Cognition & Learning

Universal – Band 0

Services who can support:

Whole school approaches:

Training:

Useful websites/resources:

Walsall Educational Psychology Service

Advisory Teaching services

Specialist Teachers spld/dyslexia

Walsall Speech and Language Therapy

Peer support/modelling

Scaffolded learning

Differentiation by output, support, pace, resource

Use of alternative methods of recording as required

Differentiated approach to homework and in school support for homework

Effective differentiation

Teaching and Learning approaches to support Learners with Down’s Syndrome

Teaching and Learning approaches to support Learners with ADHD

Precision Teaching

johnandgwyn.co.uk

https://www.downs-syndrome.org.uk/for-new-parents/education/education-support-packs/

www.bdadyslexia.org.uk

https://educationendowmentfoundation.org.uk/

https://educationendowmentfoundation.org.uk/tools/guidance-reports/literacy-ks-1/

https://educationendowmentfoundation.org.uk/tools/guidance-reports/literacy-ks-2/

https://educationendowmentfoundation.org.uk/tools/guidance-reports/improving-literacy-in-secondary-schools/

https://nasen.org.uk/uploads/assets/e227fce8-87f7-4630-bc4606a87e2bec53/Supporting-pupils-with-SlD.pdf

https://webarchive.nationalarchives.gov.uk/20130323065803/https:/www.education.gov.uk/publications/eOrderingDownload/00086-2009-maths_difficulties.pdf

https://educationendowmentfoundation.org.uk/public/files/Publications/Metacognition/EEF_Metacognition_and_self-regulated_learning.pdf

https://www.helenarkell.org.uk/documents/files/What-works-for-children-and-young-people-with-literacy-difficulties-5th-edition.pdf

https://educationendowmentfoundation.org.uk/public/files/Publications/Maths/EEF_Maths_Evidence_Review.pdf

http://www.thedyslexia-spldtrust.org.uk/media/downloads/inline/the-rose-report.1294933674.pdf

Book recommendations for children/young people

Book recommendations for adults (parents/carers/professionals)

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Stein, M., Kinder, D., Silbert, J., & Carnine, D. W. (2005). Designing effective mathematics instruction: A direct instruction approach. Pearson.

Carnine, D., Silbert, J., Kameenui, E. J., & Tarver, S. G. (2009). Direct instruction reading 5^th edition. Columbus, OH: Merrill.

Cognition & Learning

Ordinarily Available - Band 1

Description of need

• Difficulty with the acquisition / use of language, literacy, numeracy skill
• Difficulty with the pace of curriculum delivery.
• Some problems with concept development.
• Evidence of some difficulties in aspects of literacy, numeracy or motor coordination.

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies cognition and learning as a primary need.  This should be reviewed at least termly.
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured. 
• Targets should be focussed predominantly on Cognition and learning skills.
• Provision should be directly related to targets and area of need.
• SENCos should be providing advice and guidance to the class/subject teacher/s.

Recommended Provision & Interventions

• Pencil grips
• Writing slopes
• Laptop for recording
• Visual cues
• Visual timeline
• Task lists
• Overlearning
• Word mats/topic mats
• Pre-teaching key vocab
• Personalised topic dictionaries
• Practical resources for maths
• Sentence starters
• Task slicing
• Peer support
• Talk partners
• Adult check ins
• Kim’s game, shopping list game (memory games)
• Small group targeted support

Adult support & ratios

Inclusion within mainstream class group/s

Small group targeted support for core subjects (1:8)

Academic progress

Likely to be up to a year below age related expectations. This may be across the curriculum or in certain subject areas.

Cognition & Learning

Ordinarily Available - Band 2

Description of need

• Continuing and persistent difficulties in the acquisition/use of language/literacy/numeracy skills.
• The pupil is operating at a level well below expected outcomes (this is likely to be more than a year behind age related expectations) and there is evidence of an increasing gap between them and their peers despite targeted intervention and differentiation
• Evidence of difficulties with aspects of cognition i.e. memory, concept development, information processing, understanding, sequencing and reasoning that impact on learning and/or limit access to the curriculum
• Progress is at a slow rate but with evidence of response to intervention and that ongoing support is required to maintain gains and to access the curriculum.
• Processing difficulties limit independence and may need adult support in some areas.
• The pupil will have mild but persistent difficulties in aspects of literacy, numeracy or motor coordination despite regular attendance, appropriate intervention and quality first teaching.
• May have difficulties with organisation and independence in comparison to peers
• Difficulties impact on access to the curriculum and the pupil will require special arrangements and additional support in the classroom.
• Self-esteem and motivation may be an issue.
• Possibly other needs or circumstances that impact on learning and progress

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies Cognition & Learning as a primary need.  This should be reviewed at least termly.
• Specialist in school assessments may be carried out such as Sandwell Maths, Salford Reading Assessment, Phonological Assessment Battery, British Picture Vocabulary Scales, YARC
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured. 
• Targets should be focussed predominantly on Cognition and Learning skills.
• Provision should be directly related to targets and area of need.
• SENCos should be providing advice and guidance to the class/subject teacher/s.

Recommended Provision & Interventions

• Toe by Toe
• Precision Teaching
• Colourful semantics
• Words First
• Kinetic letters
• Memory Fix
• Alphabet arc
• Multi-sensory approaches
• Write Dance
• Nessy
• Sticky Kids
• Get Moving
• Numicon
• Individual timeline/task lists
• Tailored group interventions

Adult support & ratios

Inclusion within mainstream class group/s.

Small group (up to 1:8) targeted support for core subjects.

Some targeted individualised support (this may be in a very small group)

Academic progress

Likely to be more than a year below age related expectations.  This may be across the curriculum or within certain subject areas.

Cognition & Learning

Ordinarily Available - Band 3

Description of need

• Persistent difficulties in the acquisition/use of language/literacy/numeracy skills and appear resistant to previous interventions
• The pupil is operating at a level significantly below expected outcomes (this is likely to be 2 years behind age related expectations) and there is evidence of an increasing gap between them and their peers despite targeted intervention, differentiation and curriculum modification.
• Moderate difficulties with independent working and needs the ongoing support of an adult and a modified curriculum.
• Assessment by an external support service indicates significant and enduring difficulties with several aspects of cognition e.g. memory, concept development, information processing, understanding sequencing and reasoning that impact on learning and/or limit access to the curriculum and/or there may be significant discrepancies between different areas of cognition or a highly unusual profile of strengths and difficulties which require a personalised learning plan, access to advice from a specialist and is likely to require support for reading/recording to access the curriculum at the appropriate level of understanding.
• The pupil will have moderate and persistent difficulties with literacy, numeracy or motor co-ordination despite regular attendance, significant levels of focused intervention, effective provision mapping and quality teaching. 
• Difficulties in some aspect of cognitive processing will be present, i.e. slow phonological processing, poor working memory, and difficulties with auditory and visual processing. 
• The difficulty will affect access to curriculum and specialist support/advice and arrangements will be required.  This is likely to include assistive technology and/or augmented or alternative communication supports.
• Difficulties with learning may now impact on self-esteem, motivation and emotional wellbeing despite positive support, involvement of pupil in target setting and personalised learning.

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies Cognition and learning as a primary need.  This should be reviewed at least termly. If the child is not making accelerated progress then it may be appropriate to request an EHC assessment (see ‘Making an EHC assessment request guidance’)
• Specialist and highly targeted assessments may be carried out to inform interventions and adjustments to curriculum and learning.
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured.
• Targets should be focussed predominantly on Cognition and learning skills.
• Provision should be directly related to targets and area of need.  Provision at this stage would be significantly ‘different from and additional to’.
• Enhanced and personalised transition planning will be required (see ‘My transition plan’ guidance)
• SENCo is usually directly involved at this stage to support further assessments to identify any other underlying needs.
• Advice will be sought from specialist support services such as Walsall Speech and Language Therapy Service, Walsall Educational Psychology Service, Specialist Teacher Services. Support and guidance may also be provided by Walsall special schools and ARPs.

Recommended Provision & Interventions

• Target boxes
• Distraction reduced work area
• Sensory diet
• Precision Teaching
• Scribe
• Touch type training
• Attention Autism
• Black Sheep – attention and listening
• Wellcomm
• Talk Boost
• Multi-sensory dyslexia friendly strategies
• Individual approaches and strategies recommended by external support services

Adult support & ratios

Inclusion within mainstream class group/s.

High level of very small group (up to 1:4) targeted support across the curriculum.

High level (up to 50% of timetable) of individualised targeted support (may be in a very small group or 1:1) in core subjects.

Academic progress

Likely to be up to 2 years below age related expectations. This may be across the curriculum or within certain subject areas.

Cognition & Learning

High Needs Funding - Band 4

Description of need

• The pupil will have significant and persistent difficulties with literacy, numeracy or motor coordination despite regular attendance and high quality specialist intervention and teaching.

• Key language, literacy and/or numeracy skills are well below functional levels for their year group (this will be more than 2 years behind age related expectations) – the pupil cannot access text or record independently.
• The pupil has significant levels of difficulty in cognitive processing requiring significant alteration to the pace and delivery of the curriculum. These are likely to be long term/lifelong
• The needs are persistent and significantly affect access to the curriculum and academic progress.  High levels of support are required which include assistive technology/curriculum modifications
• Social skills and behaviour may be affected and issues of self-esteem and motivation are likely to be present
• The pupil may appear to be increasingly socially immature and vulnerable because of limited social awareness, delayed independence skills, and difficulties with reasoning, understanding or expressing thoughts.

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies Cognition & Learning as a primary need.  This should be reviewed at least termly.  If the child is not making accelerated progress then it may be appropriate to request an EHC assessment (see ‘Making an EHC assessment request guidance’)
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured.
• Targets should be focussed predominantly on Cognition & Learning.
• Provision should be directly related to targets and area of need.
• SENCo will be directly involved at this stage to oversee provision and monitor progress in liaison with relevant specialist support services.
• Highly differentiated curriculum and adaptations.
• Detailed and robust transition planning will be required (see ‘My transition plan’ guidance)
• Advice from specialist support services such as Walsall Speech and Language Therapy Service, Walsall Educational Psychology Service, Specialist Teachers is likely to be ongoing. Support and guidance may also be provided by Walsall special schools and ARPs.

Recommended Provision & Interventions

Touch Type Training

Objects of Reference

Makaton

Communication Books

Communication In Print

Work Stations

Adult support & ratios

Inclusion within a mainstream setting.

Individualised targeted support (may be very small group or 1:1) across the curriculum.

Academic progress

Likely to be more than 2 years behind age related expectations across the curriculum.

Cognition & Learning

High Needs Funding - Band 5

Description of need

• Difficulties are so severe that specialist daily teaching in literacy and numeracy and access to a modified curriculum is required
• The child is likely to have some significant speech and language needs which are in line with their cognitive ability
• The level of adjustment and specialist teaching across the curriculum required is significantly greater than is normally provided in a mainstream setting
• Progress gains are not maintained without ongoing direct support and intervention
• The child will demonstrate a lack of independence in relation to learning and often other areas such as self care and awareness of risks.

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies Cognition & Learning as a primary need.  This should be reviewed at least termly.  At this stage children are also very likely to have an EHCP. This should be reviewed at least annually.
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured.
• Targets should be focussed predominantly on Cognition and Learning.
• Provision should be directly related to targets and area of need.  Provision at this stage would be significantly ‘different from and additional to’.
• Highly differentiated curriculum focussed on developing basic functional literacy and numeracy skills and independent living skills
• SENCo will be directly involved at this stage to oversee provision and monitor progress in liaison with relevant specialist support services.
• Advice from specialist support services such as Walsall Speech and Language Therapy Service, Walsall Educational Psychology Service, Specialist Teachers will be ongoing. Support and guidance may also be provided by Walsall special schools and ARPs.
• If the child makes limited progress despite appropriately targeted curriculum and support, specialist placement may be considered.

Recommended Provision & Interventions

• Structured interventions and programs of support advised by specialist support services
• Structured social skills support
• Modelling
• Basic life skills curriculum
• Travel training
• Highly practical approach to curriculum delivery
• Also see recommended provision and interventions for Band 5 SLCN (link)

Adult support & ratios

Inclusion within a mainstream setting.

Individualised targeted support across the curriculum. Support provided by adults appropriately trained to support children with significant learning difficulties (e.g. trained and confident in using Makaton)

Academic progress

Likely to be at least 3 years below age related expectations across the curriculum.

Cognition & Learning

High Needs Funding - Band 6

Description of need

• Moderate to severe learning difficulties have been identified
• Significant and persistent difficulties in the acquisition/use of language/literacy/numeracy skills, with the curriculum and out of school activities
• Complex and severe language and communication difficulties.
• Access to specialist support for personal needs
• Complex needs identified requiring a holistic approach to support

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies Cognition and Learning as a primary need.  This should be reviewed at least termly.  At this stage children are also very likely to have an EHCP. This should be reviewed at least annually. If they have not yet got an EHCP then an application should be made through discussion with parents/carers/young person
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured.
• Targets should be focussed predominantly on Cognition & Learning.
• Provision should be directly related to targets and area of need.  Curriculum planning and delivery will be completed by specially trained and skilled staff
• SENCo will be directly involved at this stage to co-ordinate provision and monitor progress in liaison with relevant specialist support services.
• Advice from specialist support services such as Walsall Speech and Language Therapy Service, Walsall Educational Psychology Service, and Specialist Teaching services is likely to be integrated throughout provision. Support and guidance may also be provided by Walsall special schools and ARPs.

Recommended Provision & Interventions

• Communication in Print books
• Multi-sensory stories
• Makaton
• Multi-sensory approach to curriculum delivery
• Basic skills curriculum
• Travel Training

Adult support & ratios

Inclusion within either mainstream or specialist setting.

Individualised highly specialist targeted support throughout the day (this may be highly targeted 1:1 in mainstream or access to highly targeted small group (1:6) support in a specialist setting.

Academic progress

Likely to be more than 3 years below age related expectations. This may be described as Moderate to Severe learning difficulties which affect all areas of development including communication skills and social skills.

Cognition & Learning

High Needs Funding - Band 7

Description of need

• Severe learning needs with needs likely across other areas (SLCN, SEMH etc). NB For children with severe learning difficulties and physical needs (children with needs described as PMLD) please refer to Physical needs, Band 7 (link)
• Severe difficulties with learning that significantly restrict access to the curriculum and require specialist provision.
• Severe and persistent difficulties in the acquisition/use of language/literacy/numeracy skills, that impact on all aspects of daily life.
• Complex and profound language and communication difficulties.
• Complex Needs identified

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies Cognition and Learning as a primary need.  This should be reviewed at least termly.  At this stage children would also be expected to have an EHCP. This should be reviewed at least annually. If they have not yet got an EHCP then an application should be made through discussion with parents/carers/young person
• Children and their parents/carers should be involved in agreeing very small step SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured.
• Targets will focus on all areas for development.
• Provision should be directly related to targets and area of need.  Provision at this stage would be highly specialist.
• SENCo will be directly involved at this stage to co-ordinate provision and monitor progress in liaison with relevant specialist support services. There will be a specialist approach to measuring progress
• Advice from specialist support services such as Walsall Speech and Language Therapy Service, Walsall Educational Psychology Service, and Specialist Teaching services is likely to be integrated throughout provision. Support and guidance may also be provided by Walsall special schools and ARPs.

Recommended Provision & Interventions

• On Body Sign
• Multi-Sensory Cues
• Sensory room/dark/light room
• Low and high tech communication aids
• Total communication environment
• Changing bed
• Hoists

Adult support & ratios

Inclusion within a mainstream or specialist setting.

Small group support in specialist setting with additional targeted 1:1 support at key times. High ratio (1:4) support at unstructured times (transition, breaks, mealtimes) (or 1:1 specialist support throughout day within a mainstream setting, overseen by a qualified teacher with appropriate training and experience).

Academic progress

Profound and complex learning difficulties.  For children with significant physical needs in addition to the above (PMLD) please see Band 7 Physical Needs (link). For children with significant multi-sensory needs in addition to the above please see Band 7 MSI Needs (link).

Social, emotional, mental health

Universal – Band 0

Services who can support:

Whole school approaches:

Training:

Useful websites/resources:

Walsall Educational Psychology Service

Walsall School Nursing

Walsall Speech and Language Therapy

Walsall Youth Justice Service

WPH

Positive Steps

CAMHS

iCAMHS

Walsall SLEs

Inclusion & Wellbeing Team

BRICS Nurture Hubs (in development)

BRICS Attachment & Trauma aware hubs (in development)

BRICS Restorative Practice lead schools

Inclusive ‘behaviour policy’

KOOTH

Emotion coaching

Restorative practice approaches

Nurturing approaches

Transition Toolkit

Circle Time

School Nursing for parents:

Emotional Health – for parents

Behaviour workshops

Understanding your child’s behaviour

Triple P primary & secondary

Adult resilience

Sleep Scotland

SRE training

Mental Health Toolkit

FRIENDS

EPS:

Emotion Coaching

Managing stress and anxiety

Restorative Practice

Nurturing approaches

Attachment and trauma aware approaches

Loss and bereavement

Positive communication and de-escalation strategies

Circle Time

www.nurtureuk.org/

www.beaconhouse.org.uk/

https://www.mind.org.uk/

https://www.annafreud.org/what-we-do/schools-in-mind/

www.gov.uk/government/publications/the-service-pupil-premium/service-pupil-premium-examples-of-best-practice

www.bullying.co.uk/advice-for-schools/

https://www.nicco.org.uk/

www.nspcc.org.uk/what-is-child-abuse/types-of-abuse/bullying-and-cyberbullying/

http://www.annafreud.org/media/4612/mwb-toolki-final-draft-4.pdf

www.kooth.com/

https://www.mentallyhealthyschools.org.uk/whole-school-approach/ 

https://www.time-to-change.org.uk/get-involved/local-hubs/toolkit-resources  

www.healthforkids.co.uk 

www.healthforteens.co.uk

Change Your Mind (peer education support) QMGS changeyourmind@qmgs.walsall.sch.uk 

Book recommendations for children/young people

Book recommendations for adults (parents/carers/professionals)

Social, emotional, mental health

Ordinarily Available - Band 1

Description of need

• Children will have been identified as presenting with some low level features of behaviour, emotional, social difficulties
• They may sometimes appear isolated, have immature social skills, be occasionally disruptive in the classroom setting, be overactive and lack concentration

• They may present with consistent difficulty in following developmentally appropriate whole school/class expectations/routines
• They may experience some difficulties with social /interaction skills
• They may show some low level difficulties in relation to the ability to self-regulate, identify and manage emotions (including anxiety, anger etc)
• They may present with frequent but predictable episodes of poor self-management despite universal offer within an inclusive classroom environment

Assessment & Planning

• Children should have a individual education plan (see recommended ‘My SEN Support Plan’), which identifies SEMH as a primary need.  This should be reviewed at least termly.
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured. 
• Targets should be focussed predominantly on SEMH skills.
• Provision should be directly related to targets and area of need.
• SENCos should be providing advice and guidance to the class/subject teacher/s.

Recommended Provision & Interventions

• Reasonable adjustments
• Unconditional positive regard
• Conditional and unconditional positive feedback
• Identify and respond to preferred learning styles
• Planned small group intervention – anxiety, emotional regulation, pragmatics, self esteem
• Emotion coaching
• Regular planned rest breaks
• Personalised approach to rewards/motivation
• Person centred approaches – my communication plan (link)
• Children should experience no more than 2 managed moves within a phase (primary/secondary)
• NB managed moves, isolation and exclusion are not considered to be targeted interventions

Adult support & ratios

Supported within mainstream class group with the usual adult:child ratios.

Some access to small group intervention and reasonable adjustments as required.

Academic progress

May or may not be below age related expectations but SEMH needs are becoming a barrier to access to learning.

Social, emotional, mental health

Ordinarily Available - Band 2

Description of need

• Difficulties persist/worsen and there has been no significant measured change in the target behaviour/social skill despite quality first teaching and Band 1 interventions being in place.

• SEMH continues to interfere with childrens’ social/learning development across a range of settings
• Children may have become socially and emotionally vulnerable, withdrawn, isolated, and unpredictable patterns of behaviour begin to emerge that impact on learning
• Children may show patterns of stress/anxiety related to specific times of the day
• Children may have a preference for own agenda and be reluctant to follow instructions
• They may present with persistent difficulty in following developmentally appropriate whole school/class expectations/routines throughout the day and across contexts
• They may experience some difficulties with social /interaction skills and find it difficult to maintain positive interactions with peers (beyond what is expected developmentally)
• They may show some persistent difficulties in relation to the ability to self-regulate, identify and manage emotions (including anxiety, anger etc) throughout the day
• They may present with frequent and unpredictable episodes of poor self-management despite Band 1 support within an inclusive classroom environment
• Presenting behaviour may be putting the child at risk of exclusion

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies SEMH as a primary need.  This should be reviewed at least termly (NB. Children should not have a separate IBP and IEP, these should be combined and support development in areas of need)
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured. 
• Targets should be focussed predominantly on SEMH skills.
• Provision should be directly related to targets and area of need.
• SENCos should be providing advice and guidance to the class/subject teacher/s.
• SENCos should be advising on the use of more tailored approaches to assessment, including tools such as frequency recording (link) and ABC charts (link)
• A positive risk assessment may be carried out with a plan developed to reduce identified risks (see ‘Identifying and reducing risk in relation to behaviour’ Guidance)

Recommended Provision & Interventions

• ELSA
• FRIENDS
• Resiliency wheel as a planning tool (link)
• Emotion coaching
• Planned debriefs following behaviour incidents
• Key adult identified
• Emotion check ins
• Emotion thermometers
• May be appropriate to refer to School Nursing and Early Help for further assessment/support
• Children should experience no more than 2 managed moves within a phase (primary/secondary)
• NB managed moves, isolation and exclusion are not considered to be targeted interventions

Adult support & ratios

Supported within mainstream class group with the usual adult:child ratios.

Engagement in regular, planned, small group intervention and reasonable adjustments as required.

Academic progress

May or may not be below age related expectations but SEMH needs are a barrier to access to learning.

Social, emotional, mental health

Ordinarily Available - Band 3

Description of need

• Difficulties persist/worsen and there has been no significant measured change in the target behaviour/social skill despite quality first teaching and Band 1 and 2 interventions being in place.

• SEMH needs interfere more frequently with pupils’ social/learning development across a range of settings
• Children have consistent difficulty following developmentally appropriate routines/expectations and rely on direct adult support to engage in learning in the whole class environment
• Children may have experienced fixed term exclusions (sequential exclusions within a term)
• Presenting with sustained difficulties in social interactions/relationships with both adults and peers (well beyond what is expected developmentally) resulting in regular periods of social isolation or conflict
• unpredictable patterns of behaviour that impact on learning
• children may present with patterns of stress/anxiety related to specific times of the day which have become more common
• Children may have a preference for own agenda and are reluctant to follow instructions
• They show persistent difficulties in relation to the ability to self-regulate, identify and manage emotions (including anxiety, anger etc) throughout the day
• They may present with frequent and unpredictable episodes of poor self-management despite Band 2 support within an inclusive classroom environment. This is having a significant impact on their access to learning within a classroom environment

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies SEMH as a primary need.  This should be reviewed at least termly. If the child is not making accelerated progress then it may be appropriate to request an EHC assessment (see ‘Making an EHC assessment request guidance’)
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured.
• Targets should be focussed predominantly on SEMH skills.
• Provision should be directly related to targets and area of need.  Provision at this stage would be significantly ‘different from and additional to’.
• SENCo is usually directly involved at this stage to support further assessments to identify any other underlying needs. 
• Advice will be sought from specialist support services such as Walsall Speech and Language Therapy Service, Walsall Educational Psychology Service, Inclusion & wellbeing Team, CAMHS. Support and guidance may also be provided by Walsall special schools and ARPs.
• There should be evidence of a robust approach to assessment through intervention and assessment over time. More specialist and targeted assessments may be required to identify underlying needs. Tools such as ‘locus of control’, Boxall profile, Resiliency Scales, Myself As a Learner

Recommended Provision & Interventions

• Emotion Coaching
• ELSA
• FRIENDS
• Peer mentoring/buddy
• Pragmatics
• TEACH
• De-escalation approaches
• Transactional Analysis
• ‘Positive entrapment model’ as a planning tool
• ‘arousal curve’ as a planning tool
• Social stories
• CBT based approaches (e.g. challenging negative automatic thoughts)
• Nurture group/nurture based interventions
• Planned lunch/break activities
• Planned activities to support transitions
• Children should experience no more than 2 managed moves within a phase (primary/secondary)
• NB managed moves, isolation and exclusion are not considered to be targeted interventions

Adult support & ratios

Supported within mainstream class group with an enhanced adult:child ratio, ensuring access to planned intervention as well as ensuring that adult support can be responsive to needs and prevent risks from escalating.

Engagement in regular, planned, highly targeted 1:1 or small group intervention (for up to 50% timetable) and consistent implementation of reasonable adjustments as required.

Academic progress

May or may not be below age related expectations but SEMH needs are a significant barrier to access to learning and progress is not at the expected rate.

Social, emotional, mental health

High Needs Funding - Band 4

Description of need

• Pupil continues to present with significant and persistent levels of behaviour, emotional, social difficulties which are now more complex and which require a multi-agency response.
• May be responding positively to planned, highly targeted support/interventions but requires this support to be ongoing

• Pupil is more likely to have experienced fixed term exclusion from school
• Pupil does not have the social and emotional skills needed to cope in a mainstream environment without adult support for a significant proportion of the school day
• Significant and increasing difficulties with social interaction, social communication and social understanding which regularly impact on classroom performance
• Pupil is increasingly isolated and struggles to maintain positive relationships with adults or peers
• Careful social and emotional differentiation of the curriculum essential to ensure access to the curriculum and progress with learning
• They show persistent difficulties in relation to the ability to self-regulate, identify and manage emotions (including anxiety, anger etc) throughout the day. This presents as either extremely withdrawn and isolated behaviour or behaviour which poses a risk to self and others
• They may present with frequent and unpredictable episodes of poor self-management despite Band 2 support within an inclusive classroom environment. This is having a significant impact on their access to learning within a classroom environment

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies SEMH as a primary need.  This should be reviewed at least termly.  If the child is not making accelerated progress then it may be appropriate to request an EHC assessment (see ‘Making an EHC assessment request guidance’)
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured.
• Targets should be focussed predominantly on SEMH skills.
• Provision should be directly related to targets and area of need.
• SENCo will be directly involved at this stage to oversee provision and monitor progress in liaison with relevant specialist support services.
• Use of specialist assessment tools should be ongoing (such as Boxall profile, resiliency Scales)
• Advice from specialist support services such as Walsall Speech and Language Therapy Service, Walsall Educational Psychology Service, CAMHS is likely to be ongoing. Support and guidance may also be provided by Walsall special schools and ARPs.

Recommended Provision & Interventions

• Identified key adult
• Emotion Coaching
• ELSA
• FRIENDS
• Pragmatics
• TEACH
• De-escalation approaches
• Transactional Analysis approach
• ‘Positive entrapment model’ as a planning tool
• ‘arousal curve’ as a planning tool
• Co-regulation strategies
• Social stories
• Nurture group/nurture based interventions
• Planned lunch/break activities
• Planned activities to support transitions
• Therapeutic approaches, such as cognitive behavioural interventions, solution focussed approaches, person construct approaches, narrative approaches and play therapy
• Counselling support
• Individually planned support and approaches informed by specialist services such as Educational Psychology, School Nursing, CAMHS

• Children should experience no more than 2 managed moves within a phase (primary/secondary)
• NB managed moves, isolation and exclusion are not considered to be targeted interventions

Adult support & ratios

Supported within mainstream class group with an enhanced adult:child ratio, ensuring access to planned intervention as well as ensuring that adult support can be responsive to needs and prevent risks from escalating.

Engagement in regular, planned, highly targeted 1:1 or small group intervention (beyond 50% timetable) and consistent implementation of reasonable adjustments as required.  Supported by staff who have relevant experience and skills in supporting children with SEMH needs.

Academic progress

May or may not be below age related expectations but SEMH needs are a significant barrier to access to learning and progress is not at the expected rate.

Social, emotional, mental health

High Needs Funding - Band 5

Description of need

• Child will present with Severe and increasing behavioural difficulties, often compounded by additional needs and requiring a high level of support by staff who are skilled and experienced in supporting children with SEMH difficulties

• Moderate/ severe mental health difficulties, acute anxiety, attachment needs resulting in either extremely withdrawn behaviour or behaviour which poses a risk to self and others
• May show patterns of regular school absence
• Disengaged from learning, significant under performance
• Reliant on direct adult support to remain on task
• Engaging in high risk taking activities both at school and within the community
• Difficulties expressing empathy, emotionally detached, could have tendency to hurt others or self
• Issues around identity and belonging
• Needing to be in control, not able to negotiate or follow direction of others
• Difficulties sustaining positive relationships
• Over-friendly or withdrawn with strangers, may be at risk of exploitation
• May present with sexualised language or behaviours
• Slow to develop age appropriate self-care skills due to levels of maturity or degree of Learning Difficulties
• Physical, sensory and medical needs that require medication and regular review
• Complex Needs Identified

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies SEMH as a primary need.  This should be reviewed at least termly.  At this stage children are also likely to have an EHCP. This should be reviewed at least annually.  If they do not have an EHCP then an application should be made in discussion with the young person and their parents/carers
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured.
• Targets should be focussed predominantly on SEMH skills.
• Provision should be directly related to targets and area of need.  Provision at this stage would be significantly ‘different from and additional to’.
• SENCo will be directly involved at this stage to oversee provision and monitor progress in liaison with relevant specialist support services.
• Use of specialist assessment tools should be ongoing (such as Boxall profile, resiliency Scales)
• Advice from specialist support services such as Walsall Speech and Language Therapy Service, Walsall Educational Psychology Service, CAMHS will be ongoing. Support and guidance may also be provided by Walsall special schools and ARPs.

Recommended Provision & Interventions

• Identified key adult
• Emotion Coaching
• ELSA
• FRIENDS
• Pragmatics
• TEACH
• De-escalation approaches
• Transactional Analysis approach
• ‘Positive entrapment model’ as a planning tool
• ‘arousal curve’ as a planning tool
• Co-regulation strategies
• Social stories
• Nurture group/nurture based interventions
• Planned lunch/break activities
• Planned activities to support transitions
• Therapeutic approaches, such as cognitive behavioural interventions, solution focussed approaches, person construct approaches, narrative approaches and play therapy
• Counselling support
• Individually planned support and approaches informed by specialist services such as Educational Psychology, School Nursing, CAMHS

• Children should experience no more than 2 managed moves within a phase (primary/secondary)
• NB managed moves, isolation and exclusion are not considered to be targeted interventions

Adult support & ratios

Supported within mainstream class group with an enhanced adult:child ratio, ensuring access to planned intervention as well as ensuring that adult support can be responsive to needs and prevent risks from escalating.

Engagement in regular, planned, highly targeted 1:1 or small group intervention (for up to 90% of time in school) and consistent implementation of reasonable adjustments as required. Supported by staff who have relevant experience and skills in supporting children with SEMH needs.

Academic progress

May or may not be below age related expectations but SEMH needs are a significant barrier to access to learning and there is evidence of significant underperformance compared to individual potential.

Social, emotional, mental health

High Needs Funding - Band 6

Description of need

• Child will present with Severe and increasing behavioural difficulties, often compounded by additional needs and requiring a high level of support by staff who are skilled and experienced in supporting children with SEMH difficulties
• Requiring a range of therapeutic interventions or referral to specialist support services (CAMHS, YOT)
• Unable to manage self in group without dedicated highly ‘tuned in’ and responsive support
• May be Involved in substance misuse either as a user or exploited into distribution/selling
• May have poor attendance, requiring a high level of adult intervention to bring into school
• Refusal to engage, extreme disengagement
• Engage in high risk behaviours (risk to self, others and property) requiring high level of supervision and support to reduce risk
• Require targeted teaching in order to access learning
• Health and safety risk to self and others due to increased levels of agitation and presenting risks
• May present with sexualised language and behaviour, identified at risk of CSE
• Social, emotional, mental health needs may be related to a social communication need

Assessment & Planning

• Children should have a personalised education plan (see recommended ‘My Support Plan’), which identifies SEMH as a primary need.  This should be reviewed at least termly.  At this stage children are also very likely to have an EHCP. This should be reviewed at least annually. If they have not yet got an EHCP then an application should be made through discussion with parents/carers/young person
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured.
• Targets should be focussed predominantly on SEMH.
• Provision should be directly related to targets and area of need.  Provision at this stage would be highly specialist.
• SENCo will be directly involved at this stage to co-ordinate provision and monitor progress in liaison with relevant specialist support services.
• Advice from specialist support services such as Walsall Speech and Language Therapy Service, Walsall Educational Psychology Service, and CAMHS is likely to be ongoing. Support and guidance may also be provided by Walsall special schools and ARPs.

Recommended Provision & Interventions

• Identified key adult
• Emotion Coaching
• ELSA
• FRIENDS
• Pragmatics
• TEACH
• De-escalation approaches
• Transactional Analysis approach
• ‘Positive entrapment model’ as a planning tool
• ‘arousal curve’ as a planning tool
• Co-regulation strategies
• Social stories
• Nurture group/nurture based interventions
• Planned lunch/break activities
• Planned activities to support transitions
• Therapeutic approaches, such as cognitive behavioural interventions, solution focussed approaches, person construct approaches, narrative approaches and play therapy
• Counselling support
• Individually planned support and approaches informed by specialist services such as Educational Psychology, School Nursing, CAMHS

• Children should experience no more than 2 managed moves within a phase (primary/secondary)
• NB managed moves, isolation and exclusion are not considered to be targeted interventions

Adult support & ratios

Requiring specialist support and approaches throughout the school day in order to reduce risk and support engagement in learning.

Requiring access to learning in an environment that is supportive and tailored to meet SEMH needs, structured in a way which reduces triggers and allows flexibility. Supported by staff who are experienced and highly skilled in supporting children with SEMH needs.

Academic progress

May or may not be below age related expectations but SEMH needs are a significant barrier to access to learning and there is evidence of significant underperformance in relation to individual potential.

Social, emotional, mental health

High Needs Funding - Band 7

Description of need

• Child will present with severe and increasing behavioural difficulties, often compounded by additional needs and requiring a high level of support by staff who are skilled and experienced in supporting children with SEMH difficulties
• Requiring a range of therapeutic interventions or referral to specialist support services (CAMHS, YOT)
• Unable to manage self in group without dedicated highly ‘tuned in’ and responsive support
• May be Involved in substance misuse either as a user or exploited into distribution/selling
• May have poor attendance, requiring a high level of adult intervention to bring into school
• Refusal to engage, extreme disengagement
• Engage in high risk behaviours (risk to self, others and property) requiring high level of supervision and support to reduce risk
• Highly unpredictable behaviour which is difficult to plan for and manage
• Require targeted teaching in order to access learning
• Health and safety risk to self and others due to increased levels of agitation and presenting risks
• May present with sexualised language and behaviour, identified at risk of CSE
• Social, emotional, mental health needs may be related to a social communication need

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies SEMH as a primary need.  This should be reviewed at least termly.  At this stage children are expected to have an EHCP. This should be reviewed at least annually. If they have not yet got an EHCP then an application should be made through discussion with parents/carers/young person
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured.
• Targets should be focussed predominantly on SEMH.
• Enhanced and highly individualise transition planning is required, with a focus on developing secure relationships in new environments
• Provision should be directly related to targets and area of need.  Provision at this stage would be highly specialist.
• SENCo will be directly involved at this stage to co-ordinate provision and monitor progress in liaison with relevant specialist support services.
• Advice from specialist support services such as Walsall Speech and Language Therapy Service, Walsall Educational Psychology Service, and CAMHS is likely to be ongoing. Support and guidance may also be provided by Walsall special schools and ARPs.

Recommended Provision & Interventions

• Identified key adult
• Emotion Coaching
• ELSA
• FRIENDS
• Pragmatics
• TEACH
• De-escalation approaches
• Transactional Analysis approach
• ‘Positive entrapment model’ as a planning tool
• ‘arousal curve’ as a planning tool
• Co-regulation strategies
• Social stories
• Nurture group/nurture based interventions
• Planned lunch/break activities
• Planned activities to support transitions
• Therapeutic approaches, such as cognitive behavioural interventions, solution focussed approaches, person construct approaches, narrative approaches and play therapy
• Counselling support
• Individually planned support and approaches informed by specialist services such as Educational Psychology, School Nursing, CAMHS
• Direct therapeutic support provided by specialist staff

• Children should experience no more than 2 managed moves within a phase (primary/secondary)
• NB managed moves, isolation and exclusion are not considered to be targeted interventions

Adult support & ratios

Requiring specialist support and approaches throughout the school day in order to reduce risk and support engagement in learning.

Requiring access to learning in an environment that is supportive and tailored to meet SEMH needs, structured in a way which reduces triggers and allows flexibility. Supported by staff who are experienced and highly skilled in supporting children with SEMH needs.  Requiring a very high level of additional targeted support within a specialist small group learning context and requiring planned therapeutic support provided by specially trained staff.

Academic progress

May or may not be below age related expectations but SEMH needs are a significant barrier to access to learning and there is evidence of significant underperformance compared to individual potential.

Speech, Language, Communication & Social Interaction

Universal – Band 0

Walsall services who can support:

Whole school approaches:

Training:

Useful websites/resources:

Walsall Speech & Language Therapy

Walsall Educational Psychology

Walsall Occupational Therapy

Walsall Inclusion Support Team - Hearing Impaired Team

Early Help

Makaton

Sensory spaces (sensory room, quiet areas, regulation zones)

Sensory Audit

Finger gym

Visual timelines

Positive prompts

Transition planning

Structured play/club options at break and lunch times

Identification of speech and language difficulties (including Wellcomm) – SaLT

Makaton tasters – SaLT

Communication Friendly Classrooms – SaLT/ARPs

Communication strategies in the classroom – SaLT/ARPs

Visual Timelines – SaLT/ARPs

Positive Prompts – SaLT/ARPs

Autism Education Trust Training – AET Hub

NASEN

www.nasen.org.uk

ICAN

www.ican.org.uk

NAPLIC

www.naplic.org.uk

Afasic

www.afasic.org.uk

National Autistic Society

www.autism.org.uk

Autism West Midlands

www.autismwestmidlands.org.uk

National Literacy Trust

www.literacytrust.org.uk

The Communication Trust www.thecommunicationtrust.org.uk

SMIRA

www.selectivemutism.org.uk

Emotion Coaching www.bathspa.ac.uk/education/research/emotioncoaching/

Nurture UK

www.nurtureuk.org

Book recommendations for children/young people

Book recommendations for adults (parents/carers/professionals)

• What’s happening to Ellie? A book about puberty for girls and young women with Autism and related conditions by Kate E Reynolds.
• What’s happening to Tom? A book about puberty for boys and young men with Autism and related conditions by Kate E Reynolds.
• My family is different – a workbook for children with a brother or sister on the autism spectrum by Carolyn Brock.
• My friend Sam – a story about introducing a child with Autism to nursery school by Liz Hannah.

• Promoting Friendships in the Playground: A Peer Befriending Programme for Primary Schools by Brigette Bishop (Lucy Duck Books) 
• Quality Circle Time in the Primary Classroom by Jenny Mosley.
• Quality Circle Time in the Secondary school by Jenny Mosley & Marilyn Tew.
• Circle Time for young children by Jenny Mosley.
• More Quality Circle Time by Jenny Mosley.
• 101 Activities to help children get on together by Jenny Mosley & Helen Sonnet.
• Jenny Mosley’s Small Books of the 5 Skills by Jenny Mosley.
• The Homunculi approach to social and emotional wellbeing by A. Grieg & T. MacKay. (Cognitive behavioural approach for young people on the autistic spectrum)
• Autism: talking about a diagnosis, a guide for parents and carers of children with an autism spectrum disorder by Rachel Pike.
• Autism: Supporting your teenager by Caroline Hattersley.
• The Selective Mutism Resource Manual: 2^nd Edition. By Alison Wintgens & Maggie Johnson.

Speech, Language, Communication & Social Interaction

Ordinarily Available - Band 1

Description of need

SLCN is an emerging but is not yet a clearly identified primary area of need; the pupil has some difficulty with speech, language, communication or social interaction.

Will present with some/all of the difficulties below and these will mildly affect curriculum access and social development.

• Direct literacy learning may be included in cognition and learning.
• Speech is understood by familiar adults but has some immaturities, which may impact on social interaction and may impact on the acquisition of literacy.
• Difficulties with listening and attention that affect task engagement and independent learning, including in large group situations.
• Comments and questions indicate difficulties in understanding the main points of discussion, information, explanations and the pupil needs some support with listening and responding.
• Difficulties in the understanding of language for learning (conceptual language; size, time, shape, position)
• Reduced vocabulary range, both expressive and receptive.
• These children may rely on simple phrases with everyday vocabulary
• Social interaction could be limited and there may be some difficulty in making and maintaining friendships.
• Behaviour as an indicator of SLCN: difficulties with independent learning, poor listening and attention, frustration, stress, lack of engagement.
• Children may present with difficulty in talking fluently e.g. adults may observe repeated sounds, words or phrases.
• Children may have difficulties with social interaction with peers
• Children may be reluctant to communicate in specific social situations within the educational setting
• Children with needs on the Autism Spectrum may also present with sensory needs (this may be hyper or hypo sensitivity across the range of senses). This may have a mild impact on learning and access to some social contexts

Children may or may not have an identified condition, such as Autism Spectrum Disorder (made by an appropriate multi-agency team), Hearing Impairment, Cleft palate.

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies SLCN/ASD as a primary need.  This should be reviewed at least termly.
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured. 
• Targets should be focussed predominantly on SLCN/social interaction skills.
• Provision should be directly related to targets and area of need.
• SENCos should be providing advice and guidance to the class/subject teacher/s.

Recommended Provision & Interventions

Sensory diet

Personalised Visual timeline

Choice boards

Now and next boards

Makaton

Sensory environmental audit

Social stories

Social communication/pragmatics group

Friendship Terrace

Black Sheep materials

NELI – Nuffield Early Language Intervention

Wellcomm

Early Talkboost (Early Years)

Talkboost (KS1 & 2)

A 5 Can Make Me Lose Control

Emotion Coaching

Adult support & ratios

Supported within the mainstream class group with the usual adult:child ratios.

Children should be receiving a small amount of additional targeted small group or individual support (likely to be in core subjects and during non-structured times)

Academic progress

Children are likely to be achieving just below age related expectations.  There are likely to be particular delays in literacy and literacy based subjects.

Speech, Language, Communication & Social Interaction

Ordinarily Available - Band 2

Description of need

SLCN is identified as the primary area of need; the pupil has some difficulty with speech, language, communication or social interaction.

Will present with some/all of the difficulties below and these will mildly-moderately affect curriculum access and social development.

• Speech is usually understood by familiar adults; unfamiliar people may not be able to understand what the child is saying.
• The child’s speech may have some immaturities or use of more unusual sounds within their talking, which may impact on social interaction and the acquisition of literacy.
• Difficulties with listening and attention that affect task engagement and independent learning, including in large group situations.
• Comments and questions indicate difficulties in understanding the main points of discussion, information, explanations and the pupil needs some support with listening and responding.
• Difficulties in the understanding of language for learning (conceptual language; size, time, shape, position)
• Reduced vocabulary, both expressive and receptive.
• These children may rely on simple phrases with everyday vocabulary
• Rely heavily on Non Verbal Communication (adult’s gestures, copying peers, visual timelines etc) to complete tasks and support communication.
• Social interaction could be limited and there may be some difficulty in making and maintaining friendships.
• Children may present with difficulties with independent learning, poor listening and attention, frustration, stress, lack of engagement.
• Children may present with difficulty in talking fluently e.g. adults may observe repeated sounds, words or phrases.
• Children may be reluctant to communicate in a range of social situations within the educational setting
• Children with needs on the Autism Spectrum may also present with some sensory needs (this may be hyper or hypo sensitivity across the range of senses). This may interfere with learning and access to some social contexts

Children may or may not have an identified condition, such as Autism Spectrum Disorder (made by an appropriate multi-agency team), Hearing Impairment, Cleft palate.

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies SLCN/ASD as a primary need.  This should be reviewed at least termly.
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured.
• Targets should be focussed predominantly on SLCN/social interaction skills.
• Provision should be directly related to targets and area of need.

• SENCos should be providing advice and guidance to the class/subject teacher/s.

Recommended Provision & Interventions

Personalised Visual timeline

Choice boards

Now and next boards

Makaton

Sensory environmental audit

Social stories

Social communication/pragmatics group

Friendship Terrace

Black Sheep materials

NELI – Nuffield Early Language Intervention

Wellcomm

Early Talkboost (Early Years)

Talkboost (KS1 & 2)

A 5 Can Make Me Lose Control

Emotion Coaching

Adult support & ratios

• Children should access the majority of learning within a mainstream whole class context.
• Children should be receiving daily targeted small group and/or individual support (likely to be during core subjects and at social/unstructured times)

Academic progress

Children are likely to be achieving up to 1 year below age related expectations.  There are likely to be particular delays in literacy and literacy based subjects.

Speech, Language, Communication & Social Interaction

Ordinarily Available - Band 3

Description of need

SLCN is identified as the primary area of need; the pupil has moderate difficulties with speech, language, communication or social interaction.

Children will present with some/all of the difficulties below and these will moderately affect curriculum access and social development.

• Persistent delay against age related speech, language and communication
• Persistent difficulties that do not follow a normal developmental patterns (disordered)

Speech

• Speech may not be understood by others. 
• Difficulty in conveying meaning, feelings and needs to others due to speech intelligibility.
• Speech sound difficulties impact on literacy development.
• Speech sound difficulty may lead to limited opportunities to interact with peer; be socially vulnerable as a result, may become isolated or frustrated.

Language:

Expressive

• The child may have difficulty speaking in age appropriate sentences and the vocabulary is reduced. This will also be evident in written work
• Talking may not be fluent.
• May have difficulties in recounting events in a written or spoken narrative.

Receptive

• Difficulties in accessing the curriculum; following instructions, answering questions, processing verbal information, following everyday conversations. Needs regular and planned additional support and resources.
• Difficulties with listening and attention that affect task engagement and independent learning.  Not be able to focus attention for sustained periods.  Appear passive or distracted. 
• Difficulties with sequencing, predicting, and inference within both social and academic contexts. This may impact on behaviour and responses in everyday situations e.g. not understanding the consequences of an action.

Communication & Social Interaction:

• Rely heavily on Non Verbal Communication (adult’s gestures, copying peers, visual timelines etc) to complete tasks and support communication.
• Difficulties with speech and/or language mean that social situations present challenges resulting in emotional outbursts, anxiety, social isolation and social vulnerability.
• Difficulties with using and understanding non-verbal communication such as facial expressions, tone of voice and gestures.
• Poor understanding of abstract language and verbal reasoning skills needed for problem solving, inferring and understanding the feelings of others.
• Anxiety related to lack of understanding of time and inference.
• Finds new environments, situations and changes in routines anxiety provoking/difficult to manage.
• Children may be reluctant to communicate in a range of situations within the educational setting which has been persistent and may concur with a diagnosis of Selective Mutism.
• Children with needs on the Autism Spectrum may also present with sensory needs (this may be hyper or hypo sensitivity across the range of senses). This may present an increasingly significant barrier to learning and access to some social contexts

Children may or may not have an identified condition, such as Autism Spectrum Disorder (made by an appropriate multi-agency team), Hearing Impairment, Cleft palate.

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies SLCN/ASD as a primary need.  This should be reviewed at least termly. If the child is not making accelerated progress then it may be appropriate to request an EHC assessment (see ‘Making an EHC assessment request guidance’)
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured.
• Targets should be focussed predominantly on SLCN/social interaction skills.
• Provision should be directly related to targets and area of need.  Provision at this stage would be significantly ‘different from and additional to’.
• SENCo is usually directly involved at this stage to support further assessments to identify any other underlying needs.
• Advice will be sought from specialist support services such as Walsall Speech and Language Therapy Service, Walsall Educational Psychology Service, CAMHS, Walsall Occupational Therapy. Support and guidance may also be provided by Walsall special schools and ARPs.

Recommended Provision & Interventions

Personalised Visual timeline

Choice boards

Now and next boards

Makaton

Sensory environmental audit

Sensory processing assessment

Social stories

Social communication/pragmatics group

Friendship Terrace

Black Sheep materials

NELI – Nuffield Early Language Intervention

Wellcomm

Early Talkboost (Early Years)

Talkboost (KS1 & 2)

A 5 Can Make Me Lose Control

Emotion Coaching

SCERTS for assessment and intervention

Circle of Friends

The Homunculi approach to social and emotional wellbeing (Cognitive behavioural approach for young people on the autistic spectrum)

Nurture Group Intervention

Adult support & ratios

Children will require a high level of adjustment and support to access learning within a mainstream whole class context.

Children should be receiving a high level of daily targeted small group and/or individual support (this should be across all core subjects and social times).

Academic progress

Children are likely to be achieving up to 2 years below age related expectations.  There are likely to be particular delays in literacy and literacy based subjects.

Speech, Language, Communication & Social Interaction

High Needs Funding - Band 4

Description of need

SLCN is identified as the primary area of need; the pupil has significant difficulties with speech, language, communication or social interaction.

Will present with some/all of the difficulties as described at Band 3 and these will severely affect curriculum access and social development.  The child will have an identified speech, language and/or communication delay/disorder

• Persistent delay against age related speech, language and communication despite highly targeted interventions advised by relevant specialists
• Persistent difficulties that do not follow a normal developmental patterns (disordered) despite highly targeted interventions advised by relevant specialists

Speech

• Unintelligible speech
• Significant difficulty in conveying meaning, feelings and needs to others due to speech intelligibility.
• Speech sound difficulties significantly impact on literacy development.
• Speech sound difficulties lead to limited opportunities to interact with peers; be socially vulnerable as a result, may become isolated or frustrated.

Language:

Expressive

• Significant difficulties/delay with expressive language skills, likely to be at least 2 years below age related expectations.  This  will be having a significant impact on curriculum access (particularly literacy skills), social interactions and behaviour
• Talking may not be fluent.
• May have difficulties in recounting events in a spoken narrative.
• Will have limited vocabulary and/or word retrieval difficulties

Receptive

• Significant difficulties in accessing the curriculum; following instructions, answering questions, processing verbal information, following everyday conversations. Needs regular and planned additional support and resources.
• Significant difficulties with listening and attention that affect task engagement and independent learning.  Not be able to focus attention for sustained periods.  Appear passive or distracted. 
• Difficulties with sequencing, predicting, and inference within both social and academic contexts. This may impact on behaviour and responses in everyday situations e.g. not understanding the consequences of an action.
• Require non-verbal approaches (e.g. individualised visual timeline, symbols and signs) and/or increased adult support to facilitate understanding of language.

Communication & Social Interaction:

• Reliant on Non Verbal Communication (e.g. Makaton, copying peers, visual timelines) as a primary means of communication
• Significant difficulties with speech and/or language mean that social situations present challenges resulting in frustration, emotional outbursts, anxiety, social isolation and social vulnerability. This may manifest as challenging behaviour.
• Significant difficulties with using and understanding non-verbal communication such as facial expressions, tone of voice and gestures.
• Very limited understanding of abstract language and verbal reasoning skills needed for problem solving, inferring and understanding the feelings of others.
• Anxiety related to lack of understanding of time and inference. Needs reassurance and forewarning of changes to routine or when encountering new situations/experiences.
• Children may be reluctant to communicate in a range of situations within the educational setting which has been persistent and may concur with a diagnosis of Selective Mutism.
• Children with needs on the Autism Spectrum may also present with sensory needs (this may be hyper or hypo sensitivity across the range of senses). This may present a significant barrier to learning and access to a range of social contexts

The pervasive nature of the presenting needs is likely to have a detrimental effect on the acquisition, retention and generalisation of skills and therefore on the result of any assessment.  This may include behaviours and responses that may be repetitive and reflect a lack of flexibility of thinking and require a high level of routine and structure. Will require significant adjustments to the learning environment.

Pupils will have an uneven learning profile that can be context dependent but their attainment levels suggest they can access a differentiated mainstream curriculum.  Will require significantly more support than is normally provided in a mainstream setting.

Children may or may not have an identified condition, such as Autism Spectrum Disorder (made by an appropriate multi-agency team), Hearing Impairment, Cleft palate.

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies SLCN/ASD as a primary need.  This should be reviewed at least termly.  If the child is not making accelerated progress then it may be appropriate to request an EHC assessment (see ‘Making an EHC assessment request guidance’)
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured.
• Targets should be focussed predominantly on SLCN/social interaction skills.
• Provision should be directly related to targets and area of need.
• SENCo will be directly involved at this stage to oversee provision and monitor progress in liaison with relevant specialist support services.
• Advice from specialist support services such as Walsall Speech and Language Therapy Service, Walsall Educational Psychology Service, Walsall Occupational Therapy, CAMHS is likely to be ongoing. Support and guidance may also be provided by Walsall special schools and ARPs.

Recommended Provision & Interventions

Personalised Visual timeline

Choice boards

Now and next boards

Makaton

Sensory environmental audit

Social stories

Social communication/pragmatics group

Friendship Terrace

Black Sheep materials

NELI – Nuffield Early Language Intervention

Wellcomm

Early Talkboost (Early Years)

Talkboost (KS1 & 2)

A 5 Can Make Me Lose Control

Emotion Coaching

SCERTS for assessment and intervention

Circle of Friends

Communication Book

Aided language displays

PECS

High and low tech communication aids

PODD

Objects of Reference

Adult support & ratios

Children require a very high level of adjustments and support to access the majority of learning within a mainstream whole class context.

Children should be receiving a high level of daily targeted small group and/or individual support (this is likely to be across the majority of curriculum areas and during some social/unstructured times).

Academic progress

Children are likely to be achieving up to 3 years below age related expectations.  There are likely to be particular delays in literacy and literacy based subjects.

Speech, Language, Communication & Social Interaction

High Needs Funding - Band 5

Description of need

SLCN is identified as the primary area of need; the pupil has severe and complex difficulties with speech, language, communication or social interaction.

Will present with an increased number and severity of difficulties as described at Band 4 and these will severely affect curriculum access and social development.  The child will have an identified speech, language and/or communication delay/disorder

• Persistent and increasing delay against age related speech, language and communication requiring intensive, specialist approaches throughout the curriculum
• Persistent and complex difficulties that do not follow a normal developmental patterns (disordered) requiring intensive, specialist approaches throughout the curriculum

Speech

• Unintelligible speech
• Significant difficulty in conveying meaning, feelings and needs to others due to speech intelligibility.
• Speech sound difficulties significantly impact on literacy development.
• Speech sound difficulties lead to limited opportunities to interact with peers; be socially vulnerable as a result, may become isolated or frustrated.

Language:

Expressive

• Significant difficulties/delay with expressive language skills, likely to be at least 2 years below age related expectations.  This  will be having a significant impact on curriculum access (particularly literacy skills), social interactions and behaviour
• Talking may not be fluent.
• May have difficulties in recounting events in a spoken narrative.
• Will have limited vocabulary and/or word retrieval difficulties

Receptive

• Significant difficulties in accessing the curriculum; following instructions, answering questions, processing verbal information, following everyday conversations. Needs regular and planned additional support and resources.
• Significant difficulties with listening and attention that affect task engagement and independent learning.  Not be able to focus attention for sustained periods.  Appear passive or distracted. 
• Difficulties with sequencing, predicting, and inference within both social and academic contexts. This may impact on behaviour and responses in everyday situations e.g. not understanding the consequences of an action.
• Require non-verbal approaches (e.g. individualised visual timeline, symbols and signs) and/or increased adult support to facilitate understanding of language.

Communication & Social Interaction:

• Reliant on Non Verbal Communication (e.g. Makaton, copying peers, visual timelines) as a primary means of communication
• Significant difficulties with speech and/or language mean that social situations present challenges resulting in frustration, emotional outbursts, anxiety, social isolation and social vulnerability. This may manifest as challenging behaviour.
• Significant difficulties with using and understanding non-verbal communication such as facial expressions, tone of voice and gestures.
• Very limited understanding of abstract language and verbal reasoning skills needed for problem solving, inferring and understanding the feelings of others.
• Anxiety related to lack of understanding of time and inference. Needs reassurance and forewarning of changes to routine or when encountering new situations/experiences.
• Children may be reluctant to communicate in a range of situations within the educational setting which has been persistent and may concur with a diagnosis of Selective Mutism.
• Children with needs on the Autism Spectrum may also present with sensory needs (this may be hyper or hypo sensitivity across the range of senses). This may present a significant barrier to learning and access to a range of social contexts

The pervasive nature of the presenting needs is likely to have a detrimental effect on the acquisition, retention and generalisation of skills and therefore on the result of any assessment.  This may include behaviours and responses that may be repetitive and reflect a lack of flexibility of thinking and require a high level of routine and structure. Will require significant adjustments to the learning environment.

Pupils will have an uneven learning profile that can be context dependent but their attainment levels suggest they can access a differentiated mainstream curriculum.  Will require significantly more support than is normally provided in a mainstream setting.

Children may or may not have an identified condition, such as Autism Spectrum Disorder (made by an appropriate multi-agency team), Hearing Impairment, Cleft palate.

Pupils at Band 5 will have communication and interaction needs that significantly affect their access to the National Curriculum, including the social emotional curriculum and all aspects of school life, even in known and familiar contexts and with familiar support/people available. 

Children who present with greater difficulties than those identified at Band 5 (above) require a multi-agency approach to further assessment and intervention as this is likely to be secondary to their learning needs or social, emotional mental health needs – please refer to Band 6 SEMH or Band 6 Cognition & Learning.

Assessment & Planning

• Children should have an individual education plan (see recommended ‘My SEN Support Plan’), which identifies SLCN/ASD as a primary need.  This should be reviewed at least termly.  At this stage children are also likely to have an EHCP. This should be reviewed at least annually.
• Children and their parents/carers should be involved in agreeing SMART targets (see ‘My SMART targets’ guidance) and should know how progress will be measured.
• Targets should be focussed predominantly on SLCN/social interaction skills.
• Provision should be directly related to targets and area of need.  Provision at this stage would be significantly ‘different from and additional to’.
• SENCo will be directly involved at this stage to oversee provision and monitor progress in liaison with relevant specialist support services.
• Advice from specialist support services such as Walsall Speech and Language Therapy Service, Walsall Educational Psychology Service, Walsall Occupational Therapy, CAMHS will be ongoing. Support and guidance may also be provided by Walsall special schools and ARPs.

Hearing Impairment

Universal – Band 0

Walsall services who can support:

Whole school approaches:

Training:

Useful websites/resources:

 Walsall Inclusion Support – Hearing Impairment

Walsall Speech and Language Therapy Service

• Deaf-friendly learning. environments
• Good listening conditions. E.g. Soft furnishing, suitable lighting, seating position and minimal background noise.
• Deaf awareness. E.g. celebration of deaf awareness week.
• Whole school visual strategies. E.g. Visual timelines, object of referencing and Makaton
•  

NDCS offer a range of courses on deaf awareness.

The Supporting and Achievement series found on the National Deaf Children’s Society website are useful for advice on deaf-friendly strategies and support. These include:

• Supporting the achievement of hearing impaired children in early years.

• Supporting the achievement of deaf children in primary schools.

• Deaf friendly teaching: For secondary schools.

• Supporting the achievement of hearing impaired children in special schools.

• Supporting the achievement of deaf children who use English as an additional language.

• Next steps: Supporting successful transitions into post-16 education and employment for deaf young people in England.

• Supporting the achievement of deaf young people in further education

• Supporting the achievement of deaf young people on apprenticeships.

Book recommendations for children/young people

Songs for a Whale

Author: Lynne Kelly
 Publisher: Piccadilly Press
 Interest age: 8-12
 Reading age: 8+

Harriet Versus the Galaxy

Author: Samantha Baines Illustrator: Jessica Flores
 Publisher: Knights Of
 Interest age: 6-11
 Reading age: 7+

Max and the Millions

Author: Ross Montgomery
 Publisher: Faber
 Interest age: 8-11
 Reading age: 8+

The Silent Striker

Author: Pete Kalu
 Publisher: Hope Road
 Interest age: 13+
 Reading age: 13+

Fairy Magic

Author: Cerrie Burnell Illustrator: Laura Ellen Anderson
 Publisher: Scholastic
 Interest age: 4-6
 Reading age: 6+

Freddie and the Fairy

Author: Julia Donaldson Illustrator: Karen George
 Publisher: Macmillan Children's Books
 Interest age: 3+
 Reading age: 6+

What the Jackdaw Saw

Author: Julia Donaldson Illustrator: Nick Sharratt
 Publisher: Pan Macmillan
 Interest age: 5+
 Reading age: 6+

River of Ink: Genesis