which results in limited in the classroom which results in in the classroom, which results in barrier to all learning. progress in many areas. very limited progress in most areas. extremely limited progress in all areas. Pupil Some unpredictable responses to Frequent unpredictable responses to Persistent extreme responses, Extreme responses, leading to response to learning tasks, resulting in periods of learning tasks, resulting in periods of resulting in prolonged periods of inability to engage with any formal education uncooperative behaviour and/or uncooperative behaviour and/or uncooperative behaviour and/or learning situations. emotional withdrawal. emotional withdrawal. emotional withdrawal. Impact on self Some behaviour which may be Frequent behaviours which may be Repeated extreme behaviours Behaviours result in significant risk of and others injurious or endanger others. injurious or endanger others, which are injurious or endanger harm to self and others, even with resulting in some social isolation and others. High level of rejection and close adult support, leading to rejection. social isolation. extreme social isolation, vulnerability and disengagement. 14 Social Some difficulties in making and Significant difficulties in making and Extreme difficulties in making and Little evidence of positive social interaction maintaining friendships and maintaining appropriate maintaining relationships, resulting relationships, resulting in extreme relationships. relationships. in frequent social isolation and social isolation, vulnerability and vulnerability, with some disengagement. disengagement. Emotional Some periods of disruption to social Frequent disruption to social and Extreme and persistent disruption to Complete disruption to social and health and and emotional wellbeing, resulting in emotional wellbeing, resulting in social and emotional wellbeing, emotional state, leading to extreme wellbeing an impact on learning. regular impact on learning. resulting in extreme unhappiness/ isolation and disengagement. stress. Possible prolonged periods of absence/disengagement. Intervention Some modification of teaching Significant modification of teaching Teaching and learning is A highly individualised programme is styles. Increasing incidents of styles and an individualised persistently disrupted despite an required. disruption/ disaffection are curriculum in some areas are in individualised curriculum being experienced despite the provision of place. Teaching and learning is provided for most of the time. an appropriate curriculum and the disrupted frequently. strengthening of other classroom/setting strategies. Exceptional, Alternative provision for BESD is unlikely to be applicable for pupils Exceptional safeguarding evidence Exceptional safeguarding evidence complex matching the descriptors for ASN and AFN. demonstrates a potential risk of demonstrates a potential risk of circumstances significant harm as a consequence significant harm as a consequence of BESD / mental / physical health of BESD / mental / physical health issues not previously supported issues not previously supported through SEN procedures. through SEN procedures, which cannot currently be managed in a mainstream setting. COGNITION AND LEARNING NEEDS

Key theme ASN AFN HLN (1)

Cognitive Attainment is at lower level than Attainment is significantly lower There is very little and very slow development, majority of peers even with some than majority of peers – gaps in progress, even with high levels of attainment and additional support. Progress is at comparative attainment levels intervention. Progress progress slower rate than majority of peers. increasing. This is likely to be P5- demonstrated through P8 by the end of KS 2 and L2 at KS Portage/PIVATS. 4. Slow progress, even with significant and increasing levels of intervention.

Motor skills Some delay in fine and gross Significant delay in fine and gross Extreme delay in fine and gross motor skills. motor skills, requiring some adult motor skills, requiring extensive intervention. adult intervention.

Communication Some language and Significant communication Extreme communication and communication difficulties. difficulties inhibit regular difficulties seriously inhibit participation participation, understanding and participation, understanding and contribution to activities in contribution to activities in classroom/setting. classroom/setting.

Self-help skills May need some additional Requires significant additional input Requires extensive additional support to develop independence to develop age-appropriate input to develop age-appropriate in organisational skills and independence skills for daily living independence skills for daily living personal care needs. and personal care needs. and personal care needs.

Curriculum Some difficulties with Significant difficulties with Requires extensive adult support access/pupil concentration and retention even concentration and retention and a highly adapted curriculum. participation with some intervention and requiring adult intervention and curriculum modification. Limited curriculum modification. Little ability to transfer skills and evidence of skill and knowledge knowledge. transfer.

Social Some difficulties in making and Significant difficulties in making and Extreme difficulties in making and development maintaining friendships and maintaining friendships and maintaining friendships and relationships. relationships. relationships, resulting in frequent social isolation vulnerability, with 15 some disengagement.

COMMUNICATION AND INTERACTION NEEDS

Key theme ASN AFN HLN 1

Pupil Some difficulties in following Significant difficulties in following Extreme and persistent difficulties Unable to follow instructions and participation instructions and routines and instructions and routines and following instructions and routines routines in a classroom setting. maintaining attention to task. maintaining attention to task. and maintaining attention to task.

Social Some difficulties in making and Significant difficulties in making and Extreme difficulties in making and Little evidence of positive social interaction maintaining friendships and maintaining relationships. maintaining relationships, resulting relationships, resulting in relationships. in frequent social isolation and extreme social isolation, vulnerability, with some vulnerability and disengagement disengagement.

Developmental May have uneven Uneven progress between subject Limited progress across subject Little evidence of progress profile developmental profile. areas due to problems with particular areas due to problems with across subject areas due to aspects of communication particular aspects of problems with all aspects of development. communication development communication development which have an extreme impact on which have an extreme impact learning. on learning.

Communication Some language and Significant communication difficulties Extreme communication difficulties Extreme communication and communication difficulties. inhibit regular participation, seriously inhibit participation, difficulties preclude participation, participation understanding and contribution to understanding and contribution to understanding and contribution activities in classroom/setting. activities in classroom/setting. to activities in the majority of settings.

Flexibility of Some evidence of inflexible Evidence of rigid thought, making Evidence of rigid thought, making Evidence of rigid thought, thought thought. the pupil inflexible and unlikely to the pupil inflexible and unlikely to making the pupil totally inflexible cope with change, resulting in cope with change, resulting in an and unable to cope with change, significant signs of stresses and extreme response. resulting in an extreme anxiety. response.

Response to Unusual response to some Unusual response to some sensory Unusual and frequent response to Extreme and frequent response sensory stimuli sensory stimuli, requiring stimuli, requiring significant some sensory stimuli, requiring to a wide range of sensory adjustments. adjustments. major adjustments. stimuli, requiring major adjustments.

SENSORY, MEDICAL AND/OR PHYSICAL NEEDS

Key theme ASN AFN HLN (1) Is able independently to Is able independently to participate Is only able to participate in limited Curriculum participate in most in some classrooms/settings and classrooms/settings and activities. access/pupil classrooms/settings and activities. activities. Progress requires Progress requires extensive adult participation Progress requires some significant adult support. Curricular support. Classroom information and additional adult support. information requires curriculum materials require repetition/rephrasing/visual extensive modification to enable reframing. Classroom information access mostly using tactile and and curriculum materials require multi-sensory approaches. Pupil significant modification to enable requires BSL interpretation to access. access much of the curriculum.

16 Has care or mobility needs Has care or mobility needs requiring Has care or mobility needs requiring Care/Mobility requiring some adult intervention. significant adult intervention. extensive adult support. needs Pupil may have a personal and Pupil will have a personal and intimate care plan/ manual intimate care plan / manual handling plan handling plan

Has medical needs requiring Has medical needs requiring *Has medical needs requiring Medical needs some adult intervention. significant adult intervention. extensive adult support. Pupil will have a health care plan. Pupil requires supervisory support Pupil may: Pupil requires supervisory support to ensure immediate intervention is  need regular medication as there is a predictable risk of available in foreseen, life-  receive funding from harm requiring immediate adult threatening circumstances which medical needs panel intervention e.g. pupil with heart may occur at any time. Pupil’s age  have a health care plan condition will need supervisory and / or cognitive ability may support during aerobic activities, impact upon their ability to self- break time, PE etc. manage their condition Some difficulties in making and Significant difficulties in making Extreme difficulties in making and Social interaction maintaining friendships and and maintaining appropriate maintaining relationships, resulting relationships, requiring some relationships, requiring significant in frequent social isolation and additional adult support. adult support. vulnerability, with some disengagement requiring extensive adult support. Communication/language Communication/language Communication/language Language and/or difficulties requiring some difficulties requiring significant difficulties requiring extensive written/oral specialist support and specialist support and approaches. specialist support and approaches. communication approaches.