How do we support?

Communication and Interaction

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

Children and young people identified with Autism Spectrum Disorder (ASD) are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

(Code of Practice 2014)
 What provision is available?

Small group/ one-to-one Teaching Assistant (TA) support

Derbyshire Language Friendly File

Black Sheep materials

Speech and Language Therapy (SaLT)- https://www.speech.derbys.nhs.uk/

Socially speaking

Use of specialist equipment and visual prompts to aid communication

British Sign Language

Makaton - https://www.makaton.org/

Child Monitoring Toolkit for Reception- in identifying the specific difficulties, and monitoring impact of intervention
Cognition and Learning

Support for Learning Difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

Specific Learning Difficulties (SPLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia, dyspraxia, ADD and ADHD.

(Code of Practice 2014)
What provision is available?

Small group Teaching Assistant (TA) support

Beat Dyslexia intervention programme - https://www.thedyslexiashop.co.uk/beat-dyslexia-book-1.html

Stareway to Spelling

Letters & Sounds- http://www.letters-and-sounds.com/

Sound Discovery- http://www.syntheticphonics.net/sound-dicovery.php

Minute a day Maths - https://www.aminuteaday.co.uk/

Minute a day Phonics - https://www.aminuteaday.co.uk/

TRUGs - http://www.readsuccessfully.com/

Precision Teaching
 
Derbyshire Friendly File

Stile Trays

Memory Boost activities

Specialist equipment

Plus1 & 2
 
Sensory/ movement breaks
Social, Emotional and Mental Health Difficulties

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance abuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as Attention Deficit Disorder, Attention Deficit Hyperactive Disorder or Unmet Attachment Needs.

(Code of Practice 2014)
What provision is available?

Thrive 1:1/ group and class sessions
 
Small group/ one-to-one Teaching Assistant (TA) support

Circle of Friends

Social Stories

5 Point Scale

Socially speaking

Quiet Time

Play-time support

Feeling Fans

Concentration aids
 
Sensory/ movement breaks
 
Starving the Anxiety Gremlin
 
Time in our Safe Positive and Calm Environment (SPACE) 
 
 
Physical/Sensory Impairment

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with Vision Impairment (VI), Hearing Impairment (HI) or a Multi-sensory Impairment (MSI) will require specialist support and/or equipment to access their learning, or rehabilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties.

Some children and young people with a Physical Disability (PD) require addition ongoing support and equipment to access all the opportunities available to their peers.

(Code of Practice 2014)
What provision is available?



Speed up – Handwriting

Write From the Start

Use of specialised equipment

Small group/ one-to-one Teaching Assistant (TA) support

Fine/gross motor skill development

Physical Literacy - http://activeforlife.com/what-is-physical-literacy/

Active Hands programme