The Areas of Special Educational Needs 

Relating to difficulties with:

 Interventions / strategies which may be implemented to meet individual needs if appropriate and resources are available

Communication and Interaction

Children may have a delay or a disorder in one or more of the following areas:

Attention / Interaction skills:

• Struggle to ignore distractions
• Need reminders to maintain attention
• Regular prompts to stay on task.
• Individual motivations to complete tasks
• Difficulties attending whole class or small group learning tasks
• Interaction difficulties with peers.
• Inappropriate interactions
• Conversational difficulties either initiating or maintaining

Understanding / Receptive language:

• May require visual supports to understand or process spoken language.
• May require improved communication systems.
• Repetitive language with use of basic language simple vocabulary, unambiguous language to aid understanding.

Speech / Expressive Language:

• May use simplified language with limited vocabulary.
• Conversations / ideas may be difficult to follow, needing regular explanations and clarification.
• Immaturities in speech sounds
• Grammar and phonological awareness affecting literacy skills.

• Visual timetables, signs and symbols are used to support communication.
• Visual displays are use to support understanding of key information.
• Non-verbal clues will be used to support understanding.
• Verbal instructions and information will be delivered at a slow, clear pace which matches understanding.

• Staff are trained through ELKLAN Speech and Language training courses and  may liaise with Speech and Language Therapists to deliver an individual programme of speech and language therapy.This is coordinated and lead by Miss Alcock.
• Quiet, low stimulus areas to complete tasks and learning opportunities.
• Visual, verbal and modelled reminders of expectations are used to maintain attention, with use of timers, reward systems etc.
• Opportunities to work 1-1, paired or within small groups to aid attention and limit distraction.
• Nurture support to develop attention and listening skills, practise language and interactions with others.
• Pre teaching of topic vocabulary, creating a scrapbook of language to improve knowledge and understanding.
• Use of ‘First Call’ and Wellcom resources to meet individual needs.
• Phonic interventions
• Display and teach new vocabulary explicitly to overcome barriers.
• Model abstract language with representations or manipulatives.
• Display sentence stems to model use of language.

Autism Spectrum Disorder (ASD)

• Visual timetables are used to support the organisation of the day.
• Visual cues and other resources are used to support the child during the day.
• A learning space is provided that best supports the child.
• Changes to routines are discussed beforehand.
• Sensory breaks are given when necessary.
• Complex information and processes are broken down into simpler steps.

Cognition and Learning

Children may have difficulties with the skills needed for effective learning such as use of:

• Language, memory and reasoning skills.
• Sequencing and organisational skills.
• An understanding of number.
• Problem – solving and concept development skills.
• Fine and gross motor skills.
• Independent learning skills.
• Exercising choice.
• Decision making.
• Information processing.

Children may have a specific learning disability such as dyslexia, dyscalculia, dyspraxia and dysgraphia.

• Learning is tailored to meet the child’s specific ‘learning gaps.’
• Concrete resources and visual representations will be given to the child.
• Prompts and reminders will support completing the steps involved in tasks.
• Key vocabulary and concepts will be explicitly taught with refreshers given if needed.
• Key information will be repeated if needed, using appropriate vocabulary.
• Support resources are appropriately presented and visually clear. 

• Close liaison with the Specialist Teacher Team who may offer assessment, suggest appropriate strategies, learning resources and intervention.
• Use of First Move and motor skills resources to develop co-ordination, fine and gross motor skills.
• Learning and organisational scripts.
• Appropriate resources to support individual needs such as co-writer, IT resources, visual and verbal prompts.
• Appropriate interventions
• PIVATS guided small step targets.
• Use of assistive technology

Social, Emotional and Mental Health difficulties

Children may have difficulties with social and emotional development which may lead to or stem from:

• Social Isolation
• Behaviour difficulties
• Attention difficulties
• Anxiety and depression
• Attachment disorders
• Low self esteem

Issues with self-image

• The school environment will be a calm, tructing space where children feel supported with their emotions at all times.
• Adults working with children will be aware of children’s social, emotional and MH support needs and understand triggering situations.

• Nurture support may be offered to manage emotional and behavioural difficulties. This may include small group or 1-1 support as appropriate focusing on listening and attention skills, friendship skills, positive self image, confidence and self esteem development, FRIENDS programme, etc
• Play Therapy/ counselling sessions may be offered as a means of supporting children.
• Close links and support are available from the Behavioural Outreach Support Team (BOSS) and the Working Together Team (WTT)
• Positive behaviour management strategies implemented throughout school with the use of Restorative Practice underpinning our work in this area.

ADHD:

• A non-confrontational approach is used when interacting.
• Adult support with focus, listening and recording.
• Verbal praise is given whenever necessary to help boost confidence and self-esteem.
• Use of pictorial and verbal reminders to support learning and identify key knowledge and understanding in the session.
• Concrete resources provided where appropriate.

Anxiety:

• A trusting relationship will be nurtured between all adult in the classroom and the child. This relationship will enable the adult to know any triggers or changes in behaviour that may be caused by feelings of anxiety.
• Alternative ways to give feedback or answers so that children are not ‘put on the spot’.
• Learning spaces are calm and quiet,
• Break out spaces are used to support children who feel overwhelmed by the classroom environment.

Sensory and / or Physical

These pupils may have a medical or genetic condition that could lead to difficulties with:

• Specific medical conditions
• Fine / gross motor skills
• Visual / hearing impairment
• Accessing the curriculum without adaptation
• Physically accessing the building or equipment
• Over sensitivity to noise / smells /light /touch / taste.

Toileting / self-care

• Close liaison with medical support advisors and School Nurses who may provide training and support in the creation of Health Care plans.
• Training opportunities for staff to effectively provide knowledgeable, appropriate support from the Sensory Education Support Service.
• First Move intervention and strategies may be implemented with support from Occupational Health or Physiotherapy if appropriate.
• Implementation of ASD friendly strategies and responses.
• Close links and support available from the Working Together Team
• PIVATS guided small step targets.
• Access to specialist equipment and IT resources as appropriate and available.
• Visual prompts to promote independence and self-care.

Hearing Impairment:

• Suitable learning spaces identified.
• Support for using hearing aids appropriately.
• Adults will ensure that they are facing the child when talking or giving instructions.
• Interactions with peers will be supported if necessary.
• Children will be seated considering clear lines of vision, especially during inputs.
• Access to specialist equipment and IT resources as appropriate and available.

Visual Impairment; Multi-sensory impairments:

• Displayed information will be presented in an appropriate format.
• Children will be able to take breaks to avoid visual fatigue.
• Images and text will be enlarged or presented on an appropriately coloured paper.
• Manipulatives and concrete resources to be used to support learning.
• Appropriate resources for children to record.
• Access to specialist equipment and IT resources as appropriate and available.

Physical Impairments:

• Appropriate learning spaces provided.
• Use of concrete resources and visual aids.
• Access to specialist equipment and IT resources as appropriate and available.

Consideration given to movement around the school building, ensuring that additional time is given if required.