Lift Crescent View

Graduated Response

1. Areas of SEND

4 areas

of

SEND

Cognition & Learning (C&L)

Physical & Sensory (P&S)

Communication & Interaction (C&I)

Social Emotional Mental Health (SEMH)

Moderate Learning Difficulties (MLD)

Hearing Impairment (HI)

Physical Disability

Visual Impairment (VI)

Anxiety

ADHD

Attachment

Speech

sound difficulties

Autism

Receptive Language issues

Specific Learning Difficulties (SpLD)

Processing Difficulties

Memory Difficulties

Social play difficulties

Anti-social behaviour

Expressive Language issues

Receptive Language issues

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2. Areas of SEND – Cognition and Learning (C&L)

Quality First Teaching strategies

Which children: Moderate Learning Difficulties (MLD), Severe Learning Difficulties (SLD), Profound and Multiple learning difficulties (PMLD), Specific learning difficulties (SpLD) for example Dyslexia, Dysgraphia, Dyscalculia, Dyspraxia/Developmental Coordination Disorder (DCD), Sensorimotor Development Delay.

Barriers to learning:

• Difficulties with reading, writing, spelling and number; poor coordination; poor concentration and lack of spatial awareness; mismatch between achievement and ability; poor behaviour as a result of being a frustrated learner (SpLD)
• Learn at a slower pace; difficulty acquiring basic skills in literacy and numeracy; difficulty understanding concepts; low self-esteem; some language delay; poor concentration; underdeveloped social skills; (MLD, SLD)
• Poor self-help skills; poor coordination and perception; sever and multiple learning difficulties and physical or sensory impairment (PMLD)

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Strategies to meet needs:

• Give extra time where needed, allowing pupil to work at own pace
• Break learning and tasks down into smaller steps
• Give step-by-step instructions and write down homework for them
• Model what you want the pupil to do (demonstration)
• Provide breaks between learning tasks
• Support written tasks with mind maps, writing frames, prompt cards, word lists, visual prompts, symbols
• Check pupil’s understanding by asking them to repeat back what you have said and asked them to do, and to say what they have learned in the lesson
• Allow pupils to present their work/responses in a range of ways to writing, e.g. using multi-media, ICT
• Utilise a range of multi-sensory teaching and learning approaches (VAK)
• Give immediate positive praise and feedback to reward effort/outcomes
• Provide opportunities for over-learning to consolidate, use peer-to-peer tutoring
• Give pupils sufficient thinking time to process information
• Enable pupils to work in pairs, in a small group, independently, and whole class

Which children: Speech, Language and Communication Needs (SLCN), Specific Learning Difficulties (SpLD), Autism (ASD), Hearing Impairment (HI), Developmental Trauma, Dyspraxia & Developmental Coordination Disorder (DCD),

Barriers to learning:

• Difficulty with communication because they don’t understand what others have said, or they can’t form sounds, words or sentences (SLCN) (HI)
• Difficulty recognising words, difficulty with fine motor skills (writing) and coordination (SpLD)
• Difficulty with comprehending/understanding some communication and instructions (masked by learned phrases or echoing what a teacher says) (ASD)
• Difficulty with social interaction and imagination (ASD)
• Easily distracted, cannot cope with any change in routine, and gets upset by certain stimuli, e.g. loud noise (ASD)

Strategies to meet needs:

• Use shorter sentences
• Speak clearly and avoid speaking too quickly
• Pair the pupil up with another peer who is a good language role model, and with a supportive group of friends
• Give the pupil simple messages to take to other peers or staff (verbal and written)
• Use open questioning, giving pupils time to respond
• Read aloud and use commentary to improve pupils’ listening skills
• Use discussion and visual cues (symbols, pictures, photographs) to support written communication
• Use props to encourage pupils to talk more, e.g. telephone, audio recorders, digital camera, digital video camera, iPad
• Engage the pupil in sequencing and matching activities to develop language
• Teach language skills through games, e.g. 20 questions, role play, guessing games using verbal cues, hot seating
• Provide a quiet area for talking and listening activities in the classroom
• Provide key vocabulary and word lists
• Pre-tutor a pupil before a lesson to familiarise them with new vocabulary

Cognition & Learning (C&L)

3. Areas of SEND - Communication & Interaction (C&I)

Quality First Teaching strategies

Which children: Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), Obsessive Compulsive Disorder (OCD), Oppositional Defiance Disorder (ODD), Autism (ASD), Bipolar Disorder, Anxiety Disorders, Developmental Trauma, Dyspraxia & Developmental Coordination Disorder (DCD)

Barriers to learning:

• Immature social skills, difficulty in making friends, withdrawn, socially isolated
• Challenging, disruptive or disturbing behaviour; aggressive behaviour
• Depression, mood swings
• Self-harming, eating disorders, substance misuse
• Sensory processing issues

Strategies to meet needs:

• Consistently apply classroom/school rules for behaviour
• Model good behaviour for learning, and pair the pupil up with a positive peer role model
• Incorporate turn taking cooperative learning activities in lessons
• Give one instruction and one task at a time, don’t overwhelm the pupil
• Catch the pupil being good, use positive praise, focus on the pupil’s strengths, talents and interests
• Defuse confrontation with humour, change the subject, send the pupil on a message, give them a classroom responsibility
• Provide time-out in a quiet calm distraction-free area of the classroom
• Provide them with anger management strategies, e.g. count to 10, deep breathing, use a stress ball, sit on hands
• Seat pupil at the front of the classroom away from busy areas and distractions, e.g. away from windows or doors
• Use non-verbal cues to deal with minor behaviour, e.g. raised eyebrows, being silent, making eye contact, using symbols, e.g. thumbs up, thumbs down; traffic light colours for mood, understanding
• Incorporate social stories in lessons, where appropriate, to help them understand feelings, develop empathy
• Use role play, hot seating, drama activities
• Develop their resilience, it is OK to make mistakes, adopt a fresh start and ‘can- do’ approach
• Use visual timetables, symbols, pictorial instructions
• Prepare pupils in advance for any change in routines
• Make teacher expectations clear
• Provide access to multi-media technology for task completion
• Provide regular sensory/physical movement breaks

Cognition & Learning (C&L)

4. Areas of SEND - Social, Emotional, Mental Health (SEMH)

Quality First Teaching strategies

Which children: Visually Impairment (VI), Hearing Impairment (HI), Multi-sensory Impaired (MSI), Physical Disability (PD), Sensory Processing Disorder (SPD), Dyspraxia/Developmental Coordination Disorder (DCD), Sensorimotor Development Delay, Developmental Trauma

Barriers to learning:

• Limited mobility, physical tiredness due to side effects of medication or medical condition, poor concentration (PD)
• Unable to distinguish or hear sounds and speech (HI)
• Unable to see fully or partially (VI)
• Unable to see, hear or speak (MSI)

Strategies to meet needs:

• Ensure pupils can see the interactive whiteboard, TV, PC monitor who don’t have a VI
• Use a visualiser, enlarged text, or put text onto an audio player for those with VI
• Dim bright light to reduce glare, use window blinds, or re-seat pupil (VI)
• Provide a reader, where appropriate (VI)
• Produce written text in a range of alternative multi-media formats
• Provide extra time for completing tasks and tests
• Face HI pupils when speaking so they can lip read
• Use a hearing loop/lapel microphone for HI pupils
• Use subtitles on TV, video clips, and provide written transcripts (HI)
• Make use of visual or talking timetables and pre-tutoring (HI, VI)
• Ensure any misunderstandings, mistakes or misconceptions are dealt with sensitively and positively in the classroom
• Give breaks between learning activities
• Ensure safe movement around the classroom for wheelchair users (PD)
• Ensure learning resources for pupil use are accessible and clearly labelled (PD, VI)
• Seat pupils at the front of the class, away from busy areas (doors, windows) to avoid distractions, background noise
• Pair pupils up with other peers, enable them to work in a supportive group of peers (VI, HI, MSI, PD)

Cognition & Learning (C&L)

5. Areas of SEND – Physical & Sensory (P&S)

Quality First Teaching strategies

6. Waves of Assessment and Intervention - Overview

Whole school assessment cycle including standardised summative assessment and teacher assessment. Effective inclusion of all children in daily, differentiated and scaffolded high-quality lessons. Where needed: small group, time limited, intervention to accelerate progress and to enable children to work at/towards age-related expectations.

Universal – QFT strategies

1:1 individualised and intensive assessment and support.For children who have complex needs or who are working well below age-related expectations. Likely to be life-long SEND needs.

Specialist

Small group or 1:1 assessment to identify needs leading to small group or 1:1, time limited intervention to accelerate progress and to enable children to work at/towards age-related expectations.

Targeted

3

2

1

7. Waves of Assessment and Intervention - C & L English

1

2

3

Identification & assessments:

• Standardised English assessment (PTE)
• Standardised Reading assessment, NGRT
• Star Reading assessments
• Standardised SPaG assessment
• Phonics screening assessment
• RWinc phonic assessments
• Teacher assessment
• SENDCo observation
• Salford Sentence Reading Test (SSRT)
• Standardised spelling test, NGST
• Pupil progress meetings

Identification & assessments: as Universal+

• SNAP SpLD assessment
• Phonological Assessment Battery (PhAB2)
• Lucid RAPID – cognitive processing
• Crossbow Visual stress assessment - overlays
• Referral to Speech and Language Therapist (SaLT)
• Referral to Occupational Therapist (OT)

Identification & assessments: as Universal & Targeted +

• Referral to Educational Psychology Service
• Referral to Speech and Language Therapy (SaLT) for full assessment
• Contact with family GP for further diagnostic process

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Interventions:

• Specifically adapted whole class teaching
• Specific scaffolding to access whole class activities
• Concrete resources
• Specific adult support within the classroom
• Read Write Inc. small group phonics intervention
• Resources to support recording and processing input

Interventions: as Universal+

• RWInc 1:1
• Nessy Reading and Spelling (online with small gp support)
• Write from the start (1:1/small gp) – handwriting
• Start write, stay right (1:1/small gp) – handwriting
• Speed up handwriting (1:1/small gp)
• Precision Teach (1:1 assessment/ small gp intervention)
• Fine motor intervention (small gp)

Interventions: as Universal & Targeted +

• Precision Teach (1:1)
• Enhanced adult support in class
• Individual intervention designed/provided by specialists

8. Waves of Assessment and Intervention - C & L Maths

1

2

3

Identification & assessments:

• Standardised maths assessment (PTM)
• Teacher assessment
• SENDCo observation
• Pupil progress meetings

Identification & assessments: as Universal+

• SNAP SpLD assessment
• Sandwell Early Numeracy Test (SENT)
• Lucid RAPID – cognitive processing

Identification & assessments: as Universal & Targeted +

• Referral to Educational Psychology Service
• Referral to Speech and Language Therapy (SaLT) for full assessment
• Contact with family GP for further diagnostic process

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Interventions: as Universal & Targeted +

• Precision Teach (1:1)
• Enhanced adult support in class
• Ed Class

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Interventions: as Universal+

• Precision Teach (1:1 assessment/ small gp intervention)
• Fine motor intervention (small gp)

Interventions:

• Specifically differentiated whole class teaching
• Specific scaffolding to access whole class activities
• Concrete resources
• Specific adult support within the classroom
• Resources to support recording and processing input
• Time Table Rock Stars

9. Areas of SEND – Cognition and Learning (C&L)

Which children: Moderate Learning Difficulties (MLD), Severe Learning Difficulties (SLD), Profound and Multiple learning difficulties (PMLD), Specific learning difficulties (SpLD) for example Dyslexia, Dysgraphia, Dyscalculia, Dyspraxia/Developmental Coordination Disorder (DCD), Sensorimotor Development Delay.

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10. Waves of Assessment and Intervention - C & I

1

2

3

Identification & assessments:

• Teacher assessment
• SENDCo observation
• Pupil progress meetings
• Language for Thinking

Interventions:

• Specifically adapted whole class teaching
• Specific scaffolding to access whole class activities
• Visual timetables and/or Now and Next
• Chunking instructions

Interventions: as Universal+

• Language for Thinking intervention
• Language for Emotions & Behaviour
• ‘Talk about’ 1:1/small group social understanding intervention (KS2)
• Sensory based Communication & Interaction groups

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Interventions: as Universal & Targeted +

• Specific 1:1 individual programs, devised by SALT

Identification & assessments: as Universal+

• SNAP SpLD Assessment
• Referral to Speech and Language Therapist (SaLT)
• BPVS – British Picture Vocabulary Scale
• RAPT – Renfrew Action Picture Test
• TALC – Test of Abstract Language Comprehension
• CAST – Childhood Autism Spectrum Test
• CCC2 - Children’s Communication Checklist

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Identification & assessments: as Universal & Targeted +

• Referral to Speech and Language Therapist (SaLT) for full assessment
• Referral to Educational Psychology Service
• Contact with family GP for further diagnostic process

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Which children: Speech, Language and Communication Needs (SLCN), Specific Learning Difficulties (SpLD), Autism (ASD), Hearing Impairment (HI), Developmental Trauma, Dyspraxia & Developmental Coordination Disorder (DCD),

Cognition & Learning (C&L)

11. Areas of SEND - Communication & Interaction (C&I)

12. Waves of Assessment and Intervention - SEMH

Interventions:

1

2

3

Identification & assessments:

• PSHE Connecting Steps assessment
• Teacher assessment
• SENDCo observation
• Pupil progress meetings
• TAG Assessmeent (Trauma Action Group)

Interventions:

• Weekly whole class or group (4-6) SEMH intervention with class staff supported by intervention team.
• Specifically adapted whole class teaching
• Specific scaffolding to access whole class activities
• Concrete resources (e.g. fidget toys, individual reward charts, wobble cushions, etc.)
• Specific adult support within the classroom
• Sensory circuits and Sensory breaks
• Talkabout intervention whole class/small gp
• Emotion coaching
• Whole school class books and assemblies around wellbeing

Identification & assessments: as Universal+

• Strengths and Difficulties Questionnaire (SDQ)
• Boxhall Profile specific review and action plan
• Sensory Profile assessment
• Referral to Occupational Therapist (OT) for screening
• Referral to Speech and Language Therapist (SaLT) for screening
• Hamish & MIlo specific intervention to need.

Interventions: as Universal+

• Regular planned Boxhall TAG Small group support/1:1
• ‘Talk about’ 1:1/small group social understanding intervention (KS2)
• Go Zen suite of interventions (KS2) small gp/1:1
• Hamish & Milo 1:1 intervention (KS1&2)
• Drawing for Talking intervention
• Build Happy, Lego intervention

Identification & assessments: as Universal & Targeted +

• Referral to OT for full assessment
• Referral to Educational Psychology Service
• Referral to CAMHS
• Referral to TIC+ (9+ year old)
• Contact with family GP for further diagnostic process

Interventions: as Universal & Targeted +

• Daily planned Boxhall/TAG 1:1 activities
• Play therapy
• Equine therapy
• Drama therapy
• TIC+ (9+year old)

Which children: Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), Obsessive Compulsive Disorder (OCD), Oppositional Defiance Disorder (ODD), Autism (ASD), Bipolar Disorder, Anxiety Disorders, Developmental Trauma, Dyspraxia & Developmental Coordination Disorder (DCD)

Cognition & Learning (C&L)

13. Areas of SEND - Social, Emotional, Mental Health (SEMH)

14. Waves of Assessment and Intervention – P & S

1

2

3

Identification & assessments:

• Medical diagnosis
• Thrive class screening
• Teacher assessment
• SENDCo observation
• Pupil progress meetings

Identification & assessments: as Universal+

• SNAP SpLD Assessment
• Sensory Profile assessment
• Referral to Occupational Therapist (OT) for screening

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Identification & assessments: as Universal & Targeted +

• Referral to Occupational Therapist (OT) for full assessment
• Contact with family GP for further diagnostic process
• Referral to Advisory Teaching Service (ATS)

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Interventions:

• Specifically differentiated whole class teaching
• Specific scaffolding to access whole class activities
• Concrete resources (e.g. finger strengthening, pencil grips, slopes, wobble cushions, etc.)
• Specific adult support within the classroom

Interventions: as Universal+

• Fine Motor intervention in small groups/1:1
• Gross Motor intervention in small groups/1:1 (gross motor)
• Write from the start (small gp) – handwriting
• Start write, stay right (small gp) – handwriting
• Speed up handwriting (small gp)

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Interventions: as Universal & Targeted +

• Enhanced support for care and supervision
• Specific support from expert advice, e.g. physiotherapy.
• Sensory circuits and Breaks
• Risk Assessment / Care Plan (Compulsory)

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Which children: Visually Impairment (VI), Hearing Impairment (HI), Multi-sensory Impaired (MSI), Physical Disability (PD), Sensory Processing Disorder (SPD), Dyspraxia/Developmental Coordination Disorder (DCD), Sensorimotor Development Delay, Developmental Trauma, Fine and Gross motor needs

Cognition & Learning (C&L)

15. Areas of SEND – Physical & Sensory (P&S)