SEND Graduated Response Toolkit
Meeting needs in Communication and Interaction
The following pathway will help you to plan a graduated response to meet the needs of children and young people with Communication and Interaction difficulties.
High quality teaching and differentiation that meets the needs of all children
Things you might do:
High quality teaching differentiated for individual pupils is the first step in responding to pupils who may have SEN
SEN Code of Practice 6.37
- Share concerns with parents
- Check hearing and vision
- Ensure staff have a clear understanding of the stage of language development the child is at, and know next steps.
- Universally Speaking
Communication-friendly schools
This video explains how some schools in Oldham have become communication-friendly
Consider workforce development and the communication environment
Becoming a Communication Friendly settings Elklan Communication Friendly Settings
The Speech, Language and Communication Framework Home - SLCF - The Communication Trust (slcframework.org.uk)
Early Years Training and Resources https://nasen.org.uk/early-years
Signposting families
- BBC Tiny Happy People Campaign. Support and advice for parents and carers to help develop communication skills. https://www.bbc.co.uk/tiny-happy-people
- DfE Hungry Little Minds. Encouraging parents, carers and families to chat, read and play Hungry Little Minds – Simple fun, activities for kids aged 0 – 5 (campaign.gov.uk)
- Oldham Council ages and stages of development
- Chatterboxes
- 10 Tips for Talking (GMCA)
- 50 things to do before you are 5. Local, free ideas and advice for summer and beyond: 50 Things to do before 5 in Oldham
- Advice for parents to develop their children’s communication from Oldham Speech and Language Therapy Service: We Can Help
- We can help families: Advice for parents to develop their children’s communication from Oldham Speech and Language Therapy Service.
Desired outcomes:
- Able to access curriculum with some support
- Increased independence
- Increased confidence and self-esteem
- Improved social inclusion
- Able to contribute to whole class or small group learning
Preventative Services you may request
- Advisory Teaching Team (QEST)
- Educational Psychology Team
- Health Visitors
- SaLT
SEN Support
When would you move to SEN support?
Where a pupil is identified has having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle; Assess, Plan, Do, Review
Code of Practice 6.44
Where there is a lack of adequate progress despite identified and targeted differentiation.
Schools should seek to identify pupils making less than expected progress given their age and individuals circumstances.
This can be characterised by progress which;
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
Further resources for targeted interventions (Nasen website)
Top Tips for understanding ADHD and supporting children in the classroom
How might you put in place an SEN support plan?
The teacher and SENCO should agree in consultation with the parent and the pupil, the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review
Code of Practice 6.48
-
What has the assessment identified as particular areas of need?
- What has the assessment told you about strengths and needs, barriers to and gaps in progress?
- What is the child’s view?
- What is the parent/carer view?
- What outcomes are you looking for?
- What are the identified changes and additional interventions?
- What are the adaptations needed to achieve the identified outcomes?
- How will these will be evaluated?
What does an SEN support plan look like and how can it be implemented?
The class teacher should remain responsible for working with the child or young person on a daily basis. They should work closely with any teaching assistants or specialist staff involved… the SENCO should support the class teacher in the further assessment of particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.
Code of Practice 6.52
A good SEN Support Plan should include the following;
- Outcomes
- Actions
- Who is responsible
- By when
A good SEN Support plan may include a provision map or personalised timetable for the pupil showing frequency and duration of specific interventions
Interventions should be well founded and evidenced based.
Interventions should last a minimum of 6 weeks
Information on researched interventions can be found at:-
Reviewing outcomes using a person-centred approach
Refer to Person Centred Toolkit for further guidance on choosing appropriate person-centred tools to help gather the information needed.)
Code of Practice 6.54
The SEND Code of Practice suggests that the progress towards meeting planned outcomes should be tracked and reviewed regularly, at least termly.
What does good support look like?
What is ‘reasonable’ in terms of a balance between individual/small group and whole class access?
Take each outcome:
- What has specifically been done in relation to the outcome? i.e. smaller hopefully SMARTER outcome
- Baseline - this could be a behaviour, a feeling or a skill
- Intervention
- Evaluation
- Next outcome
The plan below is a good example of how interventions have been reviews with outcomes in mind.
Requesting an EHCP assessment
Where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of the child or young, the child or young person has not made expected progress, the school or parents should consider requesting an Education, Health and Care needs assessment.
Code of Practice 6.63
The code of practice says that SEN support should be adapted or replaced depending on how effective it has been in achieving the agreed outcomes.
Have there been regular reviews showing how the teacher, working with the SENCO, has revised the SEN Support plan in light of the child /young person’s progress and development- agreeing on any changes to support and outcomes in consultation with the parent /carer and pupil on what is working well, as well as what needs to be changed?
Are difficulties severe and persistent despite high-quality teaching, regular attendance and specific targeted intervention over time?
Refer to Oldham guidelines for requesting an EHCP assessment