Wiltshire Ordinarily Available Provision for All Learners (OPAL)

Strategies

• appropriate and timely referrals are made to a range of professionals and external services (DSC, SALT etc)
• early identification through formal checks such as the MAIT and observations
• transparent conversations are had in response to early identification of need
• two-year progress check is a statutory assessment, if developmental delay is identified during this check - then goes to the Health Visitor two-year integrated check
• referring to the Early Years Inclusion Flowchart and following the advised process

A regular cycle of Assess, Plan, Do, Review should be used to ensure that children with SEND are making progress. Staff should ensure that information from all those in the child's life, are included in assessments.

• child's strengths and difficulties in learning and behaviour are observed and monitored in a range of environments to inform planning
• staff are aware of child's starting points so that expected progress is made and can be measured
• observation and EYFS assessment are used to inform planning and interventions starting from their strengths, interests and what they can do
• Staff use a wide range of assessment strategies and tools (see 'Assessment tools for the four areas of need' under the section Assessment and Identification of Need to ensure a thorough understanding of the child. Right Choice: SSENS resource page (opens new window)
• children have regular opportunity to follow their interests
• the impact of provision and interventions is critically evaluated. Alternative approaches are explored to establish whether they may result in better outcomes for the child
• individualised planning is put in place in response to the child's individual stage of development
• sensory needs are identified and explored through using 'Sensory Integration Questionnaire' individualised planning to meet individual sensory needs is created. This questionnaire to be also completed by parents to gain a holistic view of child's sensory needs
• children who wear glasses and/or hearing aids wear them and are seated in the optimum position
• be aware of visual clutter and how bold displays can add to over stimulation and can increase sensory overload (needs to be edited and worded correctly)
• staff are aware of lighting in the room e.g. use of natural light, glare from the board, where you stand in relation to the light
• use of pale and neutral backgrounds
• staff are aware of smells and noise in the room and any particular individuals who may be significantly impacted by these. E.g. room next to the kitchen or music room
• children are given the opportunity to move in a range of different ways such as jumping, pushing, spinning etc. Signpost to the 'Healthy Movers' page visit Right Choice: Early Years resource (opens new window)
• groupings take account of individual needs and routinely provide opportunities for access to role-models, mixed-ability groups, structured opportunities for conversation and sharing of ideas and access to additional adults where they are available
• use adults is planned to maximise their impact on learning
• children are explicitly taught appropriate skills to manage routines and independence
• strong key person practices and consistent use of Five to Thrive approach are used to build and maintain positive relationships across the whole setting community
• staff provide opportunities for collaborative learning and peer support
• there are opportunities to develop peer awareness/sensitivity and support for different needs and disabilities both in and out of the classroom
• adults support of interactions is sensitively given through modelling and planned opportunities