SEND local offer - SEN support guidance for mainstream schools
5. SEND good practice at SEN support
SEND good practice should be varied according to the age and individual needs of each child or young person. The following good practice is intended to be guidance for all educational settings from early years, schools to post-16 provision.
The Stockton Provision Guidance should be used in conjunction with the suggested strategies below (available on Stockton Local Offer)
Communication and Interaction
"The profile for every child with Speech, Language and Communication Needs (SLCN) is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times in their lives." Section 6.28, SEND Code of Practice.
Please note, other needs must always be investigated and identified to enable support for those contributory factors to Communication and Interaction.
| Identified barrier and or need | Expected provision and or strategies: approaches, adjustments and specific interventions expected to be made by settings |
|---|---|
| Difficulties saying what they want to and being understood. | Modelling language. Small group or 1:1 language sessions. Providing an additional method of communicating for example, symbol communication and or signing. Individualised Language programme from SALT. Allow time for child to respond. Introduce a variety of language through rhymes, songs. All attempts to speak are supported. Accommodation of child's needs. |
| Difficulties understanding what is being said to them. | Consider how many information carrying words a child can manage when giving instructions. Provide visual prompts if necessary. Extra time to process what has been said. Allow take up time to process information. Think about the environment and limiting any distractions. Check you have engaged the child's attention before talking to them. Check that hearing has been tested. Pre-teaching of topic vocabulary. Use of first, then, next... |
| Child / Young person does not understand or use social rules of communication. | Modelling or role play. Small group sessions Social stories. Socially Speaking resource Prompts - symbols, signing systems. Now (you are doing this) and Next (you are going to be doing that) boards. Total communication environment. Use of activities that develop the theory of mind. |
| Difficulties with language. Difficulties with communication. | Simple instructions (avoiding idioms). Using literal language (avoiding sarcasm and figures of speech). Use of symbol communication such as Picture Exchange Communication System (PECS). 70% of what we communicate is non-verbal and so be very aware of your own body language. Awareness of what would be an appropriate tone of voice (calm, not too loud). Awareness of what would be an appropriate environment (noise, room temperature, lighting, room layout). Awareness of use of language (some children may need a language rich environment, others may need it to be kept simple). |
| Difficulties with imagination. | Role play and drama, use of props (for example, puppets). Modelling. Story telling. Photo used to talk through what might be happening. Play corners relating to topics being taught. |
| Difficulty with social communication and developing relationships. | Small group or 1 to 1 tasks and activities. Calm learning environment. Clear communication of expectations. |
| Anxiety in busy unpredictable environments. | Preparation for change of activity or routine. Small group or 1 to 1 tasks and activities. Calm learning environment. Clear communication of expectations. Regular mentor support, including adults or peers. Visual timetable to be used in setting or school. |
| Sensitivity to sensory stimuli. | Sensory breaks. Flexibility with uniform policy (not necessarily disapplication). Consideration to the environment for example, noise, room temperature, visual stimuli, proximity. Flexible approach to transitions for example, between lessons and to and from school. Safe haven. |
| Unable to cope with close proximity to others prefers solitary play. | Desensitisation programmes. Nurture group. Analysis of what the issue is (proximity, particular people, times of the day, associations). 'Touch policy'. |
| Physical outbursts causing harm to others and / or to self and / or damage to property. | Understanding the frequency and location of triggers. Communication with families about what might be happening at home (for example, divorce, bereavement, illness) and strategies that work or don't work. Preventative strategies in place. Safe area or reflection room. Appropriate and individualised de-escalation strategies in place (for example, exit card). Adaptive Behaviour Analysis. Risk management plan. STEPS. Reintegration plans. Talks from PCSOs. |
| Communication is through: Signing Technology Picture Exchange | Check what communication methods are used at home. Staff specialist training such as British Sign Language. Use of sign language and visual clues to support language development. Use of symbol communication such as PECS. Total communication system including Makaton signs, symbols and gestures to communicate needs. |
| Limited attention span compared to developmentally appropriate milestones. | Regular, short breaks. Differentiation. Chunking, breaking tasks down. Visual timetables. Backward chaining - chain parts of the task together (for example, build the sequence at the last part of the task and working back so the child experiences success and then gradually work back to increase more elements until they can do the entire task). Named instructions. Asking the child to repeat back what activity they are going to do. Use of timers, so they know they only have to focus for a comfortable amount of time. Individualised timetables. |
Cognition and Learning
"Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs..." Section 6.30, SEND Code of Practice.
| Identified barrier and or need | Expected provision and or strategies: approaches, adjustments and specific interventions expected to be made by settings |
|---|---|
| Difficulties with learning: For example, despite appropriate differentiation, child or young person making inadequate progress over time across the curriculum and working pre-key stage. | Assessment through teaching to identify the areas of need in consultation with the child or young person. Clear and simple instructions, breaking down longer instructions and giving one at a time. Visual timetable. Visual cues and prompts. Give time before response is needed. Pre-teaching - provision of intervention to help prepare the child / young person for the new topic. Shared next steps - so they know what to expect. |
| Specific learning difficulties affecting one or more specific aspect of learning for example, dyslexia, dyscalculia, dyspraxia, specific language impairment and so on. | Assessment through teaching to identify the areas of need in consultation with the child or young person or observation if more appropriate. Recognising and celebrating success in other areas of their life. Simple changes, for example, font, coloured paper, line spacing, lighting, overlays, adaptation, and technology. Staff have been informed of what strategies or approaches to use with each individual child or young person. |
| Generalised learning difficulties, for example, difficulties across the curriculum but with some areas of strength. Children with an uneven profile of skills and attainment. | Adjustment, modification and differentiation of the curriculum, right across the board, to enable the child or young person to fully access the curriculum. Active learning, concrete, pictorial and pragmatic approach to learning. Activities designed to develop skills which will support them to become independent learners. Support to manage self-esteem - celebration of strengths, reinforcement of success. |
Social, Emotional and Mental Health Difficulties
"Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways...Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils." Section 6.32 - 6.33, SEND Code of Practice.
| Identified barrier and or need | Expected provision and or strategies: approaches, adjustments and specific interventions expected to be made by settings |
|---|---|
| Difficulties participating and presenting as withdrawn or isolated. | Assessment through teaching - for example, are there parts of the curriculum that they find easier to manage than others that can be used to develop confidence in. Small group work. Nurture groups - Boxall Profile and Training. Backward chaining - bringing child or young person in at the end of assembly or school day. Play based activities. Establish interests. Buddying or mentoring. Giving responsibility for looking after someone else |
| Displaying challenging, disruptive or disturbing behaviour. | Understand the basis for the behaviour for example, what is the history / context? Helping the child or young person to substitute other more acceptable behaviours. Develop readiness to learn. Consideration of the timetable and transitions. Detailed transition between year groups or phases of education. Professionals meeting to unpick the behaviour with meaningful and purposeful action from all involved. Risk assessment reviewed regularly. Communication with home and family for example, what is going on at home, other agencies involvement? Regular review of plan. Whole school approach to support strategies - consistency. Structure should be clear and explicit - what are the expectations? |
| Behaviours may reflect - Anxiety or depression - Self-harming - Substance misuse - Eating disorders - Physical symptoms that are medically unexplained | Analysis Unpicking the behaviours - negative and positive behaviours - what lies behind them? Multi-professional approach. Identifying what is not right through engagement with the child or young person. Looking at the history, when did the behaviour start to change? Liaison and collaboration with home is essential to understand the wider picture. Activities that are stress reducing for example, games, dance, colouring, gardening, animals, and forest school. |
| Disorders including: Attention Deficit Disorder (ADD) Attention Deficit Hyperactivity Disorder (ADHD) | Understanding the reasons, is there a pattern? Allowing plenty of time for movement or frequent small concentration periods. Have a clear structure to the day. Have clear expectations regarding behaviours and a clear and consistent response to behaviours. Being aware of times of the day that may be more difficult and adapt to avoid a situation. Consideration of adjusted or modified discipline procedures / behaviour policies |
| Attachment Difficulties (including Attachment Disorder) | Nurture group or nurture ethos. Understanding and training of what it is and how they can help. Liaise with parent(s) and carer(s) for shared understanding. A good transition when the child starts school - checking the history thoroughly. Supportive, structured school curriculum. Staff to all be trained and aware of any child with attachment difficulties and how to respond to them. Consideration of adjustment or modified discipline procedures or behaviour policies. Consideration of CIOC, that they may have attachment disorder. Coventry Grid. |
| Low level disruption or attention seeking behaviours. | Differentiated use of voice, gesture and body language. Focus on reducing anxiety and thereby behaviours. Flexible and creative use of rewards and consequences for example, 'catch them being good'. Positive reinforcement of expectations through verbal scripts and visual prompts. Time out or quiet area in the setting. |
| Difficulty in making and maintaining healthy relationships. | Small groups or nurture group activities to support Personal Social and Emotional development. A range of differentiated opportunities for social and emotional development for example, buddy systems, friendship, strategies, circle time. |
| Uncooperative or defiant. | Look for patterns and triggers to identify what may be causing behaviours. Positive scripts - Positive language to re-direct, reinforce expectations for example, use of others as role models. Calming scripts to deescalate, including for example, use of sand timers for 'thinking time'. Limited choices to engage and motivate. Flexible and creative use of rewards and consequences for example, 'catch them being good' sticker charts and WOW sheets. Visual timetable and use of visual cues that is, sand timers to support sharing. |
| Presenting as significantly unhappy or stressed. | Identify and build on preferred learning styles. Safe place or quiet area in the setting. Feedback is used to collaborate and plan with parent /carer, to ensure consistency between the home and setting. |
| Patterns of non-attendance. | Feedback is used to collaborate and plan with parent /carer, to ensure consistency between the home and setting. Analyse and identify patterns then use assess, plan, do review cycle to address with child / young person. |
Sensory and or Physical Needs
"Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time... Some children and young people with a physical disability require additional ongoing support and equipment to access all the opportunities available to their peers." Section 6.34 - 6.35, SEND Code of Practice.
| Identified barrier and or need | Expected provision and or strategies: approaches, adjustments and specific interventions expected to be made by settings |
|---|---|
| Hearing impairment (HI). | Seated near front of class with clear view of teacher's face and any visual material used. Instructions delivered clearly and at an appropriate volume. Check the lesson content has been heard and understood, particularly when delivering new information, instructions or homework; and/or using unfamiliar vocabulary. Repeating or rephrasing pertinent comments made by other pupils ensuring the student accesses those comments. Be aware the student may use of lip-reading and visual clues to support their hearing. Ensure that they are face on when you are giving instructions. Try not to move around the room whilst talking. Visual reinforcement (pictures and handouts), to support learning. During class discussions, repeat comments from other pupils to ensure they have been heard. Be aware that during P.E. or games lessons it will be more difficult to follow instructions. Words spoken on an audio or visual recording may need a person to repeat what is being said. Carpeting, soft furnishing, rubber feet on the table and chair legs and so on will reduce noise. Seat away from any source of noise for example, window, corridor, fan heater, projector, and the centre of the classroom and so on. Encourage good listening behaviour: sitting still, looking and listening. Encouraged to ask when not sure what to do. A quiet working environment, particularly for specific listening work. All staff who work with a child / young person with HI should be made aware how best to support in school. Adults working directly with child with HI to have appropriate training such as British Sign Language (BSL). Visual timetable and use of visual cues such as sand timers to support sharing. Talking books to encourage and support speech and language communication. Staff to work together with other professionals to share strategies and advice to support the child BSL Training. Access to additional strategies from HI service. |
| Visual impairment. | Staff to work together with other professionals to share strategies and advice to support the child. Talking books and literature or books in Braille. Reading apps. Mobility or cane training. Talking equipment for Life skills and curriculum activities. Access to additional strategies from VI service. |
| Physical disability. | Staff to work together with other professionals to share strategies and advice to support the child. Moving and manual handling training. Support equipment. Accessibility planning. Hoisting. Accessible transport. Work chairs. Standing Frames. Walkers. Relevant technology. Staff with care training and appropriate hygiene suites. |
| Severe and complex medical needs including a lifethreatening diagnosis or condition. | Reasonable adjustments in line with the Equality Act 2010. Clear bereavement training and policies. Support equipment such as lockable medicine cabinets, first aid bags, fridges. Rotated medication and care training. Liaising with specialist colleagues for up to date training; for example, continuing healthcare. |
| Physical sensitivity including hyper and hypo responses and possible Sensory Processing Disorder (SPD). | Staff to work together with other professionals to share strategies and advice to support the child's sensory diet. Sensory workouts and sensory integration. Sensory reduction planning. Staff training through CPD. |
Requesting an EHC assessment at Early Years
Stockton-On-Tees Borough Council will require the same information from early years settings as it requires from school or post-16 providers in respect of any referral for statutory assessment.
You are strongly advised to seek further advice prior to any referral from the Early Years Area SENCO or the relevant specialist services. Contact the SEND Advisory Team and ask to speak with Lizzie James (01642 527145).
Applying for a Statutory Assessment
In all but the most exceptional circumstances, "The majority of children and young people will have their needs met within local mainstream early years setting, schools, or colleges." Section 9.1, Special educational needs and disability code of practice: 0 to 25 years.
"The EHC needs assessment should not normally be the first step in the process, rather it should follow on from planning already undertaken with parents and young people in conjunction with an early years provider, school, post-16 institution or other provider." Section 9.3, SEND Code of Practice.
"An EHC needs assessment will not always lead to an EHC plan. The information gathered during an EHC needs assessment may indicate ways in which the school, college or other provider can meet the child or young person's needs without an EHC plan." Section 9.6, SEND Code of Practice.
What evidence will Stockton-on-Tees Borough Council want to see for any age child or young person?
Any request for a statutory assessment will need to demonstrate that:
"...despite the early years provider, school or post-16 institution having taken relevant and purposeful action to identify, assess and meet the special educational needs of the child or young person, the child or young person has not made expected progress." Section 9.14, SEND Code of Practice.
This is expected progress taking into consideration of need and not age related expectation. As a minimum, Stockton-on-Tees Borough Council will need to take into account the following evidence (which is information that will already be available through the assess, plan, do, review process).
- the child or young person's academic attainment (or developmental milestones in younger children) and rate of progress
- information about the nature, extent and context of the child / young person's SEND
- evidence of the action already being taken by the early years provider, school or post-16 institution to meet the child or young person's SEND
- evidence that where progress has been made, it has only been as the result of much additional intervention and support over and above that which is usually provided (SEND Notional Budget)
- evidence of the child or young person's physical, emotional and social development and health needs, drawing on relevant evidence from clinicians and other health professionals and what has been done to meet these by other agencies
- where a young person is aged over 18, the local authority must consider whether the young person requires additional time, in comparison to the majority of others of the same age who do not have special educational needs, to complete their education or training. Section 9.14, Special educational needs and disability code of practice: 0 to 25 years.
Referrals from parents or carers and young people
Parents / carers and young people can make a request for a statutory assessment and Stockton-on-Tees Borough Council will request the same level and quality of evidence, wherever possible for the setting, to enable it to make a decision.
Statutory assessment
The SEND Code of Practice does not offer specific criteria in terms of skills or levels.
However, an EHC assessment may be considered when:
- the setting is confident it is able to demonstrate that the child or young person has a level of need of such complexity that the local authority has to determine the special educational provision for them
- the setting is able to demonstrate that despite considerable input, (refer back to SEND Notional Budget) that is, relevant and purposeful action over a sustained period of time, and the engagement with relevant professionals, the child has not made the expected progress
- the child or young person requires special educational provision, which cannot reasonably be provided from within the resources normally available to educational settings in Stockton-on-Tees.
In making a decision to make a referral for a statutory assessment you should check the child or young person meets the following, (which is information already available through the assess, plan, do review process).
For a referral in any area of need, you must be able to provide specific and substantial evidence that despite reasonable adjustments including:
- the use of the SEND Notional Budget up to prescribed levels (£6000)
- substantial adaptation to the curriculum and resources
- careful monitoring and tracking of progress through the graduated approach of assess, plan, do, review
- seeking and acting upon specialist advice over a sustained period of time
The child or young person's needs cannot be met from within the schools existing resource including services and resources from ONE Point Panel.
The Local Authority has the legal duty to decide whether to carry out a statutory assessment or not.
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