Cognition and Observed emerging or fluctuating difficulties could include:-  , writing and spelling: - CYP may find it difficult to decode words. - CYP may find it difficult to read fluently - CYP may find it difficult to understand what they have read but show that they can understand better when read to. - CYP may find mark making difficult or not make purposeful marks. - CYP may form their letters incorrectly - CYP may find it difficult to write full sentences. - CYP may find it difficult to transfer what they want to say into writing. - CYP may spell words incorrectly. They may spell familiar words incorrectly.

 Numerosity: - CYP may find it difficult to understand that a number represents a quantity. - CYP may find it difficult to use different calculations (e.g. addition subtractions) fluently. - CYP may find it difficult to identify patters when using numbers.

 Comprehension, these could be indications of a and difficulty: - CYP may find it difficult to understand some abstract such as rhymes, inference, time. - CYP may find it difficult to interpret complex social interactions.

 Processing and working , these could also be indications of a speech and language difficulty: - CYP may have difficulties organizing their and actions, for example may start a task not by the beginning. - CYP may have difficulties categorizing or seeing how things connect with one another for example how different animals could all live in a farm. - CYP may find it difficult to follow complex instructions if given in one go. - CYP may find it difficult to explore and explain their processes in a way that is understood.

 Memory: - CYP may find it difficult to talk about things in the past. - CYP may find it difficult to relate to from their past. - CYP may find it difficult to complete a multistage activity.

Universal Support -Whole School/Setting Culture and Ethos

Quality first teaching for all learners with recognition that some children and young people may require very time-limited support in addition to Inclusive Quality First Teaching in order to secure effective learning and increase their rate of progress. Assess Plan Do Review School/Setting Provision and  Review attainment and progress  Analysis of assessment data  High quality teaching and  of teaching and Resources data. should be used to inform learning informed by the learning to inform adaptations planning of teaching and assessment and planning and next steps, where School/Setting level attainment  SENCO may be involved in more undertaken. learning across all subjects. needed. Outcomes should be and progress (class teacher level specific assessment and This could include updated to reflect this possibly with involvement from observations to establish  Whole class T & L activities  Individualised, personalised SENCO). learners strengths and barriers evaluation. approach to teaching and to achievement  learning in broadest . Small group learning  Decision could include:- This could be achieved through  Progress needs to be  Use of additional differentiation, mastery, use of  No additional provision measurable towards an resources, use of , resources e.g. required. individual’s outcomes. collaborative learning etc… manipulatives, technology,

adults etc…  Continuation of support  Analysis of assessments, this  Gaps in learning identified, are at this level could be through observation, catered for during lesson.  Differentiation to support, 1:1 work with the student, challenge and extend teacher assessment. These  Escalation to next tier of learning . assessment could be focused on  Plan and provide exam support where additional Literacy and Math. arrangements if needed provision may be  Specific activities to required. address gaps in learning  Recognition of learning  Review school/setting strengths and difficulties to  Use of learning processes for ensuring inform planning of teaching and environment to aid Inclusive Quality First learning across all subjects learning Teaching through

school/setting leader QA .  Use of visual prompts and measures .  Evidence to be collated. This reminders, could include observation records within classrooms,  Effective feedback given at the learning in books, learning point of learning, to move behaviours, teacher records, learning forward. voice of CYP etc… Child/ Young Persons Voice  Pupil -assessment –pupil  Pupils involved in setting and  Gather pupil views, ensuring  Discussion with pupils and friendly SMART outcomes for monitoring their next steps. these are recorded. school/setting should inform cognition and learning needs decisions regarding

provision.  Pupil views are shared and

informs next steps this should be

occurring through QFT and does

not require additional formal

plans (e.g SEN Support Plan, PEP,

PSP).

  Consider use of Early Help The early help process is  The early help process Team Assessment as this puts the holistic, it enables thinking Around the Family process  The early help process child’s voice and lived about wider needs and how embeds child’s voice embeds the family in the at the heart of all these may cause or contribute throughout. support. Tools such as My Star to the child’s presenting assess, plan, do, review cycle. and those within Signs of Safety needs. Plans includes the approach enable the child to child’s wider needs. think about and express their wider needs.

Working with families  Open between  Family views to be taken into  Gather families’ views,  Discussion with family and family, pupils and school/setting account when planning and ensuring these are recorded. setting should inform future to ensure working in co- implementing individualized decisions regarding provision. production. approach to teaching and  The early help Team Around  Explore Early Help Assessment learning. the Family approach creates a  The early help process with the family; let them know  Holistic Early Help Assessment framework for planning and embeds the family in the how the holistic exploration of enables planning to include review that embeds the child assess, plan, do, review child and family’s strengths and wider child and family needs to needs enhances planning. address causes or contributing and whole-family views process. Whole- family working ensures factors to the presenting throughout, this enables the child, parent/carer, and needs. Whole-family working partnership working with siblings needs are understood ensures parents/carers are family and services. and met. supported, preventing escalation of need.

Working with professionals-  The school/ setting will engage with on-going CPD to support children with a range of differing needs. This could include: SENCO networks, Communities Inclusion networks, Attachment training, online training etc…

 The school/ setting will disseminate training throughout school/setting and to relevant colleagues to ensure strategies, and information is used to improve provision and outcomes for children and young people.

 School/Setting to be aware of and encourage the early help process with families as a means of exploring and meeting causes and contributing factors to the child’s presenting learning needs, the process enables partnership working with family and other professionals. The Early Help Coordinator team provide information, advice and guidance to professionals on all aspects of early help to include service within local communities through ‘earliest help’.

UNIVERSAL PLUS SUPPORT – Whole school/setting culture and ethos

Universal Plus is the next stage of support whereby the majority of the Graduated Approach at the Universal stage has not been fully successful.

Below in the Universal Plus stage is what should be considered, in addition to that above.

In addition to inclusive QFT, some may require time limited intervention programmes and additional support in order to secure effective learning and increase the rate of progress.

Assess Plan Do Review School/Setting Provision and  The SENCO could be involved in  Curriculum planning clearly High quality teaching and learning  A wide range of evidence has Resources targeted observations and addresses learning gaps and informed by the assessment and been collated, reviewed once quality assurance measures, barriers. planning undertaken. an intervention has been in across a range of lessons. This could include place and given time to have  Interventions in place, should  Whole class T & L activities an impact  SENCO and/or Class teacher will have clear, assessable SMART would be personalised to have spent one-to-one time with outcomes. These should have an individual needs  Evaluation provisions and the student to identified identified review date from the interventions will be used to strengths and barriers to outset.  Small group learning with class learning, to enable them to plan inform future planning and teacher in addition to QFT strategies to remove barriers  Strategies and interventions may outcomes. more effectively. be recorded through an APDR plan. This does not necessarily lessons e.g. pre-teach,  Decision could include:- mean they will require an SEN overlearning  Screeners and diagnostic support plan, but may require  No further additional assessment may be used to more structured tracking of provision required. further identify barriers to and outcomes and impact of  Short term specific provision (Accelerated progress) gaps in learning. provision/strategies. and interventions to address . gaps in learning through a  A further cycle of ADPR at structured approach. this stage. (Some progress)  Across the school/setting all stakeholders clearly  Escalation to Targeted understand the needs and support where additional provisions a student requires provision and formal to make progress and these plans may be required. are effectively communicated through robust school/setting . systems.

Child/ Young Persons Voice  Pupil self-assessment will be  Child or young person views will  CYP will be asked to evaluate embedded within interventions. inform the planning of their their provision to inform next  Pupil views are shared and provision. steps. inform cycles of APDR- this should be occurring through QFT and could require additional formal plans (e.g SEN Support Plan, PEP, PSP).

Working with families  Periodic discussion will be held  Family views to be taken into  Family views inform evaluation between class teacher, SENCO account when planning, of provision to inform next and families to gather further reviewing and implementing steps. information about additional additional provision and factors e.g. learning strategies environment, home life, social skills. This should be evidenced and used to inform planning

 Family views are gathered, shared and inform cycles of APDR.

 If the Early Help process has not  Early Help Team Around the yet begun revisit with the family  Holistic Early Help Assessment Family approach creates a  The early help process embeds the benefits of holistic early help enables planning to include framework for planning and the family in the assess, plan, assessment and whole-family wider child and family needs to review that embeds child and do, review process working in the support process address causes or contributing family views throughout enables and encourage their factors to the presenting needs. partnership working with the participation. Whole family working ensures whole-family and services parents/carers are supported, preventing escalation of need.

Working with professionals-  The school/ setting will make use of localized professional support and may seek general advice to support students with difficulites through Communities mechanisms such as EP Pyramid Planning Meetings. This advice may be used to support a number of students and does not require professional having contact with pupils.

 If the early help process has not yet begun, consider what the barriers to this are and these can be addressed. Other professionals that know the family may be useful talking with the family about this. Access the Early Help Coordinator team for advice.

Targeted Support

Below in the Targeted stage is what should be considered, in addition to that above.

In addition to inclusive QFT, some may require time limited intervention programmes and additional support in order to secure effective learning and increase the rate of progress Assess Plan Do Review School/Setting Provision and  A range of stakeholders (SENCO,  Long-term additional to and  Implemented strategies and  Evaluation of plan and Resources parents, teachers) will be different from provisions are provision (long term additional provision takes place on a involved in the assessment and clearly planned for, through to and different from) are termly basis and other review of targeted observations recorded in the plan in addition professionals are invited if APDR cycles to address specific and quality assurance measures, to high quality first teaching they are supporting the CYP. across a range of lessons. gaps in learning. strategies.  Decision could include:-

 Consider all previous  Where appropriate and with the  Plan in provision using advice assessments, progress over time support of other professionals,  Reduce support to from a range of stakeholder create a balanced personalised (parents, pupils, professionals) Universal +. (Accelerated  Further identify gaps in learning curriculum that addresses needs with clear, measurable progress, gap closing or through use of further and supports the CYP make outcomes. closed) assessment. progress.

 Further cycle of ADPR at  Meetings between stakeholders  Ensure aspirations of the family this stage. (Some should take place a minimum of and CYP are taken into 3 times within a 12 month progress/ Good progress) consideration and are included period through cycles of APDR. in the long-term outcomes and  Escalation to Specialist throughout the plan support where additional provision may be required (recommended a minimum 2 cycles at this stage)

Child/ Young Persons Voice  Pupil views to be sought  Pupil views to inform the plan,  Pupil should be involved in through age appropriate provision and strategies. evaluation and deciding next mechanisms. steps.

Working with families  Regular contact with the  Family views inform planning, .  Family view should be included family to inform assessment. reviewing and implementing in next steps.  The Early Help process should additional provision and  The family and child’s views be utilised with the whole- strategies. inform the assess, plan do family to ensure the child and  Families should be supported to review cycle via the early help family’s holistic needs are have ownership of their plan; framework. understood and planed for. the plan should include all  aspect of the child and family’s needs. Working with professionals-  Engage professionals from  Professionals to feed in to APDR  Follow advice from Professionals may support in Communities and Co-production other services to support with plan and provide advice to professionals that should have evaluating and reviewing provision assessment, identification of support with provision and been co-constructed with staff and outcomes to offer alternative learning gaps and strategies to outcomes. and family. interpretations of need or support (e.g Educational alternative provision that may be ) more suitable, in co-construction with families, CYP and staff.  The early help process should be used to facilitate partnership working and If already on an SEN support plan, enable effective and slow or no progress is being throughout made consider first support from the assess, plan, do, review outside agencies, if still little cycle. progress is being made or level of support is above what could be provided at SEND support plan level, a request for statutory assessment maybe be considered. This needs to be done with agreement and from the family and CYP.

Specialist Support -

Below in the Specialist stage is what should be considered, in addition to that above.

In addition to inclusive QFT, a few may require significant amounts of additional to and different from provision in order to secure effective learning and increase the rate of progress. Assess Plan Do Review School/Setting Provision and  Continuous consideration of  Continue planning provision See previous stages  Evaluation of plan and provision takes Resources how the CYP strengths and that is personalised and place on a termly basis and other needs may change over meaningful for the CYP to professionals are invited to continue time. supporting CYP who have a high level of achieve the outcomes which need. have been agreed with all  Continue to follow the cycle of APDR against specific stakeholders. Decision could include:- outcomes and provisions  Reduce support to Targeted. (Accelerated

within the SEND plan. progress, gap closing or closed)

 Further cycle of ADPR at this stage. (Some progress/ Good progress) Child/ Young Persons Voice  Pupil views to be sought  Pupil views to inform the  Pupil view should inform in next steps. through age appropriate plan, provision and mechanisms. strategies. Working with families  Family continue providing  Family views to inform  Family view should inform next steps. information that is up to planning and provision. date and gives a rich picture  The early help process embeds the family in the which feeds into assess, plan, do, review process assessment.  Access to specialist services  Child and family views and and resources be should embedded with the early routinely evidenced help processes through the early help assessment, plan, do review cycle. These holistic assessments of whole- family needs and strengths explore the cause and contributing factors to a child’s presenting needs and enables effective planning and support. Working with professionals-  Engage additional  Ensure all external advice is  Multi- agency evaluation of plans and provision Communities and Co- professionals from other included in plans and takes place. production services to support with provision. assessment and, if appropriate and has multi agency support , request for an Educational and Care plan request for assessment (e.g , Early Years Inclusion Team)

 Follow the SEND of practice when it comes to placement.

 The early help process should be used to facilitate partnership working and enable effective communication throughout the assess, plan, do, review cycle with the whole family and all professionals.