SEN Mainstream Core Standards

Special Educational Needs
Mainstream Core Standards
With thanks to
www.kent.gov.uk/localoffer
Provision that the local area expects to be made
available for children and young people with Special
Educational Needs and/or disabilities attending
mainstream schools
Guidance for schools, parent/carers and professionals

working with children and young people
Any provision or support should be provided in line with the needs of the child or
young person and is not dependent on any formal medical diagnosis or educational
determination.
This document has been co-produced with parents, children and young people,
schools, specialist teachers, educational psychologists, colleagues from health and
the local authority.
For details of services and support please visit: www.kent.gov.uk/localoffer.
For the purposes of this document, schools and academies are referred to throughout
as ‘schools’.
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Section One:
Expectations of all schools
This section outlines the expectations on all schools, according to the needs of the child/young
person. Broadly speaking much of this section will be an integral part of the school’s provision for
all children. It outlines some of the practices and adaptations that are part and parcel of Quality
First Teaching (QFT): the inclusion of all pupils in high-quality everyday personalised teaching. The
provision and strategies outlined in this section may be required for children and young people
with SEN and/or disabilities but will undoubtedly be of benefit to many of the learners in the
school.
Schools must put provision in place for learners with SEND taking in to account all learners’
individual needs. Provision will be put in place for presenting needs, with or without any formal
diagnosis. Often, the impact of provision can be helpful in identifying and understanding needs.
Children and their families are at the centre of the work of all schools.
Community
support and
Local Area
Services Children, young
people and
their families
School and
wider community
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Legal duties of schools in Here, the ‘appropriate authority’ means the
governing body of the school. The legal duty is
regard to Special Educational theirs and not the head teacher of the school.
Needs and Disability These duties apply to all children and young
Schools have clear duties in regard to the people with SEN whether they have an EHC plan
support of children and young people with or not.
special educational needs (“SEN”) and/or
disabilities under the Children and Families Act Using best endeavours means doing everything
2014 and SEN and Disability Code of Practice they can to meet the child or young person’s
2015 (the “Code”). SEN. It is a duty that requires the appropriate
authority to enquire and ensure that the school is
Schools must “have regard” to the Code. This actually making the special educational provision
means that they should do what it says or be that children and young people require.
able to explain why they have not done so, and
what alternative action has been taken. The best endeavours duty requires schools to
consider obtaining specialist help, such as a
The law is underpinned by the principle that speech and language therapist or educational
where a parent of a child with SEN, or a young psychologist:
person with SEN, wants a place in a mainstream “where a pupil continues to make less than
setting, this must not be denied it on the basis expected progress, despite evidence based
that mainstream education is unsuitable, or support and interventions that are matched
that their needs or disabilities are too great or to the pupil’s area of need, the school should
complex. consider involving specialists, including those
secured by the school itself or from outside
Mainstream schools must ensure that children or agencies.”
young people with SEN engage in the activities (SEND CoP paragraph 6.58 for schools)
of the school together with children or young
people who do not have special educational
needs (section 35 of the Children and Families
The Equalities Act 2010
Schools have a range of duties under the
Act 2014).
Equalities Act 2010, including duties relating to
The ‘Best Endeavours’ Duty disability.
Guidance for schools on these duties can be

One of the key duties is for the school to use
found at https://assets.publishing.service.gov.
their ‘best endeavours’ to support children
uk/government/uploads/system/uploads/
and young people with SEN. (This applies to
attachment_data/file/315587/Equality_Act_
mainstream and alternative provision settings.)
Advice_Final.pdf
This means doing everything that could
reasonably be expected of them.
The law says: “If a registered pupil or a student

at a school or other institution has special
educational needs, the appropriate authority
must, in exercising its functions in relation
to the school or other institution, use its best
endeavours to secure that the special educational
provision called for by the pupil’s or student’s
special educational needs is made.”
(Section 66 of the Children and Families
Act 2014)
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Working with children and young
people, their families and carers
Expectations of Strategies
all settings
The setting works The school’s SEND information report is co-produced with parents
in partnership with and carers.
parents, carers
children and young Parents and carers are signposted to Kent’s Local Offer. This is
people in decision referenced on the school’s website.
making. Parents and carers are aware of the range of communication
channels available for sharing information about their child.
Parents are aware of any concerns about their child’s progress or well-
being at school and the steps that are being taken to explore if there
are any barriers to learning across the curriculum.
Parents are aware when their child has been identified as having
an SEN or disability and know whether their needs can be met
through QFT or if they require more support and individually tailored
interventions. They are involved in setting and reviewing targets for
their child.
Where learners are receiving SEN Support, meetings with parents/
carers and when appropriate, the learner, are held a minimum of three
times each academic year to review progress towards the identified
outcomes and smaller step targets and to review the provision in
place.
Formal and informal events take place to seek views in relation to
SEN provision in the school, e.g. pupils and parent surveys, coffee
mornings.
A home school diary / book bag / text /email are used to support
communication directly with parents/carers in addition to
communication given via learners.
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An effective Schools achieve or are working towards the Parental Engagement
partnership with Award or similar accreditation.
learners and parents
is evident through Learners and their parents/carers are able to share their long-term
their participation aspirations for their child’s future.
in assessment and
review processes. There is a shared understanding that preparation for adulthood is an
integral part of the learner’s journey through education.
Outcomes are identified that support the learner to work towards
achieving their aspirations.
Where possible, pupils are involved in the process of ‘Assess, Plan, Do,
Review’ (ADPR) of their provision, setting and reviewing targets and
identifying their own learning strategies.
Pupils are helped to understand their own barriers to learning and to
value their achievements.
Pupils understand and are able to contribute to the targets they are
working to achieve.
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Pastoral
Expectations of all Strategies
settings
The setting recognises, There is a calm and purposeful climate for learning where pupils
and responds to, the feel they belong and that their contributions are valued.
need for pastoral
support for learners Pupils/learners can identify an agreed safe space.
with SEND, bearing in Language used in the classroom demonstrates unconditional
mind the individual’s positive regard for learners, e.g. restorative approaches.
social and emotional
needs and other Awareness that learners with SEND can be vulnerable to bullying
relevant contextual and an enhanced level of support and monitoring is in place.
circumstances. PSHE is used to develop wellbeing and resilience.
Peer-awareness and sensitivity towards difference (including
SEND) are raised at a whole school level. Work is done with classes,
groups and individuals regarding specific needs or conditions as
appropriate. Learners with SEND are given opportunities to work
with their peers to develop their understanding of difference as
appropriate.
Learners feel safe and Pupils are provided with a named adult/s or key worker as a stable
valued. They know that point of reference when required.
they can approach staff
and that their opinions Negative attitudes, beliefs and perceptions towards individuals
and concerns are valued. and groups are challenged, in the classroom, the wider school and
society.
Pupil voice is encouraged and acted on.
The school actively The school has achieved or is working towards the Kent
promotes the School Award in Resilience and Emotional Wellbeing or similar
development of personal accreditation.
resilience and emotional
wellbeing of the whole
school community.
The school continuously Schools give due regard to their duties under the Children and
improves and develops Families Act 2014, The SEND Code of Practice 2015 and the
its approaches and Equalities Act 2010 when reviewing school policies.
practices that enable
the full inclusion of Schools use the Kent Inclusion Toolkit to audit current practice
all children and young and formulate a development plan
people in school life and
the wider community.
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Assessment
settings
A regular cycle of Pupils’ strengths and difficulties in learning, communication, and

Assess, Plan, Do, Review social and emotional development are observed and monitored in
is used to ensure that different settings and contexts to inform planning.
pupils with SEND are Staff are aware of pupils’ starting points so that expected progress
making progress. can be measured across each key stage.
Assessment is used to inform planning and interventions.
Consideration is given for individual pupils’ developmental profile
and holistic progress.
Practitioners ensure that A wide range of assessment strategies and tools are used to
formative assessment ensure a thorough understanding of the whole child or young
and feedback are a person.
feature of lessons and Pupils have regular opportunities to evaluate their own
evident in marking and performance. Self-assessment is routinely used to set individual
assessment policy. targets.
The impact of interventions is critically evaluated. Alternative
approaches are explored to establish whether they may result in
better outcomes for the learners.
Expertise is in Settings make adaptions to assessment arrangements as part

place to manage of their everyday practice. This is used to establish the learner’s
reasonable examination normal way of working.
arrangements (access Schools refer to the relevant exam board guidelines.
arrangements) for tests Arrangements could include:
and national
• rest breaks
tests and public • use of a reader / scribe / laptop
examinations. • extra time
Adapted resources are used in class and assessments.
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Teaching and learning
settings
Practitioners are aware Aspects of structured teaching are used according to pupil
of the additional needs needs (e.g. visual timetables, clear concise instructions with
of their learners and written or visual prompts, particularly during transitions).
their barriers to learning Awareness of activities that may cause anxiety for pupils.
and their inclusion in This requires careful, sensitive planning whilst providing
school. They understand opportunities for development of skills.
the nature and impact Learners are given time to process information before being
of these and how to asked to respond.
respond to them. Planning
Tasks are broken down into small manageable steps. These steps
incorporates more are shown explicitly.
detailed specialist advice.
The pace and order of activities is varied to maintain interest and
attention of all pupils.
Practitioners differentiate Modelling is used to aid understanding.

to provide suitable Visual/audio demonstrations and visual cues/audio commentary
learning challenges and are used. Key vocab is displayed with visuals.
cater for different learning
needs and styles. Alternatives to written recording are used routinely.
Study skills are explicitly taught. Pupils have access to homework
Individualised and/or clubs, or additional support with homework.
small group planning and
programmes in more than Homework is differentiated appropriately for pupils.
one curriculum area. Teachers’ handwriting on the board and in pupils’ books is clear
and legible.
Use of steps-to-success
or similar to promote Interactive whiteboards are used to effectively to promote
independence, scaffold engagement and to scaffold the lesson.
and support learners.
Practitioners ensure Strategies are used to actively promote independent learning,

that learners have e.g. through pre-teaching, overlearning, appropriately
opportunities to work differentiated resources.
in different ways, e.g. Seating plans and groupings take account of individual needs
independently, in a and routinely provide opportunities for access to role-models,
variety of small groups mixed-ability groups, structured opportunities for conversation
and/or in pairs. Individual and sharing of ideas and access to additional adults.
and/or small group Use of additional adults is planned between the teacher and
sessions. additional adult to maximise their impact on learning.
Pupils understand the role of additional adults in the
classroom and are supported to develop the skills required for
independence.
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settings
Practitioners ensure Strategies are used to build and maintain positive relationships
that collaborative across the whole school community, e.g. restorative approaches.
learning and peer There are opportunities to develop peer awareness/sensitivity
support is a feature of and support for different needs and disabilities both in and out
lessons. of the classroom.
Learners with different needs and disabilities are provided with
opportunities to co-produce resources and plan activities to
raise awareness of difference and how this can impact on an
individual’s experience of school and the wider community. e.g.
a pupil with a disability may choose to plan a presentation about
difference for the school community.
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The physical and sensory environment
settings
The physical The physical accessibility of the building and individual learning
environment is adapted spaces is assessed. The accessibility plan is on the school’s
to meet the needs of website, and “reasonable adjustments” are made according
to individual needs and recognises the anticipatory duty for
learners. students with physical and/or sensory needs.
The furniture is the appropriate size/height for pupils.
Extra-curricular activities and educational visits are planned
to fully include pupils with SEND (in line with the Equalities
Act 2010), including those with SEMH and physical disabilities.
“Reasonable adjustments” are made.
Learners’ views are routinely sought and are used to inform
in planning for physical or sensory adaptations that they may
require.
Practitioners are aware Learners’ sensory needs are known and taken account of when
of sensory needs and planning seating arrangements and movement breaks.
issues that may impact Left and right-handed pupils are able to use equipment
on learners. comfortably.
Pupils who wear glasses and/or hearing aids wear them and are
seated in the optimum position.
Displays are meaningful and visually accessible to reduce sensory
overload.
Staff are aware of lighting in the room, e.g. use of natural light,
glare from the board, use of window blinds, who is facing the
light, where to stand in relation to the light.
Use of pale background and accessible font styles with good
colour contrast on the interactive whiteboards. Use of good-
sized clear font on worksheets and the use of off-white paper to
improve access.
Staff are aware of pupils who may be sensitive to particular
sounds, sights or smells and take steps to minimise the impact or
remove these sensory stimuli.
Where possible, improve listening conditions by using fabric on
classroom wall and table displays to absorb sound.
Fix plastic buffers on chair legs to reduce the noise of scraping
chairs.
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Resources
settings
Resources are allocated Resources are within easy reach of learners to promote
appropriately to ensure independence.
additional needs Learners have easy access to sensory equipment that they
are met. Quality and require, e.g. writing slopes, pencil grips, wobble cushions, fidget
impact of support, is toys and ear defenders.
scrutinised. Resources are kept in clear and uncluttered spaces, labelled
using text and images. Print size and font is appropriate.
Coloured backgrounds and paper are used to reduce visual
stress.
Physical resources and equipment for any subjects are adapted
to promote independence and are available to learners who
need them.
Specific resources and Equipment, apparatus and adapted resources are available for
strategies are provided those pupils who need them.
to overcome potential ICT is used to support alternatives to written recording and to
barriers to learning. promote independent learning.
Increased use of ICT
resources.
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Staff skills and training
settings
All members of the The use of additional adults is carefully planned with a focus on
school staff body make development of skills, so that learners make progress towards
a positive contribution their targets and longer-term outcomes, and independence is
promoted.
to learner progress.
Grouping/seating arrangements and additional support are used
to promote independent learning as far as possible.
Strategies used in interventions are integrated into class teaching
so that learners can sustain progress.
There is a plan for There is a comprehensive induction programme for all new staff
on-going Continuing which includes training and information on how children and
Professional young people with SEND experience school and how to support
them to be fully included in the life of the school and make good
Development (CPD) in progress alongside their peers.
relation to the needs of
the learners.
Staff collaborate and Practitioners know when to refer for extra support or advice.
have effective links The setting is aware of and regularly communicates with any
with other relevant other professionals who are involved with each learner.
outside agencies and
Advice and recommendations received from other professionals
specialists.
is used to inform teaching and learning.
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Transition and transfer
settings
Support is in place Transitions include:

for routine and life • moving around the setting
transitions when • preparing for weekends and the start of holidays and
required. beginning of term
• moving from lesson to lesson
• changing from structured to unstructured times
• moving from break to lesson times
• moving from one activity to the next within a lesson
• changes of staff- permanent and temporary
• special events: visitors, visits, celebrations
• life events: birth of a sibling, change in parenting
arrangements, e.g. change in parents’ relationship status, loss
and bereavement or contact visits puberty.
Staff are aware of those who will need additional support for all
or most transitions and plan for these transitions.
A quiet and calm space or place is available within the classroom
or an identified area of the school for pupils who need this.
A range of visual timetables are used routinely (at a whole class
level and for individual learners as needed); events are removed
or ticked off when finished.
Timers are used to show pupils how long they have to work for/
how long they have to finish.
Opportunities for periods of respite using withdrawal to smaller
groups. This might include self-directed/individual time-out.
Plans are made for unstructured times: quiet and calm spaces
and a range of activities are available.
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Procedures are in place Information is actively sought and shared about learners (from
for ensuring smooth previous settings, parents/carers and where appropriate the
progression through pupil) to support successful transitions and manage change
both within the school and beyond.
settings, particularly
during all transition This information is available for the learner’s parents and carers,
phases, including on other colleagues within the setting and receiving or previous
entry and exit. settings as required.
Practitioners are aware of pupils who need additional support
while transitions and adjustments are made, e.g. additional visits
to a new setting/classroom with a familiar trusted adult, creating
social stories.
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Section Two:
Additional support
Some learners with SEND will require more support than most of their peers. This support will be
provided in addition to the support set out in Section One. Mainstream schools can provide this
support from their own resources or from the resources ordinarily available to schools in their locality,
e.g. the Local Inclusion Forum Team resource, Health or Social Care services. More information about
these resources and other sources of support available to learners and their families is available on the
Local Offer website.
Usually, when a learner is receiving this additional support, they will have an identified special
educational need or disability or be presenting with characteristics that fall under one of the four broad
areas of need set out in SEND Code of Practice 2015.
The four broad areas of need are:
• Communication and interaction

• Cognition and learning
• Social, emotional and mental health difficulties
• Sensory and/or physical needs.
For the purpose of this document we have divided the areas of Communication and interaction and
Sensory and/or physical needs further:
Autism or characteristics of aspects of

Autism Spectrum
Communication and interaction
Speech, language and communication
Physical disability
Hearing impairment
Sensory and/or physical needs
Visual impairment
Multi-sensory impairment
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Introduction
This section describes strategies, interventions and resources that can help support children and young
people with a range of needs and difficulties. It is likely that learners will have needs spread across the
areas of need set out here. For example, some children with speech, language and communication
needs may also present with difficulties described under the SEMH, ASD and Cognition and learning
headings. Schools may need to seek training, advice or guidance about some of the suggested
approaches, resources or interventions described.
Children and young people may have been identified as having a particular need but may not present
with all the difficulties set out under that heading. Some strategies and intervention described in
Section Two appears in Section One; it is included here to support SENCOs and teachers, working with
parents, children and young people, to plan provision in response to individual children and young
people requiring more ‘personalised’ support.
The Assess, Plan, Do, Review Cycle and The Graduated Approach
Each learner’s provision will be made up of a range of strategies and interventions that will be regularly
monitored, reviewed and evaluated to inform next steps (the Assess, Plan, Do, Review Cycle).
Provision and support put in place often does not remain the same over time. During this process,
understanding of what is needed and what works best is developed and for some children and young
people, more support is put in place to ensure that they are able to be included and make progress
across the curriculum. This is called The Graduated Approach.
Further information on the Assess, Plan, Do, Review Cycle and the Graduated Approach can be found
on the Nasen Gateway website.
Growing understanding Growing
Revisit
Revise of what approaches understanding of
secure better outcomes pupil needs
Assess
More frequent More detailed

Review Plan and specialist
reviews approaches
Do
Refresh
Growing Understanding
Growing Understanding of what teaching Refine
of effective support approaches work
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Provision is put in place in response to current presenting, underlying or emerging need and is not
dependent on a child or young person receiving a formal diagnosis of a specific condition or disability.
Not all provision set out here will be required for children and young people with a particular
need, condition or disability. This will depend on their age, stage of development, stage of
education and previous educational experience.
This guidance sets out the range of provision that the Local Area expects schools to be able to provide.
Schools may not have knowledge or experience of all of the strategies, interventions and resources
set out in this document; in addition, space available within schools can vary: this can have an impact
on how provision is delivered and the sensory environment. However, all schools can access the local
school’s SEND offer which includes information about accessing support, guidance and training so that
they are able to develop their practice to meet the expectations set out here.
Some children and young people will have an EHCP.
Children and young people with EHCPs will receive provision to meet their needs as described in
Sections One and Two, alongside the additional provision set out in Section F of their plan. Usually
provision included in this document won’t be included in Section F as it’s considered to be ordinarily
available. However, if delivery of a particular intervention or approach (which would usually considered
to be ordinarily available) has been recommended to be delivered in a specified and personalised way,
this will be included in Section F. This specification would include:
• the frequency and duration of the provision

• who will deliver it
• when the effectiveness of the provision will be reviewed
• the role or profession of the person making the recommendation.
Other recommendations regarding provision that have been made during the EHC needs assessment
that is considered to be ordinarily available can be found within the appendices to the EHCP; these
recommendations should be shared with staff working with the CYP in addition to the provision
described in Section F.
Children, young people and their families are the experts on the impact of their condition or
disability. They often already know what helps when they’re in school (and what doesn’t) and will
be able to share with you what helps when at home or out and about. Collaborative working with
children, young people and their families is the starting point when planning, implementing and
reviewing SEND provision.
Schools are able to seek support, guidance and signposting on the implementation of the range of
approaches, interventions and strategies set out in Section 2 through LIFT.
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Communication and interaction
Autism Spectrum Disorder (ASD) and characteristics of ASD
Child or young person’s voice as told to professionals
I’m scared my teacher

will be angry if I make If I’m anxious,
Most people
a mistake when I don’t some people
think I’m
mean to think I’m angry
weird
People annoy
me a lot of the
time I’m usually right –
other people just don’t
understand things I don’t like
I don’t lunchtime
like being Confused
different about what
to do
I need to have
time by myself
Whole school approaches

The school will have adopted or be developing the use of the SPELL Framework across the
school. Information on the SPELL Framework can be found at: www.autism.org.uk/advice-and-
guidance/topics/strategies-and-interventions/strategies-and-interventions/spell
All staff have received ‘Autism awareness’ level training, delivered on a cyclical basis (minimum
of annually) or as part of the induction programme for all staff.
All staff have received training specifically about how ASD can present in female pupils; staff
understand that girls with ASD may present very differently to their male peers with girls often
using more strategies to ‘mask’ their difficulties (whilst understanding that boys can also use
similar strategies).
All teaching staff have received training on the impact of Autism on a child or young person’s
experience of school, on learning and on how to put effective support in place in the classroom.
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What you will see What can help
(The difficulty/barrier, how this presents and (Provision – strategies, interventions and
the impact on the learner) resources)
Young children with ASD or characteristics • A multisensory approach.

of ASD may be pre-verbal. • Makaton.
This can lead to: • Symbol communication such as PECs.
• Visual support.
• withdrawn behaviours • Now and Next boards and sequence
• appearing to be in a ‘world of their own’ strips.
• frustration, resulting in challenging • Communication support software such
behaviours as Communicate in Print or Widgit.
• poor progress not associated with a learning • Introduce language through rhyme and
need. song.
• All attempts to speak are supported.
Difficulty understanding or using social • Comic strip conversations/story boards.

communication – the ‘unspoken rules’. • Social Autopsy approach.
• Social isolation and vulnerability. • Autism-specific social communication
• Can appear rude or aggressive. programme.
• Makes mistakes in social interactions and • Explicit teaching of social rules, the
lacks the skills to repair. reasons and benefits of their use.
• Appearing to struggle with boundaries, • Lego-based interventions.
e.g. open discussion of matters considered • Lunch/ break time clubs.
private or social taboos. • Modelling and role play.
• Grouping learner with social
communication difficulties with socially
competent peers.
• Use of prompting to support
generalisation of what has been learnt.
• “Now (you are doing this) and Next (you
are going to be doing that)” boards.
• Consider, in collaboration with the
learner and parents/carers, peer
awareness training.
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Difficulties with language and • Use the learner’s name to gain their
non-verbal communication: attention before giving instructions.
• Keep instructions simple.
• Not knowing that whole class/group
• Avoid use of sarcasm, idioms and figures
instructions are meant for them – can
of speech.
appear that learners are reluctant or
• Use visual supports, pictures, symbols.
unwilling to follow instructions.
• Be aware of your own use of body
• Interpreting language literally; struggling
language to communicate - this can be
to understand idioms, some jokes and
missed or misinterpreted.
sarcasm, which can lead to vulnerability and
• Be aware that learners may not be able
embarrassment.
to read facial expression as a form of
• Struggling to differentiate or misinterpreting
communication.
tone of voice.
• Awareness of own tone of voice (calm
• Initiating interactions inappropriately
and not too loud).
– shouting out, touching others to get
• Awareness of the impact of language
attention, interrupting.
and social communication difficulties
• Difficulty in understanding body language.
on peer relationships and potential
• Difficulty in recognising and interpreting
vulnerability; careful consideration
facial expressions.
of grouping and be vigilant to
misunderstandings leading to conflict or
ridicule.
• Social rules displayed visually and
referred to explicitly.
awareness training.
Unusual communication: • Consider, in collaboration with the

• Flat, monotonous tone – can lead others to
awareness training.
believe that learner is unemotional.
• Social communication groups.
• Immature tone.
• Modelling.
• Adoption of the accent of another language
– often American.
• Loud voice regardless of time or place – can
appear opinionated and rude.
• Lecturing tone – can cause difficulties with
peer relationships.
• Unusual eye contact – often avoidant and
fleeting but can be overly intense.
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Difficulties with imagination – putting • Social Stories™

themselves in ‘someone else’s shoes’: • Social autopsy approach.
• Social communication and
• Struggle to understand another person’s
understanding groups or 1:1 work.
point of view which can lead to others
• Use of TV programmes to observe and
believing the child or young person lacks
analyse the behaviour of others.
emotion and compassion.
• Awareness of potential difficulties with
• May struggle with some aspects of the
creative writing or analysis of events,
curriculum requiring this skill.
fiction and poetry; provide writing
frames, story boards and task boards.
Sensory needs: • Avoid ‘visual clutter’ – classrooms are

ordered and clam.
• May be sensitive to (or afraid of ) loud
• Consider the sensory environment using
noises or particular sounds, smells or sights,
a sensory audit to consider:
leading to inability to concentrate, increased
• Lighting
anxiety and agitation.
• Classroom and corridor displays
• May experience visual, auditory or olfactory
• Use of workstations or re-positioning of
overload leading to intense feelings of
individual table or desks
anxiety, being overwhelmed, ‘fright, fight or
• Where space allows, set up a sensory
flight response.
room.
• May exit intolerable environments without
• Sensory tool box.
warning or create a situation leading to their
• Help/exit cards.
removal from the environment.
• Sensory circuits delivered by trained staff.
• May refuse to enter certain environments.
• Use sensory profiling.
• Consider providing ear defenders.
• Pre-warning of fire drills or
announcements where possible.
• Plan transition times e.g. delayed or early
movement between lessons.
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Difficulties in the classroom: • Check back that any verbal input has
been understood.
• Planning (executive functioning) – finding
• Visual support.
it hard to organise ideas, plan projects,
• Get attention using name.
organise equipment and resources – can
• Provide checklists and task boards.
appear disorganised and may become
• Try to link work to special interests.
anxious and confused.
• Consider using timers to structure tasks.
• Sequencing or multi-step tasks.
• Reward the extra effort it has taken to
• Maintaining concentration if not
complete a task.
understanding ‘the point’ of the task or
• Close liaison with home regarding
experiencing sensory overload.
homework – can homework be limited
• Reading and comprehension, due to
or completed within the school day?
problems with inference and vocabulary.
• Consider the use of learning breaks
• Literal understanding.
to manage demand and sensory
• Intense focus and ‘getting stuck’ on an
stimulation.
aspect of a task.
• Pre-teach key vocabulary – small group
• Refusal, avoidance or reluctance to
or individual support.
complete homework – ‘school-work is for
• Explicit teaching of inference.
school and home is my refuge’.
• Use of narrative programmes.
• Not understanding what is expected of any
• Use scaffolding techniques, e.g. writing
task (including homework).
frames.
• Struggling with changes to usual school
• Provide alternative methods of recording
routines - or worrying that there might be a
e.g. laptop and or speech-to-text
change.
software.
• Difficulty recording work.
• Teach touch typing.
• Difficulty demonstrating level of knowledge
• For assessment, share and explain
and understanding in line with assessment
marking criteria to support
criteria, leading to attainment scores not in
understanding of why work needs to
line with learner’s abilities.
be completed in a particular way, or the
extent to which exam questions need to
be answered.
23
Difficulties combine, leading to social • ‘Buddy’ systems.

isolation and difficulties making, • Circle of Friends approach.
maintaining and repairing friendships: • Allocation of a key person.
• Feelings of sadness, loneliness, low self- • Lunch time clubs/activities.
worth and anxiety. • Place and time to be away from the
• Vulnerable to bullying and exploitation. demands of social interaction.
• Support during unstructured times to
prompt the use of helpful strategies,
encourage and model.
awareness training.
• Mentoring support.
• Be vigilant for signs of increasing
generalised anxiety and deteriorating
wellbeing.
Difficulties combine, leading to escalation • Discussion at the Local Inclusion Forum

in anxiety and deteriorating well-being Team meetings.
and mental health. Difficulties combine • Analysis of aspects of school life that are
(sometimes including the impact of most difficult.
the continuous challenge and effort • Supported transition in to school each
of continually attempting to ‘mask’
difficulties), leading to: day.
• Enhanced communication plan agreed
• Increased withdrawn behaviours. with parents, which may include more
• Increase in challenging behaviours. regular phone calls, emails, meetings, use
• Escalation in behaviours in order to be sent of contact.
home or excluded. • Consider increased use of learning
• Difficulties around eating in school or at breaks.
home. • Consider curriculum load.
• Escalating difficulties with emotional • Consider referral to GP or NELFT.
regulation at home. • Signpost parents to the Local Offer and
• Increase in demand avoidance. known community support.
• Increase in perfectionism/ ‘overworking’. • Discuss referral to Early Help/Social Care
• Increasingly reporting feeling unwell. with parents.
• Refusing to attend school, or parental • Consider needs to other children in the
efforts to ensure attendance are met with family.
increasing resistance.
24
Speech, language and
communication needs
Others ignore me or I don’t I can’t do

walk away when I’m understand, what you’re
talking there is so much asking me
to do
I say I don’t know
because I don’t Sometimes I do things to
know how to I copy my
get me in to trouble to
explain friends – don’t
avoid talking or asking
ask me; I’m
I don’t know for help
frightened of looking
what to say
silly or stupid
and can’t use
the right words Don’t ask me to
read aloud or in
front of friends
You’re saying
too much
People don’t
listen to me

• Use of whole school language programme such as Language for Learning.
• A member of staff trained in Oral Language Modification for assessments.
• Whole school approach to involving parents/carers on vocabulary and topic words.
• Consider using displays of vocabulary, e.g. Working Walls, using colour coding used at a
whole school level, e.g. Colourful Semantics, Language through Colour.
• Promote a whole school model of best listening and attention.
25
(The difficulty/barrier, how this presents and (Provision – strategies, interventions and
the impact on the learner) resources)
Difficulties with saying what they want • Small group or individual language
to and being understood (speech, sessions.
phonology): • Where needed, language programme
• Reluctance to communicate verbally. devised by a SALT – awareness
• Frustration at being unable to have their and implementation of any
needs and wants met, which may lead to recommendations made.
challenging behaviours. • Allow time to respond.
• Underestimation by others of what has • Opportunities for learners to feed back or
been understood – reduced ability to answer questions ‘privately’.
express views and ideas. • Provide alternative methods for
• Difficulties in initiating or responding to communication of ideas – visual aids,
peer interactions, leading to social isolation. whiteboards, signals or symbols.
• Appearing withdrawn. • Model back corrected errors e.g. “It’s
• Potential difficulties with phonics; unable dunny today” - response: “yes, you’re
to produce target sounds and /or able to right, it’s sunny today”.
recognise target sound. • Consider support approaches such as
• Speech sound errors impacting on spelling cued articulation.
skills. • Small group or individual language
• Reluctant to speak. sessions.
• Appearing ‘stuck’ and reluctant to ask for • Introduce a variety of language through
help. rhyme and song.
• Attempts to speak are supported.
• ICT, symbol and communication
(e.g. Makaton, PECS).
26
Difficulties understanding what is being • Consider how many information-carrying

said and understanding and use of words are used when giving instructions.
vocabulary and concepts. • Tailor delivery style, incorporating
• Misunderstanding of tasks or rules. language modification techniques.
• Difficulty with new information or concepts. • Visual support (e.g. task boards, check
• Increased anxiety due to feelings of lists, pictorial glossaries, pictures,
confusion. demonstrations, story boards).
• Anxiety and confusion. • Allow extra time to process what has
• Not following instructions. been said.
• Watching others. • Get the learner’s attention before
• Using ‘empty word’ (“thingy,”stuff” “you speaking – use of name.
know”. • Check back that any input has been
• Limited or unexpected responses. understood.
• Unable to use vocabulary in different • Pre-teach topic vocabulary.
situations and contexts. • Consider, in collaboration with the
• Literal understanding. learner and parents/carers, peer
• Word-finding difficulties. awareness training.
• Not making progress in the development of • Ask what helps them and what works
understanding or new ideas through group well at home.
discussion. • Whole school approach to the
• Appearing distracted or disengaged. introduction of new vocabulary/key
words/ topic words using multisensory
approaches e.g. real objects, photos and
pictures.
• Cue in by initial sound, syllable clapping,
cloze procedure for written tasks or
verbally, ‘sounds like’ questions and
forced alternatives (choice of two).
• Pre-teaching vocabulary (individual or
small group).
• Intensive vocabulary programmes.
• Star Word and Word Aware approaches.
• Software programmes such as
Communicate in Print/Clicker 7.
• Semantic dictionaries.
• Language Link Resources.
• Language for Learning ‘what it is boards’.
27
Difficulties with attention and listening. • Consider seating position and field of
• Learner is highly distractible (fidgeting, vision.
asking ‘off topic’ questions, low level • Consider using peer grouping/buddying
disruption). systems/individual talk partner.
• Learner may not ask for help. • Embrace the value of using simplified
• Learner may be quiet and withdrawn. language, emphasising keywords and
giving time to process and respond (10
second rule) and pace of delivery.
• Visuals to support instructions and
concepts (e.g. real objects, photos,
pictures, symbols, sign and gesture.
• Visual timetable (class and individual).
• Short term interventions such as
Active Listening group, Lego-based
intervention, barrier games.
• Provide task management boards.
• Reduce outdoor distraction, e.g. blinds.
• Consider using tabletop screens to
reduce distractions.
Difficulties with narrative (using structure • Use drama, role play/experience to

and rules in spoken language): support re-telling.
• Not speaking in whole complex sentences. • Teach language sequencing and
• Using few words. question words ‘who’, ‘where’, ‘what’,
• Muddles retelling of an event. ‘when’ and ‘why’.
• Words in the wrong order. • Use of narrative programmes.
• Difficult for the listener to follow what is • Language groups, e.g. Early Talkboost,
being said. Talkboost, Visual supports, e.g.
• He/she may be used incorrectly. Colourful Semantics, sequencing cards,
• Correct use of tenses could be inconsistent. prepositions.
28
Dysfluency: • Allow time to start and finish.

• Repeats whole words or parts of words • Slow down your own speech or pause to
several times. think to provide a helpful model.
• Stretches out sounds in a word. • Model a relaxed, slow style of speaking
• Is unable to get started with a word or and establish a calm classroom
sentence/no sound comes out for several environment.
seconds. • Encourage ‘thinking time’.
• Puts extra effort in to saying words. • Acknowledge if the child is showing
• Has tense and jerky speech. signs of anxiety or frustration and
• Does things with body to try to ‘push out’ reassure them, e.g. “I can see that was
the word, e.g. foot stamping or finger hard for you, but you kept going”.
tapping.
• Avoids eye contact during a moment of
stammering.
• As children get older they may learn to mask
their stammer by changing their words or
avoiding talking in situations where they
might stammer.
Reluctant/selective speaker (child or young • Remove all pressure to speak and ensure
person wants to speak and are physically that all associations with speaking are
able but can’t; Selective Mutism is not a positive.
choice). • Provide opportunities to talk, but do not
• May not speak at all. expect it.
• May speak only in certain environments, e.g. • Don’t remove the need for the child or
at home. young person to communicate.
• May only speak to peers but not adults. • Respond positively to non-verbal
• May only speak to one adult. communication.
• Find it difficult to speak to you when • Communicate the child or young
anxious. person’s strengths to them.
• Does not smile, looks blank. • Give the child or young person jobs or
• Move stiffly or awkwardly. responsibilities within the classroom.
• Find it difficult to answer the register, to say
hello, goodbye or thank you.
• Worry more than others.
• Be sensitive to noise and other
environmental stimuli.
• Be very sensitive to the feelings of others.
• Have good concentration skills.
29
Cognition and learning
Others ignore me or I don’t

I can’t do
walk away when I’m understand,
what you’re
talking there is so much
asking me
going on
to do
I say I don’t know
because I don’t
Sometimes I do things to I copy my
know how to
get into trouble to avoid friends – don’t
explain
talking or asking for help ask me; I’m
I don’t know
frightened of looking
what to say
silly or stupid
and can’t use
the right words Don’t ask me to
read aloud or in
front of friends You’re
saying too
mucH
People don’t
listen to me

Differentiation for children and young people with these needs ensures the development of
literacy, numeracy, expressive language and communication skills.
The curriculum is delivered at a level appropriate for the learners’ age and stage of
development i.e. learners who are attaining at a level significantly behind their peers are
taught a curriculum that is adapted and suited to their age and areas of interest.
Arrangements to support the use and delivery of approaches and resources for students with
specific learning difficulties.
ICT is used to support learning.
TAs are trained and skilled in supporting children and young people with general and specific
learning difficulties.
30
(The difficulty/barrier, how this presents (Provision – strategies, interventions and

and the impact on the learner) resources)
Difficulties with learning (where, • Assessment through teaching to identify

despite appropriate approaches the areas of need in consultation with the
and interventions and developing learner.
understanding of the learner’s needs, the • Clear and simple instructions, breaking
rate of progress is reducing or static and down longer instructions and giving one at
the gap between same age peers with a
similar starting point is increasing). a time.
• Visual timetable.
Learners will have much greater difficulty • Visual cues and prompts.
than their peers in acquiring basic literacy • Social StoriesTM.
and numeracy skills and in understanding
concepts. They may also have associated • Give time before response is needed.
speech and language delay, low self- • Pre-teaching – e.g. provision of a teacher or
esteem, low levels of concentration and TA (overseen by a teacher) to help prepare the
underdeveloped social skills learner for the new topic.
Difficulty with: • Shared next steps – so they know what to
expect.
• Pace of whole class teaching and learning. • Differentiated resource – teach the
• Acquiring basic numeracy skills. curriculum appropriate to the child, not
• Understanding basic mathematical their chronological age.
concepts e.g. time. • Small group and individual support.
• Understanding and/or remembering • Plan opportunities for success and
classroom instructions . celebrate those successes.
• Distinguishing between Who? What?
Where? When? How? and Why? questions.
• Understanding verbal explanations.
• Memory (short-term, working or long-
term).
• Learning, remembering and using
appropriate curriculum vocabulary.
You may also see:
• A lack of confidence and reluctance to
take risks with new learning situations.
• Distractibility, passivity or tiredness.
• Low self-esteem.
• High level of dependence on adult
support.
• A tendency to copy peers.
• Reluctance or inability to ask for help.
31
Difficulties with working memory: • Give the ‘big picture’ and context at the
• Struggles with pace of teaching and start of a new topic and revisit throughout.
learning. • Note-taking as an approach for all.
• Struggles to follow instructions – can do • Provide working walls, word maps, lists,
the first step. checklists, task boards, templates and
• Easily distracted. storyboards.
• Unable to complete homework even if • Visual support/reminders – multisensory
explained and differentiated. approach.
• Fails to complete tasks. • Aim to provide ‘check-in’ support rather
• Poor organisation. than constant individual attention.
• Copies/follow others. • Provide opportunities for repetition and
• Poor organisation. overlearning.
• Appears anxious and/or avoidant of tasks • Memory activities and games to support
or activities. the development of strategies to support
• May not ask for help or is highly memory.
dependent on adult support.
32
Specific learning difficulties affecting one • Acknowledge and encourage good oral
or more aspects of learning including contributions whenever possible.
reading, spelling, writing, handwriting, • Metacognition approaches – learning to
arithmetic, or mathematical reasoning learn by trying to understand the learner’s
and/or memory which significantly difficulty and asking them what helps.
impacts their ability to learn and
demonstrate their learning. • Use strategies and approaches
recommended in advice from assessments
(N.B. a small number of children may have a ormal and consultations.
diagnosis/educational determination, for example, • Evidence-based interventions to develop
dyslexia, dyscalculia or dyspraxia. For all areas of skills
need any provision or support should be provided • Make simple adaptations e.g. font, line
in line with the needs of the child or young person spacing, coloured paper, lighting etc.
and is NOT dependant on any formal diagnosis.) • Encourage the learner to celebrate their
Difficulty with (some or all of the strengths and achievements in all areas of
following): life.
• Auditory processing. Reading
• Phonological awareness – segmenting and • Allow extra time to read and absorb
blending phonemes. information.
• Decoding words. • Avoid asking the child to read in front of
• Difficulties with learning phonics beyond others unless they want to.
the simple alphabetic code. • Teach strategies to help track words on the
• Reading - Inaccurate or slow. page.
• Visual processing.
• Poor word recognition skills. Spelling
• Writing - requires much effort. • Mark written work on content rather than
• Frequent and inconsistent spelling errors. spelling.
• Handwriting and formatting on the page. • Highlight/tick the correct parts of the word
• Copying from a worksheet, screen or rather than errors.
board. • Provide high frequency word / topic word
• Acquisition and retention of mathematical lists.
concepts e.g. Place Value. • Use inbuilt accessibility features of tablets,
• Remembering number facts and inability phones or laptops e.g. speech to text
to use efficient calculation strategies to functions.
solve number problems e.g. counting on • Use dyslexia friendly software e.g. CLICKER.
fingers rather than using number facts. • Use colour to highlight spelling patterns.
• Mathematical reasoning.
• Working memory.
33
• Avoidant or disruptive behaviour when Writing / Handwriting

being asked to engage in literacy- or • Reduce written homework requirements.
numeracy-based tasks. • Substitute an alternative task (e.g. work on
• Variation in performance day by day. NESSY or Wordshark) for spelling test.
• Poor organisation skills. • Allow and encourage alternative methods
• Anxiety when asked to read out loud. other than handwriting when recording
• Poor written expression with a limited work.
quantity of writing when compared to • Use of a scribe or voice recording for some
verbal expression. tasks.
• Teach touch-typing.
• Encourage and support word processing
for written work where possible.
• Check suitability of chair/desk, posture and
paper placement.
• Provide with left/right-handed pens and
pencils as appropriate.
Working memory
• Chunk instructions one step at a time and
check understanding throughout task.
• Allow extra time for the pupil to write
down written instructions or give
assistance.
• Provide and teach how to use working
walls, word maps, lists, checklists, task
boards templates and story boards as
appropriate.
• Provide opportunities for repetition and
over-learning.
• Support pupils to copy from the board
allowing extra time or provide a personal
copy to have on their desk.
• Aim to provide “check-in” support rather
than constant individual attention.
• Give homework tasks and important
instructions in pictoral or written form.
• Encourage use of different coloured pens
to highlight work and provide markers.
34
Mathematics
• Use manipulatives such as Numicon.
• Talk through number concepts out loud,
communicating thinking in a verbal,
diagrammatic and written form.
• Use number games.
• Use of visual programmes such as Number
Shark to target gaps in learning.
• Follow a structured approach to build
understanding of concepts.
• Acknowledge and encourage good oral
contributions whenever possible.
• Metacognition approaches – learning to
learn by trying to understand the learner’s
difficulty and asking them what helps.
• Use strategies and approaches
recommended in advice from assessments
and consultations.
• Evidence-based interventions to develop
skills.
• Make simple adaptations e.g. font, line
spacing, coloured paper, lighting etc.
• Encourage the learner to celebrate their
strengths and achievements in all areas of
life.
35
Social, emotional and mental health
difficulties
I have felt helpless I need to stay I may not

before and I don’t want in control remember what
to feel like that again happened when I
was unsafe
Everyone is
horrible – why will You will reject me so
you be different? I’ll do it first I can’t manage
my emotions
I don’t know when I’m
what to say worried
I don’t want
and can’t use
people to think
the right words
I’m stupid
I feel chaos so
it’s easier if
there’s chaos
everywhere
Something has happened that has
reminded me of my past

A positive and proactive approach to the social and emotional wellbeing and resilience of the
whole school community.
The school has achieved or is working towards the Kent School Award in Resilience and
Emotional Wellbeing.
Whole school de-escalation training is provided regularly as part of the whole school CPD
programme.
Adverse Childhood Events (ACEs) and Attachment Theory training provided to all staff.
Restorative Approaches are used to build, maintain and repair relationships.
Support is available to staff working with pupils with SEMH needs through group or individual
supervision sessions.
36

All of the descriptions provided represent • Provide a secure base (safe and predictable
how behaviours or presentation can be environment).
perceived by others. It is important to see • Consider the reason/purpose of behaviour
these behaviours in the context of anxiety – what is the context/history?
and possible language and or learning • Routines and changes are communicated
needs. in advance.
• Careful consideration of seating position.
‘Fight responses’: • Where possible, make tasks relevant and
interesting, linked to the learner’s strengths
• Verbal and physical aggression. and development needs.
• Violence towards property and/or people. • Think carefully about lesson content in
• Inappropriate language. relation to learner’s known previous life
• Blaming others. experiences.
• Pushing friends away. • Use of strategies and approaches to
• Inflexibility and/or unable to follow rules develop understanding of presenting
or instructions. behaviours, e.g. ABC charts and the Iceberg
• Disrespectful. approach.
• Self-harming/self-sabotaging behaviours. • Use of Boxall Profiling.
• Refusal to follow instructions or comply • Consider movement breaks.
with behavioural norms. • Support co-regulation.
• Stealing. • Consider learning breaks.
• May appear to be being dishonest. • Adopt a Key Person approach.
• Provide support and/or organised activities
‘Flight’ responses: during unstructured times.
• Exit cards.
• Moving to another area without notice or
• Backward chaining.
permission (absconding).
• Develop risk assessments with parents and
• Hiding.
the pupil.
• Inability to manage unstructured/free
• Ensure consistent rules, boundaries and
time.
schedules whilst remaining willing to offer
• Avoiding tasks and activities.
some flexibility.
• Hyperactive.
• Offer a safe place within the classroom and
• Hypervigilant.
offer to co-regulate when necessary.
• Agitated.
• Offer a ‘safe’ and familiar task when
• Fidgety.
emotions are heightened.
• Immature behaviours, tone of voice.
• Support verbal input with visuals
(demonstration, images, objects, key
words).
37
‘Freeze’ behaviours: • Assessment through teaching, e.g. are

• Forgetful. there parts of the curriculum that they find
• Distracted; difficulties with concentration easier to manage than others? Use these to
and engagement. develop confidence.
• Not listening or interacting. • Small group work, e.g. friendship or social
• Appears confused. skills, nurture groups.
• Clumsy. • Backward chaining – bringing learner in at
the end of assembly or school day.
‘Fold’ behaviours: • Play-based activities.
• Withdrawal from social engagements. • Establish interests.
• Passive with neutral expression. • Buddying/Peer Mentoring.
• Compliant – which can lead to • Giving responsibility for looking after
vulnerability. someone else.
• Providing only ‘yes’ and ‘no’ answers. • Unpicking the behaviours – negative and
• Self-harm. positive behaviours – what lies behind
• Unable to accept praise. them?
• Unable to show enjoyment of seemingly • Seek advice around self-harming or risk-
positive experiences. taking behaviours – a multi-professional
approach.
• Identifying what is not right through
engagement with the learner.
• Looking back, when did the behaviour
start to change?
• Liaison and collaboration with home is
essential to understand the wider picture.
• Provide substitutes for self-harming
behaviours, e.g. elastic bands.
Physical symptoms that are medically • Provide activities that are stress reducing,
unexplained, e.g. soiling, stomach pains. e.g. games, dance, colouring, gardening,
animals, forest school.
• Keep a log and analyse pattern or trends to
identify trigger.
• Liaison with School Health (Kent).
38
Attention difficulties including ADHD • Understanding the reasons - is there a

and ADD. pattern?
Inattentiveness • Allowing plenty of time for movement or
frequent small concentration periods.
• Having a short attention span and being • Have a clear structure to the day.
easily distracted. • Provide clocks and timers on desk.
• Appearing forgetful or losing things. • Have clear expectations regarding
• Being unable to stick to tasks that they behaviours and a clear and consistent
perceive as tedious or time-consuming. response to behaviours.
• Appearing to be unable to listen to or • Being aware of times of the day that may
carry out instructions. be more difficult.
• Constantly changing activity or task. • Consideration of discipline procedures/
• Having difficulty organising tasks. behaviour policies and any reasonable
adjustments that need to be made in line
Hyperactivity and impulsiveness with Equalities legislation.
• Use known interests or hobbies to engage
• Being unable to sit still, often fidgeting.
in activities and discussion.
• Struggling to concentrate on tasks.
• Provide regular opportunities for exercise.
• Poor working memory.
• Excessive physical movement.
• Excessive talking.
• Being unable to wait their turn.
• Appearing to act without thinking.
• Interrupting conversations.
• Appearing to have little or no sense of
danger.
39
Attachment Difficulties (including • Nurture group/nurture ethos.

Attachment Disorder) • Liaise with parents and carers for shared
• Appears anxious. understanding.
• Appears withdrawn. • Robust and careful transition when
• May experience intense and the child starts school, which includes
overwhelming emotions exhibited as consideration of life history.
anger or ‘loss of control’. • All staff trained and aware of any child
• May appear to lack inhibitions e.g. with attachment difficulties and how to
hugging people they don’t know or respond to them (at a single child level).
appearing to be ‘over friendly’ towards • Consideration of reasonable adjustments
children and adults. to and changes that could be made to the
• Finding it difficult to join in with play or discipline procedures/behaviour policies.
interactive games. • Consideration of family context and
• Appearing to ‘sabotage’ situations where the range of children that may have
things are going well. attachment difficulties, e.g. adopted, forces
• May avoid eye contact. children, previously CIN, LAC.
• Struggles with impulse control. • Liaison with VSK for training and
• Struggle with ‘cause and effect’ thinking. advice including working as part of the
• Lacks self-belief and confidence (has low attachment aware project.
self esteem).
Low level disruption or behaviours that • Differentiated use of voice, gesture and
appear to want to draw attention, e.g. body language.
talking out of turn, frequent interruptions • Focus on reducing anxiety and thereby
to learning, fiddling with objects. behaviours.
• Flexible and creative use of rewards and
consequences. e.g. ‘catch them being
good’.
• Positive reinforcement of expectations
through verbal scripts and visual prompts.
• Time out/quiet area in the setting.
Difficulty in making and maintaining • Small group/nurture group activities to

healthy relationships. support Personal Social and Emotional
development.
• A range of differentiated opportunities for
social and emotional development, e.g.
buddy systems, friendship strategies, circle
time.
• Restorative approaches.
40
Sensory, physical disability and
complex medical needs
I like having an exit card I like I like having my own

so I can get to lessons on learning laptop-I can keep up
time and use the loo. Braille with my friends who
write
I always have to sit

I feel tired,
by the door
I can get my I’m not
lunch before it lazy
gets busy
I can get anxious, I like it
when people notice and
try to help
My hearing aids
My teacher helps help me hear,
me if I make a especially when I
mistake I can speak sit at the front near
for myself my teacher
Having my work in the

They let me use my phone to take
correct font size helps me
photos of the homework task
to do my work
41
Physical disability and complex
medical needs
• School maintains a regularly reviewed Accessibility Plan (see Valance School’s Speciality Teaching and
Learning Service website).
• Any plans for improving accessibility are included in the school’s development plan.
• Discussions around accessibility are included in the school council’s agenda.
• PSHE promotes embracing difference.
• Specialist training and support is sought as appropriate for specific conditions where staff do not
have relevant experience or qualification.

ACCESS AND ENVIRONMENT • Complete school accessibility plan – Plan

Learners may experience not being able to: (see Valance School’s Speciality Teaching
• get around the school building easily or and Learning Service website).
at all, e.g. past furniture in the classroom, • Ensure access is on the school
down corridors, into all outside areas with development plan.
friends. • Make this a school council agenda item
• having to go to a different place from • provide alternative social areas, e.g. indoor
friends because of need to: rooms for breaktimes.
• keep warm • Ensure student has practised emergency
• avoid sunlight evacuations and that all staff are trained
and aware of the procedures (PEEP
• be safe in case of a fire (not using lift) completed for individual students).
• going to a care suite for personal care • Consider peer awareness-raising activities
because learner needs: and approaches.
• to be hoisted by an adult • Building resilience approaches.
• to use special toilet equipment • Complete an intimate care agreement
• to take a long time in the toilet with the child or young person Plan (see
• help with catheterisation Valance School’s Speciality Teaching and
• to hold onto rails. Learning Service website).
• Trust the child or young person to be
RADAR key holders in school and fit RADAR
locks to all disability toilets and care suites.
• Seek advice from Occupational Therapy on
suitability of equipment.
• Listen to the pupil voice and provide a
toilet pass if needed.
• Timetable so that pupil is not always
missing key teaching
42
Curriculum • Consider consultation with the STLS PD

Have difficulties with written work: team for alternative methods of recording
• recording ideas may be very slow (CAT team IT assessment is for pupil with
• may be difficult to read most complex needs).
• never be finished • Plan and provide opportunities for success
• full of mistakes with a focus on the learner’s strengths and
• may need to use assistive technology. areas of interest. Consider multi-sensory
learning opportunities.
• Ensure that learners have easy access to
During learning tasks, learners may: the equipment they require.
• appear confused • Ensure that differentiation of tasks and
• not able to copy from the board adaptation of resources is undertaken with
• be very tired close collaboration between the learner,
• unable to get started. teacher and any support staff.
• Check in with the learner regularly.
• Take account of activities that the learner
cannot participate in during planning to
avoid exclusion.
• Ask the learner and their family what helps
at in the classroom and at home.
• Where possible, reduce homework tasks to
help manage fatigue.
Difficulties with the sport/PE curriculum • Share what is planned with the learner and
means the learner may: ensure that they are able to be included in
• refuse to join in all activities in a way that is purposeful for
• be very self-conscious them.
• get angry or upset • Build in routines that take account of time
• take a long time to change taken for changing.
• fall over easily • Ensure that participation in sporting
• get left behind during games. activities has been included within the risk
assessment document.
• Disability sport taster days.
• Inclusive school clubs, e.g. Boccia.
May have gaps in learning due to: • Provide catch up teaching time during
• illness and/or medical appointments timetabled lesson time – not lunchtime or
• time out of class for personal care or break time.
therapy needs • Provide on-line access to learning where
possible if out of school for a long period.
• In liaison with the learner and parents/
carers, consider reducing the curriculum
load.
43
Social and emotional impact of • Consider, in liaison with the child or young
difficulties: person and their parents/carers, providing
• May seek out adults. peer awareness training.
• May play with younger pupils. • Circle of friends approach.
• May be socially isolated. • Buddy system.
• May to get away from my close adult • Mentoring.
support. • Allocation of a key person/worker.
• May negatively impact on approach • Close liaison with parents/carers in relation
and attitude to learning experience to overall well-being and mood.
varied mood because: • Seek guidance and advice from other
• their condition is getting worse professionals involved in the care of the
• sometimes have a lot of pain learner to ensure a full understanding of
• friends have ‘moved on’ leading to a the impact on the ‘whole person’ of the
sense of being left behind. condition or disability.
• Find that alternative activities are • Provide hobby/interest activities during
offered that are not fun. unstructured times.
• Feel sad that they cannot travel, meet • Seek the child or young person’s views
with friends or have them to stay out of about their inclusion in special events and
school. school trips.
44
Hearing impairment
• Planning promotes access to the learning environment and supports good progress for learners
with hearing impairment (HI).
• Planning reflects an understanding of the needs of learners with HI.
• Planning ensures optimum conditions to all school activities for learners with HI.
• There is a whole school approach to incorporate different teaching and learning styles that support
the full range of HI.
• Positive role models of disability are used within the curriculum.
• Staff understand the implications of differentiation of language.
• Pupil-centred planning to ensure optimum engagement and support the development of
communication, social and independence skills.
• The school accesses awareness level training provided by STLS Sensory Service through the core
offer - Online Training for Hearing Impairment.
• Staff training promotes the development of pupils with HI to be independent learners and decision
makers.
• Training opportunities for HI are supported, e.g. “Supporting Inclusion of Pupils with HI”.

ACCESS TO THE LEARNING • Consideration is given to good listening

ENVIRONMENT conditions for all children, e.g. lowering
Learners may not be able to: ceilings, sound absorbent flooring, silent
• hear what everyone else can hear heating, lighting and audio-visual systems.
• hear in noisy environments • Staff have a positive approach towards the
• hear announcements or instructions use of amplification. and the use of hearing
about where to go and what to do aids, supplied by Health, is supported.
• respond to fire alarms. • Learners with HI should be encouraged
to develop positive attitudes towards
amplification.
• Schools to encourage the use of sound
field systems.
• Staff have an awareness of background
noise levels and reduce this wherever
possible, e.g. by closing doors.
• Rooms are well lit.
45
ACCESS TO THE CURRICULUM • Curriculum delivery is pitched at

Learners may have difficulties with: appropriate language level and uses a
• hearing the teacher range of communication strategies to take
• hearing in a noisy classroom or when account of their HI.
chairs are being moved • Visual and written support is provided and
• sitting next to noisy equipment such as used to aid understanding.
heaters or data projectors • Key vocabulary is provided in advance.
• accessing spoken information when the • Subtitles are used with DVD and online
teacher is facing away video materials, if appropriate.
• hearing their peers in class discussions • School staff have awareness of the effect of
• understanding what is being said on DVDs hearing loss on language development.
or TV • Considerations of the physical elements of
• understanding new or complicated task to focus on key concept/objective.
language. • Peer support and sensitive grouping/
pairing for a range of activities.
Learners may: • Staff repeat verbal contributions from
• appear confused or unable to start a task other learners to ensure clarity.
• mishear instructions • Modified or adapted materials to provide
• be very self-conscious immediate access to learning activities.
• get angry or upset • Teachers implement appropriate strategies
• get left behind in PE. to support communication in teaching and
assessment (including ensuring lipreading
cues are available; use of good voice levels;
language used is at appropriate levels).
• Monitoring of outcomes supports the next
stage of planning.
• Special arrangements applied for internal/
external learning assessments.
• Signpost to training opportunities, e.g.
Online training for HI, ‘Supporting Inclusion
for Pupils with HI’ course.
• Seek specialist advice from a Qualified
Teacher for HI.
46
ACCESS TO COMMUNICATION • Good reinforcement of learner’s verbal

Learners may: contributions.
• seek out adults and support from adults • Learners are directed to task by using their
• play with younger pupils first name.
• be socially isolated • Appropriate regular checks on
• wish to get away from close adult support amplification equipment.
• lack independence and resilience • Checks are undertaken to ensure the
• express sadness about their deafness information has been correctly understood
• feel sad that they cannot do some things by learners with HI.
independently. • Good voice levels and clear speech are
always used.
• Teachers remain in a favourable position
in the classroom that optimises access to
lipreading cues.
• Positive language is used to promote self-
esteem.
• Provide opportunities for learners to gain
the language to express their concerns.
• Provide opportunities for learners to learn
to talk about their hearing impairment.
• For learners who require specialist
equipment or who use BSL please seek
advice from a Qualified Teacher for HI.
47
Multi-sensory impairment
• School access policy reflects the needs of sensory impairment, including deafblindness.
• Positive role models of disability are used within the curriculum.
• Planning demonstrates an awareness of deafblindness needs in relation to the additional
curriculum, environment, mobility and signage, road safety awareness, stranger danger.
• Planning reflects understanding of the needs of a learner with deafblindness, including the use of
programmes such to reduce social isolation.
• Provision for disability awareness-raising training, with particular reference to the impact of sensory
impairment including deafblindness.
• Staff training promotes the development of pupils to be independent learners and decision makers.
• SENCO accesses sensory impairment awareness training, e.g. STLS Sensory Service core offer -
Online Training for Multi-Sensory Impairment (MSI).

ACCESS TO THE LEARNING • Staff have a positive approach toward the

ENVIRONMENT use of amplification, and the use of hearing
Learners may not be able to: aids, supplied by Health, is supported.
• see or hear what everyone else can see • Signage has good clarity and contrast and
and hear routes are clearly signed.
• get around the school building or • Handrails on stairs, marked steps and
classrooms easily or at all stairwells are well lit.
• to engage positively with the outside • Computer network used to enable
space curriculum access and supports
• hear in noisy environments accessibilities options.
• find things or specific people • Teaching areas provide optimum learning
• participate fully in some sports activities conditions:
• respond to instructions or • good lighting, blinds to reduce glare
announcements • good listening conditions and sound field
• respond to fire alarms. systems
• reduction of background noise
• control of noise with carpets and curtains
etc
• positioning of teachers/peers to improve
access information
• awareness of posture and seating
• worksheets available electronically
• access to the interactive whiteboard
through separate monitor
• low tech equipment to support access,
e.g. desk slopes, task lighting, audio
recording, magnifiers.
48
ACCESS TO THE CURRICULUM • Appropriate analysis of curriculum content

Learners may have difficulties with: to ensure learning outcomes are reached
• hearing their teacher by using adapted curriculum materials,
• hearing in a noisy classroom environment and information:
• seeing work on the whiteboard • large, clear print
• reading regular size print • individual copies of books
• seeing the details of pictures and • additional verbal explanations
illustrations • appropriate positioning in class
• accessing spoken information when the • reduction in the number of examples
teacher is facing away needed to be completed
• hearing their peers in class discussions • extra time for internal and external tests
• understanding what is being said on • access to tablets and e-readers
DVDs or TV • use of visual timetables.
• understanding new or complicated • Appropriate classroom organisation
language including: alternative labelling, high visibility
• writing in cursive script and reading playground equipment, adapted PE
cursive script equipment.
• School curriculum must include appropriate
• seeing fine detail such as mathematical
mobility training.
signs
• Teachers accommodate all learners’ preferred
• seeing computer icons
methods of recording/ communication in
• seeing the ball in PE games.
their teaching and assessment.
• Teacher uses a range of communication
Learners may: approaches in the presentation of the
• appear confused or unable to start a curriculum.
task • Considerations of the physical elements of
• be very self-conscious task so as to focus on key concept/objective.
• get angry or upset • Peer support and sensitive grouping/pairing
• take a long time to complete tasks for a range of activities.
• get left behind in PE. • Modified or adapted materials to provide
immediate access to learning activities.
• Monitoring of outcomes supports next stage
of planning.
• Good clarity and contrast used in the
preparation of classroom materials.
• Careful consideration of the requirements of
homework activities.
• Special arrangements applied for internal/
external learning assessments.
• Seek specialist advice from a Qualified
Teacher for MSI.
49
ACCESS TO COMMUNICATION • Good voice levels and clear speech are

Learners may: always used.
• seek out adults and support from adults • Use of positive language to promote self-
• play with younger pupils esteem.
• be socially isolated • Use of a range of communication modes
• wish to get away from close adult which are appropriate to engage all pupils.
support • Opportunities for monitoring the success of
• lack independence and resilience communication mode.
• express sadness about their sensory • Opportunities for pre-teaching specific
impairment vocabulary.
• feel sad that they cannot do things • Provide opportunities for learners to gain the
independently. language to express their concerns.
• Provide opportunities for learners to learn to
talk about their multi-sensory impairment.
• For learners who require specialist access
equipment or for those who use Braille or
BSL, please seek advice from a Qualified
Teacher for MSI.
50
Visual impairment
• Planning promotes access to the learning environment and supports good progress for learners
with VI.
• Planning reflects an understanding of the needs of a learner with VI, e.g. the use of programmes
such as circle of friends to reduce social isolation.
• Positive role models of disability used within the curriculum.
• Planning demonstrates an awareness of VI needs in relation to the additional curriculum.
• The school accesses training provided by STLS Sensory Service through the core offer of awareness
level training - online training for visual impairment (VI).
• Staff training promotes the development of pupils with VI to be independent learners and decision
makers.
• Training opportunities for VI are supported, e.g. “Supporting Inclusion of Pupils with VI” course.
(The difficulty/barrier, how this (Provision – strategies, interventions and resources)

presents and the impact on the
learner)
ACCESS TO THE LEARNING • Signage has good clarity and contrast, and routes are
ENVIRONMENT clearly signed with marked steps, handrails and the
Learners may not be able to: provision of a shaded areas in playground.
• see what everyone else can • Whole school awareness of the importance of light
see control, e.g. window blinds, lighting in stairwells,
• get around the school building reduction of glare.
or classrooms easily or at all • Low tech equipment to support access, e.g. desk
• to engage positively with the slopes, task lighting, audio recording.
outside space • Support the use of a range of magnifiers/Low Vision
• to access information in the Aids.
same way as their peers • VI-friendly school including the orderly approach to
• find things or specific people organisation of personal belongings and movement
• participate fully in some sports around the school.
activities. • School website and intranet fully accessible.
• Generic accessibility options are used and a range
of computer access devices, e.g. switches, keyboard
commands, high visibility keyboard, simple speech
output devices, appropriate font/colour.
• Learners have internet access with individual log-in
linked to accessibility options.
• Worksheets available electronically.
• Access to the interactive whiteboard through separate
monitor.
• Awareness of posture and seating.
• Provision of specialist learning facilities, e.g. quiet area.
• School to undertake risk assessment for practical
subjects, sports, unstructured time and outside visits.
51
ACCESS TO THE • School staff have awareness of the effect of visual

CURRICULUM impairment on access to the curriculum.
Learners may have difficulties • Ensure that the curriculum is adapted to promote full
with: participation and the development of independence
• seeing work on the skills.
whiteboard • Appropriate analysis of curriculum content to ensure
• reading regular size print in learning outcomes are reached by using adapted
books or on worksheets curriculum materials, environment and information
• sharing books and independent learning:
• seeing the details of pictures • large, clear print
and illustrations • individual copies of books
• additional verbal explanations
• seeing text or icons on a
• appropriate positioning in class
computer or finding the
• reduction in the number of examples needed to be
mouse marker
completed
• scanning work for information
• extra time for internal and external tests
• finding equipment and
• access to tablets and e-readers.
resources
• Appropriate classroom organisation including
• writing in cursive script and
alternative labelling, high visibility playground
reading cursive script
equipment, adapted PE equipment.
• seeing fine detail such as
• Careful consideration of the requirements of
mathematical signs
homework activities, which will be differentiated by
• seeing the ball in PE games.
task.
• Modified or adapted materials to provide immediate
Learners may:
access to learning activities.
• appear confused or unable to
• Special arrangements applied for internal/external
start a task
learning assessments for modified papers.
• be very self-conscious
• Signpost to training opportunities, e.g. online training
• get angry or upset
for VI, ‘Supporting Inclusion of Pupils with VI’ course.
• take a long time to complete
• Peer support and sensitive grouping/pairing for a
tasks
range of activities.
• get left behind in PE.
• Monitoring of outcomes supports the next stage of
planning.
• Seek specialist advice from a Qualified Teacher for VI.
52
ACCESS TO • Use of language which is appropriate to engage the

COMMUNICATION learner.
Learners may: • Support for a range of communication modes in the
• seek out adults and support classroom situation.
from adults • Learners are directed to tasks by using their first name.
• play with younger pupils • Use of language which is both descriptive and specific.
• be socially isolated • Provide opportunities for learners to gain the language
• wish to get away from close to express their concerns.
adult support • Provide opportunities for learners to learn to talk about
• lack independence and their visual impairment.
resilience • Use of laptops and tablets to promote electronic
• express sadness about their communication and access to curriculum materials in
visual impairment appropriate electronic formats.
• feel sad that they cannot do • For learners who require specialist access equipment
things independently. or who use Braille please seek advice from a Qualified
Teacher for VI.
53
For alternative formats, please email
alternativeformats@kent.gov.uk or
call 03000 42 15 53 (text relay service number
18001 03000 42 15 53). This number goes to an
answering machine, which is monitored
during office hours.
With thanks to
www.kent.gov.uk/localoffer
54

SEN Mainstream Core Standards

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SEN Mainstream Core Standards

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Special Educational Needs

Mainstream Core Standards

Guidance for schools, parent/carers and professionals

Guidance for schools on these duties can be

The law says: “If a registered pupil or a student

A regular cycle of Pupils’ strengths and difficulties in learning, communication, and

Expertise is in Settings make adaptions to assessment arrangements as part

Practitioners differentiate Modelling is used to aid understanding.

Practitioners ensure Strategies are used to actively promote independent learning,

Support is in place Transitions include:

The four broad areas of need are:

• Communication and interaction

Autism or characteristics of aspects of

Speech, language and communication

Growing understanding Growing

More frequent More detailed

Some children and young people will have an EHCP.

• the frequency and duration of the provision

Child or young person’s voice as told to professionals

I’m scared my teacher

Whole school approaches

Young children with ASD or characteristics • A multisensory approach.

Difficulty understanding or using social • Comic strip conversations/story boards.

Unusual communication: • Consider, in collaboration with the

Difficulties with imagination – putting • Social Stories™

Sensory needs: • Avoid ‘visual clutter’ – classrooms are

Difficulties combine, leading to social • ‘Buddy’ systems.

Difficulties combine, leading to escalation • Discussion at the Local Inclusion Forum

Others ignore me or I don’t I can’t do

Whole school approaches

Difficulties understanding what is being • Consider how many information-carrying

Difficulties with narrative (using structure • Use drama, role play/experience to

Dysfluency: • Allow time to start and finish.

Others ignore me or I don’t

Whole school approaches

(The difficulty/barrier, how this presents (Provision – strategies, interventions and

Difficulties with learning (where, • Assessment through teaching to identify

• Avoidant or disruptive behaviour when Writing / Handwriting

I have felt helpless I need to stay I may not

Whole school approaches

(The difficulty/barrier, how this presents (Provision – strategies, interventions and

‘Freeze’ behaviours: • Assessment through teaching, e.g. are

Attention difficulties including ADHD • Understanding the reasons - is there a

Attachment Difficulties (including • Nurture group/nurture ethos.

Difficulty in making and maintaining • Small group/nurture group activities to

I like having an exit card I like I like having my own

I always have to sit

Having my work in the

What you will see What can help

(The difficulty/barrier, how this presents (Provision – strategies, interventions and

ACCESS AND ENVIRONMENT • Complete school accessibility plan – Plan

Curriculum • Consider consultation with the STLS PD

What you will see What can help

(The difficulty/barrier, how this presents (Provision – strategies, interventions and

ACCESS TO THE LEARNING • Consideration is given to good listening

ACCESS TO THE CURRICULUM • Curriculum delivery is pitched at

ACCESS TO COMMUNICATION • Good reinforcement of learner’s verbal

What you will see What can help

(The difficulty/barrier, how this presents (Provision – strategies, interventions and

ACCESS TO THE LEARNING • Staff have a positive approach toward the