Additional Needs Including Special Educational Needs and Disabilities Acknowledgements

Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Acknowledgements

This guidance document has been prepared with contributions from a wide range of people including:

Helen Baker ...... Parent Representative, Carers Gloucestershire Jo Baldwin ...... Head of Learning Support, Gloucestershire College Fran Barber ...... Glos Ed Leader, Steam Mills Primary School Brian Bartlett . . . . . School Intervention Adviser Julie Brooks ...... Lead Advisory Teacher, Advisory Teaching Service Di Caesar ...... Lead Advisory Teacher, Advisory Teaching Service Jane Cavill ...... Portage Lead Greg Cotton ...... Senior Educational Psychologist Lyn Dance ...... SEN & D Specialist, Head Teacher, Milestone School Catherine Davenport . . . Early years Locality Adviser Fay Dew...... Early years Locality Adviser Jan Fischer ...... SEN Monitoring and Support Officer Britt Fox ...... Parent Partnership Service, Carers Gloucestershire Davina Griffin . . . . . Senior Educational Psychologist Alan Hart ...... Youth Support Team Katie Heaney . . . . . Educational Psychologist Sherrill Holder . . . . . Project & Business Officer Sarah Hylton...... Service Manager – Early Intervention SEN and Disability Pat Kearney ...... Senior Educational Psychologist Edel Keating ...... Commissioning Manager SEND Programme Lisa Meggs ...... School Intervention Adviser Jill Mitchell...... Trainee Educational Psychologist Lynn Morris ...... SEN Post-16 Strategic Lead Natalie Packer ...... Author of The Perfect SENCO Jill Parker ...... Early Years Advisor Emma Price ...... SENCO, Beaufort Co-operative Academy Nathan Roe...... SEN Monitoring and School Support Officer David Rumsey. . . . . SEND Action Plan Coordinator Marcella Scoles. . . . Glos Ed Leader, Steam Mills Primary School Deborah Shepherd. . . . . Principal Educational Psychologist and Head of the Advisory Teaching Service Jane Shotbolt. . . . . Community Lead Officer Susan Shoyemi ...... Parent Representative, Carers Gloucestershire Beverley Williams . . . Senior Casework Officer, SEN Casework Team Chantel Yeates . . . . Deputy Headteacher, Winchcombe School

There were also valuable contributions from Glos Ed Leaders for SEND, members of the Advisory Teaching Service and Educational Psychology Service.

Front cover: Cooking in the kitchen © Active Impact – The Wiggly Worm (charity) Creative camping © Active Impact – Creative Sustainability CIC

2 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Foreword

The principles on which the SEND reforms are founded, provide us with a once in a generation opportunity to meet the aspirations and hopes of all children and young people in Gloucestershire who have additional needs, not just those who are disabled, or identified as having Special Educational Needs.

We have been working with partners across Gloucestershire to develop a single, graduated pathway for early identification and intervention to support all children and young people with additional needs - an approach which empowers them to become independent and successful on their journey, and, as far as possible, the author of their own life story.

I hope this guidance booklet, along with the other tools we have developed, will be useful in supporting the crucial role you play in each child and young person’s life, as we strive to improve outcomes for all and enrich the lives of children and young people with additional needs.

Tim Browne Head of Special Educational Needs & Disability

July 2014

Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities 3 Contents

Gloucestershire’s Vision for Special Educational Needs and Disabilities...... 6 Introduction...... 6 Implications of Code of Practice...... 7 Early Help – integrated pathway...... 8 Person Centred Approaches – involving children, young people and families...... 10 Gloucestershire’s Local Offer (SEN D): Schools and Colleges ...... 11 The role of the Special Educational Needs Coordinator...... 12 The role of the Special Educational Needs Governor...... 13

Identification and Assessment of Needs ...... 15 Identification of needs through integrated approach to assessment and planning...... 15 A graduated approach that enables the right level of intervention and support when needed...... 17 Principles of the graduated approach ...... 18 The pathway for the graduated and integrated approach...... 19 Step-by-step guidance...... 21 SEN Personal Budgets explained...... 27 Reviewing My Plan, My Plan + and Education, Health and Care Plan...... 28

Access and Inclusion ...... 29 Benefits of Provision Mapping ...... 29 The continuum of support in Gloucestershire ...... 31 SEND funding arrangements in mainstream settings...... 33 Resourced provision provided within mainstream schools within Gloucestershire ...... 35 Special schools within Gloucestershire...... 35 Pupil Premium...... 37 Independent Specialist providers, Mainstream Colleges and Non Maintained Special School Funding...... 39 Recording provision and monitoring and evaluating the impact...... 40 Children and Young People in Care...... 43 Management of health care needs and medication...... 45 Information about exclusion...... 46

Glossary...... 48

4 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Contents

Gloucestershire Intervention Guidance for Special Educational Needs and Disabilities in Early Years Settings, Schools and Post-16 Settings ...... 49 Early Years Settings ...... 51 Communication and Language ...... 53 Personal, Social and Emotional Development...... 55 Physical Development ...... 57 Hearing Impairment...... 59 Visual Impairment...... 61 General Guidance: Evaluating Progress and Reviewing...... 63

Schools...... 64 Communication and Interaction Needs ...... 64 Cognition and Learning Needs...... 68 Social, Emotional and Mental Health Needs...... 72 Physical and Medical Needs ...... 76 Hearing Impairment...... 80 Visual Impairment...... 84

Post-16 Settings ...... 88 Communication and Language ...... 90 Cognition and Learning Needs...... 94 Social, Mental and Emotional Health Needs...... 98 Physical and Medical Needs ...... 102 Hearing Impairment...... 106 Visual Impairment...... 110

Please note that the most recent verion of this guidance booklet and associated documents can be found on SENCOSPOT. Please check this on a regular basis.

Introduction

Ensuring that Gloucestershire children, young people and adults with special educational needs and/or disabilities (SEND) experience a high quality of life and education is at the heart of the guidance contained within this booklet. There is a strong emphasis that the inclusion of people with special educational needs and disabilities in society is everyone’s concern and that in educational settings it is not something the Special Educational Needs Coordinator (SENCO) can achieve alone. At the heart of information and guidance The website SENCOSPOT also effective SEND coordination is to all educational settings in provides up to date information the commitment to ensure that Gloucestershire with regards for schools to support key staff in everyone has a right to achieve and to fulfilling their responsibilities relation to the coordination of SEN enjoy life. A quality educational towards children and young within schools and settings experience helps to build resilience people with special educational and is a huge enabling factor in needs and disabilities. The aim http://www.gloucestershire.gov.uk/ later life. This guidance booklet is to inform inclusive, enabling schoolsnet/sencospot sets out Gloucestershire’s response and consistent practice across to the SEND reforms outlined in the Early Years settings, schools and This guidance booklet is intended Code of Practice so that the best Post-16 Settings and ensure as a broad framework within possible outcomes for children that all the necessary legislative which educational settings can and young people with special requirements are followed and work. It is acknowledged that educational needs and disabilities reflect the national, regional and the circumstances within each can be achieved. local priorities and commitments individual setting will be different, to children and young people as indeed are the needs of the Gloucestershire County Council with special educational needs children and young people whose is committed to working in and disabilities. learning is being supported. partnership with all education, health and social care agencies This guidance should be read and settings to ensure that the n, Do in conjunction with the 2014 Pla , R , e needs of children and young n v SEN Code of Practice, which is e i t e

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6 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Gloucestershire’s Vision for Special Educational Needs and Disabilities

Implications of Code of Practice 2014

Children and Families Act, 2014 - Effective from 1 September 2014

Identification of needs Focus on understanding the Greater involvement through an integrated goals of children and young and participation for approach to assessment people and how to help them parents/carers and and planning achieve their aspirations young people about services they and their Starting early Focus on the strengths and family use More streamlined interests of a child or young person, not what they can’t do Person centred Completed quickly Focus on life outcomes - fulfilling approaches enable Easier to understand their potential and enjoying a parents/carers, children life of work, leisure and family in and young peoples views Greater involvement of to be taken account of children, young people their own community and their families Young people aged 16 and over to have final decision

Changes for all children and young people with additional needs, and their parents/carers

Information and advice Staff to have the Services must must be provided on necessary knowledge, be planned and services available locally understanding and skills commissioned jointly and how to access them to provide the right Involvement of children, Children and young people support young people and their and their parents/carers parents/carers know what they can Requirement that reasonably expect schools, education, health and social colleges, LA and local care professionals work services to provide together

Early Help – Integrated Pathway

The Children and Families Act and young people with special The timescale from request for 2014 requires changes to current educational needs and disabilities. statutory assessment to the practice to enable improved These changes concern both production of an integrated outcomes for children and what we do and how we do it with Education, Health and Care young people aged 0-25 years the requirement that both aspects Plans Plan is 20 weeks, reduced with special educational needs are clearly published and available from the current process to and/or disabilities by providing to all via a Local Offer. produce a Statement of special integrated and outcome focused educational needs, which is interventions from across Some specific changes are that: 26 weeks. education, health and social care. In Gloucestershire, we are School Action and School The Early Help approach: Action + will be replaced with taking this opportunity to bring Early identification of additional one new category called ‘SEN together our processes for early needs is likely to happen in the Support’ across all phases of intervention and targeted support universal sector i.e. services that education; into a single integrated pathway are available to everyone in the for all children with additional Statements of special community. The people involved needs. Towards achieving this educational needs will be will be those practitioners in holistic and integrated approach, replaced by Education, Health universal services, such as: we will build on what we do well, and Care Plans; recognise where we can improve Early Years education, Children’s Age eligibility for Education, and make the sensible changes Centres, Schools, Colleges Health and Care Plans extends that children, young people and from 0-25 years; Universal health services such parent carers want towards: as Health Visiting, School A reduction in the amount and variety of assessments and plans which lead to confusion; A reduction in the multiple times families are asked for the same information across agencies; Feeling listened to and enabled to be part of the solution; A joined up approach that helps the ‘whole’ child or young person now and into the future; A more transparent and meaningful approach to how we identify needs early and allocate resources to meet outcomes.

What’s changing? The legislation and Code of Practice seeks a wholesale cultural change towards a person-centred, outcome-focused and future focused planning for children

8 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Gloucestershire’s Vision for Special Educational Needs and Disabilities

Nursing, paediatricians and doctors Voluntary and independent provision of out of school and holiday activities.

This guidance is provided to help you navigate the Early Help integrated pathway; access the tools to support early identification of additional needs; support planning and engaging the right support as early as possible.

This guidance is based on the following principles:

Every person is an individual with individual preferences, motivations and needs. Gloucestershire County Council and its partner organisations support all children who have additional needs including special educational needs and disabilities to be included in their communities and to reach their potential. Gloucestershire County Council and its partner organisations support families to have choice and control in decisions that affect them and their children. Cooking in the kitchen © Active Impact – The Wiggly Worm (charity) Wherever possible Gloucestershire County Council and its partner organisations from those who know the child or will support children with Person-centred approach: young person best and the value additional needs to enjoy the A person-centred approach is of good working relationships same range of experiences and based on the principle that we and consistent communication as opportunities, and in the same are all individuals with our own vital components in making the places, as children with no unique experience, preferences best use of our resources to help additional needs. and motivations. A person- children and young people realise centred approach is essential to Health, education and care their full potential. professionals will work ensure children and young people together with families to build with additional needs and their an integrated single plan for families feel listened to and have children with additional needs choice and control over decisions focused on achieving made about them. A person- outcomes. centred Early Help approach acknowledges the value of input

Person Centred Approaches – involving children, young people and families

Person Centred Principles The essence of being person “…I felt involved with on which the SEND centred is enabling the active reforms are based: participation of children, young the process. Able to people and their families in the express any opinions I process of planning how to had and felt what I said The views, wishes and achieve their aspirations and feelings of the child or outcomes for their life. The views was listened to and young person must be of children, young people and included …” taken into account. families need to be sought at Year 9 Gloucestershire pupil all stages of the processes of identifying and planning for the Their parents/carers’ meeting of additional needs. views must be taken into account. There is a multitude of different ways in which participation for children and young people and families can be increased: The child or young person, and their parents/ the young person could send carers, must be able out the invitations to their own to participate as fully progress review as possible in decision making. families could help to decide who needs to come - perhaps inviting a supportive friend or adult advocate for the young person, They must be provided with the necessary families could help to decide information and support about the timing of meetings and to achieve that decision. venue.

Schools needs to think about how they create a warm and welcoming The child or young environment, how they prepare “He was able to person, and their parents/ children and young people for carers, must be supported respond to the to help the child or young their reviews, how they maintain questions posed and I person to effectively children, young people and parents’ prepare for adulthood. knowledge about services and was impressed by the resources available at all levels of quality and depth of his the Code of Practice so they can be fully informed when making responses”. future plans, particularly at transition times. All schools can build on “…showed that he has established good practice to ensure ideas for his future and that they are person-centred in their approach to supporting children spoke very well.” with additional needs. Parent of Year 9 child

10 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Gloucestershire’s Vision for Special Educational Needs and Disabilities

Gloucestershire’s Local Offer (SEND): Schools and colleges

Under the new Children and for schools and colleges. The Change the design and use Families Act 2014, every Local template is also in response to a the headings and publish it in Authority must publish a local offer request from parents to make it as their own style online as a pdf for SEN & Disability (SEND) by easy as possible for them to find (Adobe) document OR September 2014. information and consider options Put it into HTML format (web across different settings/providers. page format) and publish it on Schools are required to publish their own website their own local offer providing The template is being circulated details about how they will meet to schools and colleges, and Please email us at sendlocaloffer@ the needs of children and young is also available on the GCC gloucestershire.gov.uk when your people with special educational Glosfamilies Directory http://www. school or college offer is available. needs and disabilities. The glosfamiliesdirectory.org.uk in the requirements in relation to Disability and Local Offer section The Local Offer information must schools and colleges can be http://www.glosfamiliesdirectory. be updated, and reviewed at found in the Code of Practice org.uk/kb5/gloucs/glosfamilies/ least annually. available online. family.page?familychannel=1 What GCC will do To assist schools and colleges Schools and colleges are invited in meeting their obligations to complete the template and Deliver Gloucestershire’s Gloucestershire’s Local Offer can then: Local Offer through the Family workstream (including parents, a Information Service and The Key Publish it on their own website Headteacher and college Director) information service http://www. as a pdf document OR have produced a template gloucestershire.gov.uk/fis http:// www.keywords.org.uk/ Provide a Local Offer template for schools and colleges http:// www.glosfamiliesdirectory.org. uk/kb5/gloucs/glosfamilies/ family.page?familychannel=1 Provide a link on the ‘find a school’ page to each school/ college’s Local Offer http:// www.gloucestershire.gov.uk/ findaschool Gloucestershire’s Local Offer will enable (as required) comment and feedback from parents and young people on the Local Offer site and ease of access, and on the support and services available, including schools and colleges.

The role of the Special Educational Needs Coordinator

The provision of high quality teaching provision made for children and nominated SENCO must hold. for children with special educational young people with SEND needs and disabilities is not a matter The Education (Special Educational liaising with parents and carers for the Special Educational Needs Needs Co-ordinator) (England) Coordinator (SENCO) alone; all contributing to the professional Regulations 2014 can be viewed here: teachers are teachers of children development of staff https://www.gov.uk/government/ with additional educational needs. liaising with external agencies However, each school is required uploads/system/uploads/ to have a nominated SENCO who deploying the SEN budget and attachment_data/file/251875/ must be a qualified teacher. All staff reporting on how it is spent Consultation_on_draft_0_to_25_ Special_Educational_Needs__ and parents must know who is the reporting on the progress of SEN__-_SENCO_regulations.pdf nominated SENCO. The importance children and young people of this challenging and highly with SEND The National Award for SEN rewarding role in schools has been Coordination has nationally reiterated in the 2014 SEN Code The Code of Practice envisages that agreed learning outcomes and it is of Practice and the Children and the SENCO will provide professional recommended that even SENCOs Families Act 2014. guidance to colleagues with the aim who are not new to the role consider of securing high quality teaching of studying for the award (which Whilst the day to day role will reflect pupils with SEN and that they will can contribute towards a masters the phase, type and size of the therefore lead teaching and learning degree). Your school’s allocated school, the key features are: and the coordination of provision SEN Monitoring and School Support for pupils with SEN in their school. Officer can provide further details. contributing to the strategic It is recommended that SENCOs development of SEND provision; are members of the school’s Senior The learning outcomes which Leadership Team. There is an overseeing the day to day form the National Award for SEN element of bureaucracy involved in operation (and periodic review) of Coordination can be viewed here: the school’s SEND policy; SEN coordination and access to administrative support is essential to coordinating, tracking progress https://www.gov.uk/government/ allow the SENCO to focus on and evaluating the impact of the uploads/system/uploads/attachment_ the core, and specialist, aspects provision being made for pupils data/file/292826/130611_nasc_ of the role. with SEND; learning_outcomes_final.pdf ensuring the full inclusion of In 2009 The Education (Special Early Years SEND pupils within in the school Educational Needs Coordinators) community and access to the (England) (Amendment) Regulations Maintained nursery schools school’s curriculum, facilities and 2009 made it a legal requirement must have a designated teacher extra-curricular activities; that every new SENCO in a responsible for SEN provision. mainstream school gain the Master’s- liaising with and advising other level National Award for Special teachers Post-16 Educational Needs Co-ordination the effective deployment and within 3 years of taking up the post. Colleges should ensure there is a performance management of The Education (Special Educational named person with oversight of learning support staff Needs Co-ordinator) (England) SEN provision to coordinate support Regulations 2014 further prescribes maintaining detailed records of the - similar to the role of a SENCO in the qualifications and experience the schools.

12 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Gloucestershire’s Vision for Special Educational Needs and Disabilities

The role of the Special Educational Needs Governor

Governing Bodies have a strong ensuring that the progress of putting together an annual report focus on three core strategic learners with SEN is closely on SEN with input from SENCO functions: monitored through reviewing and Governing Body Committee and understanding internal and (if relevant) which is published a. Ensuring clarity of vision, ethos external data on the website and updated and strategic direction; annually understanding how the notional b. Holding the headteacher to (delegated) SEN budget is used As part of this role, the SENCO account for the educational and ensuring that wider financial and the SEN Governor may meet performance of the school and decisions do not adversely periodically, alongside the more its pupils; and impact on the support for pupils formal reporting systems that c. Overseeing the financial with SEN will be in place. This will enable performance of the school and understanding the national and the SENCO to update the SEN making sure its money is well local context of SEN support Governor on the progress of spent. children and young people with using their school visits to inform SEN and how they are being The DfE’s Handbook for Governors themselves about the work the supported, along with the priorities was updated in January 2014 and SENCO is leading for whole school development that can be viewed here: ensuring that the views of pupils the SENCO may have identified. and parent/carers in relation to https://www.gov.uk/government/ The SEN Governor’s interest should the SEN provision that is being publications/governors-handbook not be around the arrangements made, are sought that are in place for individual There should be a nominated link building a trusting and supportive pupils, but rather how the cohort is Governor, or Governors, for SEN, relationship with their SENCO being supported as a whole. who plays a key role in the strategic leadership and development of SEN provision, offering appropriate support and challenge in relation to the above areas with a specific focus on SEN.

The SEN Governor will inform the Governing Body on all aspects of SEN in the school to ensure that SEN work is valued and well- supported in the school.

SEN Governors will need to carry out these responsibilities in a number of ways:

informing themselves about SEN systems and practices in school through meetings and school visits

SENCOs are advised to share the outlining how the school The outline of this information outcomes of the annual SEN Self identifies children with SEN would form the basis of the Annual Review exercise with their SEN Governors Report on SEN to be may include the number of Governor. The SEN Self Review published on the website. children with SEN tool (SSR) has been developed by the Local Authority to help the implementation of the SENCOs, Head Teachers and published SEN policy; Governing Bodies record their the arrangements for the effectiveness in relation to SEN admission of children and young provision and contribute to the people with SEN overall development plan. This is updated in line with revisions to the steps taken to prevent the OFSTED Framework and the children and young people with current version can be viewed on SEN from being treated less SENCOSPOT. favourably than other pupils the facilities provided to assist n, Do Pla , R In addition to the SENCO reporting access to the school by disabled , e n v e i to the Governing Body; Section 69 pupils t e s w i

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14 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Identification and Assessment of Needs

Identification of needs through Integrated Approach to Assessment and Planning

The Early Help Approach essential followed by having an support of an Education, Health open conversation with the child, and Care Plan. The changes proposed through young person and his/her the Children and Families Bill parents to discuss these needs The various stages of this to enable improved outcomes and ways of providing support graduated response are outlined for children and young people to meet specific and agreed below: aged 0-25 years who may have outcomes. special educational needs and/ Universal – a one page profile or disabilities provides a unique This approach also supports ‘My Profile’ that invites all children opportunity to bring together a a graduated approach to both and young people aged 0-25 range of processes from early recording and monitoring progress years to provide person-centred intervention and target support, of children and young people with information which may include: to the statutory level Education, SEN and/or Disabilities so that what is important to them; their Health and Care Plan, into one knowledge and understanding of hopes and goals; and what helps integrated pathway. what is working and not working them and doesn’t help them. to help a child can be gathered This information may be used for The legislation requires an and built upon. This information transition planning. integrated approach to also helps to inform other assessment and planning ensuring agencies when additional input is children, young people and required from them. families are central and enabled to co-produce one single outcome This is a dynamic approach to focused plan. accommodate and reflect the changing nature of a child or This approach builds on the young person’s needs; recognising person-centred approach of that over time a child or young the ‘structured conversation’ person may need more, less or within the Achievement for All different support and resources as programme to improve they progress through education outcomes in SEN, by enabling an and into adulthood. integrated approach across all areas of a child/young person’s This graduated response and life right from the start of early process will allow educational intervention across education, settings to build up a picture of health and care. need and support that can be used in the statutory assessment In line with current best practice, process if a decision is made that early identification of needs is a child or young person needs the

My Plan – early identification working and not working in order Health and Care Plan should that of additional needs associated to make adjustments to enable be appropriate. with learning, health, emotional outcomes to be met. wellbeing, social inclusion, care, Education, Health and Care communication. As soon as a My Plan + – where needs have Plan – Some children and young child or young person is identified been identified which require people with significant educational with additional needs, or as not assessment and intervention needs may require a higher level making expected progress, the from different agencies a multi- of support through a statutory main practitioner involved with the agency framework will ensure Education, Health and Care Plan. child or young person would meet that all assessments and support with the child or young person and planning can be brought together his/her parent / carers to complete into one single plan. The My a plan that identifies the needs, Plan format can be used for this, outcomes and actions needed but it is recommended that a to address the needs identified. multi-agency assessment format My Plan should use the person- is used when needs are more n, Do complex and there are a number Pla , R centred information in ‘My Profile’ , e n v of agencies involved. This will e i to inform the outcomes and ways t e s w help the child, young person i in which they could be met that L

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16 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Identification and Assessment of Needs

A graduated approach that enables the right level of intervention and support when needed A graduated process that enables the right level of intervention and support when needed

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Principles of the graduated approach:

✔ Helping people to help The Graduated Plans for Gloucestershire themselves My Profile My Plan ✔ A local offer to make it as easy as possible for people to find Information about Needs, SMART outcomes, what they require to meet the My interests actions, resources (who, needs of children and young What people like/admire what, when), review people without needing or about me Standard format replacing the wanting professional support My hopes and goals myriad of current formats Etc Used by all agencies ✔ A single, integrated and Updated at least annually graduated pathway from self- Provides a basis for directed support through to any subsequent Education and Health Care support Plans planning My My Plan ✔ Processes designed to Profile synchronise planning and Natural supports Single agency commissioning - across health, support education and social care

✔ CHILD / A journey for all children with YOUNG additional needs that is a PERSON partnership between children, Education, My Plan + Health and young people, parents, carers, Care Plan professionals Multi-agency support Multi-agency with additional support ✔ A commitment to share full education resources information with children, young people, parents and carers Education, ✔ Transparency at all stages in Health and Care Plan My Plan + decision making and resource allocation Statutory Support Plan Needs, SMART outcomes, (replaces SEN statement) actions, resources (who, what, Must put child/young person when) review and their parents/carers at the Collates and co-ordinates centre of decision making multi-agency support and Must be focussed on outcomes resources Sets out how services will work ‘Team Around the Child’ together to achieve outcomes Builds on what is already in Includes an offer of a personal place budget

18 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Identification and Assessment of Needs

The pathway for the graduated and integrated approach

Education, My Profile My Plan My Plan + Health and Care Plan

Special educational needs Review of My Plan shows Review of My Plan + indicates or disabilities identified. child/young person not child/young person not achieving achieving outcomes. outcomes Appropriate support put in place. Need to involve other agencies Child/young person, parents/ identified (eg. educational carers and agree next steps My Plan written. psychologists, speeach which could be to: and language therapists, – change resources or occupational therapists, etc). request Education, Health Lead practitioner gains and Care Plan parental consent to contact Request (with evidence from other agencies to request their My Plan + review) submitted to involvement. multi-agency Panel to request a statutory assessment Each professional meets with child/ young person and If agreed by the multi-agency their family to undertake their Panel, a statutory assessment of assessment. the child’s/young persons educational needs takes place Lead practitioner sends an Analysis of Assessment form The multi-agency Panel examines to appropriate professionals the evidence from the statutory requesting a summary of their assessment and decides whether assessments and involvement. or not to issue an Education, Professionals return their forms Health and Care Plan with assessment, needs, If agreed, an Education, Health SMART outcomes and actions and Care Plan Co-ordinator identified. (currently SEN case worker) Lead practitioner collates works with child/young person, Analysis of Assessment forms parents/carers and to agree the to prepare for a meeting. resourcing of the Education, Health and Care Plan Meeting agrees My Plan +. The Education, Health and Care Plan is reviewed annually

Education, My Profile My Plan My Plan + Health and Care Plan

Throughout the graduated and integrated approach there needs to be an open conversation with families and everyone involved about the following:

Person centred ✔ Agreeing the lead professional open conversation with families ✔ Co-ordinating the assessment information

✔ Completing an integrated needs analysis

✔ Agreeing a single list of outcomes

✔ Considering the resources available

✔ Including the resources for personal budgets, where available

✔ Identifying options for achieving the outcomes

✔ Not just standard solutions - informal support and community solutions

✔ Costing the options and evaluating the risks/benefits of each

✔ Drafting a plan to achieve SMART outcomes within available resources

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20 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Identification and Assessment of Needs

Step-by-step guidance

My Profile

What is important to me? What helps me? This helps a child or young person share personal information in order to help those working with them understand their motivations, preferences, goals and self-image. Areas for completion within a My Profile could include: ‘What What does not help me? is important to me’; ‘What helps me’; ‘What does not help me’; ‘My hopes for the future’. The design of this template may vary depending on a child or young person’s interests and preferences.

There are many ways of providing My hopes for the future: a child or young person with opportunities to complete their profiles either as part of a classroom activity, during tutor group time, in a mentoring session with support or by themselves.

As My Profile shares personal For other examples of information, it needs to be treated My Profile, see SENCOSPOT. with respect. A child or young person should be informed how the information will be used: for example, as part of lesson planning, helping to plan transition to another year group, class or n, Do school; as a guide to help with Pla , R , e n v e i individual support planning. Most t e s w i

of these children or young people

will not be identified as having i w s

i e

Special Educational Needs. n e

P R

l a o n ,

The My Plan sets out the needs, recorded as an Individual My Plan outcomes, actions and resources Education Plan or Health to be used to achieve each Visitor Plan. of the agreed outcomes. The child or young person and their family should be encouraged to share their thoughts and ideas to See opposite for an example This is a simple action plan develop the My Plan. Families of a My Plan proforma >>> (similar to an Individual Education need be included within the Plan) written by a setting or a actions of the My Plan. Many of key professional to address and the outcomes could be achieved achieve agreed outcomes in order through resources within the to meet a child or young person’s community and family. identified additional needs. A My Plan is a proportionate The My Plan should be response that does not necessarily written in language that is easily require multiple assessments understood by all parties involved from other professionals and is with outcomes that are specific, used where there are needs that measurable, achievable and cannot be sufficiently met by realistic for the child or young universal provision. This universal person. The review column of provision includes teachers the My Plan can be used to providing differentiated work and show whether outcomes have creating an inclusive environment been achieved within the given and would draw on the universal timescale. provision described within the The My Plan could focus on Gloucestershire Intervention any area of need within a child or Guidance at the end of this young person’s life not necessarily booklet. related to an education, or learning If a My Plan is considered to be need. For example, the an appropriate next step you need My Plan could focus on to gain the informed consent of supporting a medical, physical, the child or young person and their sensory or social, emotional or parents/carers so they understand mental health need. All such and agree that a support plan is needs have an impact on a child needed (see example of Consent or young person’s learning. If the Form on SENCOSPOT). The full holistic needs of a child are n, Do not addressed in a My Plan, it is Pla , R My Plan should be completed , e n v e i with the child or young person unlikely the child will achieve their t e s w i

and their parents/carers and outcomes and reach their

full potential. The My Plan is i

incorporate the information from s

an action plan to meet identified n

the child or young person’s My

P R

, l a

n ,

Profile to ensure that the resulting needs through agreed outcomes D My Plan is person-centred. similar to those previously

22 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Identification and Assessment of Needs

Review date: What is working and not Achieved: Partly achieved – carry on: Partly achieved – need changes: Not achieved – carry on/need changes/need advice: Achieved: Partly achieved – carry on: Partly achieved – need changes: Not achieved – carry on/need changes/need advice: Achieved: Partly achieved – carry on: Partly achieved – need changes: Not achieved – carry on/need changes/need advice: Achieved: Partly achieved – carry on: Partly achieved – need changes: Not achieved – carry on/need changes/need advice: Response received:

Resources used: Resources What is being used to help me achieve my goals (Who will do what, when and how often) Date

Actions: What will help me achieve my goals Agency

These are my goalsThese are (these should be specific, measurable, and timed with a realistic agreed, date) review Name My outcome:

My needs: What I find difficult now About my About my About my About my Additional advice or support required? Yes/No Area of my life Area My Plan example:

carers about their hopes for their child and request that they My Plan + child now and into the future, summarise their involvement how they support their child, with the child and provide an what helps them as a family. analysis of any assessments they have conducted. The Analysis of Explaining why a My Plan + is Assessment form can be used to needed and why involvement summarise involvement over time, or assessment by others it is not necessarily to be used After My Plan has been in place for is required, what would be to initiate further assessment. some time and has been reviewed involved and what the benefit Everyone contributing to the several times it may be deemed this would be to the child or assessment and planning for a necessary to widen the breadth young person. and/or focus of the support offered child or young person is part of to the child or young person. This Gaining informed consent (see the Team around the Child. The would be the case if the concern example of Consent form on Lead Practitioner should indicate remains and little progress has SENCOSPOT). the timescales by which the been made towards the agreed The Lead Practitioner refers the Analysis of Assessment forms outcomes. (It may be that these child to appropriate agencies or should be returned to enable the agreed outcomes require adjusting services who become part of a My Plan + to progress as soon and monitoring through a review Team Around the Child. as possible. progress before making the decision to move to a My Plan + Analysis of Assessment: Guidelines on expected timescales multi-agency action plan.) A If needed, this form will help would be: My Plan + is put in place when a the Lead Practitioner collect Up to 3 weeks when the child is child or young person has multiple and collate information from already known to the recipient needs that require assessment by assessments, advice and Up to 12 weeks when child is other professionals. A My Plan + input from other agencies unknown should be coordinated by a Lead and professionals. The Lead Practitioner should complete Practitioner. A Lead Practitioner will Assessments and associated the following sections of the be the person most involved with completed Analysis of Assessment form before sending it to the the child or young person and in a forms showing the needs, professionals who will provide position to co-ordinate appropriate impact, outcomes and actions an analysis of a new or existing levels of support. recommended should be returned assessment and advice: to the Lead Practitioner within Consent: The Lead Practitioner Identifying details of child or these timescales. The Lead meets with the child or young young person Practitioner then integrates the person and their parent/carers to information received from these discuss concerns. This discussion My Profile (details about the assessments into the My Plan + should include: child) template. About my family Seeking the views of the child The Lead Practitioner arranges a or young person about their The Lead Practitioner should Team around the Child meeting, thoughts and aspirations for the send the partially completed the members of which includes future. Analysis of Assessment form parents/carers and child or Seeking the views of the parent/ to all those working with the young person, so the information

24 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Identification and Assessment of Needs

My Plan + My Plan + (Multi-‐agency Early Help Assessment) (Multi-‐agency Early Help Assessment) My Plan + (Multi My Plan + agency Early Help Assessment) -‐agency Early Help Assessment) Family (Multi-‐ Profile of current levels of attainment structure & significant others and family Name: Services working with this child or young person Subject -‐ Date Assessment Started: Relationship Include P Levels if working towards Level 1 DOB: Gender d (M/F) to young Address if different to Contribute Which family Address / Contact Details Previous Assessment person subject of assessment Contribute to Agency Identifying Details d Parental Role to assessment Name member assessment Current Assessment Responsibility? Date: (Y/N) English Given names: (Y/N) Key stage: Date: Family name: Speaking and listening

Key stage: Gender: DoB or EDD Reading

Writing Address:

Choose an item. phone Ethnicity: Overall subject Contact level

number(s): Mathematics NHS Number: Overall subject level Student ID Number

Parent/Carer’s First Science Child/Young Person’s

language Overall subject level First Language Reason for this assessment Assessment If yes, type of Choose an What item. has led to this child/young person being assessed? Choose an item. Is child disabled: disability: Family background, history & functioning Name of test/ Standard assessment, test e.g. reading results and/ or entry assessment for Literacy and Numeracy (select from options) age Results Additional Information Choose an item. Previous date: Results

About Me Current date:

What is important to me

Difficulties/ needs (including who provides Current the support, provision number of hours and family contribution)

Level of Seriousness Interventions/ provision Development of unborn baby, infant or young person Impact Choose an item. Distance Travelled Indicator (Select from 1 Details of Child/Young Person's health and physical development My aspirations and goals Date intervention/ provision -‐10) started Choose an item.

Sources of information Was child/young person seen /consulted ? Details of Child/Young Person's: What people like and admire about me Was child/young person seen alone? Photo or other identifying motif (if wanted) Mental Health, Emotional, Social & Behavioural Development If not seen alone explain why

What helps me do the things that are important to me and that I want to achieve Details of Child/Young Person's Education and Learning

Details of Child/Young Person’s: Communication and I

What doesn’t help me nteraction

Page Page 1 of 8 2 of 8

8 Page 3 of Page 4 of 8

My Plan +

My Plan + need need (Multi carry

– –

-‐ carry

agency Early Help Assessment)

(Multi-‐agency Early Help Assessment) –

Completion date My Plan + Preparation for adulthood: What helps us as a family (Multi

-‐agency Early Help Plan)

Date assessment completed:

independence skills, training, employment and housing achieved?

Details of Child/Young Person’s:

outcome been been outcome

and not working not and

What is working working is What

advice:

on/need changes/need changes/need on/need

Not achieved achieved Not

changes:

Partly achieved achieved Partly

on:

At Review, has this has Review, At

Partly achieved achieved Partly Achieved:

Date set for review:

Comments on this assessment

Has the assessment been discussed

)

goals

often If not, please explain why and signed off

be used: be

and how how and

achieve my achieve

What is being being is What

( what, when when what, with the child/young person:

to Resources Who will do will Who me help to used Analysis Parents and Carers of Assessment I ; emotional warmth and stability; nformation Child/Young Person comments on this assessment. Please record any areas of disagreement: Basic care, ensuring safety and protection Details of Parent/Carers Capacity to provide Guidance, boundaries and stimulation

Has the assessment been discussed

Actions: my goals my

If not, please explain why and signed off with the parents/carers:

Family and environmental

What will help me achieve me help will What 8

Housing, employment and financial situation

Parents comments of on this assessment. Please record any areas of disagreement:

Page

My Plan + Plan My

review date) review

a Child/Young Person agency Early Help Plan) Help Early agency

-‐ Wider family, social integration and community resources

My outcome My Name Signatures

These are my goals my are These (these should be specific, specific, be should (these

timed with with timed (Multi measurable, agreed, realistic and realistic agreed, measurable, Parent/Carer Signature

Name

Date Signature

Family’s views Author/Lead Professional

Relationship

Our hopes name for of child now and into the future Name

now Date My needs: My Signature Agency/Organisation

What I find difficult difficult find I What Job Title Phone Number Author’s Manager Date

How we support name of child Email Address Name

Agency/Organisation Signature

Job Title

About my... About Phone Number

Date

Area of my life: my of Area

8 Email Address Page 5 of Page 6 of 8

Page 8 of 8 My Plan + available on SENCOSPOT

which has been collated can be to consider whether Pupil Premium in a person-centred manner to discussed. The team will agree the can be used to fund some of ensure that the child or young outcomes, actions and resources the targeted interventions and/or person and their families continue to meet the identified needs from support. The My Plan + needs to be comfortable and happy with across all areas of the child or to be reviewed on a regular basis the support plane. It may well young person’s life. to ensure it remains appropriate be that the My Plan + could be and cost-effective. The SMART converted to a My Plan in light of The My Plan + is then outcomes should be adjusted at the progress made. implemented and any these reviews to ensure positive recommended interventions and/ outcomes are met. The SMART or support put in place. The outcomes should be ambitious but My Plan + needs to refer to not unattainable. The information n, Do Pla , R the Gloucestershire Intervention , e provided by the Analysis of n v e i Guidance as well as drawing on any t e s w Assessment should be used to i

L health and social care provision.

guide these outcomes. Overtime

It may well be that specialised s

it may well be that further guidance e

equipment can be sourced

P R

is required. The Team around the

, l a o n ,

from community or charitable Child reviews should be conducted D organisations. Schools need also

Education, Education, Health and Care If the decision is to proceed with Plan may be necessary. a statutory assessment the SEND Health and Plan Team will request advice from Care Plan Please refer to the Education, all those already involved with Health and Care Plan request the child or young person with an checklist on SENCOSPOT Analysis of Assessment form. to ensure evidence of the Considering an Education, interventions already taken can be The evidence received by the Health and Care Plan: demonstrated. SEND Plan Team will be used by the multi-agency Panel to decide If you are considering making It is important that the request whether to proceed and issue an a request for an Education, form is accompanied by ALL the Education, Health and Care Health and Care Plan, it is evidence required. Plan. Following this decision advisable to contact the SEND a SEND Case Work Officer will The Education, Health and Casework Team for advice. A coordinate the production of the Care Plan process (20 weeks) SEND Casework Officer may be Education, Health and Care Plan together with the family and invited to attend a Team Around The statutory process begins Team Around the Child. the Child review of My Plan + when a request has been received and offer the following advice: by the Local Authority from: What this entails To contact a particular service the parent or carer of a child or A Team Around the Child meeting that has not been engaged with young person already but that will be able will be co-ordinated by a SEND to further support the child or from a young person over the Casework Officer which brings young person; age of 16 years together all those involved with the child or young person to agree a To liaise with other professionals or from a person acting on behalf single list of outcomes and draft to suggest a different approach of an education provider (ideally a Plan that will achieve those that may yield the desired with parental permission). outcomes. This draft Plan will outcomes and review in another need to be costed to show how A multi-agency Panel meets 6 weeks; much each element of activity will weekly to consider requests cost to provide. To collate all evidence, which for statutory assessment and includes views from the child, based on the evidence presented A costed Draft Plan is returned to young person and family and will make a decision whether Panel for a decision on resourcing a statutory assessment will make a request for Education, or funding for up to 12 months. proceed or not. If the decision is Health and Care Plan; not to proceed with a statutory Once agreed, a finalEducation, Requesting an Education, assessment an SEND Case Health and Care Plan is issued Health and Care Plan: Work Officer will contact the lead with a specified review date. professional with the reasons When, following reviews of My given by the Panel together with Plan +, it is clear that the child any recommendations. Support or young person has educational for the child or young person will needs that cannot be met continue through My Plan +. without additional resources, an

26 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Identification and Assessment of Needs

SEN Personal Budgets explained

Essential Facts: How will SEN Personal Budgets What can a SEN Personal impact on school budgets? Budget be used for? A SEN Personal Budget is funding available to achieve First £6,000 of additional Any provision on agreed plan to educational outcomes in an support required by a pupil with support educational progress Educational, Health and Care high needs from notional SEN (Health and Care funding may be Plan that cannot be met within budget. In Gloucestershire, for available to achieve health/care existing resources. pupils with high needs requiring outcome) additional support costing more The SEN Personal Budget than £6,000, the number of high will include the cost of current Useful Links: needs pupils for whom schools provision as well as any new & academies are expected to SEND Pathfinder Link: provision commissioned. contribute will be restricted to www.sendpathfinder.co.uk All children and young people 1 for every 75 pupils on roll, assessed as needing, or with, rounded to the nearest whole GCC SEND Link: an Educational, Health and number. www.gloucestershire.gov.uk/extra/ Care Plan will have the option SENchanges of a SEN Personal Budget from Can parents employ workers in September 2014. our school? Email: SENDprogramme@ gloucestershire.gov.uk SEN PBs are optional for Only if this is agreed in the parents and young people Educational, Health and Care More information about SEN but Local Authority is under a Plan and Head Teacher is in Personal Budgets can be found on duty to prepare a budget when agreement SENCOSPOT. requested. How is a Personal Budget A SEN Personal Budget is not a calculated? Direct Payment. Direct payments are for families who wish to Local Authority will use the manage the budget. This must matrices plus school contribute be agreed by the Head Teacher if ASF funds provision is on school site. Care complete a Resource Allocation System Frequently Asked Health complete a Care Needs Questions: Assessment

What funding streams are Will Personal Budgets mean a available for Personal Budgets? lot of work? High Needs Block Fund This is unknown as yet. Key (Element 3) skills and functions are being Additional Support Funding identified to inform training needs (Element 2) for staff across all sectors Pupil Premium (if applicable) Care (eligibility criteria applies) Health (eligibility criteria applies)

Reviewing Education and Health Care Plans

The Annual Review process is an essential tool in order to review and monitor an Education and Health Care Plan. It is a statutory requirement for the Local Authority to review an active plan at least annually in order to monitor and evaluate Special Educational Needs and Disability provision. Where there are extenuating circumstances that do not allow for the review to take place within the 12 month period, parent/guardian permission should be sought in writing and the educational context should inform the Local Authority. The review process should reflect the natural circumstances of the child or young person’s situation at that time, for example review dates may need to be moved to relate more appropriately to a key stage phase transition. The purpose of the review is to before the end of a school term, ensure that there is monitoring and whichever is the earliest date. The review process is a natural planning that is focussed upon the opportunity to ensure that the child or young person’s needs and With transition reviews the receiving family of the child or young progress. As a result it is essential setting should also be invited to person is involved in planning and that a variety of viewpoints are participate in the meeting to aid decision making with regards to captured and inform the decision good transition planning for the provision and personal budgets making in this process with all child or young person with Special where applicable. It is good relevant adults and professionals Educational Needs and Disability. practice for educational contexts involved with the child or young Where alternative settings are likely to be mindful in their planning person being invited to reviews. to be named such as at the Y5 and implementation of making To aid this process invitations review it is good practice to invite the preparation, the meeting and should be sent out at the earliest the potential receiving setting in post review actions to be person opportunity but within 2 weeks order to inform decision making. centred in their nature. There of the meeting to all interested Annual Review paperwork is is further leaflet for guidance parties. Copies of the post- available on SENCOSPOT via about this model and approach review paperwork should then be the following link http://www. in the Code of Practice and on sent out to all parties who had gloucestershire.gov.uk/extra/ Gloucestershire’s SEND website been previously invited and any sencospot and more detailed SENCOSPOT at http://www. additional adults as agreed at the statutory guidance can be found in gloucestershire.gov.uk/extra/ review. After the review paperwork the Code of Practice. sencospot should be with the LA within 10 school days or within reason

28 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Access and Inclusion

Benefits of Provision Mapping

Provision mapping takes six key areas designed to support Provides overview of provision into account the full scope school leaders’ thinking about for others and demonstrate how of provision, including whole school improvement and to support is deployed help them make informed choices high quality, whole class Inform parents, Ofsted and to maximise the impact of pupil teaching, guided and others about provision group work and individual support at their schools. (Links to interventions in order to further information about provision Evaluate the effectiveness of identify and overcome mapping and examples can be interventions on pupil outcomes potential barriers to learning found on SENCO Spot.) Cost provision effectively and and meet the needs of all demonstrate accountability . pupils within and beyond Provision Management has many the school setting . benefits including enabling the school to: (See page 40 for additional Provision mapping is a constructive Plan strategically to meet needs information about recording process which enables settings to of pupils provision and monitoring and reflect on their resources in order evaluating the impact). to meet the needs of children Audit how well provision matches and young people with additional need and recognise gaps needs effectively and efficiently. The Allow planning of staffing and provision mapping diagram below skills (Natalie Packer, 2014) highlights

Auditing need to Monitoring and identify vulnerable evaluating impact pupils

Ensuring robust Reviewing what assessment and works for all pupils tracking

Developing high Identifying suitable quality provision resources

Natalie Packer, 2014

An example of provision mapping available on SENCOSPOT

30 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Access and Inclusion

The continuum of support in Gloucestershire

The Children and Families Act 2014 continues the presumption in favour of mainstream schooling set out in the 1996 Education Act .

In Gloucestershire by far the majority of children with Special Educational Needs and Disabilities will attend a mainstream school or college near to home. The capacity of mainstream schools, in terms of experience and confidence, to meet the needs of children with special educational needs and disabilities has increased significantly in recent years. There are now more children than ever with complex and significant barriers to learning who, with carefully planned support, are making both about the arrangements that of mainstream education, expected and above expected are in place for assessing and Gloucestershire County Council academic and social progress meeting the needs of children commissions a range of specialist in their local mainstream school. with additional needs will be key provision for those children with This has enabled children with in helping parents make informed significant need who fall into the additional needs to be educated decisions, as will the welcome and following categories: alongside their siblings and reception they receive when they the wishes of the child’s parent, other children who live in their visit. All schools, academies and or the young person, is for community. colleges will recognise their duties an alternative to mainstream in relation to the admission of education Some parents (and indeed the children and young people and will young person themselves) express not treat any child less favourably their needs are within the range a preference for a school or in this respect because of a of complexity and severity college which is not the nearest reason associated with a special that makes inclusion within a one to home. Parents of children educational need or disability. mainstream Early Years setting, with special educational needs It is important that all schools school or college unsuitable and disabilities have a right reflect an inclusive and welcoming to express a preference for a ethos to ensure that parents feel There are a number of special setting which is not the nearest confident to send their children to schools and specialist centres to home, and make an informed their local school. within the boundaries of choice, in the way that all other Gloucestershire County Council, parents do. The information that Whilst there is a longstanding which are commissioned by schools publish on their website presumption in law in favour the Local Authority to provide

an agreed number of places for young people’s needs are identified and young people to maximise children with Education Health and met as early as possible. educational opportunities by Care Plans. Children attend the For example, paediatricians refer using their abilities to the full. specialist provision where their babies with hearing impairment They work with settings, children plan specifies this as the school to to the Advisory Teaching Service. and settings. They also work be attended. The Advisory Teaching Service with partner agencies and can (0-25) has specialist advisory often help to source funding to The Council has a long standing teachers who are able to offer support specialist needs. The and ongoing commitment to advice and support for all children Advisory Teaching Service also has provide high quality special and young people with special speech and language therapists, school places for those children educational needs and disabilities. occupational therapists, specialist and young people who require/ These advisory teachers have tutors for hearing and visual request it. The special schools in specialist knowledge about impairment and a local Alternative the area (some are Local Authority hearing impairment, visual Augmented Communication team. maintained and others are impairment, physical disabilities, The service can also provide academies) form an integral and communication and interaction specialist equipment and makes valued part of Gloucestershire’s difficulties, and learning, emotional support materials for children with family of schools. and behavioural needs. Their visual impairment (such as Braille role is to help to identify children translation of reading books). Gloucestershire’s health, social and young peoples special care and educational services educational needs and suggest Portage workers are available specialist support services work (or provide) early intervention. to support parents of Early together to ensure children and They strive to enable children Years children. Any children with special educational needs or a disability should be referred to Gloucestershire support services, including the Educational Psychology Service (when appropriate). Educational psychologists work with Early Years children and Children in Care as part of the Local Authority offer. Schools and colleges are able to purchase subscriptions to the Educational Psychology Service through the use of their SEN funding. Outreach services are also available from Gloucestershire Special Schools.

Information about the Advisory Teaching Service, Portage, the Educational Psychology Service, Outreach and the Youth Service team is available through SENCOSPOT. All these services provide training and capacity building for Early Years, school and college staff. They also provide advice, support and training for parents.

32 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Access and Inclusion

SEND funding arrangements in mainstream settings

This information relates to children elements make up the core funding development achieved at the end and young people attending such as a lump sum amount for each of the Foundation Stage. Pupils will mainstream schools and academies school and factors that are distinct qualify for the prior attainment factor, to certain school such a split site where they have not achieved a The DfE and all Local Authorities allowance. Schools also attract an good level of development. Going are moving towards a shared goal amount of money based on social forward, this will include all those of national consistency and greater deprivation indicators as well as the who had not achieved the expected transparency in the way school number of children on role who have level of development in all 12 prime budgets are determined through a English as an additional language. areas of learning as well as maths pupil led funding system. A national and literacy by the end of Year R. funding formula for schools is due for Element 2: Additional For a secondary school the amount implementation from 2015/16. Support Funding is based on the pupils registered Every school receives an additional at the school when the October At present the way SEN Funding is amount of money to help make census took place who had not determined is agreed locally, through special educational provision to meet attained a Level 4 in either English Schools’ Forum and is given to the needs of children with SEND, or maths at the end of Key Stage 2. schools under three main headings: including some children with EHCPs. The DfE expects these measures to Element 1: Core Funding This amount of money is called the identify around 21% of pupils (it had ‘notional SEN budget’. The amount previously been English and maths Schools get most of their funding this contributes to the overall school and this measure picked up around based on the total number of pupils budget is based on a formula which only 10% of pupils). This may not in the school. Every pupil in a school is agreed between Schools’ Forum recognise the additional needs of attracts an amount of money. This is and the Local Authority. It is important some groups of pupils, for example called the Age Weighted Pupil Unit that the SENCO knows how the those who have attained well but (AWPU). The amount varies from one ‘notional SEN budget’ is calculated have physical needs or behavioural Local Authority to another, but there and how much this contributes to the difficulties but this method is are minimum amounts set by the overall budget. The Head Teacher considered by the DfE to be a best fit DfE: the value for primary pupils must or the School Business Manager will model for now. be at least £2,000 and the value for have this information. The ‘notional Deprivation funding and Pupil both Key Stage 3 and Key Stage 4 SEN budget’ is formed, in part, by Premium grant funding may also help pupils must be at least £3,000. There the money that comes into school to support some groups of children is usually more funding for each under the ‘Prior Attainment’ factor. In who have barriers to learning, pupil in a secondary school than in a previous years this had been called although not necessarily SEND, but primary school. For the financial year funding for high incidence/low cost have attained above the thresholds 2014-15 the agreed Age Weighted SEN. Pupil Unit amount in Gloucestershire indicated above. is £2,879.74 for primary aged pupils, As the title suggests the prior For the financial year 2014-15 a £3,631.86 for pupils in Key Stage attainment factor generates an primary aged pupil who did not attain 3 and £4,356.87 for pupils in Key amount of funding based on the a good level of development at the Stage 4. prior attainment of the pupils who end of the Foundation Stage would were registered at the school when contribute £1,218.54 into the prior This is the core budget for each the October census took place. attainment element of the school’s school and it is used to make general For children in the primary phase of budget and a secondary aged pupil provision for all pupils in the school education it is based on the level of including pupils with SEN. Other who did not attain a Level 4 in English

or maths at the end of key Stage 2 Unit (AWPU) plus £6,000. Not all point will not be required to provide would contribute £1,733.53. pupils with EHC plans are termed the first £6,000 for any high needs ‘high needs pupils’ and not all pupil. A school’s 1 in 75 number Part of Element 1 (Core Funding) plans will bring additional resources does not change mid financial year goes towards forming the notional to the school. so is set even if the number of pupils SEN budget (alongside the prior on roll changes. attainment funding). It is expected Element 3: Top-Up Funding that 2.5% of the overall Age The top up funding is adjusted If it is determined that a pupil Weighted Pupil Unit (AWPU) monthly, so if the pupil receiving top with SEND requires in excess of funding, referred to above, should up funding left the school part way £6,000 worth of special educational also be used to support SEN across through the year the funding would provision, in addition to the basic the school. cease. If a pupil is due to leave at the provision available to all students, end of the academic year the budget the commissioning local authority Most pupils with SEND will have allocation would show the funding for (ie the Local Authority in which their needs met through the ‘notional the April to the end of the academic the pupil lives) can provide top- SEN budget’, especially where year rather than a full year cost. their needs are high incidence/ up funding above £6,000 to meet low cost. Schools commonly use the cost of that provision (ie the It is easy to identify the amount the notional SEN budget to fund difference between £6,000 and the of money that comes into school lunch time clubs for vulnerable agreed cost). The top up funding through top up funding as this is pupils, additional support to access is provided from the high needs linked to named children. That after school activities, purchasing block element of the Dedicated amount, combined with the notional equipment such as laptops or Schools Grant (DSG) held by the SEN budget (the prior attainment specialist software, running small commissioning local authority and money and 2.5% of the overall teaching groups in core subjects or would require an EHC Plan to be AWPU amount) makes up the providing in class TA support. Most in place for it to be made. Schools schools’ SEN budget. It is worth of the Wave 2 and 3 (or targeted are expected to use this funding noting that academies receive their interventions) on a school’s provision to supplement the funding in the core funding funding based on an map will be funded from the ‘notional SEN budget’ to make academic year and maintained notional SEN budget and schools provision for that individual pupil. schools receive their funding based should not rely on the funding that on a financial year. Currently, in Gloucestershire, a comes through individual children’s maximum limit is set on the number Statement to run Wave 2 and 3 The DfE website explains the of high needs pupils schools are interventions as this may be an arrangements for the financial year expected to contribute the first unsustainable funding stream. 2014/15 and as we move towards £6,000 for based on 1 contribution an anticipated national funding The government has recommended for every 75 pupils on roll. This formula. that schools should use their notional measure was put in place in SEN budget to pay for up to £6,000 Gloucestershire to ‘protect’ schools Further information is available on: worth of special educational provision with a disproportionate number of https://www.gov.uk/government/ to meet a child’s SEND. Most high needs pupils. This additional uploads/system/uploads/ children with SEND require special protection was agreed by the LA attachment_data/file/205195/school_ educational provision that comes to and Schools Forum and is not a funding_reform_2014-15.pdf less than £6,000. Pupils requiring statutory DfE requirement. provision totalling in excess of £6,000 The maximum limit is calculated by per year (or 10.5 hours per week dividing the number on roll at the or more) are considered to be ‘high October census point by 75 (the needs pupils’. The DfE definition of a resulting number is then rounded ‘high needs pupil’ is one where the up or down to the nearest whole educational provision cost, including number). Schools with 37 or fewer the basic provision given to all pupils pupils on roll at the October census exceeds the Age Weighted Pupil

34 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Access and Inclusion

Resourced provision provided within mainstream schools within Gloucestershire

Communication and The following primary schools have mainstream curriculum and benefit Interaction resourced provisions attached: from inclusion with a mainstream peer group. Gastrells Primary School in Primary: There are 4 resourced Stroud provisions provided within Hearing Impairment mainstream primary schools Tuffley Primary School in Gloucester One secondary school in within Gloucestershire. These Gloucestershire currently has a Christchurch Primary School in provisions cater for children with specialist resourced provision Cheltenham communication and interaction which provides a level of enhanced difficulties who are able to access a Ruardeen Primary School, provision for pupils with a hearing mainstream curriculum and benefit Ruardeen (Forest of Dean) impairment. This provision is at the from inclusion with a mainstream Beaufort Co-operative Academy in There is a resourced peer group. There is an enhanced Secondary: Gloucester. level of skill and undertaking within provision for secondary pupils with the host mainstream school around Communication and Interaction supporting the needs of children difficulties, provided within to The All resourced provision are with communication and interaction Dean Academy in Lydney. This supported by the Advisory difficulties, many of whom may be Enhanced Provision caters for Teaching Service. on the autism spectrum. pupils who are able to access a

Special schools within Gloucestershire

Alderman Knight School, The Centre provides assessment boys and girls aged between 4 Tewkesbury day places for boys and girls aged and 16. It caters for pupils whose www.aldermanknight.gloucs.sch.uk between 2 and 7 for 5 days a week special needs have been identified for 48 weeks in a year. It caters as moderate and additional learning The school provides day places for for children needing supportive difficulties including pupils with boys and girls aged between 4 and assessment and development of complex difficulties. The school 16. It caters for pupils whose special their learning skills which is designed also provides provision to meet the needs have been identified as to prepare them for integration to needs of pupils with severe learning moderate and additional learning mainstream schooling, or transition difficulties dependent on their difficulties including pupils with into an appropriate place in another specific needs. complex difficulties. The school also special school. In many cases provides provision to meet the needs children will be supported to access Bettridge School, Cheltenham of pupils with severe learning difficulties other provision in their own locality. www.bettridge.org.uk dependent on their specific needs. The school provides day places for Belmont Special School, Battledown Centre for Children boys and girls aged between 2 Cheltenham and Families, Cheltenham and 19. The school is for pupils www.belmont.gloucs.sch.uk www.battledown.gloucs.sch.uk or whose special needs have been http://www.battledown.org.uk The school provides day places for identified as having severe learning

difficulties or profound and multiple learning difficulties including pupils with complex difficulties. The school also caters for pupils with moderate and additional learning difficulties dependent on their specialist need.

Coln House School, Fairford http://www.colnhouseschool.org/ The school provides day and residential places for boys and girls aged between 11 and 16. The school is for pupils with severe behavioural, emotional and social difficulties.

Greenfield Academy, Dursley The school provides day places for boys and girls aged between 11 and 16. The school is for pupils profound and multiple learning Academy and under the same with severe behavioural, emotional difficulties including pupils with management arrangements. and social difficulties. The school is complex difficulties. There is also currently run from the same site as limited capacity to meet the needs of Shrubberies School the Peak Academy and under the pupils with moderate and additional www.shrubberies.gloucs.sch.uk learning difficulties dependent on same management arrangements. The school provides day places for their specific needs. boys and girls aged between 2 Heart of the Forest Special and 19. It caters for pupils whose School, Coleford Paternoster School, Cirencester special needs have been identified www.paternosterschool.co.uk www.heartoftheforest.org.uk as having severe learning difficulties The school provides day places for The school provides places for boys or profound and multiple learning boys and girls aged between 3 and girls aged between 2 and 17. difficulties including pupils with and 19. It caters for pupils whose It caters for pupils whose special complex difficulties. The school special needs have been identified needs have been identified as severe also caters for pupils with moderate as having severe learning difficulties learning difficulties or profound and and additional learning difficulties or profound and multiple learning multiple learning difficulties including dependent on their specialist need. difficulties including pupils with pupils with complex difficulties. The complex difficulties. The school school also caters for pupils with The Ridge Primary Academy also caters for pupils with moderate moderate and additional learning www.theridgeacademy.org difficulties dependent on their and additional learning difficulties The school provides day places for specialist need. dependent on their specialist need. boys and girls aged between 5 and 11. It caters for children with The Milestone School, Gloucester Peak Academy, Dursley severe behavioural, emotional and http://thepeakacademy.org/ www.themilestoneschool.ik.org/ social difficulties. home.ikml The school provides day places The school provides day places for for boys aged between 11 and 16. boys and girls aged between 2 It caters for children with severe and 16. It caters for pupils whose behavioural, emotional and social special needs have been identified difficulties. The school is currently as severe learning difficulties or run from the same site as Greenfield

36 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Access and Inclusion

Pupil Premium – funding for mainstream schools, special schools and alternative provision settings

The Pupil Premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. Pupil Premium funding is available to both mainstream and non- mainstream schools, such as special schools and pupil referral units. In the 2014 to 2015 financial year, schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years: £1,300 for primary-aged pupils £935 for secondary-aged pupils Schools will also receive £1,900 for each looked-after pupil who: has been looked after for 1 day or more list is available through a Pupil adopted pupils you should mark was adopted from care on or Premium download from the Key them as eligible on the school after 30 December 2005, or left to Success website. census. If you do not know who care under: This data will allow you to identify your adopted pupils are, you will a special guardianship order the pupils who have previously need to contact parents and ask a residence order attracted Pupil Premium funding them to let you know. so you can target support Allocations Identifying disadvantaged accurately. The data can also pupils help you estimate how much Allocations are made based on We use eligibility for free school Pupil Premium funding you will the school which the eligible pupil meals as the main measure of be allocated for budget planning attends at the time of the January deprivation at pupil level. purposes. Guidance on the free school census. school meals data is available. For the academic year 2013 to Illustrative allocations for 2014 2014, we provide all schools with You should work with your local to 2015 (based on 2013 pupil a list of pupils who have been authority’s virtual school head to numbers), final allocations for eligible for free school meals at identify your pupils in care. 2013 to 2014 and the conditions of grants are available. any point in the last 6 years. This To receive the premium for

Accountability update it when you have all the Department for Education website. figures. https://www.gov.uk/pupil- Headteachers and school premium-information-for-schools- governing bodies are accountable Inspections and-alternative-provision-settings# for the impact of Pupil Premium funding in the following ways: Ofsted revised their inspection This funding can be used to framework in September 2013. As provide a wide range of support, performance tables, which a result, school inspections report teaching approaches and show the performance of on the attainment and progress of interventions to improve the disadvantaged pupils compared disadvantaged pupils who attract attainment of disadvantaged with their peers the Pupil Premium. children. It is for schools to requiring schools to publish decide how best to spend the details online each year of Pupil Premium reviews Pupil Premium allocated to them how they are using the Pupil Ofsted will recommend that a talking into account their children’s Premium and the impact it is school carries out a Pupil Premium needs. However, to help schools having on pupil achievement review where they: choose between different approaches The Education the Ofsted inspection rate the school as ‘requires Endowment Foundation provides framework, where inspectors improvement’ overall and in a toolkit which summarises the focus on the attainment of pupil leadership and management groups, and in particular those educational research about the who attract the Pupil Premium Effective practice effectiveness and value for money of a range of approaches. http:// Online reporting The Education Endowment educationendowmentfoundation. Foundation has produced a org.uk/ The level of detail included in the teaching and learning toolkit information put online is for each to help teachers and schools school to decide, but it must effectively use the Pupil Premium include the following: to support disadvantaged pupils. the school’s Pupil Premium Pupil Premium Awards allocation for the current academic year We present Pupil Premium Awards to schools whose use of the details of how you intend to Pupil Premium has significantly spend your allocation improved the attainment of their details of how you spent your disadvantaged pupils. There are previous academic year’s prizes for primary, secondary and allocation special schools in England. how it made a difference to the Up to 500 schools will win an attainment of disadvantaged award in both 2015 and 2016: pupils the winners will receive a prize of The funding is allocated for each up to £250,000 financial year, but the information there will be regional prizes of up you publish online should refer to to £100,000 the academic year, as this is how parents and the general public we will give out hundreds of understand the school year. smaller awards As allocations will not be known Visit the Pupil Premium Awards for the latter part of the academic website to find out how to qualify year (April to July), you should for the awards. report on the funding up to the Further and more up to date end of the financial year and information can be found on the

38 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Access and Inclusion

Independent Specialist Providers, Mainstream Colleges and Non Maintained Special School funding

The Elements Mainstream Colleges: Under the new high needs funding arrangements, mainstream settings will be expected to contribute the first £6,000 of additional support for high needs students (Element 2). This additional support is provision over and above the standard offer (Element 1) of teaching and learning for all students in a setting. Post-16 settings will receive an allocation based on the number of high needs students in the last full academic year from which to make this contribution. Top-up funding (Element 3) above this level will be agreed between the commissioner and provider, and paid direct to the provider by the commissioning local authority. an equivalent basis to mainstream Paperwork Element 1 - £4,000 GFE (average) Post-16 settings. The base Both Independent Specialist Mainstream funding, programme funding for Independent Specialist Placements and Mainstream cost – paid by EFA. Placements is agreed by the Colleges should contact the Local Education Funding Agency and Element 2 - £6,000 Additional Authority as soon as they identify a varies between institutions. support for High Needs students– High Needs student. Any student paid by EFA based on previous year Element 1 - programme cost – identified by the college as having Element 3 - £2,800 (Average) paid by Education Funding Agency. support needs costing above the Top-Up - To be agreed with Local Element 1 funding varies, for example, £6000 base funding should be Authority – paid by Local Authority Independent Specialist Placements referred to the students’ home local average Element 1 is £4,977. authority, and in such cases providers Total HNS - £12,800 (Average Cost) Element 2 - £6,000 Additional will be required to complete the HNS Student Post-16 top up form Independent Specialist Providers support for High Needs students– to provide as accurate a prediction Specialist pre-16 SEN settings paid by Education Funding Agency as possible of costs. Costs will be receive base funding of £10,000 based on previous year estimates and should be based on per planned place. Post-16 Element 3 - £1,823 (Average) previous practice to at least provide specialist SEN / learning difficulty Top-Up - To be agreed with Local an informal estimate of costs that and disability provision will be Authority – paid by Local Authority can be adjusted at a later stage. This funded slightly differently, but on Total HNS - £12,800 (Average Cost) must be done by the end of April for

learning starting in September of that will be for the period 1st – 31st Adjustments year, or as soon as possible for late August and will have the narrative Independent Specialist Placements applications. The system is designed GCC: HNS August 2014. Further and Mainstream Colleges will to be flexible. payments will be made directly into receive a list of monthly deadlines the provider’s bank account by the to inform the Local Authority of any The Local Authority will send 20th of each subsequent month. adjustments to students’ costs. This Independent Specialist Placements Although the payments are made includes any high needs student and mainstream colleges individual on a monthly basis the calculations starting or leaving a course midyear. High Needs Student Agreement use a daily basis and therefore the All necessary adjustments will be Forms for each learner for the income from some months will be actioned in the following month. Independent Specialist Placements/ different to others. mainstream college to sign off Non Maintained Special Schools prior to the Local Authority making In addition to the BACS remittance, payments of top-up funding for each finance lead will receive a Non Maintained Special Schools learners starting in September. Monthly Top Up Sheet (MTUS) via receive £10k directly from the email from the GCC finance lead. Education Funding Agency for each Payments This MTUS will show the details of commissioned place. The Local Monthly payments for high needs the monthly payment and will aid Authority will provide element 3 top up students will commence on 20th the reconciliation process for each per student, the same as above, with August 2014. The first payment provider. students attending other providers.

Recording provision and monitoring and evaluating the impact

All schools will have systems in correctly, should: resources are being used to meet place for being able to identify what needs; audit how well provision matches provision is being made to support need and recognise gaps in assess school effectiveness when learners with special educational provision; linked with outcomes for pupils needs and disabilities. Schools need through review of the provision; to be able to show this in a variety provide a clear outline of the of different ways ie at an individual graduated provision available; support schools in setting annual objectives and success criteria for pupil level, for groups of pupils (eg ensure progression and age the Special Educational Needs those with speech, language and appropriate interventions; communication difficulties), at a policy; identify strengths in provision and class level and as a whole school focus attention on whole – school areas for development; overview. It is necessary to develop issues of teaching and learning an ‘at a glance’ way of showing cost provision in terms of including individual child issues; all the provision that the school resources, including human plan development to meet pupils’ makes which is additional to and resources; different from that which is offered identified needs; highlight repetitive or ineffective through the school’s differentiated record changes in provision and use of resources; curriculum. enable a seamless transition demonstrate accountability; between classes, key stages and A provision mapping approach is inform parents, external agencies schools from class to class or well established in most schools and OFSTED inspectors of how school to school; in Gloucestershire and, if used

40 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Access and Inclusion

be used as part of the evidence calculated by taking into account on your own evidence base as the Local Authority will be information about prior attainment well as drawing on the findings of expecting of schools in order and comprising an element of the regional and national studies of to support a request for an Age Weighted Pupil Unit (AWPU). what is effective. EHC plan. For some schools this may be quite a significant amount and is in The information produced by the It should be remembered that addition to any high needs funding Sutton Trust and the Education provision mapping is about the that may come to the school Endowment Foundation (The Sutton process and not just the ‘map’ or through individuals’ Education, Trust-EEF Teaching and Learning the resulting document ie auditing Health and Care Plans. This Toolkit) is an accessible summary the need within your school exercise will help determine the of educational research which against your existing provisions, nature and level of support you are provides guidance for teachers identifying the funding that is able to arrange. and schools on how to use their available, researching the different resources to improve the attainment responses and interventions Your provision mapping processes of disadvantaged pupils and can be that are available, recording the should enable you to ascertain the accessed online: interventions that are provided and costs associated with supporting identifying the outcome/success children in different ways (eg how http://educationendowment criteria based on the starting much does it cost to run a particular foundation.org.uk/toolkit/ point, tracking pupil progress intervention group for five children and evaluating the impact of the over a term or how much does Recording the range of provision, annually reviewing the it cost, over the course of the interventions range of provision that is available year, to provide a TA to scribe for The information will need to be and whether this range meets the someone in an English lesson) so presented in a variety of ways: needs of the school population. that you can demonstrate how the delegated SEN budget is being Whole school overview provision Auditing your existing used and, for example, how much map. This is your public provision provision has been spent on an individual map which shows the range of This is about fully understanding student. It will be necessary to different responses that a child or the profile of need within your provide this information if requesting parent/career might expect to say school to determine whether you assessment for an EHCP in order put in place. It could form part of have the right sort of provision in to demonstrate that a pupil is a your ‘local SEN offer’ and appear place. Compare what is currently in ‘high needs’ pupil ie the support is on the school website. It might place against the projected needs costing in excess of £6000 per year show the school’s graduated for each year group in order to (plus the support expected as part response if a leaner presented highlight any gaps in provision or of universal support). with needs in a particular area. It occasions where pupils repeatedly might be updated annually each receive the same provision Research year as you evaluate and decide (perhaps to little affect). Having completed your audit, and not to run particular interventions determined the amount of funding or to introduce further responses Funding you have available, it may be to your menu of support. You will need to establish from the necessary to research alternative In addition to this you will require Head Teacher or School Business approaches and programmes. a whole school provision map Manager what the notional SEN You will want to be sure that the which details the names of pupils budget is for the school ie how decisions you make in terms of accessing different types of much of the delegated budget is which strategies, responses and support, showing where support intended to support the needs of interventions to make available are is being targeted and what pupils with Special Educational made firmly on evidence based intended gain is based on the Needs and Disabilities. Each school judgements of what works well starting point. Larger schools may has a notional SEN budget within and what represents good value be doing this by year group or their delegated funding which is for money. This would be based Key Stage.

Class level provision mapping can be overseen by the class teacher (more easily done in primary schools) detailing the provision which is different to that normally available at Wave 1 and providing an at a glance over view of the additional support which is being provided in that class. This may not relate solely to SEN learners. Provision maps for individuals will show how a learner has been supported over time, how the arrangements have been reviewed and modified as necessary and what impact this support has had. Information can be presented to show how groups of children are supported through a graduated response (eg those with specific learning difficulties) to enable the SENCO to report on groups of children by need. Tracking Pupil Progress Annual evaluation of the The following web link provides and evaluating the impact provision that is in place further information provided by the DfE overtime about the provision When undertaking your regular pupil Undertake an annual evaluation of mapping process. tracking link your findings to the the effectiveness of all the provision provision map. If pupils are failing to recorded on your provision map in http://webarchive.nationalarchives. make progress then consider which terms of pupil progress and cost gov.uk/20130903171627/ other aspects of available provision effectiveness. You should include http://www.education.gov. they need to take advantage of. the views of the children and young uk/schools/pupilsupport/ Many schools will have focussed people, as well as the parents/ inclusionandlearnersupport/ pupil progress meetings between carers, as part of this evaluation onetoonetuition/a00199972/ the Head Teacher and the class process. This process can be used provision-mapping teacher (it is good practice for the to inform our own self evaluation SENCO to be involved in these too) processes and inform the action and the provision map should be planning for the year ahead. updated as a result of these when When viewing the costs against the decisions are made to vary the the gains made, this will inform your support that is being provided for judgements about value for money an individual pupil or when targets and whether to organise your are amended. If the support being provision in a different way next year. provided for an individual or a group of children is not having an impact the decision will be made to support in a different way.

42 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Access and Inclusion

Children and Young People in Care – Personal Education Plans (ePEP) and Pupil Premium

Some children with special young people are over 16yrs Young Person – It is important educational needs and disabilities and attend a School 6th Form, they attend, but they do not may also be Children in Care. College or Training Provider have to – their views can be put In many schools the SENCO across by completing the ePEP is the Designated Teacher with Why do Children in Care Young Person Views section responsibility for Children in need an ePEP before the meeting Care, but this is not always To make sure that young people Foster Carers - Need to attend the case. If this role is taken are getting the best possible so they are able to support on by two different teachers education education for children in their care within school then close liaison and coordination is required to To celebrate achievements in school and also outside of school At the Personal Education ensure that the pupil’s needs Plan meeting: are planned for in a coordinated To keep an up to date record of School Designated Teacher way and to avoid duplication of learning and achievements processes and meetings. This Lead the meeting and make To give young people a voice in will help to streamline the liaison sure that young person`s views setting targets and shaping their with outside agencies and carers on school and learning are education and to ensure that provision and discussed progress is recorded and shared When do PEP meetings Complete Section 2 Education in a consistent way. For example, take place details i.e. attainment, it may be possible to combine attendance etc parents’ evenings, My Plan or When young people first come My Plan + review meetings, or into care, within the first month Also complete Section 3 notes Educational, Health and Care Plan Twice a year, when young people of the PEP Meeting and Action review meetings with a Personal are in school Plan Education Plan (PEP) review Whenever there is a change of meeting (although certain statutory Social Worker school timescales may apply). Sends out electronic invitations If there are any major changes in to the ePEP meeting in What is an electronic life that may affect learning discussion with school and Personal Education Plan carers (ePEP)? Who attends a PEP meeting All Children in Care have a Care Young Person Plan. The online electronic PEP is Social Worker – Must attend Completes child or young a statutory part of this care plan the meeting persons views on school and All Children in Care in School – Must attend the learning Gloucestershire aged between meeting. This is the Designated Everyone has the chance to 3yrs and 16yrs have an ePEP Teacher for Children in Care, make a contribution about but sometimes it is another A Personal Education Plan is also target setting and also how the teacher who knows the young completed on a paper form as Pupil Premium money should person well part of your Pathway Plan when be spent.

After the meeting the Pupil Premium needs to be Further information and support is Virtual School Learning evaluated in terms of making a available from: Mentor will: difference in the progress Children in Care make in comparison with Rachel Evans- PEP and Pupil Check the ePEP to make their peers of similar potential ability Premium Officer sure that everything has been in that school. This needs to be completed properly and also Email: rachel.evans@ discussed with the designated that the Pupil Premium money is gloucestershire.gov.uk Children in Care Governor and being used effectively reported to the Senior Leadership Tel: 01452 328373 Team and Governing body in their Using the Pupil Premium: Additional information is available school at least once a year. Pupil Premium is money that the on the Virtual School website: government is investing in the Use and impact of the Pupil http://www.gloucestershire.gov.uk/ education of Children in Care Premium also needs to be reported vschool From 1st April 2014 it is £1900 on the school website. for each young person. It is now available from the first day that they come into care At the ePEP meeting, targets are set and how to invest this money in each young person’s education is agreed Some of the most popular and useful ways young people ask to spend Pupil Premium has been on: 1-2-1 tuition Resources – books, software, Kindles, Laptops, equipment for work experience Classroom support – to help out in difficult lessons or subjects 1-2-1 counselling – to help deal with difficult issues Extended learning – activities and clubs outside of school Education visits and trips – to make sure young people do not miss out on once in a lifetime opportunities Training – to help school staff understand the individual needs of a young person

44 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Access and Inclusion

Management of health care needs and medication

There are many students in our pupils with medical conditions statement or EHC plan where they varied contexts who have a wide that are reviewed regularly and have one. range if medical needs that may readily accessible to parents and demand intense personal care or school staff. Governing bodies Managing Medicines on careful management of medicine. should ensure that policies include School Premises Present statutory guidance and details on how the school policy The governing body should non-statutory advice serves the will be implemented effectively, ensure that policies are clear purpose of highlighting the following including a named person who about the procedures to key points: has overall responsibility for policy be followed for managing implementation. medicines . Policies should reflect Pupils at school with medical information such as: conditions should be properly The Role of Individual supported so that they have full Healthcare Plans medicines should only be access to education, including Individual healthcare plans should administered at school when it school trips and physical be drawn up for students with would be detrimental to a child’s education. medical needs. These will range health or school attendance not Governing bodies must ensure in the level of detail according to do so that arrangements are in place to the severity of need but will no child under 16 should be in schools to support pupils at be constructed by a designated given prescription or non- school with medical conditions. member of staff, school nurse prescription medicine without or other healthcare professional Governing bodies should ensure written parental consent except who is involved with the child or that school leaders consult health in exceptional circumstances young person. The plan should and social care professionals, such as where the child or young be informed by the range of pupils and parents to ensure person has been prescribed professionals involved and look that the needs of children with medicine without the knowledge to include such information as medical conditions are effectively of the parent/guardian the medical condition and its supported. triggers, symptoms and expected all medicines should be stored safely but be available to the child Presently the most current advice responses from those who are or young person immediately and guidance can be found at: to be in contact with the child or young person with the medical contexts should maintain up to https://www.gov.uk/government/ need. The governing body date record keeping in relation to uploads/system/uploads/ should ensure that plans are all medicines administered attachment_data/file/277025/draft_ reviewed at least annually Governing bodies should statutory_guidance_on_supporting_ or earlier if the child’s needs ensure that policies set out pupils_at_school_with_medical_ change . They should be what should happen in an conditions_for_consultation.pdf developed in the context of emergency situation both in assessing and managing risks general terms but where a child In essence contexts must ensure to the child’s education, health or young person has a individual that children and young people and social well-being and to healthcare plan a specific with medical needs are supported minimise disruption . Where the response of what to do in an and fully included. Governing child has a special educational emergency specifically related to bodies should ensure that schools need, the individual healthcare the individual concerned/ develop policies for supporting plan should be linked to the child’s

Information about exclusion

When considering the exclusion of a pupil schools must have regard to the statutory guidance ‘Exclusion from Maintained Schools, Academies and Pupil Referral Units (PRUs) in England’ that came into effect on 1 September 2012. This guidance applies to all maintained schools, academies as well as free schools and Alternative Provisions.

There is additional information online: http://www.education.gov.uk/ schools/pupilsupport/behaviour/ exclusion/g00210521/statutory- guidance-regs-2012

Head Teachers should consider the exclusion of children with Special adjustments to the school’s policies event of a Permanent Exclusion Educational Needs and Disabilities and practice that might have been the Local Authority has a duty under the same guidance, but there made to prevent the incident to provide education on the will be additional factors to consider which led to the exclusion. This sixth day. Arranging suitable full in relation to children’s special would need to be demonstrated time education for a pupil with needs. Every effort should be made in the event of the exclusion being an Education Health Care Plan, to explore alternatives to exclusion, challenged and, if it appeared for example, will pose additional and this should be especially so that a pupil’s needs were not fully challenges. The school will need for pupils with Special Educational being met, the exclusion could to satisfy itself that the interim Needs and Disabilities. A be overturned. When considering provision it has arranged meets disproportionate number of children exclusion it would be unlawful the needs and provisions set who are excluded each year have to treat a pupil less favourably out with the child’s plan and that an identified Special Educational when compared to his peers for a any additional adult support or Need. This means that a pupil with reason associated with a Special equipment that is required is SEND is more likely to be excluded Educational need for Disability. provided. than another pupil. It must be remembered that It is unlawful to exclude (or to When considering exclusion as a during the period of a Fixed Term increase the length or severity of result of a specific incident, schools Exclusion a pupil is excluded an exclusion) for a non-disciplinary will need to satisfy themselves that from the school premises and reason. For example, it would the presenting behaviour is not not excluded from education. be unlawful to exclude a pupil as a result of the pupil’s Special The requirement for a school to on the grounds that the school Educational Needs or Disability. arrange suitable full time education felt unable to meet the pupil’s Schools will also need to satisfy on the sixth day of a pupil’s fixed needs . It would also be unlawful to themselves that the pupil was term exclusion applies in the exclude a pupil for failure to make being appropriately supported at case of the pupil with Special expected academic progress or for the time the incident took place Educational Needs and Disability working at an academic level which and that there were no reasonable as well as other pupils. In the requires the school to substantially

46 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Access and Inclusion

modify the curriculum and support schools, a pupil and their parents attend the panel. Parents have a arrangements usually in place. which allows a pupil at risk of right to request the attendance Pupils who repeatedly disobey their permanent exclusion to transfer to of a ‘SEN expert’ at a review, teachers’ academic instructions another school. The move requires regardless of whether the school could, however, be subject to the agreement of the child’s parent, recognises that their child has SEN exclusion. the head teacher of the pupil’s or that this is necessary. The SEN school, the head teacher of the expert should be a professional If the decision is made to exclude a proposed school, and the Strategic with first-hand experience of the pupil it is unlawful to stipulate that Lead on behalf of the Local assessment and support of SEN, certain requirements need to be Authority. For pupils with Education as well as an understanding of the met as a condition of return and Health and Care Plans it will be legal requirements on schools in before they can be reinstated eg necessary for the Local Authority’s relation to SEN and disability. They the pupil must undergo a certain SEN Casework Team to formally should not have had any previous assessment or the pupil must consult with the receiving school involvement in the assessment or commence a course treatment or and amend the details of the school support of SEN for the excluded medication. named in the Education Health and pupil, or siblings of the excluded Care Plan. pupil. The final decision on the ‘Informal’ or ‘unofficial’ exclusions, appointment of an SEN expert is such as sending pupils home ‘to Reviewing the Head for the Local Authority / Academy cool off’, are unlawful, regardless Teacher’s decision to Trust to make but it should take of whether they occur with the exclude – Governing reasonable steps to ensure that agreement of parents or carers. Bodies and Impendent parents have confidence in the Any exclusion of a pupil, even for Appeal Bodies impartiality and capability of the short periods of time, must be The guidance compels a Governing SEN expert. formally recorded. Body to meet, if certain conditions It is extremely important that apply, to consider the Head Annual Reviews parents, of children and young Teacher’s decision to exclude a people with SEN who are excluded Head Teachers should, as far pupil. The Governing Body may from school, receive advice on the as possible, avoid permanently make the decision to overturn the options available for their child’s excluding a pupil with an Education exclusion and direct the pupil’s future education. Such advice Health and Care Plan. Where a readmission or to uphold the is available through the Parent school identifies a pupil with an Head Teacher’s decision. If, upon Partnership Service, tel: 01452 Education Health and Care Plan consideration, the Governing 389345 or 01452 389344 and who is at serious risk of disaffection Body makes the decision not to the school must provide parents or exclusion, an interim or early reinstate a child who has been with the contact details of the SEN review should be called. It permanently excluded, the parent relevant Local Authority Officer will then be possible to consider has the right to request that the for your area who can provide the pupil’s changing needs and Local Authority (if the pupil is information about the exclusion recommend amendments to the registered at a maintained school) process. Schools must also inform statement, as an alternative to or the relevant Academy Trust (if parents of their right to appeal to the pupil being excluded. The the pupil attends an Academy) the Special Educational Needs and request may be made that the arrange for an independent Disability Tribunal if they consider Local Authority amends the Plan review panel hearing to review that Disability Discrimination may to name an alternative school or the Governing Body’s decision. have occurred. It is therefore that an increased level of support This request has to be made important that schools use the be considered to further support within the timescales prescribed template letters provided in the the pupil. in the guidance. If requested by Local Authority guidance in order parents in their application for an Managed Moves to ensure that all legal requirements independent review panel, the are met. A Managed Move is defined as a Local Authority/Academy Trust formal agreement between two must appoint a SEN expert to

Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities 47 Glossary

Glossary

ASD...... Autistic Spectrum Disorder

AAC...... Alternative and augmentative communication strategies

AT ...... Advisory Teacher

ATS...... Advisory Teaching Service

CYPS ...... Children and Young People’s Service

DfE ...... Department for Education

EHC...... Education, Health, Care Plan

ENT...... Ear, Nose and Throat Department/Service

EP...... Educational Psychologist

EPS...... Educational Psychology Service

GCC ...... Gloucestershire County Council

HLTA...... Higher Level Teaching Assistant

IEP...... Individual Education Plan

LA...... Local Authority

OFSTED...... Office of Standards in Education

OT...... Occupational Therapist

SALT...... Speech and Language Therapist

SEAL...... Social and Emotional Aspects of Learning

SEND ...... Special Educational Needs and Disability

TA ...... Teaching Assistant

TOD...... Teacher of the Deaf

TVI...... Advisory Teacher for Student with Visual Impairment

SENCO...... Special Educational Needs Co-ordinator

SMART targets. . . .Targets which are Specific, Measurable, Agreed, Realistic and Time limited

48 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Gloucestershire Intervention Guidance for Special Educational Needs and Disability in Early Years Settings, Schools and Post-16 Settings

Introduction

The Code of Practice for Special staff, Post-16 providers and Local approaches throughout the Educational Needs (2014) indicates Authority officers. It replaces the document. that Local Authorities should set previous Gloucestershire guidance For some children these approaches out, as part of their Local Offer, which was known as the Strands of will not be sufficient to meet their the special educational provision it Action. expects Early Years settings, schools special educational needs and they and Post-16 providers to provide It was agreed that this new guidance will require more focussed and from within their own budgets. should: targeted support and intervention. These are referred to as Targeted Be accessible to parents and “Local authorities must publish approaches. children1*, children and young a Local Offer, setting out in one people. place information about provision Relatively few children will need a they expect to be available across Promote the involvement of much higher level of support and education, health and social care for children and parents in all aspects intervention. These are referred to as children and young people in their of provision planning and decision Specialist approaches. making. area who have SEN or are disabled, Provision at a Targeted or Specialist including those who do not have Be clear and easy to use for level for children who have been Education, Health and Care [EHC] professionals. identified as having special plans.” educational needs should not be Reflect the national guidance set seen as a substitute for high quality This guidance aims to help out in the Code of Practice for teaching. educational settings in Special Educational Needs. Gloucestershire meet the needs Be focussed on outcomes and There is a recognition, however, that of children and young people with preparing children and young some children will require longer special educational needs. It should people for adulthood. be used by Early Years settings, schools and Post-16 settings as a The Code of Practice is clear in reference document to guide their stressing that special educational n, Do Pla , R , e practice. provision is underpinned by high n v e i t e

s w quality teaching. Personalised and i This guidance was compiled by a L

differentiated approaches should be

working group consisting of parent L

available to all children and those s

t e

representatives, representatives e

with special educational needs will e

P R

, from mainstream primary, secondary l a o n ,

also benefit from these approaches. D and special schools, Early Years These are referred to as Universal

1 Throughout the guidance, for ease of reference, ‘parents’ is used to refer to parents and carers. Children and young people are referred to as ‘children’.

term specialist interventions through the support of an Education Health and Care Plan.

The Code of Practice describes four areas of special educational needs and provision: 1. Communication and interaction 2. Cognition and learning 3. Social, emotional and mental health 4. Sensory and/or physical.

The Gloucestershire Intervention Guidance for Special Educational Needs and Disability in Educational Settings reflects theAssess – Plan – Do – Review cycle set out in the Code of Practice which encourages a graduated approach involving increasingly focused support, frequent reviews and the introduction of more specialist expertise in successive cycles in order to match interventions to children’s specific special educational needs. This guidance includes information about:

Assessment and Planning

Intervention and Support

Evaluating Progress and Reviewing

Guidance for Early Years, Schools The Code of Practice states Needs and Disability in Educational and Post-16 settings is provided in that schools must publish more Settings is also available separate sections. detailed information about their electronically through SENCOSPOT arrangements for identifying, and will be updated regularly. For some children and young assessing and making provision for people who have difficulties in more pupils with SEN. The school-specific than one area it will be appropriate information should also describe for settings to consider all relevant the arrangements for providing a areas of the guidance. graduated response to children’s special educational needs. It Settings may wish to use this should elaborate on the information guidance as the basis for the provided at a local authority wide information they publish about level in the Local Offer. their arrangements for meeting the special educational needs of their The Gloucestershire Intervention children. Guidance for Special Educational

50 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Gloucestershire Intervention Guidance for Special Educational Needs and Disability in Educational Settings – Early Years

Early Years Settings

This section of the guidance aims The Code of Practice states that There is also additional guidance to help Early Years settings in ‘Practitioners should particularly for children with visual or hearing Gloucestershire meet the needs of consider a child’s progress in impairment. children with special educational communication and language, needs and disabilities. It should be physical development or personal, Every child develops in a unique used as a reference document to social and emotional development’ way. Early Years settings need to guide their practice. - the three prime areas. This Early consider the following table when Years guidance is based on those assessing and planning to meet a Early Years settings include: same three prime areas: child’s needs. Child minders Communication and Language Private, voluntary and Personal, Social and Emotional independent settings Development Children’s Centres Physical Development

General Guidance

Universal – all children Targeted – some children Specialist – few children

All children require: In addition to universal assessment and In addition to universal and targeted Systems to be in place for staff to planning approaches, some children will assessment and planning approaches a routinely seek children’s views about require: few children will also require: their strengths and difficulties and adults’ The setting to have strategies in place External services to contribute, via concerns. to gather the child’s views about their consultation or specialist assessment, to Systems to be in place for staff to difficulty and the support approaches to a more specifically focussed plan. regularly seek the views of parents about be put in place (e.g. through the use of Regular and on-going involvement from their children’s needs and outcomes. My Plans (see section on My Plan)). external support services (e.g. Advisory Appropriate arrangements to be in The setting to raise and discuss concerns Teacher, Educational Psychologist, Pre- place for assessment and planning of with the child’s parents and involve them school worker, Portage) who assist in the environment to ensure access for all in planning support approaches (e.g. assessment and planning. children. through the use of My Plan). Very close home-setting liaison, so Early Years Practitioners who take Close home-setting links, so setting is setting are aware of changes in home account of access strategies and aware of changes in home circumstances circumstances. teaching styles when planning. that may impact on progress. Measures to be made of the impact of the Appropriate policies for supporting The SENCO contacts other professionals child’s difficulties on their ability to access children with physical and medical needs. working with child outside setting (with the learning environment and Early Years Health and safety and risk assessments parental permission) as part of the Foundation Stage curriculum. policies to be in place. assessment. Clear plans for the use of support to Effective internal communication and Liaison and consultation with external achieve agreed outcomes in My Plan/ liaison arrangements between staff. professionals and support services My Plan +. ‘My Profile’ (see section on My Profile) where appropriate such as Educational For some children a co-ordinated for each child reflecting a personalised Psychologist, Advisory Teacher, multi-agency plan i.e. ‘My Plan +’ will be approach. Paediatrician, Speech and Language essential. Therapist, Occupational Therapist and Progress shown by a ‘Learning Journey’. For some children the multi-agency plan Portage. Progress recorded through ‘Development may identify the need to request the Where appropriate external services Matters’ or ‘Early Years Outcomes’ or Inclusion Grant for 1:1 support. contribute via consultation or specialist reference made to a child development Some children may require a statutory assessment, leading to more specifically check. assessment of their special educational focussed plan. Setting to use EYEASI pack. needs which may lead to an Education, The ‘Team around the Child’ need to Health and Care plan. Policies for Equality of Opportunity are in agree how progress towards outcomes place. will be measured.

Universal – all children Targeted – some children Specialist – few children

A range of assessments may be used as a baseline from which progress can be measured. Consideration of their development in comparison to their peers and their response to previous interventions. Clear plans for the use of support to achieve agreed outcomes in My Plan. A set date for review of My Plan/ My Plan +. For some children a co-ordinated, holistic multi agency plan will be required. This may involve Social Workers, Family Support Workers, and Health professionals including Health Visitors, Speech Therapists, Occupational Therapists, Physiotherapists, Paediatricians and staff from Children and Young People’s Service (CYPS) and other support groups. This will lead to a ‘My Plan’ or My Plan +’. Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of one new term and more frequently two. For some children the multi-agency plan may identify the need to request the inclusion Grant for 1:1 support.

52 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Early Years - Communication and Language

Communication and Language

Universal – all children Targeted – some children Specialist – few children

All children need to have: opportunities to Some children’s communication and A few children’s difficulties are severe and experience a rich language environment; language difficulties cannot be met by longstanding and have not responded to to develop their confidence and skills in universal approaches over a sustained focussed and well founded interventions expressing themselves; and to speak and period of time. over a period of time. listen in a range of situations. Their difficulties may interfere with their The severity of their difficulties may have All children need to be able to understand ability to access the curriculum. They may a considerable impact on their ability to and use language effectively to access also impact on their emotional health, social access the curriculum. the curriculum and communicate with interactions and behaviour. In these cases the child’s difficulties may others. Children’s linguistic competence Children with these difficulties may have significantly affect their understanding supports their learning as well as their a medical diagnosis such as Autism or and processing of spoken language communication skills. Asperger’s Syndrome. causing a significant delay in their Many children have difficulty in These children will require: receptive and expressive language. Their understanding others and in expressing A graduated approach which draws ability to communicate may severely themselves. They may have difficulty with on increasingly detailed interventions limit participation in activities and social fluency of speech in forming sounds and and support approaches, and where communication and interaction with peers; words and in expressing their thoughts and appropriate specialist expertise, in and this is likely to be a long term and ideas clearly. successive cycles of assessment, complex difficulty requiring alternative This may mean they need some short term planning, intervention and review ensuring communication modes. Their language and support, but it should not be assumed that interventions match needs. communication difficulties may be leading they have special educational needs. These children will require a ‘My Plan’. For to frustration or emotional and behavioural These children will require a ‘My Profile’ some children the multi-agency plan may difficulties. written in consultation with parents. indentify the need to request the Inclusion These children will require: Staff may need to access training provided Grant for 1:1 support. A graduated approach which draws on by the Advisory Teaching Service, very detailed interventions and support Educational Psychology, Health Visitors and approaches and specialist expertise other agencies. in successive cycles of assessment, Setting may also be supported by Early planning, intervention and review; Years Advisors. ensuring interventions match needs. Setting can also use EYEASI pack or ‘Let’s Clear plans for the use of support to Communicate’. achieve agreed outcomes in My Plan/ Setting may refer to Inclusion Development My Plan +. Programme: Speech, language and For some children a co-ordinated multi- communication. agency i.e. ‘My Plan +’ will be essential. Parents can access GP and Speech and For some children the multi-agency plan Language Therapist. may identify the need to request the Inclusion Grant for 1:1 support. Some children may require a statutory assessment of their special educational needs which may lead to an Education, Health and Care plan.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

Verbal explanations supported by pictures Specific vocabulary and concepts, communication such as symbols. and objects. including topic vocabulary may be taught. Objects of reference (that is real objects) Flexible use of staffing and resources to A structured language intervention which used to represent activities and times of support access to learning and teaching. may be devised in consultation with the day. Positive self esteem maintained through external professionals (e.g. Advisory developing areas of strength. Teachers, Speech and Language Staff appropriately prepare children for Therapists) with support to generalise routine changes (e.g. change in activity, skills taught. change in staff). Clear, simple and positive instructions Additional adult support is used to with visual support if necessary e.g. visual support group work in the setting. timetable. Use of a structured approach for tasks Simplification and repetition of and activities with a clear beginning instructions, use of gesture and symbols middle and end. required for effective teaching and Whole staff awareness of the implications learning. of communication and language Language is given priority in planning difficulties. Appropriate differentiation of activities. School staff use augmentative spoken and written language, activities and/or alternative means of and materials. communication, e.g. use of symbols and Communication Friendly environment: visual prompts. – Using photographs or pictures to show Small group work to address specific the routine of the setting language, communication and listening targets as appropriate. – Equipment labelled with photographs or pictures Visual approaches to develop social understanding e.g. picture and photo – Equipment accessible to all children Social Stories. – Use of gesture and signs. Adaptation of tasks to take account of Opportunities for small group and 1:1 preferred learning style e.g. planned activities. strategies to ensure co-operation in less Adult uses child’s name to gain attention. preferred areas of curriculum. Adult is physically at child’s level. Some individual work to address specific Simplify instructions e.g. Keep It Short targets, if appropriate. and Simple (KISS). Targeted small group work within class Give child time to respond. group to support specific aspects of the Staff use consistent language for curriculum. equipment and routines e.g. all staff use Interventions should be well-founded the term ‘apron’ rather than some using evidence based interventions. ‘overall’. A cycle of intervention should always last Opportunities to listen to stories or a minimum of one new term and more activities within a quieter environment or frequently two. small group. Awareness of individual sensory sensitivities e.g. not liking noise, awareness of smells.

54 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Early Years - Personal, Social and Emotional Development

Personal, Social and Emotional Development

Universal – all children Targeted – some children Specialist – few children

All children need: to develop a positive Some children’s emotional, social and Relatively few children’s difficulties are sense of themselves and others; to form mental health difficulties cannot be met by severe and longstanding and not a short positive social relationships and develop universal whole school or class approaches term response to stress or traumatic events respect for others; to develop social skills over a sustained period of time. such as bereavement or family breakdown. and learn how to manage their feelings; These difficulties may be displayed through They may over a sustained period of time: to understand appropriate behaviour in withdrawn or isolated behaviours or Display extremely withdrawn, did- groups; and to have confidence in their through challenging, disruptive or disturbing engaged, self-harming or anxious own abilities. behaviours. behaviours. All children need to have a positive sense of The behaviour may be disrupting the child’s Present a serious threat to their own or themselves, learn how to manage their own progress with learning or the learning of others safety. feelings and behaviour and form positive other children. Display particularly challenging, social relationships. These children will require: uncooperative, destructive and disruptive Some children may have difficulty with A graduated approach which draws behaviours. social interaction. They may have difficulties on increasingly detailed interventions Respond to peers and adults with with attention and listening; social and support approaches and where significant physical and verbal aggression understanding and lack flexibility in thought appropriate specialist expertise in or sexually inappropriate behaviour. and behaviour. successive cycles of assessment, Have difficulty engaging with activities set Children may periodically display emotional planning, intervention and review; by adults. and social difficulties and some children ensuring interventions match needs. These children will require: may have a short term mental health For some children a co-ordinated, difficulty. A graduated approach which draws on holistic multi agency plan will be required. very detailed interventions and support These difficulties may be the result of other This may involve Social Workers, approaches and specialist expertise underlying difficulties and circumstances Family Support Workers, and Health in successive cycles of assessment, such as a loss or bereavement. professionals including Health Visitors, planning, intervention and review; This may mean they need some short term Speech Therapists, Occupational ensuring interventions match needs. support but it should not be assumed that Therapists, Physiotherapists, For some children a co-ordinated multi- they have special educational needs. Paediatricians and staff from Children and agency ‘My Plan +’ will be essential. These children will require a ‘My Profile’ Young People’s Service (CYPS) and other For some children the multi-agency plan written in consultation with parents. support groups. This will lead to a ‘My Plan’ or My Plan +’. may identify the need to request the Staff will access training provided by the Inclusion Grant for 1:1 support. Advisory Teaching Service, Educational For some children the multi-agency plan Some children may require a statutory Psychology, Health Visitors and other may indentify the need to request the assessment of their special educational agencies. Inclusion Grant for 1:1 support. needs which may lead to an Education, Setting is supported by Early Years Health and Care plan. Advisors.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

All children will require access to the Some children may require the following In addition to the intervention and support following Intervention and Support additional intervention and support approaches put in place at the targeted approaches: approaches. level these children may require: Curriculum differentiated appropriately to Further modifications to the setting and Access to a more intensely focussed and a take account of individual needs. environment to take account of individual greater range of appropriate well-founded Staff set personalised learning targets for needs. evidence based interventions. all children. Attention paid to seating arrangements A highly modified learning environment to Environment planned to take account of which facilitate appropriate social contact, meet the needs of the individual child. individual needs. access to materials etc. A high level of adult support may be Consistent behaviour management by Support through flexible grouping strategies. required to provide: all staff including regular reinforcement of Additional adult support may be required at A highly structured Individual Behaviour positive behaviours. an individual or within a small group. Plan. Positive behaviour policy within the Support to develop social skills and A high level of care and supervision. setting. emotional awareness may include: Individual programmes used to develop Appropriate differentiation of the Some 1:1 or small group work at times of social and emotional skills throughout the curriculum to ensure that children are need. day. motivated to learn and to minimise Structured activities to develop specific Staff trained and skilled in supporting

Universal – all children Targeted – some children Specialist – few children

emotional, social and behavioural social skills in a small group such as PALS. children with exceptionally challenging difficulties. Home-School behaviour communication behaviour. Class wide approaches to develop social system in place. A secure, structured and safe learning and emotional well being e.g. use of Consistent approaches in place to manage environment. Circle Time, use of SEAL resources, small behaviour by all staff. Clear plans for the use of support to group setting. Support to develop emotional security and achieve agreed outcomes in My Plan/ sense of belonging: My Plan +. Placement in a nurture group. For some children a co-ordinated multi- Small group support activities, small key agency ‘My Plan +’ will be essential. group For some children the multi-agency plan A weekly small group support programme may identify the need to request the to develop social skills including skills in Inclusion Grant for 1:1 support. recognising and managing emotions such Some children may require a statutory as PALS. assessment of their special educational Interventions should be well-founded needs which may lead to an Education, evidence based interventions. Health and Care plan. These children will require a My Plan or My Plan +. For some children the multi- agency plan may identify the need to request the Inclusion Grant for 1:1 support. A cycle of intervention should always last a minimum of one new term and more frequently two.

56 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Early Years - Physical Development

Physical Development

Universal – all children Targeted – some children Specialist – few children

All children need to be active and to The child’s physical/medical needs cannot A few children’s needs cannot be met by develop their co-ordination, control and be met by universal approaches over a universal or targeted interventions and movement. Children must also be helped sustained period of time. support approaches alone. to understand the importance of physical Physical difficulties or impairment may arise These children have the most severe and activity and to make healthy choices in from: complex physical needs. The majority of relation to food. physical, neurological or metabolic causes these children are identified at an early age Some children who experience physical such as cerebral palsy, achondroplasia, or often prior to full-time education by medical and medical difficulties have no problems spina bifida. practitioners. in accessing the curriculum and in learning severe trauma, perhaps as a result of an These children will require: effectively. accident, amputation or serious illness. A graduated approach which draws on There is a wide range of physical and degenerative conditions like muscular very detailed interventions and support medical disabilities and children cover the dystrophy (Duchenne). approaches and specialist expertise whole ability range. Some children are moderate or severe gross motor and/or in successive cycles of assessment, able to access the curriculum and learn fine motor dysfunction in conjunction with planning, intervention and review; effectively without additional educational other learning difficulties e.g. dyspraxia and ensuring interventions match needs. provision. autistic spectrum disorders. Clear plans for the use of support to Their difficulties may mean they need some moderate or severe difficulties with fine achieve agreed outcomes in My Plan/ short term support, but it should not be and/or gross motor movements without My Plan +. assumed that they have special educational any specific attributable causes. For some children a co-ordinated multi- needs. Physical difficulties may result in: agency ‘My Plan +’ will be essential. These children will require a ‘My Profile’ difficulties in safely accessing the physical For some children the multi-agency plan written in consultation with parents. environment, facilities and equipment, may identify the need to request the Access to GP and Health Visitor. difficulty in achieving independent self-care Inclusion Grant for 1:1 support. Staff will access training provided by the skills Some children may require a statutory Advisory Teaching Service, Educational difficulties in communicating through assessment of their special educational Psychology, Health Visitors and other speech and other forms of language needs which may lead to an Education, agencies. emotional stress and physical fatigue Health and Care plan. Setting is supported by Early Years These children will require: Advisors. A graduated approach which draws on increasingly detailed interventions and support approaches and where appropriate specialist expertise in successive cycles of assessment, planning, intervention and review; ensuring interventions match needs. These children will require a My Plan or My Plan +. For some children the multi- agency plan may indentify the need to request the Inclusion Grant for 1:1 support.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

All children will require access to the following Some children may require the following In addition to the intervention and support Intervention and Support approaches: additional intervention and support approaches put in place at the targeted Curriculum differentiated appropriately to approaches. level these children may require a highly take account of individual needs. Grouping strategies which are used modified learning environment to meet the Staff set personalised learning targets for flexibly needs of the individual child. all children. Appropriate support to ensure equal The child may require a support to: Environment planned to promote access to the curriculum). Manage very severe and complex needs accessibility to the Early Years curriculum Appropriate support agencies (e.g. to achieve equal access (where feasible) and the entire premises for every child. Occupational Therapist, Advisory to the curriculum. Risk assessments in place as appropriate Teaching Service) may be involved in Aid safe curriculum access and response. and necessary. providing advice on strategies or staff Meet primary care needs including Staff work in partnership with parents. development and training, aimed at feeding/continence management. introducing more effective strategies. Provide manual handling (this may involve

Universal – all children Targeted – some children Specialist – few children

Use of ‘Let’s Move’. The nature and extent of additional help two people). required will be determined by the child’s Ensure safe access to school life. needs. Enable advice from Health professionals Planned strategies to combat fatigue (e.g. to be implemented (e.g. individual rest breaks). physiotherapy/mobility/OT programmes). A fine or gross motor skills programme Support the use of specialised equipment (e.g. Fizzy programme). and/or a structured personalised Appropriate physical exercise following curriculum. appropriate medical guidance. Enable development of medical protocols An appropriate programme of support to and manage highly specialised individual develop self-help skills such as toileting health care (e.g. oxygen management). and dressing. Manage complex and critical health care Measures which allow the child to needs on a daily basis. negotiate the environment safely and as Support/perform hand control/physical independently as possible. tasks in response to significant/profound Structured support to develop social fine motor skill/gross motor/mobility relationships. difficulties. An appropriate level of adult support to External support services advice on meet personal care needs. curriculum access and/or individual Appropriate use of alternative equipment programmes. to meet physical and medical needs e.g. A specialist Teacher (e.g., from the specialist scissors. ATS), the SENCO, a Teaching Assistant Support for some activities e.g. cutting (TA) (under specialist guidance) or activities, practical activities. other specialist provides small group or Support to attend educational trips and individual tuition. school visits. Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of one new term and more frequently two.

58 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Early Years - Hearing Impairment

Hearing Impairment

Universal – all children Targeted – some children Specialist – few children

Many children have some degree of hearing Some children’s hearing needs cannot A few children’s needs cannot be met by difficulty (identified by medical practitioners), be met by universal approaches over a universal or targeted interventions and support which may be temporary or permanent. sustained period of time. The child may approaches alone. It may affect one (unilateral) or both ears have a diagnosed mild-moderate sensori- In these cases the child’s hearing difficulties (bilateral). neural/permanent conductive hearing loss. may significantly affect their understanding Temporary hearing losses are usually Their difficulties may show themselves in and processing of spoken language caused by the condition known as ‘glue the following ways: causing a significant delay in their receptive ear’ and occur most often in the Early Persistently appearing to ignore and/or and expressive language. Their ability to Years. Such hearing losses fluctuate and misunderstand instructions. communicate may severely limit participation may be mild or moderate in degree. Difficulties in understanding or responding in activities and social communication and This may mean they need some short term to verbal cues. interaction with peers and this is likely to be support, but it should not be assumed that Difficulties in communicating through a long term and complex difficulty and may they have special educational needs. spoken language/interactions with peers require alternative communication modes. These children will require a ‘My Profile’ and adults. Their language and communication difficulties may be leading to frustration or emotional and written in consultation with parents. Difficulties with language-related topics behavioural difficulties. Staff will access training provided by the and in understanding new/complex Advisory Teaching Service, Educational concepts. The child’s difficulty means that they are unable to follow the routines of the setting Psychology, Health Visitors and other Frustrations and anxieties arising from and maintain attention without a high level of agencies. a difficulty to communicate, leading to structure and adult support. Setting is supported by Early Years associated behavioural difficulties and Advisors. peer relationships. The child may have a moderate to severe, (60+dB) progressive hearing loss with a Tendency to rely on peers, observing prognosis of definite and further deterioration. behaviour and activities to cue into expected responses. The child may have a diagnosed severe or profound (71dB+) pre-lingual, bilateral, Tendency to withdraw from social sensorineural hearing loss. situations and an increasing passivity and absence of initiative. The child may have become deaf (moderate to severe 60+dB) and the resultant emotional Increasingly using additional strategies to and social difficulties disrupt the child’s facilitate communication. learning and access to the curriculum. These children will require: These children will require: A graduated approach which draws A graduated approach which draws on on increasingly detailed interventions very detailed interventions and support and support approaches and where approaches and specialist expertise appropriate specialist expertise in in successive cycles of assessment, successive cycles of assessment, planning, intervention and review; ensuring planning, intervention and review; interventions match needs. ensuring interventions match needs. Clear plans for the use of support to achieve For some children the multi-agency plan agreed outcomes in My Plan/My Plan +. may identify the need to request the Inclusion Grant for 1:1 support. For some children a co-ordinated multi- agency ‘My Plan +’ will be essential. For some children the multi-agency plan may identify the need to request the Inclusion Grant for 1:1 support. Some children may require a statutory assessment of their special educational needs which may lead to an Education, Health and Care plan.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

All children will require access to the Some children may require the following In addition to the intervention and support following Intervention and Support additional intervention and support approaches. approaches put in place at the targeted approaches: Involvement of a teacher of the deaf for level these children may require a very Involvement of a Teacher of the Deaf for advice/training/specialist equipment at a highly modified learning environment to

Universal – all children Targeted – some children Specialist – few children

advice/training/specialist equipment. regular or frequent level. meet their individual needs. A secure, structured and safe learning Training for key worker(s) in the A high level of adult support may be environment. management of additional equipment may required to provide: Curriculum differentiated appropriately to be required. A high level of care and supervision. take account of individual needs. Opportunities for the hearing impaired child Individual programmes used to support Staff set personalised learning targets for to develop communication skills. learning throughout the school day. all children. Help to develop communication and Emphasis on language development, Appropriate classroom and whole school language skills through appropriate communication skills and on-going listening environment established (e.g., differentiation of oral language, activities auditory training if appropriate. good room acoustics and lighting, all and materials. They will require access to appropriate well- children seated so that they can see and Access to additional targeted intervention founded evidence based interventions. hear the adult). in small groups or individually. All adults and children encouraged to talk Opportunities to improve social skills, at the appropriate volume and pitch for interaction, communication skills and self learning to take place. esteem as appropriate. General support for self-esteem, Clear and precise instructions supported confidence and promoting independence. by visual clues as appropriate (e.g. key Training for key workers in the words, pictures). management of additional equipment and Repetition of answers in group time. deaf awareness. Additional time for hearing impaired child to process questions/information. Help in acquiring, comprehending and using speech and language in structured and unstructured situations. Specific pre-teaching of subject based concepts and vocabulary. Careful monitoring of communication and language programme implemented with advice from Teacher of the Deaf; a Speech and Language Therapist may also be involved. ccess to specialist amplification systems such as radio aids. Support with audiological equipment and that it is checked on a regular basis to ensure it is working at its optimum. Requires additional systems to support all aspects of communication, for example, BSL, additional audiological equipment. There should be appropriate modifications to the classroom and whole school environment. These modifications may include: Adjustments to ensure the listening environment takes account of individual needs. Specialist equipment to improve listening skills (e.g. radio aid, sound-field systems). For some children a co-ordinated multi agency plan will be required. This may involve, Social Workers, Family Support Workers, Health Professionals and other support groups. These children will require a My Plan or My Plan +. For some children the multi-agency plan may indentify the need to request the Inclusion Grant for 1:1 support. Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of one new term and more frequently two.

60 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Early Years - Visual Impairment

Visual Impairment

Universal – all children Targeted – some children Specialist – few children

Some children may have visual impairment Some children’s visual needs cannot A few children’s needs cannot be met by (identified by medical practitioners). be met by universal approaches over a universal or targeted interventions and Most children’s visual needs will be met sustained period of time. support approaches alone. by universal approaches. Their visual Their visual impairments may range from Their visual impairments may range from impairments may range from relatively relatively minor conditions. They will be relatively minor conditions to total blindness. minor visual conditions to sight impaired. registered sight impaired. They will be registered severely sight Their visual impairment may mean that they Their visual impairment may mean that they impaired. have: have: Their visual impairment may mean that they reduced visual acuity (6/18 or worse) in Significantly reduced visual acuity (6/36 have: both eyes which cannot be corrected by or worse) in both eyes which cannot be Significantly reduced visual acuity (3/60 glasses. corrected by glasses. or worse) in both eyes which cannot be A defect in the field of vision e.g. tunnel A defect in the field of vision e.g. tunnel corrected by glasses. vision or loss of central vision. vision or loss of central vision. A defect in the field of vision e.g. tunnel Other diagnosed eye conditions. A deteriorating eye condition. vision or loss of central vision. This may mean that children need some Other diagnosed eye conditions. A deteriorating eye condition. short term support, but it should not be These children may have difficulty: Other diagnosed eye conditions. assumed that they have special educational Accessing the environment. These children will require: needs. Accessing the Foundation Stage A graduated approach which draws on These children will require a ‘My Profile’ curriculum. very detailed interventions and support written in consultation with parents. Sharing text books and worksheets. approaches together with specialist Staff will access training provided by the Accessing computer software. expertise in successive cycles of Advisory Teaching Service, Educational Participating socially with other children. assessment, planning, intervention and Psychology, Health Visitors and other review; ensuring interventions match Participating in large play activities and agencies. needs. Setting is supported by Early Years games as well as other aspects of mobility. Clear plans for the use of support to Advisors. achieve agreed outcomes in My Plan/ These children will require: My Plan +. A graduated approach which draws For some children a co-ordinated multi- on increasingly detailed interventions agency ‘My Plan +’ will be essential. and support approaches and where appropriate specialist expertise in For some children the multi-agency plan successive cycles of assessment, may identify the need to request the planning, intervention and review; Inclusion Grant for 1:1 support. ensuring interventions match needs. Some children may require a statutory These children will require a My Plan assessment of their special educational or My Plan +. For some children the needs which may lead to an Education, multi-agency plan may indentify the need Health and Care plan. to request the Inclusion Grant for 1:1 support.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

children seated so that they can see the adjustments made to ensure the child has skills to equip them for their future. adult). a good listening environment. The child may require some of the following: Access to well organised and placed Opportunities to develop communication Access in all areas of the Foundation resources. skills. Stage curriculum through specialist low Clear routines within setting. Opportunities to improve social skills. vision aids, equipment or adaptations. Setting uses EYEASI pack. Structured approaches to develop Regular access to specialist support and communication skills as well as self help with developing communication and esteem. language skills. Opportunities to provide social interaction Access to appropriate well-founded communication and self esteem building evidence based interventions. in both structured and unstructured situations as appropriate. Carefully monitored access to low visual aids. Access to specialist ICT equipment. Regular and frequent involvement of a Teacher of the Visually Impaired for advice/training/specialist interventions and approaches. There should be appropriate modifications to the setting and environment. These modifications may include: Grouping strategies which are used flexibly to promote independent learning. Setting management which is responsive to the child’s visual impairment. Setting management which takes account of social relationships. A teacher of the visually impaired may be involved in providing advice on strategies or staff development and training, aimed at introducing more effective strategies. Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of one new term and more frequently two.

62 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Early Years - General Guidance

General Guidance: Evaluating Progress and Reviewing

Universal – all children Targeted – some children Specialist – few children

Through regular reviews of children’s Reviews of progress should take place at Reviews of progress should take place at progress in consultation with child and least three times per year. least three times per year. parents. Reviews should feed into the assessment Reviews should feed into the assessment In preparing for transition to school all process and should be fully recorded. process and should be fully recorded. children should have: Reviews should include specific reference Reviews should include specific reference Opportunities to visit primary school and to progress towards desired outcomes and to progress towards desired outcomes and meet teacher and vice versa. targets. If targets are not met, strategies/ targets. If targets are not met, strategies/ Opportunities to visit the next resources should be changed or targets resources should be changed or targets developmental stage room. reduced. reduced. Key person introduced to child and Parents should always be involved in the Parents should always be involved in the parents. review of the child’s progress. review of the child’s progress. Partnership working when child attends Children’s views should always be sought Children’s views should always be sought more than one setting. as part of the review process. as part of the review process. My Profile prepared for transition in Records of steps taken to meet the needs Records of steps taken to meet the needs consultation with parents. of individual children should be kept and of individual children should be kept and available as needed. available as needed. Where appropriate reviews should involve Reviews should involve the appropriate any external professionals (e.g. Advisory external professionals working with the Teacher, Educational Psychologist, Speech child. and Language Therapist) involved with the In analysing the progress that has been child. made the child may: In analysing the progress that has been No longer need such intensive special made the child may: educational provision and needs will No longer need special educational be met from targeted and/or universal provision and needs will be met from approaches. universal approaches. Continue to need intensive special Continue to need special educational educational provision as needs cannot be provision as needs cannot be met from met from targeted approaches. universal approaches. Need more intensive special educational Need more intensive special educational provision. provision. In preparing for transition to school a few In preparing for transition to school some children will require: children will require: Liaison with receiving school such as Transition book prepared with photos of ‘Starting Out conference’. new school and key staff. Audit of school environment. Sharing of strategies used effectively by My Plan/MyPlan Plus reviewed with current current setting/key worker. and receiving setting and parents prior to Partnership working when child attends transition. more than one setting. My Plan reviewed with current and receiving setting and parents prior to transition.

This section of the guidance aims to help schools in Gloucestershire meet the needs Schools of children with special educational needs and disabilities. It should be used as a reference document to guide their practice. Communication and Interaction Needs

Universal – all children Targeted – some children Specialist – few children

All children need to be able to understand Some children’s communication and A few children’s difficulties are severe and and use language effectively to access interaction difficulties cannot be met by longstanding and have not responded to the curriculum and communicate with universal approaches over a sustained focussed and well founded interventions others. Children’s linguistic competence period of time. over a period of time. supports their learning as well as their Their difficulties may interfere with their The severity of their difficulties may have communication skills. ability to access the curriculum. They may a considerable impact on their ability to Many children have difficulty in also impact on their emotional and mental access the curriculum. understanding others and in expressing health. The range of difficulties these children are themselves. They may have difficulty with Children with these difficulties may have experiencing may be impacting on their fluency of speech in forming sounds and a medical diagnosis such as Autism or emotional and mental health. words and in expressing their thoughts and Asperger’s Syndrome. These children will require: ideas clearly. These children will require: A graduated approach which draws on Children may have difficulty with social A graduated approach which draws very detailed interventions and support interaction. They may have difficulties with on increasingly detailed interventions approaches and specialist expertise attention and listening; social understanding and support approaches, and where in successive cycles of assessment, and lack flexibility in thought and behaviour. appropriate specialist expertise, in planning, intervention and review; Difficulties with communication and successive cycles of assessment, ensuring interventions match needs. interaction may mean that children need planning, intervention and review; These children may require an EHC Plan. some short term support but it should ensuring interventions match needs. not be assumed that they have special educational needs.

Assessment and Planning

Universal – all children Targeted – some children Specialist – few children

All children require: In addition to universal assessment and In addition to universal and targeted Systems to be in place for staff to planning approaches, some children will assessment and planning approaches a routinely seek children’s views about require: few children will also require: their strengths and difficulties and adults’ The setting to gather the child’s views The setting to gather the individual child’s concerns (e.g. through the use of My about their difficulty and the support views about the difficulty and support Profile). approaches to be put in place (e.g. approaches to be put in place. Systems to be in place for staff to through the use of My Profile). The setting to raise and discuss concerns regularly seek the views of parents about The setting to raise and discuss concerns with the child’s parents and involve them their children’s communication and with the child’s parents and involve them in in planning support approaches (e.g. interaction skills. planning support approaches (e.g. through through the use of My Profile). Appropriate arrangements to be in place the use of My Profile). External services to contribute, via for assessment of the classroom and Liaison and consultation with external consultation or specialist assessment, to school environment and the impact on professionals and support services where a more specifically focussed plan. children’s communication and interaction appropriate. Very close home-school liaison, so which are reviewed at least annually. Close home-school links, so school are school are aware of changes in home Routine assessment of their progress with aware of changes in home circumstances circumstances that may impact on speaking and listening skills. that may impact on progress. communication and interaction. Subject and class teachers who take Non-educational professionals (e.g. The appropriate non-educational account of access strategies and Paediatrician, Speech Therapist, CYPS) professionals (e.g. Speech Therapist, teaching styles when planning. may also be involved in assessment and Paediatrician, CYPS, Social Services) are planning. also involved in assessment and planning. The SENCO contacts other professionals Regular and on-going involvement from working with child outside school (with external support services (e.g. Advisory parental permission) as part of the Teacher, Educational Psychologist) who assessment. assist in assessment and planning. Where appropriate external services (e.g. Rigorous qualitative and quantitative Advisory Teaching Service, Educational measures should be used as a baseline

64 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities SCHOOLS - Communication and Interaction Needs

Universal – all children Targeted – some children Specialist – few children

Psychology Service) contribute via from which progress can be judged. consultation or specialist assessment, Measures to be made of the impact of the leading to more specifically focussed plan. child’s difficulties on their ability to access Both qualitative and quantitative measures the curriculum. may be used as a baseline from which Clear plans for the use of support which progress can be judged. relate to expected long term outcomes Measures should also be made of the and include short term SMART targets impact of the child’s difficulties on their (e.g. IEPs). ability to access the curriculum. For some children a co-ordinated Multi The class teacher in consultation with the Agency Plan will be essential. This may SENCO to establish a clear analysis of the involve use of My Plan + and may include child’s needs. Social Workers, Family Support Workers, Consideration of their development Children and Young People’s Service in comparison to their peers and their (CYPS) and other community and charity response to previous interventions. groups. Clear plans for the use of support which These children may require a statutory relate to expected long term outcomes assessment of their special educational and include short term SMART targets needs which may lead to an EHC plan. (e.g. within the IEP or My Plan). For some children a co-ordinated, holistic Multi Agency Plan (e.g. My Plan +) will be required. This may involve a range of professionals including: Advisory Teacher Service, Children and Young People’s Service, Educational Psychology Service, Targeted Support Teams, Social Care Teams, a range of health professionals and other support groups. Assessment suggests that difficulties in child’s communication and interaction mean they require additional and different provision.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

All children will require access to the Some children may require the following In addition to the intervention and support following Intervention and Support additional intervention and support approaches. approaches put in place at the targeted approaches: Adult support used to prepare specific level these children may require a very Curriculum differentiated appropriately to resources including use of appropriate ICT highly modified learning environment to take account of individual needs. programmes to support language and meet their individual needs. Staff set personalised learning targets for communication. A high level of adult support may be all children. Small group work within class to support required to provide: Classroom and whole school appropriate aspects of the differentiated A highly structured and personalised environment modified to take account of curriculum. teaching environment. communication and interaction needs. Some adult monitoring/support to promote A high level of care and supervision. Class based teaching with differentiated social skills and interactions with peers. A consistent approach to multi-sensory group work as appropriate within class Teaching of specific social interaction skills communication. setting. and social use of language (e.g. Social Use Individual programmes used to manage Curriculum access facilitated by of Language Programme) with opportunities emotional and behavioural needs modification of task presentation. to generalise the skills used on a daily basis throughout the school day Transition between tasks and specific use through individual and small group work. Staff trained and skilled in responding to of visual communication systems (e. g. Close home/school liaison to ensure very challenging behaviours. visual timetable, visual agenda, Now and reinforcement of strategies and the A secure, structured and safe learning Then boards). generalisation of skills. environment. Flexible use of staffing and resources to Approaches (e.g. Circle of Friends, buddying support access to learning and teaching. systems) to develop peer support. Positive self esteem maintained through Verbal explanations require simplification with developing areas of strength. visual and/or experiential and/or concrete Staff appropriately prepare students for support.

Universal – all children Targeted – some children Specialist – few children

routine changes (e.g. change in lessons, Reduce anxiety through frequently adapting change in activity, change in teaching and structuring the learning and social staff). environment as appropriate. Out of hours clubs which can provide Adaptations are made to include use of opportunities to reinforce children’s key wording and pre-tutoring to introduce, strengths and for social communication in teach and reinforce specific vocabulary an informal setting. and concepts, including specific subject Staff model appropriate social behaviour vocabulary. and interaction. A structured language intervention which Appropriate use of visual prompts, to may be devised in consultation with external show what behaviour and actions are professionals (e.g. Advisory Teachers, expected. Speech and Language Therapists) with Additional adult support is used to support to generalise skills taught. support group work in the classroom. Clear, simple and positive instructions Reduce anxiety through adapting and with visual support if necessary e.g. visual structuring the learning and social timetable. environment as appropriate. Simplification and repetition of instructions, Teaching strategies take into account use of gesture and symbols required for difficulties with social understanding and effective teaching and learning. the generalisation of skills. Language is given priority in planning to Curriculum delivery modified to facilitate effective curriculum access. accommodate reluctance to accept adult Significant differentiation of spoken and direction. written language, activities and materials in Use of a structured approach for tasks class including use of ICT. and activities with a clear beginning School staff use augmentative and/or middle and end. alternative means of communication, (e.g. Whole staff awareness of the implications use of symbols and visual prompts). of communication and interaction Approaches to build understanding of difficulties. abstract and figurative language. Appropriate differentiation of spoken and Small group work outside the classroom written language, activities and materials to address specific language, social in class. communication and listening skills targets as appropriate. Children may require withdrawal from the classroom to a sanctuary at times of stress. Teaching strategies which take into account specific difficulties with social understanding and the generalisation of skills. Some additional adult support may be provided at unstructured times (e.g. break- times). Modifications to the teaching environment to take account of sensory sensitivities. Visual approaches to develop social understanding including comic strip conversations and social stories. Adaptation of tasks to take account of preferred learning style e.g. planned strategies to ensure co-operation in less preferred areas of curriculum. Some individual work to address specific targets, if appropriate. Targeted small group work within class group to support specific aspects of the curriculum. Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of one new term and more frequently two. Additional adult support may be required at an individual level or within a small group to implement support strategies and approaches.

66 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities SCHOOLS - Communication and Interaction Needs

Evaluating Progress and Reviewing

Universal – all children Targeted – some children Specialist – few children

Cognition and Learning Needs

Universal – all children Targeted – some children Specialist – few children

Children may show a slower rate of Some children’s learning difficulties cannot A few children’s difficulties may range from progress in some areas of their learning be met by universal whole school or class what can be seen as moderate through to than their peers. approaches over a sustained period of severe, complex and profound difficulties. This may be a short term difficulty that time. These children’s difficulties have not requires brief support but it should not be These children may have more difficulties responded to targeted support approaches assumed that they have special educational than their peers with understanding, over a sustained period of time. needs. thinking, problem solving, retaining Their difficulties are likely to impact on all information, concepts and skills and areas of the curriculum. communicating. They may also have difficulties in mobility They may have general learning difficulties and co-ordination, communication and in acquiring and retaining a broad range of perception, and the acquisition of self- skills and concepts or they may have more help skills. Children with severe learning specific learning difficulties (e.g. difficulties difficulties are likely to need support to be with maths or with literacy). independent. There may be associated social and Those with profound and multiple learning emotional difficulties and mental health difficulties (PMLD) have severe and complex concerns. learning difficulties as well as significant These children will require: other difficulties such as a physical disability A graduated approach which draws or a sensory impairment. on increasingly detailed interventions These children will require: and support approaches, and where A graduated approach which draws on appropriate specialist expertise, in very detailed interventions and support successive cycles of assessment, approaches and specialist expertise planning, intervention and review; in successive cycles of assessment, ensuring interventions match needs. planning, intervention and review; ensuring interventions match needs. These children may require an EHC Plan.

Assessment and Planning

Universal – all children Targeted – some children Specialist – few children

All children require: In addition to universal assessment and In addition to universal and targeted Systems in place for staff to routinely planning approaches, some children will assessment and planning approaches a seek children’s views about their progress require: few children will also require: with learning (e.g. through the use of My The setting to gather the child’s views Access to external services (e.g. Profile). about their difficulty and the support Educational Psychologist, Advisory Systems in place for staff to regularly seek approaches to be put in place (e.g. Teacher) who contribute via consultation parents’ views about their child’s progress through the use of My Profile). or specialist assessment, which leads to a with learning. The setting to raise and discuss concerns more specifically focussed plan. A whole school target setting, tracking with the child’s parents and involve them Very close home-school links, so and review process. in planning support approaches (e.g. school are aware of changes in home Appropriate arrangements for through the use of My Profile). circumstances that may impact on assessment of the classroom and school Both qualitative and quantitative learning. environment, which are reviewed at least measures used as a baseline from which Non-educational professionals (e.g. annually. progress can be judged. Continuous Speech Therapist, Occupational Systems of self-assessment which are assessment, and curriculum assessment, Therapist) are involved in assessment and used to inform personalised learning supplemented by standardised/diagnostic planning. targets. tests where relevant. Measures of the impact of the child’s Encouragement to evaluate their own Consideration of their development in difficulties on their ability to access the performance. comparison to peers and their response curriculum. to previous interventions. Clear plans for the use of support which The Class Teacher in consultation with the relate to expected long term outcomes SENCO to establish a clear analysis of the and include short term SMART targets children’s needs. (e.g. IEPs). Liaison and consultation with external For some children a co-ordinated Multi professionals and support services, Agency Plan (e.g. My Plan +) will be

68 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities SCHOOLS - Cognition and Learning Needs

Universal – all children Targeted – some children Specialist – few children

where appropriate, which leads to a essential. This may involve use of My more specifically focussed intervention Plan + and may include Social Workers, plan. Non-educational professionals Family Support Workers, Children and (e.g. Speech and Language Therapist) Young People’s Service (CYPS) and other may also be involved in assessment and community and charity groups. planning. These children may require a statutory The SENCO to contact other assessment of their special educational professionals working with the child needs which may lead to an EHC plan. outside school (with parental permission) as part of the assessment. Assessment suggests that the child’s cognition and learning difficulties mean they require additional and different provision. Clear plans for the use of support which relate to expected long term outcomes and include short term SMART targets (e.g. within the IEP or My Plan). For some children a co-ordinated, holistic Multi Agency Plan (e.g. My Plan +) will be required. This may involve a range of professionals including: Advisory Teacher Service, Children and Young People’s Service, Educational Psychology Service, Targeted Support Teams, Social Care Teams, a range of health professionals and other support groups.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

All children will require access to the Some children may require the following In addition to the intervention and support following Intervention and Support additional intervention and support approaches put in place at the targeted approaches: approaches. level these children may require a very An appropriately differentiated curriculum There should be appropriate modifications highly modified learning environment to to take account of individual needs. to the classroom and whole school meet their individual needs. Classroom and whole school environment environment. A high level of adult support may be modified to take account of learning Additional adult support may be required required to provide: needs. at an individual level or within a small group A highly structured and individualised Use of peer support systems across to provide a range of interventions and learning programme. the school (e.g. peer mediators and support approaches. A high level of care and supervision. playground buddy systems). Individual arrangements made for seating Individual programmes used to support Classroom groupings and seating and groupings to meet individual needs. learning throughout the school day. arrangements which are used to facilitate Close home-school links are maintained, so A secure, structured and safe learning learning. This may include planned that the school are aware of any changes environment. collaborative/group work. in home circumstances that may impact on Focussed small group support for literacy learning. and/or numeracy. Child and parent involvement in teaching Out of hours learning opportunities (e.g. programme clearly defined. homework clubs, lunchtime clubs etc.). Considering carefully the child’s learning Special arrangements in place for testing styles and ensuring that this is reflected in and assessments when required. the styles of teaching (e.g. use of multi- Peer and adult support on ad hoc basis, sensory teaching strategies). or limited targeted adult support which Flexible grouping strategies, including ones may include use of HLTAs, TAs and adult where the child can work with more able volunteers. peers. Teaching children thinking skills and Increasing differentiation of activities and helping them to become aware of their materials (e.g. readability and access to text own learning processes. considered).

Universal – all children Targeted – some children Specialist – few children

Praising the child’s strengths and Arrangements made for pre-tutoring new achievements so that self esteem is skills and concepts before the lesson. maintained and enhanced. Staff trained in working with children with Careful consideration given to the use of specific needs. language in the classroom and strategies Staff skilled in breaking down skills into to promote the learning of vocabulary. finely detailed steps. Delivering instructions in short chunks and checking for understanding, giving the child time to process language and respond. Where appropriate explicit teaching of study skills, collaborative learning approaches, listening skills, strategies for homework, etc. Individual and/or small group support to implement highly structured personalised reading and/or spelling programmes on a daily basis. Individual and/or small group support to implement highly structured personalised numeracy programmes on a daily basis. Use of approaches which involve children in explicit monitoring and feedback about progress. Staff who provide strategies to aid organisation. Access to ICT and to specialist equipment and materials as necessary. Opportunities for over-learning and repetition. Help in understanding ideas concepts and experiences when information cannot be gained through first hand sensory or physical experiences. Help to connect and generalise concepts. Providing for alternative means of access to tasks involving reading and writing. Increasingly individualised curriculum linking content of whole class work and learning objectives appropriate to the child. Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of one new term and more frequently two.

70 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities SCHOOLS - Cognition and Learning Needs

Evaluating Progress and Reviewing

Universal – all children Targeted – some children Specialist – few children

Social, Emotional and Mental Health Needs

Universal – all children Targeted – some children Specialist – few children

Children may periodically display emotional, Some children’s emotional, social and Relatively few children’s difficulties are social and behavioural difficulties and some mental health difficulties cannot be met by severe and longstanding and not a short children may have a short term mental universal whole school or class approaches term response to stress or traumatic events health difficulty. over a sustained period of time. such as bereavement or family breakdown. These difficulties may be the result of other These difficulties may be displayed through They may over a sustained period of time: underlying difficulties and circumstances withdrawn or isolated behaviours or Display extremely withdrawn, self-harming such as a loss or bereavement. through challenging, disruptive or disturbing or anxious behaviours. This may mean they need some short term behaviours. Present a serious threat to their own or support but it should not be assumed that The behaviour may be disrupting the child’s others safety. they have special educational needs. progress with learning or the learning of Display particularly challenging, other children. uncooperative, destructive and disruptive These children will require: behaviours. A graduated approach which draws Respond to peers and adults with on increasingly detailed interventions significant physical and verbal aggression and support approaches and where or sexually inappropriate behaviour. appropriate specialist expertise in Have difficulty engaging with activities set successive cycles of assessment, by adults. planning, intervention and review; These children will require: ensuring interventions match needs. A graduated approach which draws on very detailed interventions and support approaches and specialist expertise in successive cycles of assessment, planning, intervention and review; ensuring interventions match needs. These children may require an EHC Plan.

Assessment and Planning

Universal – all children Targeted – some children Specialist – few children

All children require: In addition to universal assessment and In addition to universal and targeted Systems to be in place for staff to planning approaches, some children will assessment and planning approaches a routinely seek information about children’s require: few children will also require: emotional and social concerns. The setting to gather the child’s views External services contribute via Systems to be in place for staff to regularly about their difficulty and the support consultation or specialist assessment, seek the views of parents about their approaches to be put in place (e.g. leading to a more specifically focussed children’s social and emotional well-being. through the use of My Profile). plan. Appropriate arrangements for assessment The setting to raise and discuss concerns Close home-school links, so school are of the classroom and school environment with the child’s parents and involve them aware of changes in home circumstances which are reviewed at least annually. in planning support approaches (e.g. that may impact on behaviour. A whole school behaviour policy which through the use of My Profile). Non-educational professionals (e.g. sets out the way the school promotes Class teacher in consultation with the School Nurse, Paediatrician, CYPS, positive behaviour. SENCO has established a clear analysis Social Services) may also be involved in Whole staff awareness of the implications of the child’s needs. assessment and planning. of emotional, social and mental health Consideration of individual child’s Rigorous qualitative and quantitative difficulties. development in comparison to peers and measures should be used as a baseline Appropriate whole school policies which their response to previous interventions. from which progress can be judged. set out the school’s approach to pastoral Liaison and consultation with external Measures should also be made of the support and developing the emotional professionals and support services impact of the child’s difficulties on their well being of children, (e.g. Citizenship where appropriate (e.g. Advisory Teacher, ability to access the curriculum. programmes, anti-bullying approaches). Educational Psychologist). For some children a co-ordinated Multi A whole school approach to be in place to Close home-school links, so school are Agency Plan (e.g. My Plan +) will be develop behaviour for learning. aware of changes in home circumstances essential. This may involve use of My Health and safety and risk assessment that may impact on the child’s well-being. Plan + and may include Social Workers, policies to be in place and appropriate risk The SENCO contacts other professionals Family Support Workers, Children and assessments to be completed. working with child outside school (with Young People’s Service (CYPS) and other

72 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities SCHOOLS - Social, Emotional and Mental Health Needs

Universal – all children Targeted – some children Specialist – few children

parental permission) as part of the community and charity groups. assessment. These children may require a statutory Both qualitative and quantitative assessment of their special educational measures may be used as a baseline needs which may lead to an EHC plan. from which progress can be judged. Measures should also be made of the impact of the child’s difficulties on their ability to access the curriculum. Non-educational professionals (e.g. CYPS, Social Services) may also be involved in assessment and planning. Clear plans for the use of support which relate to expected long term outcomes and include short term SMART targets (e.g. within the IEP or My Plan). Where appropriate external services contribute via consultation or specialist assessment, leading to more specifically focussed plan. For some children a co-ordinated, holistic Multi Agency Plan (e.g. My Plan +) will be required. This may involve a range of professionals including: Advisory Teacher Service, Children and Young People’s Service, Educational Psychology Service, Targeted Support Teams, Social Care Teams, a range of health professionals and other support groups. Assessment suggests that difficulties in child’s emotional and social development or mental health problems mean they require additional and different provision.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

All children will require access to the Some children may require the following In addition to the intervention and support following Intervention and Support additional intervention and support approaches put in place at the targeted approaches: approaches. level these children may require: Curriculum differentiated appropriately to Further modifications to the classroom and Access to a more intensely focussed and a take account of individual needs. whole school environment to take account greater range of appropriate well-founded Staff set personalised learning targets for of individual needs. evidence based interventions. all children. Attention paid to seating arrangements A highly modified learning environment to Classroom and whole school environment which facilitate appropriate social contact, meet the needs of the individual child. modified to take account of social and access to materials etc. A high level of adult support may be emotional needs. Support through flexible grouping required to provide: Consistent behaviour management by strategies. A highly structured Individual Behaviour all staff including regular reinforcement of Additional adult support may be required Plan. positive behaviours. at an individual or within a small group. A high level of care and supervision. Appropriate differentiation of the Support to develop social skills and Individual programmes used to develop curriculum to ensure that children are emotional awareness may include: social and emotional skills throughout the motivated to learn and to minimise Some 1:1 or small group work at times school day. emotional, social and behavioural of need. Staff trained and skilled in supporting difficulties. Structured activities to develop specific children with exceptionally challenging Class wide approaches to develop social social skills in a small group. behaviour. and emotional well being (e.g. use of Break and/or lunchtime support to A secure, structured and safe learning Circle Time, use of SEAL resources) engage in supported activities with peers environment. Use of peer support systems across A small group support programme using

Universal – all children Targeted – some children Specialist – few children

the school (e.g. peer mediators and Cognitive Behavioural principles. playground buddy systems) Support to develop ability to complete classroom tasks independently and improve focus may include: Provision of a distraction free work area on the edge of a group. Activities which are broken into small achievable tasks. Activity breaks within tasks. Timed activities with the use of visual prompts and reminders. Support to develop ability to co-operate with school and adult expectations may include: A clear and consistently applied hierarchy of rewards and sanctions. Out of hours social and learning opportunities (homework clubs, lunchtime clubs etc.) provided where possible. Planned 1:1 or small group work where strategies for managing anger or conflict can be discussed and role played. Child may attend an in-school support centre either full time, during periods of stress, or on the basis of withdrawal from lessons which are particular trouble spots. Home-School behaviour communication system in place. Consistent approaches in place to manage behaviour by all staff. Support to develop emotional security and sense of belonging. Placement in a nurture group. Small group support activities such as Circle of Friends. A weekly small group support programme to develop social skills including skills in recognising and managing emotions. Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of one new term and more frequently two.

74 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities SCHOOLS - Social, Emotional and Mental Health Needs

Evaluating Progress and Reviewing

Universal – all children Targeted – some children Specialist – few children

Physical and Medical Needs

Universal – all children Targeted – some children Specialist – few children

Some children who experience physical The child’s physical/medical needs cannot A few children’s needs cannot be met by and medical difficulties have no problems be met by universal, whole school or class universal or targeted interventions and in accessing the curriculum and in learning approaches over a sustained period of support approaches alone. effectively. time. These children have the most severe and There is a wide range of physical and Physical difficulties or impairment may arise complex physical needs. The majority of medical disabilities and children cover the from: these children are identified at an early age whole ability range. Some children are physical, neurological or metabolic causes often prior to full-time education. able to access the curriculum and learn such as cerebral palsy, achondroplasia, or These children will require: effectively without additional educational spina bifida. A graduated approach which draws on provision. severe trauma, perhaps as a result of an very detailed interventions and support Their difficulties may mean they need some accident, amputation or serious illness. approaches and specialist expertise short term support, but it should not be degenerative conditions, like muscular in successive cycles of assessment, assumed that they have special educational dystrophy (Duchenne). planning, intervention and review; needs. moderate or severe gross motor and/or ensuring interventions match needs. fine motor dysfunction in conjunction with These children may require an EHC Plan. other learning difficulties e.g. dyspraxia and autistic spectrum disorders. moderate or severe difficulties with fine and/or gross motor movements without any specific attributable causes. Physical difficulties may result in: difficulties in safely accessing the physical environment, facilities and equipment, whole school and class activities, including assessments, practical lessons, information and communication technology difficulty in achieving independent self- care skills difficulties in communicating through speech and other forms of language emotional stress and physical fatigue These children will require: A graduated approach which draws on increasingly detailed interventions and support approaches and where appropriate specialist expertise in successive cycles of assessment, planning, intervention and review; ensuring interventions match needs.

Assessment and Planning

Universal – all children Targeted – some children Specialist – few children

76 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities SCHOOLS - Physical and Medical Needs

Universal – all children Targeted – some children Specialist – few children

of physical and medical difficulties. SENCO has established a clear analysis Physiotherapist, Occupational Therapist) Appropriate whole school policies for of the child’s needs. may also be involved in assessment, supporting children with physical and Consideration of individual child’s advice and planning. medical needs. development in comparison to peers and Rigorous qualitative and quantitative Health and safety and risk assessments their response to previous interventions. measures should be used as a baseline policies to be in place. Liaison and consultation with external from which progress can be judged. Effective internal communication and professionals and support services, where Measures should also be made of the liaison arrangements between staff. appropriate (e.g. AT, EP). impact of the child’s difficulties on their Close home-school links, so school ability to access the curriculum. are aware of changes in circumstances For some children a co-ordinated Multi that may impact on the child’s physical/ Agency Plan (e.g. My Plan +) will be medical needs. essential. This may involve use of My Assessment and observation by subject/ Plan + and may include Social Workers, class teacher or SENCO indicates child’s Family Support Workers, Children and physical difficulties, affecting curriculum Young People’s Service (CYPS) and other access as indicated by attainment below community and charity groups. expected level/ability to engage in school These children may require a statutory activities. assessment of their special educational Where there are suspicions of physical or needs which may lead to an EHC plan. medical difficulties, schools should advise parents to seek medical advice (e.g. G.P., school nurse). Continuous assessment and curriculum assessments may be supplemented by diagnostic tests. Clear plans for the use of support which relate to expected long term outcomes and include short term SMART targets (e.g. within the IEP or My Plan). For some children a co-ordinated, holistic Multi Agency Plan (e.g. My Plan +) will be required. This may involve a range of professionals including: Advisory Teacher Service, Children and Young People’s Service, Educational Psychology Service, Targeted Support Teams, Social Care Teams, a range of health professionals and other support groups.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

access to the curriculum and out- to be implemented (e.g. individual of-hours learning opportunities (e.g. physiotherapy/mobility/OT programmes). homework clubs and lunchtime clubs). Support the use of specialised equipment Appropriate support agencies (e.g. OT, and/or a structured personalised ATS) may be involved in providing advice curriculum. on strategies or staff development and Enable development of medical protocols training, aimed at introducing more and manage highly specialised individual effective strategies. health care ( e.g. oxygen management). The nature and extent of additional help Manage complex and critical health care required will be determined by the child’s needs on a daily basis. needs. Support/perform hand control/physical Planned strategies to combat fatigue (e.g. tasks in response to significant/profound rest breaks). fine motor skill/gross motor/mobility A fine or gross motor skills programme difficulties. (e.g. Fizzy programme). Enable the child to participate with peers Appropriate physical exercise following in response to challenges in the school appropriate medical guidance. environment. An appropriate programme of support to Ensure safe access to out-of-hours develop self-help skills such as toileting learning opportunities and extracurricular and dressing. activities. Measures which allow the child to External support services advice on negotiate the school environment safely curriculum access and/or individual and as independently as possible. programmes. Structured support to develop social A specialist Teacher (e.g., from the relationships (e.g. buddying, Circle of ATS), the SENCO, a Teaching Assistant Friends). (TA) (under specialist guidance) or An appropriate level of adult support to other specialist provides small group or meet personal care needs. individual tuition. Appropriate use of alternative equipment to meet physical and medical needs (e.g. writing slops, specialist scissors) Adult support in some areas of the curriculum and for some activities (e.g. cutting activities, practical activities such as cooking, swimming, breaks and lunchtimes). Support to attend educational trips and school visits Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of one new term and more frequently two.

78 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities SCHOOLS - Physical and Medical Needs

Evaluating Progress and Reviewing

Universal – all children Targeted – some children Specialist – few children

Hearing Impairment

Universal – all children Targeted – some children Specialist – few children

Many children have some degree of hearing Some children’s hearing needs cannot A few children’s needs cannot be met by difficulty (identified by medical practitioners), be met by universal approaches over a universal or targeted interventions and which may be temporary or permanent. sustained period of time. support approaches alone. Temporary hearing losses are usually Their difficulties may show themselves in In these cases the child’s hearing caused by the condition known as ‘glue the following ways: . difficulties may significantly affect their ear’ and occur most often in the Early Persistently appearing to ignore and/or understanding and processing of spoken Years. Such hearing losses fluctuate and misunderstand instructions. . language causing a significant delay in their may be mild or moderate in degree. Difficulties in understanding or responding receptive and expressive language. Their This may mean they need some short term to verbal cues. . ability to communicate may severely limit support, but it should not be assumed that Difficulties in communicating through participation in classroom activities and they have special educational needs. spoken language/interactions with peers social communication and interaction with and adults. . peers; and this is likely to be a long term and complex difficulty requiring alternative Difficulties with language-related topics communication modes. Their language and and in understanding new/complex communication difficulties may be leading concepts. . to frustration or emotional and behavioural Frustrations and anxieties arising from difficulties. a difficulty to communicate, leading to The child’s difficulty means that they are associated behavioural difficulties and unable to follow classroom routine and peer relationships. . maintain attention to task without a high Tendency to rely on peers, observing level of structure and adult support. behaviour and activities to cue into The child may have a moderate to expected responses. . severe, (60+dB) progressive hearing loss Tendency to withdraw from social with a prognosis of definite and further situations and an increasing passivity and deterioration. absence of initiative. . The child may have a diagnosed severe Increasingly using additional strategies to or profound (71dB+) pre-lingual, bilateral, facilitate communication. sensorineural hearing loss. These children will require: The child has become deaf (moderate to A graduated approach which draws severe 60+dB) and the resultant emotional on increasingly detailed interventions and social difficulties disrupt the child’s and support approaches and where learning and access to the curriculum. appropriate specialist expertise in These children will require: successive cycles of assessment, A graduated approach which draws on planning, intervention and review; ensuring very detailed interventions and support interventions match needs approaches and specialist expertise in successive cycles of assessment, planning, intervention and review; ensuring interventions match needs. These children may require an EHC Plan.

Assessment and Planning

Universal – all children Targeted – some children Specialist – few children

All children require: In addition to universal assessment and In addition to universal and targeted Systems to be in place for staff to planning approaches, some children will require: assessment and planning approaches a routinely seek information about children’s The setting to gather the child’s views about few children will also require: hearing needs and concerns. their difficulty and the support approaches to External services contribute via Systems to be in place for staff to be put in place (e.g. through the use of My consultation or specialist assessment, regularly seek the views of parents about Profile). leading to a more specifically focussed their children’s hearing needs. The setting to raise and discuss concerns plan. Appropriate arrangements for with the child’s parents and involve them in Close home-school links, so school are assessment of the classroom and school planning support approaches (e.g. through aware of changes in circumstances that environment which are reviewed at least the use of My Profile). may impact on the child’s hearing annually. – in relation to class noise levels. Class teacher in consultation with the Non-educational professionals (e.g. Whole staff awareness of the implications SENCO has established a clear analysis of Physiotherapist, Occupational Therapist) of hearing difficulties. and knowledge of the child’s needs. may also be involved in assessment,

80 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities SCHOOLS - Hearing Impairment

Universal – all children Targeted – some children Specialist – few children

strategies that facilitate the inclusion of Consideration of individual child’s advice and planning. children with hearing impairment. development in comparison to peers and Rigorous qualitative and quantitative Appropriate whole school policies their response to previous interventions. measures should be used as a baseline for supporting children with hearing Liaison and consultation with external from which progress can be judged. difficulties. professionals and support services, where Measures should also be made of the Health and safety and risk assessments appropriate. impact of the child’s difficulties on their policies to be in place. Close home-school links, so school are ability to access the curriculum. There should be effective internal aware of changes in circumstances that may SENCO and teaching staff may need to communication and liaison arrangements impact on the child’s hearing needs. refer to external support services e.g. between staff. Assessment and observation by subject/class Teacher of the Deaf/ENT/Audiology Where there are suspicions of hearing teacher or SENCO indicates child’s hearing for further specialist assessments and difficulties, schools should advise parents difficulties, affecting curriculum access as advice. to seek a hearing assessment. indicated by attainment below expected level/ For some children a co-ordinated Multi ability to engage in school activities. Agency Plan (e.g. My Plan +) will be Where there are suspicions of ongoing essential. This may involve use of My hearing difficulties, schools should advise Plan + and may include Social Workers, parents to seek any appropriate medical Family Support Workers, Children and advice. Young People’s Service (CYPS) and other Teacher of the deaf or educational community and charity groups. audiologist input may be requested for These children may require a statutory assessment s for additional audiological assessment of their special educational equipment (e.g. a radio aid). needs which may lead to an EHC plan. Continuous assessment and curriculum assessments may be supplemented by diagnostic tests. Clear plans for the use of support which relate to expected long term outcomes and include short term SMART targets (e.g. IEPs). For some children a co-ordinated, holistic Multi Agency Plan (e.g. My Plan +) will be required. This may involve a range of professionals including: Advisory Teacher Service, Children and Young People’s Service, Educational Psychology Service, Targeted Support Teams, Social Care Teams, a range of health professionals and other support groups.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

All children will require access to the Some children may require the following In addition to the intervention and support following Intervention and Support additional intervention and support approaches. approaches put in place at the targeted approaches: Involvement of a teacher of the deaf for one level these children may require a very Curriculum differentiated appropriately to off or occasional advice/training/specialist highly modified learning environment to take account of individual needs. equipment. meet their individual needs. Staff set personalised learning targets for One-off training for key worker(s) in the A high level of adult support may be all children. management of additional equipment may required to provide: Appropriate classroom and whole school be required. Access to more highly focussed specialist listening environment established (e.g., Opportunities for the hearing impaired child programmes of support. good classroom/hall acoustics and to develop communication skills. Highly structured and individualised lighting, all children seated so that they Help to develop language and literacy learning programme. can see and hear the teacher). skills through appropriate differentiation of A high level of care and supervision. All adults and children encouraged to talk oral and written language, activities and Individual programmes used to support at the appropriate volume and pitch for materials. learning throughout the school day. learning to take place. Access to additional targeted teaching in A secure, structured and safe learning Care to be exercised within school small groups, or individually on a daily basis environment. grouping and general support for self- if appropriate. To give a greater emphasis on language esteem, confidence and promoting Clear and precise instructions supported development, auditory training and independence. by visual clues as appropriate (e.g. key communication skills.

Universal – all children Targeted – some children Specialist – few children

Appropriate seating position in class. words, pictures). They will require access to appropriate Repetition of answers in class/group well-founded evidence based interventions. discussion. Additional time for hearing impaired child to process questions/information. Frequent and sensitive checking of child’s understanding and use of specialist equipment. Careful monitoring of language and literacy skills. Language programme implemented with advice from teacher of deaf and SALT Opportunities to improve social skills, interaction, communication skills and self esteem as appropriate. Access to specialist amplification systems such as radio aids. Support with audiological equipment and that it is checked on a regular basis to ensure it is working at its optimum. Careful monitoring of reading and spelling progress. Requires additional systems to support all aspects of communication, for example, BSL, additional audiological equipment. Literacy strategies devised and implemented with advice/monitoring from Teacher of the Deaf to compensate for reduced linguistic experience due to language delay. Help in acquiring, comprehending and using speech and language in structured and unstructured situations. Specific pre-teaching of subject based concepts and vocabulary. Access to specialist amplification systems such as radio aids. Opportunities to improve social skills, interaction, communication skills and self esteem in structured and unstructured situations. Support with audiological equipment and that it is checked on a regular basis to ensure it is working at its optimum. There should be appropriate modifications to the classroom and whole school environment. These modifications may include: Adjustments to ensure the listening environment takes account of individual needs. Specialist equipment to improve listening skills (e.g. radio aid, sound-field systems). For some children a co-ordinated Multi Agency Plan will be required. This may involve use of My Plan + and may include Social Workers, Family Support Workers, Health Professionals and other support groups. Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of one new term and more frequently two.

82 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities SCHOOLS - Hearing Impairment

Evaluating Progress and Reviewing

Universal – all children Targeted – some children Specialist – few children

Visual Impairment

Universal – all children Targeted – some children Specialist – few children

Some children may have visual impairment Some children’s visual needs cannot be A few children’s needs cannot be met by (identified by medical practitioners). Visual met by universal whole school or class universal or targeted interventions and impairments take many forms and have approaches over a sustained period of support approaches alone. widely differing implications for educational time. Their visual impairments may range from provision. These children may have difficulty: relatively minor conditions to total blindness. Most children’s visual needs will be met by Accessing the curriculum. Their visual impairment may mean that they universal approaches. Reading the board from a distance. have: This may mean that children need some Reading normal print. Significantly reduced visual acuity (6/18 short term support, but it should not be Sharing text books and worksheets. or worse) in both eyes which cannot be assumed that they have special educational Accessing computer software. corrected by glasses. needs. Participating socially with other children. A defect in the field of vision e.g. tunnel vision or loss of central vision. Participating in PE and games as well as other aspects of mobility. A deteriorating eye condition. With independent working and self-help Other diagnosed eye conditions. skills. These children will require: These children will require: A graduated approach which draws on A graduated approach which draws very detailed interventions and support on increasingly detailed interventions approaches together with specialist and support approaches and where expertise in successive cycles of appropriate specialist expertise in assessment, planning, intervention and successive cycles of assessment, review; ensuring interventions match planning, intervention and review; needs. ensuring interventions match needs. For children with the most severe and complex needs in relation to their visual impairment, an EHC Plan may be required.

Assessment and Planning

Universal – all children Targeted – some children Specialist – few children

All children require: In addition to universal assessment and In addition to universal and targeted Systems to be in place for staff to planning approaches, some children will assessment and planning approaches a routinely seek information about children’s require: few children will also require: visual needs/concerns. The setting to gather the child’s views External services contribute via Systems to be in place for staff to about their difficulty and the support consultation or specialist assessment, regularly seek the views of parents about approaches to be put in place (e.g. leading to a more specifically focussed their children’s visual needs. through the use of My Profile). plan. Appropriate arrangements for The setting to raise and discuss concerns Close home-school links, so school are assessment of the classroom and school with the child’s parents and involve them aware of changes in circumstances that environment which are reviewed at least in planning support approaches (e.g. may impact on the child’s vision. annually in relation to school and site through the use of My Profile). Non-educational professionals may also being physically accessible to children Class teacher in consultation with the be involved in assessment, advice and with a visual impairment. SENCO has established a clear analysis planning. Whole staff awareness of the implications of the child’s needs. Rigorous qualitative and quantitative of visual difficulties and knowledge of Consideration of individual child’s measures should be used as a baseline strategies to facilitate the inclusion of development in comparison to peers and from which progress can be judged. children with a visual impairment. their response to previous interventions. Measures should also be made of the Appropriate whole school policies to be Liaison and consultation with external impact of the child’s difficulties on their in place for supporting children with visual professionals and support services, where ability to access the curriculum. difficulties. appropriate. SENCO and teaching staff may need to Health and safety and risk assessment Close home-school links, so school are refer to external support services (e.g. policies to be in place and appropriate aware of changes in circumstances that TVI, Ophthalmology) for further specialist risk assessments completed. may impact on the child’s visual needs. assessments and advice. There should be effective internal Assessment and observation by subject/ For some children a co-ordinated Multi communication and liaison arrangements class teacher or SENCO indicates child’s Agency Plan (e.g. My Plan +) will be between staff. visual difficulties, affecting curriculum essential. This may involve use of My Where there are suspicions of visual access as indicated by attainment below Plan + and may include Social Workers,

84 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities SCHOOLS - Visual Impairment

Universal – all children Targeted – some children Specialist – few children

difficulties, schools should advise parents expected level/ability to engage in school Family Support Workers, Children and to seek medical advice (e.g. G.P, school activities. Young People’s Service (CYPS) and other nurse). Where there are suspicions of ongoing community and charity groups. visual difficulties, schools should advise These children may require a statutory parents to seek any appropriate medical assessment of their special educational advice. needs which may lead to an EHC plan. Careful monitoring of visual access to the curriculum. Assessment of functional vision by Advisory Teacher for Children with Visual Impairment. Continuous assessment and curriculum assessments may be supplemented by diagnostic tests. Clear plans for the use of support which relate to expected long term outcomes and include short term SMART targets (e.g. within the IEP or My Plan). For some children a co-ordinated, holistic Multi Agency Plan (e.g. My Plan +) will be required. This may involve a range of professionals including: Advisory Teacher Service, Children and Young People’s Service, Educational Psychology Service, Targeted Support Teams, Social Care Teams, a range of health professionals and other support groups.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

All children will require access to the Some children will require the following In addition to the intervention and support following Intervention and Support additional intervention and support approaches put in place at the targeted approaches: approaches. level these children may require a very Curriculum differentiated appropriately to Specific teaching strategies that are highly modified learning environment to take account of individual needs. appropriate to the needs of a child with meet their individual needs. Staff set personalised learning targets for visual impairment. A high level of adult support may be all children. Use of specialist equipment. required to provide: Appropriate classroom and whole school Use of auditory reinforcement. Access to more highly focussed specialist environment established (e.g. good Appropriate seating arrangements with programmes of support. lighting and use of classroom/hall visuals, adjustments made to ensure the child has Highly structured and individualised all children seated so that they can see a good listening environment. learning programme. the teacher and white board). Opportunities to develop communication A high level of care and supervision. All adults and children situated in the skills. Individual programmes used to support appropriate place for learning to take Opportunities to improve social skills learning throughout the school day. place. Structured approaches to develop Support specific individual targets. This communication skills as well as self may include Specialist VI services to aid esteem. mobility and independence, self help and Opportunities to provide social interaction specialised skills to equip them for their communication and self esteem building future. in both structured and unstructured A secure, structured and safe learning situations as appropriate. environment. A programme of support to develop The child may require some of the following: literacy skills. Adaptations to school policies and Carefully monitored access to low visual procedures. aids. Access to large print or Braille. Access to specialist ICT equipment. Access in all areas of the curriculum Access to low vision aids (e.g. CCTV)

Universal – all children Targeted – some children Specialist – few children

Extensive modification and adaptation of through specialist low vision aids, all curriculum materials (e.g. enlarged text, equipment or adaptations. tactile diagrams and maps, Moon and Regular access to specialist support large print). and help with developing literacy and Regular and frequent access to numeracy skills. Advisory Teacher for Children with Specialist ICT and Braille technology Visual Impairment to provide specialist available to students and to support staff interventions and approaches. to produce specialist materials. There should be appropriate modifications Access to appropriate well-founded to the classroom and whole school evidence based interventions. environment. These modifications may include: Grouping strategies which are used flexibly to promote independent learning. Classroom management which is responsive to the child’s visual impairment. Classroom management which takes account of social relationships. Equal access to the curriculum and out-of-hours learning opportunities, (e.g. homework clubs and lunchtime clubs). A teacher of the visually impaired may be involved in providing advice on strategies or staff development and training, aimed at introducing more effective strategies. Preview and review of lesson content so VI child can access during the lesson Alternative PE and sports programme to be in place where appropriate Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of one new term and more frequently two.

86 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities SCHOOLS - Visual Impairment

Evaluating Progress and Reviewing

Universal – all children Targeted – some children Specialist – few children

Post-16 Settings

The amount and type of support For the first time part 3 of the Children and enabling the young person that a student needs will vary greatly and Families Bill places new duties on to make good progress towards according to their individual needs FE providers to ensure they improve employment and/or higher education, and the courses they have selected attainment for students and secure independent living, good health and to study as a full or part time student. good outcomes whether or not they participation in the community. This Post-16 guidance should be have an Education Health Care plan used in conjunction with the guidance Post-16 institutions should offer an for Schools to enable continuity The further education sector must inclusive approach to teaching and of approach and robust transition have regard to Code of Practice and learning with high quality teaching planning from key stage 4 to Post-16 use their best endeavours to ensure which is appropriately differentiated for study. necessary provision is made for any individuals. individual who has SEN/D who study It is anticipated that the majority full and part-time, across a wide range This guidance was compiled by of learners needs will have been of academic and vocational courses. a working group consisting of identified prior to Post-16 study and representatives, from Gloucestershire that educational providers will be Post-16 providers should be Post-16 providers including schools, able to build on successful ambitious for young people with SEN colleges and Local Authority officers. interventions already used 0-16 and must use their best endeavours through careful transition planning. so that young people with SEN Gloucestershire However, there may be some learners have access to a wide range of Intervention Guidance who; study programmes (including short Post-16 programmes) and support at all levels have special educational needs that to enable them to achieve good life have not been indentified prior to The draft SEND Code of Practice outcomes. It encompasses every level Post-16 study or who self declare a (0-25)states that support should of study from Entry level upwards. learning difficulty/disability be aimed at promoting student It does not include any students on independence and enabling the experience trauma Post-16 resulting higher level education courses. student/young person to make in special educational needs good progress towards (para 7.13 ): Post-16 providers should make sure have chosen Post-16 study employment and/or higher education that students are on an appropriate options which necessitate further independent living good health course and use their best endeavours identification, assessment and participating in the community to ensure that the necessary provision intervention in relation to the is made for any individual who has students needs in a different In determining individual student SEN. Where available, Post-16 learning environment provision the following table sets out providers should draw on previous guidance about what provision can Context assessments and other information reasonably be made by Post-16 from the student’s former school or providers to meet the spectrum of The Children and Families Act 2014 other education setting about their learner needs Post-16: and revision of the SEN Code of SEN, as well as discussing “what Practice sets new duties on FE works” with the young person and institutions to provide a consistent his or her family,. However, some n, Do Pla , R students will want a fresh start when , e framework spanning 0-25. It has n v e i leaving school to attend college or t e s w significant implications as it brings i

together pre 16 SEN systems and sixth form study and any sharing of

information should be sensitive to i

w Post-16 LLDD systems ( Learners s

i e

with Learning Difficulties and their concerns and done with their n e

P R

, l

a o n ,

Disabilities) into one unified system. agreement. Support should be aimed D at promoting student independence

88 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Gloucestershire Intervention Guidance for Special Educational Needs and Disability in Educational Settings – Post-16

Universal Targeted Specialist Employment and/or All students access suitable study Some students access courses which are A few students’ access higher education programmes. They should not be repeating designed to provide pathways to employment individual learning learning that they have already completed and have a clear focus on preparing students pathways via personalised successfully. with SEND for work. approaches and specific My Profile inform transition to Post-16 setting/ In addition to universal assessment and interventions. Post-16 placement planning approaches, some students will In addition to universal Schools and Colleges are expected to design require the Post-16 setting to gather the and targeted assessment and deliver study programmes which enable student views about their difficulty and the these students may students to progress to a higher level of study support approaches to be put in place (e.g. require an Education than their prior attainment, take rigorous, through the use of My Plans). Health Care Plan. substantial qualifications, study English and Students may access entry level or level 1 (EHC Plan) Maths, and where appropriate work towards or 2 courses and responds to a student’s a qualification in these subjects. Students changing needs. should also participate in meaningful work A student might access support from a job related activities and non accredited activities. coach or engage in a supported internship All students access information, advice opportunity and guidance from a range of providers to These students will require: support and enable them to go on to achieve a graduated approach which draws on successful long term outcomes in; increasingly detailed interventions and employment and/or higher education support approaches, and where appropriate independent living good health participating in specialist expertise, in successive cycles the community of assessment, planning, intervention and All students are supported to make the review; ensuring interventions match needs transition to life beyond schools or college

Independent living All students have access to support and Some students access courses which A few students’ access information enabling them to have choice and are designed to provide opportunities and individual learning to make informed decisions about their lives. pathways to facilitate independent living. pathways via personalised (e.g. My Profile)s will inform Post-16 transition They have a clear focus on preparing approaches and specific and placement students with SEND for independent living. It interventions. is likely courses offered at entry level These students may These students will require: require an EHC Plan. individually differentiated approaches, interventions and support -they may require a My Plan

Good health All students have access to sports/ leisure Some students have access to appropriately A few students’ access and recreational activities and information differentiated and supported sports/ leisure individual learning enabling them have choice and to make activities and information enabling them have pathways via personalised informed decisions about being as healthy as choice and to make informed decisions about approaches and specific possible in adult life being as healthy as possible in adult life interventions. This is also likely to support wider Some students have advice from health These students may independence, community inclusion and professionals require an EHC Plan. participation. All students are supported Some students have risk assessments by appropriate Health and Safety /risk enabling them to participate safely in sports/ assessments policies leisure activities All students supported by effective Some of these activities might be targeted to internal communication between staff and a specific user group, for example an Autism departments social group

Participating in the All students can access information and Some students have access to appropriately A few students’ access community opportunities to contribute to and participate differentiated information and opportunities individual learning in community activities, to contribute to and participate in community pathways via personalised These opportunities support communities activities approaches and specific and promote greater inclusion and Some students have advice from health interventions. participation for individuals accessing those professionals Some students have risk These students may activities. Such participation may also support assessments enabling them to participate require an EHC Plan. greater independence and good health. safely in community activities Some students may access targeted activities to support greater community participation and inclusion.

Communication and Interaction Needs

Universal – all children Targeted – some children Specialist – few children

All students need to be able to understand Some student’s communication and A few student’s difficulties are severe and and use language effectively to access interaction difficulties cannot be met by longstanding and have not responded to the curriculum and communicate with universal approaches over a sustained focussed and well founded interventions others. Student’s linguistic competence period of time. over a period of time. supports their learning as well as their Their difficulties may interfere with their The severity of their difficulties may have communication skills. ability to access the curriculum. They may a considerable impact on their ability to Many students have difficulty in also impact on their emotional and mental access the curriculum. understanding others and in expressing health. The range of difficulties these students are themselves. They may have difficulty with Students with these difficulties may have experiencing may be impacting on their fluency of speech in forming sounds and a medical diagnosis such as Autism or emotional and mental health. words and in expressing their thoughts and Asperger’s Syndrome. These students will require: ideas clearly. These students will require: A graduated approach which draws on Students may have difficulty with social A graduated approach which draws very detailed interventions and support interaction. They may have difficulties with on increasingly detailed interventions approaches and specialist expertise attention and listening; social understanding and support approaches, and where in successive cycles of assessment, and lack flexibility in thought and behaviour. appropriate specialist expertise, in planning, intervention and review; Difficulties with communication and successive cycles of assessment, ensuring interventions match needs. interaction may mean that students need planning, intervention and review; These students may require an EHC Plan. some short term support but it should ensuring interventions match needs. not be assumed that they have special educational needs.

Assessment and Planning

Universal – all children Targeted – some children Specialist – few children

All students require: In addition to universal assessment and In addition to universal and targeted Systems to be in place for staff to planning approaches, some students will assessment and planning approaches a routinely seek student’s views about require: few students will also require: their strengths and difficulties and any The setting to gather the student’s views The setting to gather the individual concerns. about their difficulty and the support student’s views about the difficulty and Systems to be in place for staff to approaches to be put in place (e.g. support approaches to be put in place. regularly seek the views of students through the use of My Profile). The setting to raise and discuss concerns about their student’s communication and The setting to raise and discuss concerns with the students and involve them interaction skills. with the students and involve them in planning support approaches (e.g. Appropriate arrangements to be in in planning support approaches (e.g. through the use of My Profile).This place for assessment of the learning through the use of My Profile). may include talking with the student’s environment and the impact on student’s Liaison and consultation with external parents where the student does not have communication and interaction which are professionals and support services where capacity. reviewed at least annually. appropriate. External services to contribute, via Routine assessment of their progress with Non-educational professionals (e.g. consultation or specialist assessment, to speaking and listening skills. Paediatrician, Speech Therapist, CYPS) a more specifically focussed plan. Subject and pastoral teachers who may also be involved in assessment and Where a student does not have capacity take account of access strategies and planning. Very close liaison with the home teaching styles when planning. The SEND lead contacts other may be needed, so that the learning professionals working with student environment is aware of changes in outside the learning environment(with home circumstances that may impact on student permission) as part of the student. assessment. The appropriate non-educational Where appropriate external services (e.g. professionals (e.g. Speech Therapist, Advisory Teaching Service, Educational Health Professionals , CYPS, Social Psychology Service) contribute via Services) are also involved in assessment consultation or specialist assessment, and planning. leading to more specifically focussed Rigorous qualitative and quantitative plan. measures should be used as a baseline Both qualitative and quantitative measures may be used as a baseline from which progress can be judged.

90 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Post-16 - Communication and Interaction Needs

Universal – all children Targeted – some children Specialist – few children

Measures should also be made of the from which progress can be judged. impact of the student’s difficulties on their Measures to be made of the impact of ability to access the curriculum. the student’s difficulties on their ability to Student in consultation with the SEND access the curriculum. lead establish a clear analysis of their Clear plans for the use of support which needs. relate to expected long term outcomes Consideration of their response to and include short term SMART targets previous interventions. For some students a co-ordinated multi Clear plans for the use of support which agency plan will be essential(e.g. My Plan relate to expected long term outcomes +) which may involve Social Workers, and include short term SMART targets Family Support Workers, Children and (e.g. IEPs). Young People’s Service (CYPS) and other For some students a co-ordinated, holistic community and voluntary groups. multi agency plan will be required (e.g. My These students may require a statutory Plan +)which may involve Social Workers, assessment of their special educational Family Support Workers, Student and needs which may lead to an EHC plan. Young People’s Service (CYPS) and other support groups. Assessment suggests that difficulties in student’s communication and interaction mean they require additional and different provision.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

All students will require access to the Some students may require the following In addition to the intervention and support following Intervention and Support additional intervention and support approaches put in place at the targeted approaches: approaches. level these students may require a very Guidance to ensure that students are Adult support used to prepare specific highly modified learning environment to enrolled on the appropriate course suited resources including use of appropriate meet their individual needs. to their needs and aspirations ICT programmes to support language A high level of adult support may be Curriculum differentiated appropriately to and communication. required to provide: take account of individual needs. Some adult monitoring/support to A highly structured and personalised Staff set personalised learning targets for promote social skills and interactions with teaching environment. all students. peers. A high level of care and supervision. An environment that takes account of Teaching of specific social interaction A consistent approach to multi-sensory their communication and interaction skills and social use of language (e.g. communication. needs. Social Use of Language Programme) with Individual programmes used to manage Curriculum access facilitated by opportunities to generalise the skills used emotional and behavioural needs modification of task presentation. on a daily basis through individual and throughout the school day. Transition between tasks and specific use small group work. Staff trained and skilled in responding to of visual communication systems (e. g. Liaison to ensure reinforcement of very challenging behaviours. visual timetable, visual agenda, Now and strategies and the generalisation of skills A secure, structured and safe learning Then boards). to living situation. environment. Flexible use of staffing and resources to Approaches (e.g. Circle of Friends, support access to learning and teaching. buddying systems) to develop peer Positive self esteem maintained through support. developing areas of strength. Verbal explanations require simplification Staff appropriately prepare students for with visual and/or experiential and/or routine changes (e.g. change in lessons, concrete support. change in activity, change in teaching Reduce anxiety through frequently staff). adapting and structuring the learning and Leisure, sports and community activities social environment as appropriate. which can provide opportunities to Adaptations are made to include use reinforce student’s strengths and for of key wording and pre-tutoring to social communication in an informal introduce, teach and reinforce specific setting. vocabulary and concepts, including Staff model appropriate social behaviour specific subject vocabulary.

Universal – all children Targeted – some children Specialist – few children

and interaction. A structured language intervention which Appropriate use of visual prompts, to may be devised in consultation with show what behaviour and actions are external professionals (e.g. Advisory expected. Teachers, Speech and Language Additional adult support is used to Therapists) with support to generalise support group work in learning situations skills taught. Reduce anxiety through adapting and Clear, simple and positive instructions structuring the learning and social with visual support if necessary e.g. visual environment as appropriate. timetable. Teaching strategies take into account Simplification and repetition of difficulties with social understanding and instructions, use of gesture and symbols the generalisation of skills. required for effective teaching and Curriculum delivery modified to learning. accommodate reluctance to accept adult Language is given priority in planning to direction. facilitate effective curriculum access. Use of a structured approach for tasks Significant differentiation of spoken and and activities with a clear beginning written language, activities and materials middle and end. in class including use of ICT and assistive Whole staff awareness of the implications technology. of communication and interaction School staff use augmentative and/or difficulties. alternative means of communication, (e.g. Appropriate differentiation of spoken and use of symbols and visual prompts). written language, activities and materials Approaches to build understanding of in class. abstract and figurative language. Small group work outside the learning environment to address specific language, social communication and listening skills targets as appropriate. Student may require withdrawal from the classroom to a sanctuary at times of stress. Teaching strategies which take into account specific difficulties with social understanding and the generalisation of skills. Some additional adult support may be provided at unstructured times (e.g. break-times). Modifications to the teaching environment to take account of sensory sensitivities. Visual approaches to develop social understanding including comic strip conversations and social stories. Adaptation of tasks to take account of preferred learning style e.g. planned strategies to ensure co-operation in less preferred areas of curriculum. Some individual work to address specific targets, if appropriate. Targeted small group work within learning environment to support specific aspects of the curriculum. Interventions implemented should be well- founded evidence based interventions. A cycle of intervention should always last a minimum of one new term and more frequently two. Additional adult support may be required at an individual level or within a small group to implement support strategies and approaches.

92 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Post-16 - Communication and Interaction Needs

Evaluating Progress and Reviewing

Universal – all children Targeted – some children Specialist – few children

Cognition and Learning Needs

Universal – all children Targeted – some children Specialist – few children

Student may show a slower rate of Some student’s learning difficulties cannot A few students’ difficulties may range from progress in some areas of their learning be met by universal approaches over a moderate through to severe, complex and than their peers. sustained period of time. profound difficulties. This may be a short term difficulty that These students may have more difficulties These student’s difficulties have not requires brief support but it should not be than their peers with understanding, responded to targeted support approaches assumed that they have special educational thinking, and problem solving, retaining over a sustained period of time, or have needs. information, concepts and skills and been newly identified Post-16. communicating. Their difficulties are likely to impact on all They may have general learning difficulties areas of the curriculum. in acquiring and retaining a broad range of They may also have difficulties in mobility skills and concepts or they may have more and co-ordination, communication and specific learning difficulties (e.g. difficulties perception, and the acquisition of self- with maths or with literacy). There may be help skills. Students with severe learning associated social and emotional difficulties difficulties are likely to need support to be and mental health concerns. independent. These students will require: Those with profound and multiple learning A graduated approach which draws difficulties (PMLD) have severe and complex on increasingly detailed interventions learning difficulties as well as significant and support approaches, and where other difficulties such as a physical disability appropriate specialist expertise, in or a sensory impairment. successive cycles of assessment, These students will require: planning, intervention and review; A graduated approach which draws on ensuring interventions match needs. very detailed interventions and support approaches and specialist expertise in successive cycles of assessment, planning, intervention and review; ensuring interventions match needs. These students may require an EHC Plan.

Assessment and Planning

Universal – all children Targeted – some children Specialist – few children

All students require: In addition to universal assessment and In addition to universal and targeted Systems in place for staff to routinely seek planning approaches, some students will assessment and planning approaches a student’s views about their progress with require: few students will also require: learning. The setting to gather students views Access to external services (e.g. Systems in place for staff to regularly about their difficulty and the support/ Educational Psychologist, Advisory seek students’ views about their child’s approaches to be put in place (e.g. Teacher) who contribute via consultation progress with learning. through the use of My Profile). or specialist assessment, which leads to a A target setting, tracking and review Some students may wish to self declare more specifically focussed plan. process. learning needs previously hidden in Very close links with the home setting, so Appropriate arrangements for primary and/or secondary education; that professionals are aware of changes in assessment of the learning environment, despite intervention other students may home circumstances that may impact on which are reviewed at least annually. not achieve GCSE/BTEC or alternative learning. Systems of self-assessment which are qualifications/A-G grades owing to SEND Non-educational professionals (e.g. used to inform personalised learning and wish to access support/alternative Speech Therapist, Occupational targets. learning approaches for Post-16 study. Therapist) are involved in assessment and Encouragement to evaluate their own The setting to raise and discuss concerns planning. performance. with the student and involve them in Measures of the impact of the students planning support approaches (e.g. difficulties on their ability to access the through the use of My Profile). curriculum. Both qualitative and quantitative Clear plans for the use of support which measures used as a baseline from which relate to expected long term outcomes progress can be judged. Continuous and include short term SMART targets assessment, and curriculum assessment, (e.g. individual learning targets). supplemented by standardised/diagnostic For some students a co-ordinated multi

94 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Post-16 - Cognition and Learning Needs

Universal – all children Targeted – some children Specialist – few children

tests where relevant. agency plan will be essential (e.g. My Consideration of their development in Plan +) which may involve Social Workers, comparison to peers and their response Family Support Workers, Children and to previous interventions. Young People’s Service (CYPS) and other The teacher in consultation with the community and charity groups. SEND Lead and student establish and These students may require a statutory share clear analysis of the student’s assessment of their special educational needs. needs which may lead to an EHC plan. Liaison and consultation with external professionals and support services, where appropriate, which leads to a more specifically focussed intervention plan. Non-educational professionals (e.g. Speech and Language Therapist) may also be involved in assessment and planning. The SEND Lead to contact other professionals working with the student outside school (with student’s permission) as part of the assessment. Assessment suggests that the students cognition and learning difficulties mean they require additional and different provision. Clear plans for the use of support which relate to expected long term outcomes and include short term SMART targets (e.g. IEPs). For some students a co- ordinated, holistic multi agency plan will be required (e.g. My Plan +)which may involve Social Workers, Family Support Workers, (CYPS) and other support groups.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

All students will require access to the Some students may require the following In addition to the intervention and support following Intervention and Support additional intervention and support approaches put in place at the targeted approaches: approaches. level these students may require a very An appropriately differentiated curriculum There should be appropriate modifications highly modified learning environment to to take account of individual needs. to the classroom and whole school meet their individual needs. Learning environment modified to take environment. A high level of adult support may be account of learning needs. Additional adult support may be required required to provide: Use of peer support systems across the at an individual level or within a small group A highly structured and individualised learning environment (e.g. peer mediators to provide a range of interventions and learning programme. and buddy systems). support approaches. A high level of care and supervision. Sensitive groupings and seating Individual arrangements made for seating Individual programmes used to support arrangements which are used to facilitate and groupings to meet individual needs. learning throughout the learning day. learning. This may include planned Close links with home are maintained, so A secure, structured and safe learning collaborative/group work. that the learning environment is aware of environment. Focussed small group support for literacy any changes in home circumstances that and/or numeracy/coursework. may impact on learning. Out of hours learning opportunities (e.g., Student involvement in teaching lunchtime clubs, student support, ICT programme clearly defined. etc.). Considering carefully the students learning Special arrangements in place for testing styles and ensuring that this is reflected in and assessments when required. the styles of teaching (e.g. use of multi- Peer and adult support on ad hoc basis, sensory teaching strategies).

Universal – all children Targeted – some children Specialist – few children

or limited targeted adult support which Flexible grouping strategies, including ones may include use of support staff and adult where the student can work with more able volunteers. peers. Teaching student thinking skills and Increasing differentiation of activities and helping them to become aware of their materials (e.g. readability and access to text own learning processes. considered). Appropriate celebration of the students Arrangements made for pre-tutoring new strengths and achievements so that self skills and concepts before the lesson. esteem is maintained and enhanced. Staff trained in working with students with Careful consideration given to the use specific needs. of language in the learning environment Staff skilled in breaking down skills into and strategies to promote the learning of finely detailed steps. vocabulary. Delivering instructions in short chunks and checking for understanding, giving the student time to process language and respond. Where appropriate explicit teaching of study skills, collaborative learning approaches, listening skills, strategies for coursework, etc. Individual and/or small group support to implement highly structured personalised reading and/or spelling programmes Individual and/or small group support to implement highly structured personalised numeracy programmes. Use of approaches which involve student in explicit monitoring and feedback about progress. Access to ICT and to specialist equipment and materials as necessary. Opportunities for over-learning and repetition. Help in understanding ideas concepts and experiences when information cannot be gained through first hand sensory or physical experiences. Help to connect and generalise concepts. Providing for alternative means of access to tasks involving reading, recording and writing. Increasingly individualised curriculum delivery linking course content and learning objectives appropriate to the student Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of one new term and more frequently two.

96 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Post-16 - Cognition and Learning Needs

Evaluating Progress and Reviewing

Universal – all children Targeted – some children Specialist – few children

Through regular reviews of student’s Reviews of progress should take place at Reviews of progress should take place at progress in consultation with student. least three times per year. least three times per year. Using person-centred practices and an Reviews should feed into the assessment Reviews should feed into the assessment approach to reviewing progress and process and should be fully recorded. process and should be fully recorded. achievement will enable the student to have Reviews should include specific reference Reviews should include specific reference an opportunity to present their views and to progress towards desired outcomes and to progress towards desired outcomes and have choice. targets. If targets are not met, strategies/ targets. If targets are not met, strategies/ resources should be changed or targets resources should be changed or targets reduced. reduced. Parents should always be involved in the Parents should always be involved in the review of the child’s progress. review of the child’s progress. Children’s views should always be sought Children’s views should always be sought as part of the review process. as part of the review process. Records of steps taken to meet the needs Records of steps taken to meet the needs of individual children should be kept and of individual children should be kept and available as needed. available as needed. Where appropriate reviews should involve Reviews should involve the appropriate any external professionals (e.g. AT, EP, external professionals working with the SALT) involved with the child. child. In analysing the progress that has been In analysing the progress that has been made the child may: made the child may: No longer need special educational No longer need such intensive special provision and needs will be met from educational provision and needs will universal approaches. be met from targeted and/or universal Continue to need special educational approaches. provision as needs cannot be met from Continue to need intensive special universal approaches. educational provision as needs cannot be Need more intensive special educational met from targeted approaches. provision. Need more intensive special educational provision.

Social, Mental and Emotional Health Needs

Universal – all children Targeted – some children Specialist – few children

Student may periodically display emotional, Some student’s emotional, social and Relatively few student’s difficulties are social and behavioural difficulties and some mental health difficulties cannot be met by severe and longstanding and not a short students may have a short term mental universal whole school or class approaches term response to stress or traumatic events health difficulty. over a sustained period of time. such as bereavement or family breakdown. These difficulties may be the result of other These difficulties may be displayed through They may over a sustained period of time: underlying difficulties and circumstances withdrawn or isolated behaviours or Display extremely withdrawn, self-harming such as a loss or bereavement. through challenging, disruptive or disturbing or anxious behaviours. This may mean they need some short term behaviours. Present a serious threat to their own or support but it should not be assumed that The behaviour may be disrupting the others safety. they have special educational needs. students progress with learning or the Display particularly challenging, learning and safety of others. uncooperative, destructive and disruptive These students will require: behaviours. A graduated approach which draws Respond to peers and adults with on increasingly detailed interventions significant physical and verbal aggression and support approaches and where or sexually inappropriate behaviour. appropriate specialist expertise in Have difficulty engaging with activities set successive cycles of assessment, by adults. planning, intervention and review; These students will require: ensuring interventions match needs. A graduated approach which draws on very detailed interventions and support approaches and specialist expertise in successive cycles of assessment, planning, intervention and review; ensuring interventions match needs. These students may require an EHC Plan.

Assessment and Planning

Universal – all children Targeted – some children Specialist – few children

All students require: In addition to universal assessment and In addition to universal and targeted Systems to be in place for staff to planning approaches, some student will assessment and planning approaches a routinely seek information about student’s require: few student will also require: emotional and social concerns. The setting to gather the student’s views External services contribute via Systems to be in place for staff to about their difficulty and the support consultation or specialist assessment, regularly seek the views of students about approaches to be put in place (e.g. leading to a more specifically focussed their social and emotional well-being. through the use of My Profile). plan. Appropriate arrangements for The setting to raise and discuss concerns Close home-school links, so learning assessment of the learning environment with the student and involve them in setting is aware of changes in home which are reviewed at least annually. planning support approaches (e.g. through circumstances that may impact on A behaviour policy which sets out the the use of My Profile). behaviour. way the learning environment promotes Student in consultation with the SEND Non-educational professionals (e.g. positive behaviour. Lead has established a clear analysis of Health Professionals CYPS, Social Whole staff awareness of the implications their needs. Services) may also be involved in of emotional, social and mental health Consideration of individual student’s assessment and planning. difficulties. development in comparison to peers and Rigorous qualitative and quantitative Appropriate policies which set out their response to previous interventions. measures should be used as a baseline the learning environments approach Liaison and consultation with external from which progress can be judged. to pastoral support and developing professionals and support services Measures should also be made of the the emotional well being of students, where appropriate (e.g. Advisory Teacher, impact of the student’s difficulties on their (e.g. Citizenship programmes, anti- Educational Psychologist). ability to access the curriculum. bullying approaches, opportunities for Close links with home, so the learning For some students a co-ordinated multi volunteering). environment is aware of changes in home agency plan will be essential (e.g. My A whole setting approach to be in place circumstances that may impact on the Plan +) which may involve Social Workers, to develop behaviour for learning. students well-being. Family Support Workers, Children and Health and safety and risk assessment The SEND Lead contacts other Young People’s Service (CYPS) and other

98 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Post-16 - Social, Mental and Emotional Health Needs

Universal – all children Targeted – some children Specialist – few children

policies to be in place and appropriate professionals working with student outside community and charity groups. risk assessments to be completed. learning environment (with student’s These students may require a statutory permission) as part of the assessment. assessment of their special educational Both qualitative and quantitative measures needs which may lead to an EHC plan. may be used as a baseline from which progress can be judged. Measures should also be made of the impact of the student’s difficulties on their ability to access the curriculum. Non-educational professionals (e.g. CYPS, Social Services) may also be involved in assessment and planning. Clear plans for the use of support which relate to expected long term outcomes and include short term SMART targets (e.g. IEPs). Where appropriate external services contribute via consultation or specialist assessment, leading to more specifically focussed plan. For some students a co-ordinated, holistic multi agency plan will be required (e.g. My Plan +) which may involve Social Workers, Family Support Workers, Child and Young People’s Service (CYPS) and other support groups. Assessment suggests that difficulties in students emotional and social development or mental health problems mean they require additional and different provision.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

All students will require access to the Some students may require the following In addition to the intervention and support following Intervention and Support additional intervention and support approaches put in place at the targeted approaches: approaches. level these students may require: Curriculum differentiated appropriately to Further modifications to the learning Access to a more intensely focussed and a take account of individual needs. environment to take account of individual greater range of appropriate well-founded Staff set personalised learning targets for needs. evidence based interventions. all students. Attention paid to seating arrangements A highly modified learning environment to Learning environment modified to take which facilitate appropriate social contact, meet the needs of the individual student. account of social and emotional needs. access to materials etc. A high level of adult support may be Consistent behaviour management by Support through flexible grouping required to provide: all staff including regular reinforcement of strategies. A highly structured Individual Behaviour positive behaviours. Additional adult support may be required at Plan. Appropriate differentiation of the an individual or within a small group. Risk assessments which are regularly curriculum to ensure that students are Support to develop social skills and reviewed motivated to learn and to minimise emotional awareness may include: A high level of care and supervision. emotional, social and behavioural Some 1:1 or small group work at times of Individual programmes used to develop difficulties. need. social and emotional skills throughout the Learning environment approaches to Structured activities to develop specific day. develop social and emotional well being social skills in a small group. Staff trained and skilled in supporting (e.g. use of Circle Time, use of SEAL Break and/or lunchtime support to student with exceptionally challenging resources) engage in supported activities with peers behaviour. Use of peer support systems across the A small group support programme A secure, structured and safe learning learning environment (e.g. peer mediators Support to develop ability to complete environment. and buddy systems) focus may include:

Universal – all children Targeted – some children Specialist – few children

Provision of a distraction free work area on the edge of a group. Activities which are broken into small achievable tasks. Activity breaks within tasks. Timed activities with the use of visual prompts and reminders. Support to develop ability to co-operate with school and adult expectations may include: A clear and consistently applied hierarchy of rewards and sanctions. Additional social and learning opportunities (sports clubs, lunchtime clubs, opportunities to volunteer in community projects etc.) provided where possible. Planned 1:1 or small group work where strategies for managing anger or conflict can be discussed and role played. Student may attend an in-house support centre either full time, during periods of stress, or on the basis of withdrawal from learning environments which trigger stress Home-Setting behaviour communication system in place. Consistent approaches in place to manage behaviour by all staff. learning tasks independently and improve. Support to develop emotional security and sense of belonging. Placement in a nurture group. Small group support activities such as Circle of Friends. A weekly small group support programme to develop social skills including skills in recognising and managing emotions. Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of one six weeks and more frequently 10-12 weeks.

100 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Post-16 - Social, Mental and Emotional Health Needs

Evaluating Progress and Reviewing

Universal – all children Targeted – some children Specialist – few children

Through regular reviews of student’s Reviews of progress should take place at Reviews of progress should take place at progress in consultation with the student. least three times per year. least three times per year. Using person-centred practices and an Reviews should feed into the assessment Reviews should feed into the assessment approach to reviewing progress and process and should be fully recorded. process and should be fully recorded. achievement will enable the student to have Reviews should include specific reference Reviews should include specific reference an opportunity to present their views and to progress towards desired outcomes and to progress towards desired outcomes and have choice. targets. If targets are not met, strategies/ targets. If targets are not met, strategies/ resources should be changed or targets resources should be changed or targets reduced. reduced. Parents should always be involved in the Parents should always be involved in the review of the child’s progress. review of the child’s progress. Children’s views should always be sought Children’s views should always be sought as part of the review process. as part of the review process. Records of steps taken to meet the needs Records of steps taken to meet the needs of individual children should be kept and of individual children should be kept and available as needed. available as needed. Where appropriate reviews should involve Reviews should involve the appropriate any external professionals (e.g. AT, EP, external professionals working with the SALT) involved with the child. child. In analysing the progress that has been In analysing the progress that has been made the child may: made the child may: No longer need special educational No longer need such intensive special provision and needs will be met from educational provision and needs will universal approaches. be met from targeted and/or universal Continue to need special educational approaches. provision as needs cannot be met from Continue to need intensive special universal approaches. educational provision as needs cannot be Need more intensive special educational met from targeted approaches. provision. Need more intensive special educational provision.

Physical and Medical Needs

Universal – all children Targeted – some children Specialist – few children

There is a wide range of physical and The students physical/medical needs A few student’s needs cannot be met by medical disabilities and student s cover cannot be met by universal, whole school universal or targeted interventions and the whole ability range. Some students are or class approaches over a sustained support approaches alone. able to access the curriculum and learn period of time. These students have the most severe and effectively without additional educational Physical difficulties or impairment may arise complex physical needs. The majority of provision. from: these students have been identified at an Some student’s difficulties fluctuate and physical, neurological or metabolic causes early age often prior to full-time education. they may need short term support to such as Cerebral palsy, Achondroplasia, These students will require access learning tasks particularly practical or Spina bifida. personalised approach which draws on tasks but it should not be assumed that severe trauma, perhaps as a result of an very detailed interventions and support they have special educational needs. accident, amputation or serious illness. approaches and specialist expertise degenerative conditions in successive cycles of assessment, Moderate or severe gross motor and/or planning, intervention and review; fine motor dysfunction e.g. dyspraxia ensuring interventions match needs. moderate or severe difficulties with fine These students may require an EHC Plan. and/or gross motor movements without any specific attributable causes. Physical difficulties may contribute to: difficulty in accessing the physical environment, facilities and equipment safely difficulty in accessing learning tasks and assessments difficulty in accessing practical tasks activities ,e.g. in Science or food technology difficulty in recording ideas and thoughts legibly or to time difficulty in achieving independent self- care skills emotional stress and physical fatigue difficulty with communication These students will require: A graduated approach which draws on increasingly detailed interventions and support approaches and where appropriate specialist expertise in successive cycles of assessment, planning, intervention and review; ensuring interventions match needs.

Assessment and Planning

Universal – all children Targeted – some children Specialist – few children

102 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Post-16 - Physical and Medical Needs

Universal – all children Targeted – some children Specialist – few children

of physical and medical difficulties. The SEND Lead to establish a clear difficulties and their safe access to Appropriate whole policies for supporting analysis of the student’s needs. learning activities. students with physical and medical The SEND Lead to establish clear analysis Non-educational professionals (e.g. needs. of the student’s individual equipment Physiotherapist, Occupational Therapist) Health and safety and risk assessments Consideration of individual student’s may also be involved in assessment, policies to be in place. development in comparison to peers and advice and planning. Effective internal communication and their response to previous interventions. Rigorous qualitative and quantitative liaison arrangements between staff. Liaison and consultation with external measures should be used as a baseline professionals and support services, where from which progress can be judged. appropriate (e.g. AT, EP). Measures should also be made of the Close home-school links, so learning impact of the child’s difficulties on their setting are aware of changes in ability to access the curriculum. circumstances that may impact on the For some students a co-ordinated multi student’s physical/medical needs. agency plan will be essential (e.g. My Assessment and observation of student’s Plan +) which may involve Social Workers, physical difficulties and their impact on Family Support Workers, Children and curriculum access and attainment Young People’s Service (CYPS) and other Assessment of expected level/ability to community and charity groups. engage in learning and social activities. These students may require a statutory Where there are suspicions of physical assessment of their special educational or medical difficulties, learning settings needs which may lead to an EHC plan. should advise students to seek medical advice (e.g. G.P, Community Physiotherapy team). Continuous assessment and curriculum assessments may be supplemented by diagnostic tests. Clear plans for the use of support which relate to expected long term outcomes and include short term SMART targets (e.g. IEPs). For some students a co-ordinated, holistic multi agency plan will be required (e.g. My Plan +) which may involve Social Workers, Family Support Workers, Children and Young People’s Service (CYPS) and other support groups.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

All students will require access to the Some students may require the following In addition to the intervention and support following intervention and support additional intervention and support approaches put in place at the targeted approaches: approaches. level these students may require a highly Curriculum differentiated appropriately to There should be appropriate modifications modified learning environment to meet their take account of individual needs. to the whole learning environment whether needs. Staff set personalised learning targets for at a class or organisational level. The student may require a high level of all students. These modifications may include: adult support to: Appropriate learning environment Grouping strategies which are used Manage very severe and complex needs established- settings promote flexibly within the learning setting to to achieve equal access (where feasible) accessibility to the curriculum and the promote independent learning. to the curriculum. entire premises, for every student where Learning setting management which Aid safe curriculum access and response feasible responds to the student’s physical and Meet primary care needs including medical needs (e.g. modifications to feeding/continence management. routines and organisation). Provide manual handling (this may involve Learning setting management which two people)and safe transfers between takes account of social relationships. pieces of individual equipment Appropriate support to ensure equal Ensure safe access and participation in all access to the curriculum and out-of-hours learning and social activities.

Universal – all children Targeted – some children Specialist – few children

learning opportunities (). Enable advice from Health professionals Appropriate support agencies (e.g. OT, to be implemented (e.g. individual ATS) may be involved in providing advice physiotherapy/mobility/OT programmes). on strategies or staff development and Support the use of specialised equipment training, aimed at introducing more and/or a structured personalised effective strategies. curriculum. The nature and extent of additional Enable development of medical protocols help required will be determined by the and manage highly specialised individual student’s needs. health care (e.g. oxygen management). Planned strategies to combat fatigue (e.g. Manage complex and critical health care rest breaks). needs on a daily basis. Access to use of personalised ICT for Support/perform hand control/physical alternative means of recording tasks in response to significant/profound Appropriate physical exercise following fine motor skill/gross motor/mobility appropriate medical guidance. difficulties. An appropriate programme of support to Access to use of personalised ICT for develop self-help skills such as toileting alternative means of recording or to aid and dressing. communication Measures which allow the student to Enable the student to participate safely negotiate the learning environment safely with peers in response to challenges in and as independently as possible. the learning environment. Structured support to develop social Ensure safe access to all learning relationships (e.g. buddying, Circle of opportunities and extracurricular, sports, Friends). social or community activities. An appropriate level of adult support to External support services advice on meet personal care curriculum access and/or individual Appropriate use of alternative equipment programmes. to meet physical and medical needs (e.g. Appropriate use of alternative equipment writing slopes, specialist scissors) to meet physical and medical needs Adult support in some areas of the (e.g. standing frame, individual seating curriculum and for some activities (e.g. system,) cutting activities, practical activities such Support to enable recommendations as cooking, swimming, breaks and made by therapy or health care lunchtimes). professionals Support to attend educational trips, A specialist Teacher (e.g. from the ATS), work experience, social activities and the SEND Lead , or specialist support community engagement provides small group or individual tuition. Support to enable recommendations Support to enable recommendations made by therapy or health care on risk assessments, e.g. Personal professionals Emergency Evacuation plan, Individual Alternative leisure and sports programmes Health Care plan, manual handling plan to be in place where appropriate Support to enable recommendations on risk assessments, e.g. Personal Emergency Evacuation plan, Individual Health Care plan, manual handling plan, Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of one new term and more frequently two.

104 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Post-16 - Physical and Medical Needs

Evaluating Progress and Reviewing

Universal – all children Targeted – some children Specialist – few children

Through regular reviews of student’s Reviews of progress should take place at Reviews of progress should take place at progress in consultation with student. least three times per year. least three times per year. Using person-centred practices and an Reviews should feed into the assessment Reviews should feed into the assessment approach to reviewing progress and process and should be fully recorded. process and should be fully recorded. achievement will enable the student to have Reviews should include specific reference Reviews should include specific reference an opportunity to present their views and to progress towards desired outcomes and to progress towards desired outcomes and have choice. targets. If targets are not met, strategies/ targets. If targets are not met, strategies/ resources should be changed or targets resources should be changed or targets reduced. reduced. Parents should always be involved in the Parents should always be involved in the review of the child’s progress. review of the child’s progress. Children’s views should always be sought Children’s views should always be sought as part of the review process. as part of the review process. Records of steps taken to meet the needs Records of steps taken to meet the needs of individual children should be kept and of individual children should be kept and available as needed. available as needed. Where appropriate reviews should involve Reviews should involve the appropriate any external professionals (e.g. AT, EP, external professionals working with the child. SALT) involved with the child. In analysing the progress that has been In analysing the progress that has been made the child may: made the child may: No longer need such intensive special No longer need special educational educational provision and needs will provision and needs will be met from be met from targeted and/or universal universal approaches. approaches. Continue to need special educational Continue to need intensive special provision as needs cannot be met from educational provision as needs cannot be universal approaches. met from targeted approaches. Need more intensive special educational Need more intensive special educational provision. provision.

Hearing Impairment

Universal – all children Targeted – some children Specialist – few children

Many students have some degree of Some student’s hearing needs cannot A few students’ needs cannot be met by hearing difficulty (identified by medical be met by universal approaches over a universal or targeted interventions and practitioners), which may be temporary or sustained period of time. support approaches alone. permanent. Their difficulties may show themselves in the In these cases the student’s hearing difficulties Temporary hearing losses are usually following ways: . may significantly affect their understanding caused by the condition known as ‘glue Persistently appearing to ignore and/or and processing of spoken language ear’. Such hearing losses fluctuate and may misunderstand instructions. . causing a significant delay in their receptive be mild or moderate in degree. This may Difficulties in understanding or responding and expressive language. Their ability to mean they need some short term support, to verbal cues or emotional cues . communicate may severely limit participation but it should not be assumed that they Difficulties in communicating through in learning activities and social communication have special educational needs. spoken language/interactions with peers and interaction with peers; and this is likely Permanent hearing loss is usually identified and adults. . to be a long term and complex difficulty requiring alternative communication modes. in childhood and appropriate aids identified Difficulties with language-related topics and Their language and communication difficulties in understanding new/complex concepts. . may be leading to frustration or emotional and Frustrations and anxieties arising from behavioural difficulties. a difficulty to communicate, leading to The student’s difficulty means that they are associated behavioural difficulties and peer unable to participate in learning and/or social relationships. . activities and maintain attention to task without Tendency to rely on peers, observing a high level of structure and adult support. behaviour and activities to cue into The student may have a moderate to severe, expected responses. . (60+dB) progressive hearing loss with a Tendency to withdraw from social situations prognosis of definite and further deterioration. and an increasing passivity and absence of The student may have a diagnosed severe initiative. . or profound (71dB+) pre-lingual, bilateral, Increasingly using additional strategies to sensori-neural hearing loss. facilitate communication. The student has become deaf (moderate to These students will require: severe 60+dB) and the resultant emotional A graduated approach which draws and social difficulties disrupt the students on increasingly detailed interventions learning and access to the curriculum. and support approaches and where These students will require: appropriate specialist expertise in A graduated approach which draws on successive cycles of assessment, very detailed interventions and support planning, intervention and review; ensuring approaches and specialist expertise interventions match needs in successive cycles of assessment, They may need access to additional planning, intervention and review; ensuring audiological equipment e.g. radio aids/ interventions match needs. Soundfield and other technology, e.g. I-pads/ These students may require an EHC Plan. streamers.

Assessment and Planning

Universal – all children Targeted – some children Specialist – few children

106 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Post-16 - Hearing Impairment

Universal – all children Targeted – some children Specialist – few children

student with hearing impairment. Consideration of individual student’s assessment, advice and planning. Appropriate whole school policies development in comparison to peers and Rigorous qualitative and quantitative for supporting student with hearing their response to previous interventions. measures should be used as a baseline difficulties. Liaison and consultation with external from which progress can be judged. Health and safety and risk assessments professionals and support services, where Measures should also be made of the policies to be in place. appropriate. impact of the student’s difficulties on their There should be effective internal Close links, with home so learning settings ability to access the curriculum. communication and liaison arrangements are aware of changes in circumstances that SEND Lead may need to refer to external between staff. may impact on the student’s hearing needs. support services e.g. Teacher of the Where there are suspicions of hearing Assessment and observation by subject/ Deaf/ENT/Audiology for further specialist difficulties, settings should advise students class teacher or SEND Lead indicates assessments and advice. to seek a hearing assessment. students hearing difficulties, affecting For some students a co-ordinated multi curriculum access as indicated by agency plan will be essential (e.g. My attainment below expected level/ability to Plan +) which may involve Social Workers, engage in school activities. Family Support Workers, Children and Where there are suspicions of ongoing Young People’s Service (CYPS) and other hearing difficulties, settings should advise community and charity groups. students, parents/carers as appropriate to These students may require a statutory seek any appropriate medical advice. assessment of their special educational Teacher of the deaf or educational needs which may lead to an EHC plan. audiologist input may be requested for assessment s for additional audiological equipment (e.g. a radio aid). Continuous assessment and curriculum assessments may be supplemented by diagnostic tests. Clear plans for the use of support which relate to expected long term outcomes and include short term SMART targets (e.g. IEPs). For some students a co-ordinated, holistic multi agency plan will be required (e.g. My Plan +) which may involve Social Workers, Family Support Workers, Children and Young People’s Service (CYPS) and other support groups.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

All students will require access to the Some students may require the following In addition to the intervention and support following Intervention and Support additional intervention and support approaches. approaches put in place at the targeted approaches: Involvement of a teacher of the deaf for one level these students may require a very Curriculum differentiated appropriately to off or occasional advice/training/specialist highly modified learning environment to take account of individual needs. equipment. meet their individual needs. Staff set personalised learning targets for One-off training for key worker(s) in the A high level of adult support may be all students. management of additional equipment may required to provide: Appropriate listening environments be required. Access to more highly focussed specialist established (e.g., good classroom/ Opportunities for the hearing impaired programmes of support hall acoustics and lighting, all student student to develop communication skills. Highly structured and individualised seated so that they can see and hear the Help to develop language and literacy skills learning programme. teacher). through appropriate differentiation of oral and A high level of care and supervision. All adults and students encouraged to written language, activities and materials. Individual programmes used to support talk at the appropriate volume, pitch and Access to additional targeted teaching in learning throughout the school day. speed for learning to take place. small groups, or individually on a daily basis if A secure, structured and safe learning Care to be exercised within educational appropriate. environment. setting for grouping and general Clear and precise instructions supported by To give a greater emphasis on language support for self-esteem, confidence and visual clues as appropriate (e.g. key words, development, auditory training and promoting independence pictures). communication skills

Universal – all children Targeted – some children Specialist – few children

Appropriate seating position in class Repetition of answers in class/group Qualified British Sign Language (at least All staff working with HI students trained discussion. Level 2 above)or Sign Supported English in Deaf Awareness Additional time for hearing impaired student support Peers of HI students have opportunity for to process questions/information. They will require access to appropriate training in deaf awareness Frequent and sensitive checking of student’s well-founded evidence based Staff modify language appropriately when understanding and use of specialist interventions. setting assessments or learning tasks, equipment. and enable pre tutoring opportunities for Careful monitoring of language and literacy new vocabulary skills. Staff apply for appropriate modifications Language programme implemented with for internal and/or external assessments, advice from teacher of deaf and SALT Opportunities to improve social skills, interaction, communication skills and self esteem as appropriate. Access to specialist amplification systems such as radio aids. Support with audiological equipment and that it is checked on a regular basis to ensure it is working at its optimum. Careful monitoring of reading and spelling progress. Requires additional systems to support all aspects of communication, for example, BSL, additional audiological equipment. Literacy strategies devised and implemented with advice/monitoring from Teacher of the Deaf to compensate for reduced linguistic experience due to language delay. Help in acquiring, comprehending and using speech and language in structured and unstructured situations. Specific pre-teaching of subject based concepts and vocabulary. Access to specialist amplification systems such as radio aids. Opportunities to improve social skills, interaction, communication skills and self esteem in structured and unstructured situations Support with audiological equipment and that it is checked on a regular basis to ensure it is working at its optimum. There should be appropriate modifications to the classroom and learning environment. These modifications may include: Adjustments to ensure the listening environment takes account of individual needs. Specialist equipment to improve listening skills (e.g. radio aid, sound-field systems). For some students a co-ordinated multi agency plan will be required which may involve Social Workers, Family Support Workers, Health Professionals and other support groups. Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of one new term and more frequently two.

108 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Post-16 - Hearing Impairment

Evaluating Progress and Reviewing

Universal – all children Targeted – some children Specialist – few children

Through regular reviews of student’s Reviews of progress should take place at Reviews of progress should take place at progress in consultation with student. least three times per year. least three times per year. Using person-centred practices and an Reviews should feed into the assessment Reviews should feed into the assessment approach to reviewing progress and process and should be fully recorded. process and should be fully recorded. achievement will enable the student to have Reviews should include specific reference Reviews should include specific reference an opportunity to present their views and to progress towards desired outcomes and to progress towards desired outcomes and have choice. targets. If targets are not met, strategies/ targets. If targets are not met, strategies/ resources should be changed or targets resources should be changed or targets reduced. reduced. Parents should always be involved in the Parents should always be involved in the review of the child’s progress. review of the child’s progress. Children’s views should always be sought Children’s views should always be sought as part of the review process. as part of the review process. Records of steps taken to meet the needs Records of steps taken to meet the needs of individual children should be kept and of individual children should be kept and available as needed. available as needed. Where appropriate reviews should involve Reviews should involve the appropriate any external professionals (e.g. AT, EP, external professionals working with the child. SALT) involved with the child. In analysing the progress that has been In analysing the progress that has been made the child may: made the child may: No longer need such intensive special No longer need special educational educational provision and needs will provision and needs will be met from be met from targeted and/or universal universal approaches. approaches. Continue to need special educational Continue to need intensive special provision as needs cannot be met from educational provision as needs cannot be universal approaches. met from targeted approaches. Need more intensive special educational Need more intensive special educational provision. provision.

Visual Impairment

Universal – all children Targeted – some children Specialist – few children

Some children may have visual impairment Some student’s visual needs cannot be A few student’s needs cannot be met by (identified by medical practitioners). Visual met by universal whole school or class universal or targeted interventions and impairments take many forms and have approaches over a sustained period of support approaches alone. widely differing implications for educational time. Their visual impairments may range from provision. These students may have difficulty: relatively minor conditions to total blindness. Most student’s visual needs will be met by Accessing the curriculum. Their visual impairment may mean that they universal approaches. Reading the board from a distance. have: This may mean that student will need Reading normal print. Significantly reduced visual acuity (6/18 support for their visual needs, e.g. enlarged Sharing text books and worksheets. or worse) in both eyes which cannot be texts, different background colours , but Accessing computer software. corrected by glasses. it should not be assumed that they have Participating socially with other children. A defect in the field of vision e.g. tunnel special educational needs. vision or loss of central vision. Participating in leisure, social and community activities as well as other A deteriorating eye condition. aspects of mobility. Other diagnosed eye conditions. With independent working and self-help These students will require: skills. A graduated approach which draws on These students will require: very detailed interventions and support A graduated approach which draws approaches together with specialist on increasingly detailed interventions expertise in successive cycles of and support approaches and where assessment, planning, intervention and appropriate specialist expertise in review; ensuring interventions match successive cycles of assessment, needs. planning, intervention and review; For students with the most severe and ensuring interventions match needs. complex needs in relation to their visual impairment, an EHC Plan may be required.

Assessment and Planning

Universal – all children Targeted – some children Specialist – few children

All students require: In addition to universal assessment and In addition to universal and targeted Systems to be in place for staff to planning approaches, some students will assessment and planning approaches a routinely seek information about student’s require: few students will also require: visual needs/concerns. The setting to gather the students views External services contribute via Systems to be in place for staff to about their difficulty and the support consultation or specialist assessment, regularly seek the views of students about approaches to be put in place (e.g. leading to a more specifically focussed their student’s visual needs. through the use of My Profile). plan. Appropriate arrangements for assessment The setting to raise and discuss concerns Close home-school links, so learning of the learning environment which are with the student and involve them in settings are aware of changes in reviewed at least at transition or change planning support approaches (e.g. through circumstances that may impact on the to vision (deteriorating visual condition) the use of My Profile). students vision. in relation to learning environment being teacher in consultation with the SENCO Non-educational professionals may also physically accessible to student with a has established a clear analysis of the be involved in assessment, advice and visual impairment student’s needs. planning. Whole staff awareness of the implications Consideration of individual students Rigorous qualitative and quantitative of visual difficulties and knowledge of development in comparison to peers and measures should be used as a baseline strategies to facilitate the inclusion of their response to previous interventions. from which progress can be judged. student with a visual impairment. Liaison and consultation with external Measures should also be made of the Appropriate whole school policies to be professionals and support services, where impact of the student’s difficulties on their in place for supporting student with visual appropriate. ability to access the curriculum. difficulties. Close home-school links, so learning SEND Lead may need to refer to external Health and safety and risk assessment setting are aware of changes in support services (e.g. TVI, Opthamology) policies to be in place and appropriate circumstances that may impact on the for further specialist assessments and risk assessments completed. student’s visual needs. advice. There should be effective internal Assessment and observation by subject/ For some students a co-ordinated multi communication and liaison arrangements class teacher or SEND Lead indicates agency plan will be essential (e.g. My between staff. students visual difficulties, affecting Plan +) which may involve Social Workers,

110 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Post-16 - Visual Impairment

Universal – all children Targeted – some children Specialist – few children

Where there are suspicions of visual curriculum access as indicated by Family Support Workers, Children and difficulties, settings should advise attainment below expected level/ability to Young People’s Service (CYPS) and other students or parent/carers to seek medical engage in learning, leisure or community community and charity groups. advice (e.g. G.P, optician) activities. These students may require a statutory Where there are suspicions of ongoing assessment of their special educational visual difficulties, settings should advise needs which may lead to an EHC plan. students or their parent/carers to seek any appropriate medical advice. Careful monitoring of visual access to the curriculum Assessment of functional vision by Qualified Teacher Visual Impairment Continuous functional visual assessment and curriculum assessments may be supplemented by diagnostic tests. Clear plans for the use of support which relate to expected long term outcomes and include short term SMART targets (e.g. PEPs). For some students a co-ordinated, holistic multi agency plan will be required (e.g. My Plan +) which may involve Social Workers, Family Support Workers, Students and Young People’s Service (CYPS) and other support groups.

Intervention and Support

Universal – all children Targeted – some children Specialist – few children

All students will require access to the Some students will require the following In addition to the intervention and support following Intervention and Support additional intervention and support approaches put in place at the targeted approaches: approaches. level these students may require a very Curriculum differentiated appropriately to Specific teaching strategies that are highly modified learning environment to take account of individual needs. appropriate to the needs of a child with meet their individual needs. Staff set personalised learning targets for visual impairment. A high level of adult support may be all students. Use of specialist equipment. required to provide: Appropriate visual learning environment Use of auditory reinforcement. Access to more highly focussed specialist established (e.g. good lighting and use of Appropriate seating arrangements programmes of support. classroom/hall visuals, all students seated with adjustments made to ensure the Highly structured and individualised so that they can see the teacher and child has a good listening and visual learning programme. white board). environment. A high level of care and supervision. Quality learning materials produced Opportunities to develop communication Individual programmes used to support in appropriate fonts, format with high skills giving eye contact, as well as being learning throughout the school day. contrast, and reduced visual clutter able to see others body language and Support specific individual targets. This Appropriate listening environments facial expressions. may include Specialist VI services to aid established (e.g., good classroom/ Opportunities to improve social skills and mobility and independence, self help and hall acoustics and lighting, all student self esteem. specialised skills to equip them for their seated so that they can see and hear the A programme of support to develop future. teacher). literacy skills in appropriate print size. A secure, structured and safe learning All adults and students encouraged to Carefully monitored access to low visual environment. talk at the appropriate volume, pitch and Opportunities to improve social skills The student may require some of the speed for learning to take place. A programme of support to develop following: Care to be exercised within educational literacy skills. Adaptations to l policies and procedures. setting for grouping and general Carefully monitored access to low visual Access to large print or Braille and tactile support for self-esteem, confidence and aids. materials. promoting independence Access to specialist ICT equipment. Access in all areas of the curriculum Appropriate seating position in class Access to low vision aids (e.g. CCTV) through specialist low vision aids, All staff working with VI students trained in specialist equipment or adaptations. Deaf Awareness Extensive modification and adaptation of

Universal – all children Targeted – some children Specialist – few children

Peers of VI students have opportunity for all curriculum materials (e.g. enlarged text, Regular access to specialist support and training in VI awareness tactile diagrams and maps, Moon and help with developing skills in to access Staff modify language appropriately when large print). the curriculum with emphasis on literacy, setting assessments or learning tasks, Regular and frequent access to numeracy and recording skills and enable pre tutoring opportunities for Advisory Teacher for Student with Specialist ICT, modified and enlarged new vocabulary Visual Impairment to provide specialist materials and Braille technology available Staff apply for appropriate modifications interventions and approaches. to students and to support staff to for internal and/or external assessments, There should be appropriate modifications produce specialist materials to the classroom and whole school Access to appropriate well-founded environment. evidence based interventions. These modifications may include: Grouping strategies which are used flexibly to promote independent learning. Classroom management which is responsive to the students visual impairment. Classroom management which takes account of social relationships. Equal access to the curriculum and out-of-hours learning opportunities, (e.g. community volunteering activities). A teacher of the visually impaired may be involved in providing advice on strategies or staff development and training, aimed at introducing more effective strategies. Preview and review of lesson content so VI student can access during the learning activity or task Alternative leisure and sports programmes to be in place where appropriate Interventions should be well-founded evidence based interventions. A cycle of intervention should always last a minimum of six weeks

112 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Post-16 - Visual Impairment

Evaluating Progress and Reviewing

Universal – all children Targeted – some children Specialist – few children

Through regular reviews of student’s Reviews of progress should take place at Reviews of progress should take place at progress in consultation with student. least three times per year. least three times per year. Using person-centred practices and an Reviews should feed into the assessment Reviews should feed into the assessment approach to reviewing progress and process and should be fully recorded. process and should be fully recorded. achievement will enable the student to have Reviews should include specific reference Reviews should include specific reference an opportunity to present their views and to progress towards desired outcomes and to progress towards desired outcomes and have choice. targets. If targets are not met, strategies/ targets. If targets are not met, strategies/ resources should be changed or targets resources should be changed or targets reduced. reduced. Parents should always be involved in the Parents should always be involved in the review of the child’s progress. review of the child’s progress. Children’s views should always be sought Children’s views should always be sought as part of the review process. as part of the review process. Records of steps taken to meet the needs Records of steps taken to meet the needs of individual children should be kept and of individual children should be kept and available as needed. available as needed. Where appropriate reviews should involve Reviews should involve the appropriate any external professionals (e.g. AT, EP, external professionals working with the child. SALT) involved with the child. In analysing the progress that has been In analysing the progress that has been made the child may: made the child may: No longer need such intensive special No longer need special educational educational provision and needs will provision and needs will be met from be met from targeted and/or universal universal approaches. approaches. Continue to need special educational Continue to need intensive special provision as needs cannot be met from educational provision as needs cannot be universal approaches. met from targeted approaches. Need more intensive special educational Need more intensive special educational provision. provision.

Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities 113 114 Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities Gloucestershire Guidance Booklet for Professionals Working with Children and Young People (0 – 25 yrs) with Additional Needs including Special Educational Needs and Disabilities 115 GCC_0887 6.14