Wiltshire Ordinarily Available Provision for All Learners (OPAL)

• The school SEND information report is co-produced with parent carers; visit SEND School Improvement resources (rightchoice.wiltshire.gov.uk) (opens new window) for Wiltshire Council training to ensure this is compliant
• Parent carers are signposted to Wiltshire's Local Offer. This is referenced on the setting's website
• Parent ;carers are aware of the role of all professionals supporting their child or young person.
• Parent carers are aware of the range of communication channels available for sharing information about their child.
• The setting is transparent with the parent carers and is responsive to the needs and wishes of the CYP and Families.
• Parent carers are aware of the SEN status of their child and the provision to support, including any individually tailored interventions in place.
• Parent carers are involved in regular Team around the Child (TAC) meetings to discuss individual child or young person development and are involved in setting and reviewing targets for their child
• Formal and informal events take place to seek views in relation to SEN provision in the settings e.g. CYP and parent/carer surveys, coffee mornings
• Use of a home and setting diary / book bag / messaging and social media to support communication directly with parent carers in addition to communication given via CYP

Early Years guidance

• Parents / carers are signposted to other services in EY, that can support early identification of early SEND such as the Family Hubs, for more information visit Advice and support 0 to 5.

• The views, wishes and feelings of the CYP and the child's parents
• The importance of the CYP and parents, participating as fully as possible in decisions, and being provided with the information and support necessary to enable participation in those decisions
• The need to support the CYP and the child's parents in order to facilitate the development of the CYP and to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood. (SEND code of practice (opens new window))

• CYP are involved in the Graduated Approach (see document titled 'Graduated response cycle' under the Monitoring, Tracking and Evaluating section) (opens new window); assess, plan, do, review, process: setting and reviewing targets and identifying their own learning strategies
• CYP interests, likes and dislikes are involved in the Graduated response and creative ways are found to capture the child's voice.
• CYP are helped to understand their own barriers to learning and the strategies that can support them
• CYP are supported to value and celebrate their achievements
• CYP understand and are able to contribute to the targets they are working to achieve
• Parents/carers are involved in regular target setting and review meetings

Early Years guidance

• Access Early Years Inclusion Advisor resource page on Right Choice: Early Years Inclusion Advisors Service (opens new window)

A regular cycle of Assess, Plan, Do, Review is used to ensure that CYP with SEND are making progress. Staff should ensure that formative assessment and feedback are a feature of teaching and learning.

• CYP's strengths and difficulties in learning and behaviour are observed and monitored in a range of environments to inform planning
• Staff are aware of CYP's starting points so that expected progress is made and can be measured
• Observation and school-based 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 (opens new window)) to ensure a thorough understanding of CYP.
• CYP have regular opportunities to evaluate their own learning; self-assessment is used to inform individual targets
• The impact of provision and interventions (see 'Intervention tracker' under the section Monitoring, Tracking and Evaluating (opens new window)) is critically evaluated. Alternative approaches are explored to establish whether they may result in better outcomes for the CYP

Expertise is in place to manage reasonable examination arrangements (access arrangements) for assessments, national tests and public examinations.

Settings make adaptations to assessment arrangements based on the CYP's normal way of working and reasonable adjustments used to enable the CYP access their learning. Refer to the relevant exam board guidelines. Arrangements could include:

• rest breaks
• use of a reader, scribe or laptop
• extra time
• Adapted resources are used in class and assessments

The setting recognises, and responds to, the need for pastoral support for CYP with SEND, bearing in mind the individual's social and emotional needs and other relevant contextual circumstances.

• Trauma-informed practice is supported across the curriculum
• There is a calm and purposeful climate for learning where CYP feel they belong, and their contributions are valued
• CYP can identify an agreed safe space
• Language used demonstrates unconditional positive regard for CYP (e.g. Relational Approaches; Attachment-aware practice)
• Awareness that CYP with SEND are vulnerable to bullying and an appropriate level of support and monitoring is in place.
• Aspects of the curriculum are used to develop wellbeing and resilience
• Peer awareness and sensitivity towards difference (including SEND) are raised at a whole setting level. Work is done with classes and groups regarding specific needs or conditions as appropriate.

CYP feels safe and valued. They know that they can approach staff and that their opinions and concerns are valued.

• A named adult/key person provides a stable point of reference when required
• Negative attitudes, beliefs and perceptions towards individuals and groups are challenged
• CYP voice is encouraged and acted on

The physical environment is adapted to meet the needs of CYP.

• "reasonable adjustments" are made according to individual needs
• The furniture is the appropriate size/height for the CYP
• Extra-curricular activities and educational visits are planned to fully include CYP with SEND (in line with the Equalities Act 2010), including those with SEMH and physical disabilities. "Reasonable adjustments" are made
• CYP's views are routinely sought and are used to inform planning for physical or sensory adaptations that they may require

Staff are aware of sensory needs and issues that may impact on CYP.

• CYP sensory needs are known and used to plan the environment, including seating arrangements and movement breaks
• Left and right-handed CYP are able to use equipment comfortably and seated so that they don't knock each other as they write/draw
• CYP who wear glasses and/or hearing aids wear them and are seated in the optimum position
• Displays are meaningful and visually accessible to reduce sensory overload
• Staff are aware of lighting in the room e.g. use of natural light, glare from the board, where you stand in relation to the light
• Use of pale background and accessible font styles on the whiteboard
• 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 canteen or music room

Staff differentiate to provide suitable learning challenges and cater for different learning needs and styles.

Use of success criteria or similar to promote independence, scaffold and support.

• Metacognitive processes such as modelling, cueing, prompting, and self-scaffolding are used to aid understanding and promote independence
• Visual/audio demonstrations and visual cues/audio commentary are used; key vocabulary is displayed with visual
• Alternatives to written recording are used routinely
• Skills to promote independent learning and/or study skills are explicitly taught, CYP have access to homework clubs, or additional support with homework
• Homework is differentiated appropriately for CYP
• Staff handwriting on the board, working walls and in CYP's books is clear and legible
• Technology e.g. interactive whiteboard, tablets etc are used to effectively promote engagement and scaffold the learning

Staff ensure that CYP have opportunities to work in different ways e.g. independently, in a variety of small groups and/or in pairs.

• Strategies are used to actively promote independent learning e.g. through pre-teaching, overlearning, appropriately differentiated resources
• Seating plans and 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 of additional adults is planned to maximise their impact on learning
• CYP are explicitly taught appropriate skills to manage routines and independence
• Relational practices 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

Quality and impact of support is reviewed.

Specific resources and strategies are provided to overcome potential barriers to learning.

Increased use of ICT resources.

• Resources are within easy reach of  Children and Young people (CYP) to promote independence and reduce stigma.
• CYP have easy access to sensory equipment that they require, e.g. writing slopes, pencil grips, wobble cushions, fidget toys, ear defenders, and weighted blankets.
• Resources are clear and uncluttered, labelled using text and images. Print size and font is appropriate. Coloured backgrounds and paper are used to reduce visual stress.
• Resources are organised to be accessible; this may involve reducing resources available.
• Physical resources such as PE and Maths equipment are adapted to promote independence e.g. different size balls.
• Tangible apparatus and adapted resources are available for those CYP who require it.
• CYP are taught how to use these resources effectively.
• Technology is used to support alternatives to written recording and to promote independent learning.
• The skills to use specific resources are taught e.g. touch typing.

• Additional adults are deployed proactively and their impact on the CYP is monitored carefully to ensure progress is supported and maintained.
• Grouping/seating arrangements and additional support are used to promote independent learning as far as possible.
• Strategies taught and used in interventions are integrated into teaching so that CYP can sustain progress within the setting.

• There is a planned programme of ongoing CPD (opens new window) (see 'Blank CPD Rolling Programme' under the heading 'Efficient Use of Resources') in relation to SEND for the whole setting and individual teams and departments.
• Best practice is shared within the setting and with other settings in the county through a variety of means, including Wiltshire's online OPAL resource and SENCO network meetings. Visit SEND School Improvement resources (rightchoice.wiltshire.gov.uk) (opens new window).

• Staff know when and how to refer for extra support or advice.
• The setting is aware of and regularly communicates with any other professionals who are involved with each CYP.
• Advice received from other professionals is used to inform teaching and learning.

• moving around the setting/ playroom or changing to another setting
• Starting school
• Preparing for the end of the day
• preparing for weekends, the start of holidays and beginning of term
• moving from lesson to lesson
• changing from structured to unstructured times
• moving from one activity to the next within a lesson
• changes of staff - permanent and temporary
• special events: visitors, visits, celebrations
• life events: birth of a sibling, change in parenting arrangements e.g. change in parent/carers relationship status, loss and bereavement or contact visits
• puberty

• have insecure attachment, including but not limited to Looked After Children, Children who are subject to Child in Need or Child Protection Plan and Service Pupils
• have social communication difficulty
• are neuro-diverse (ND)
• suffered trauma, loss, or bereavement
• are anxious

Strategies include:

• Safe spaces are available within the room or an identified area within the setting
• Visual timetables are used, events are removed or ticked off when finished. These may also include an "oops" for when things change unexpectedly.
• Timers are used to show CYP how long they have to work for/how long they have to finish.
• Opportunities for periods of respite using withdrawal to smaller groups. This might include self-directed/individual time-out.
• Plans are made for unstructured times: safe spaces are available; there are structured alternatives such as games club or use of the library for vulnerable CYP.
• Transition warnings such as 'now and next' visual cards are used.
• Transitional objects are used to support children who struggle with transition.
• Timers are used to show CYP how long they have left before a transition happens.
• Alternative activities, structures or routines are in place dependent on individual needs.

• Information is actively sought and shared about CYP to support successful transitions and manage change both within the setting and beyond. This information should include child and parents carers voice.
• This information is available for the CYP's parent carers, other colleagues within the setting and receiving or previous settings as required.
• Staff are aware of CYP who need additional support while transitions and adjustments are made, e.g. additional visits to a new setting/classroom with a familiar trusted adult, creating social stories, staff from new setting visiting old setting.

Early Years guidance

Visit Right Choice: Early Years Inclusion Advisors Service (opens new window).

Difficulties saying what they want to

• build confidence through specific praise and support where needed e.g. prompting with first word, encouragement to re-order ideas, visual support
• model language, eg: CYP says "ball gone" , adult says "the ball's gone in the box"
• allow time for child to process and respond (10 second rule)
• ensure different uses of language with the pupil such as comments, instructions and questions e.g. "You've built a big tower" "Sit down now" "What are you making?"
• provide opportunities to talk without interruption, practice new vocabulary and talk to adults/in small group rather than in whole class
• model use of language in social contexts e.g. "My turn... your turn", "Yes please",  "No thanks", "Good morning!"
• consistent practice of one developmentally appropriate error e.g. -ed endings such as "walked" through reading, talking and at home
• explicit teaching of new vocabulary e.g. subject-based word banks
• if the pupil struggles to respond, offer an alternative e.g. "Is it... or...?"
• targeted small group or individual language sessions

Early Years Guidance

• Practitioners to implement a total communication approach when supporting children to communicate their needs and wants. Using a combination of visual aids, Makaton and objects of reference to support individual children with communication. 
• Use of first wave interventions such as iCan, Talk Boost, BLAST! Preschool Communication Tracker 
• Use of Adult communicative behaviours (ECAT) /Communication Friendly Environment Audit 

Difficulties with intelligibility and being understood

• model back language and respond to the CYP's message regardless of any mistakes with pronunciation, e.g. if CYP asks "Where's the dup (cup)?" responding "The cup is here"
• build confidence through specific praise e.g. for successful pronunciation or good attempts
• don't pretend to understand - can the CYP tell you/show you in another way?

Early Years Guidance

• Slow down speech and give children time to respond
• Practitioners to implement a total communication approach when supporting children to communicate their needs and wants. Using a combination of visual aids, Makaton and objects of reference to support individual children with communication.

Difficulties with understanding

• provide a language rich environment through rhymes, songs, good quality texts
• anticipate and plan for difficulties when listening to and understanding instructions or stories
• allow extra time to process what has been said
• check you have engaged the CYP's attention before talking to them, use their name
• use clear, concise language with information given in small chunks. Use first, then, next
• provide visual support for verbal content and instructions, including visual prompts for key vocabulary and visual timetables
• regularly check understanding by asking the pupil to show you or explain the instructions in their own words
• give strategies to indicate when they have not understood, and model how to do this if necessary
• relate content to prior learning or the CYP's direct experience whenever possible
• check that hearing has been tested
• provide alternative means of communicating e.g. use of technology, symbol communication (e.g. Makaton, PECS, Aided Language Boards)
• use multi-sensory approaches to teach new vocabulary and concepts and opportunities for repetition and reinforcement
• differentiate level of questioning to suit individual CYP e.g. "what/where" questions easier than "when/why"

Early Years Guidance

• Share stories ahead of time, choosing particular words and sounds that the child can engage with

CYP does not understand or use neurotypical social rules of communication

• Explicit teaching of important skills and rules of social interaction, with modelling and use of key phrases, e.g. 'First my turn, then your turn'. This may be best taught in a small social skills group with support to transfer the skill to other contexts
• Ensure all staff are aware of pupil's difficulties and support rather than sanction e.g. if pupil inadvertently uses the wrong tone of voice
• Buddy/befriender system at break and lunchtimes and safe-haven to use when necessary
• Support for interpersonal problem-solving to promote assertiveness and negotiation e.g. categorising the relative importance of problems, visual supports to express feelings, comic strip conversations
• Develop pupils' awareness of situations that may be difficult and encourage pupil to use appropriate strategies
• Use of visual support to define areas, structure play and enable choices, e.g. choice boards, boxes labelled with pictures, cues for number of pupils allowed in an area, language jigs, social stories, emotional thermometers
• Give pupil a specific role in group work and support the interaction with peers or consider providing and alternative individual task to complete if group work is proving too difficult
• Understand and manage health and safety considerations, e.g. interest in sockets/fans with lack of awareness of danger
• Provide small group nurturing for specific issues, e.g. Year 7 discussion re: transition, identified adults to talk to
• Provide support with understanding the views of others and developing tolerance e.g. may hold extreme or non-age appropriate views

Early Years Guidance

• Support children with appropriate friendships and relationships with others
• Understand and manage health and safety considerations, e.g. interest in climbing and safety of other children 

Difficulties with listening and attention

• use the CYP's name first to draw their attention, followed by key word instructions e.g. 'Jamie, stop'
• use visual supports to support good listening e.g. widget symbols
• use simple, literal, language (avoiding idioms, sarcasm, and figures of speech)
• use of symbol communication such as Picture Exchange Communication System (PECS)
• be very aware of your own body language (70% of what we communicate is non-verbal)
• awareness of appropriate tone of voice (calm, not too loud)
• awareness of appropriate environment (noise, room temperature, lighting, room layout)
• ensure language use is developmentally appropriate for the CYP
• use specific positive reinforcement for good listening behaviour e.g. "good sitting still" rather than "Good boy"

Early Years Guidance

• Use the child s name first to draw their attention, followed by key word instructions e.g. 'Jamie, stop'
• Use visual supports to support good listening e.g. widget symbols
• Use simple, literal, language (avoiding idioms, sarcasm, and figures of speech)
• Use of shared attention activities such as ready steady go games.
• Be very aware of your own body language (70% of what we communicate is non-verbal)
• Awareness of appropriate tone of voice (calm, not too loud)
• Awareness of appropriate environment (noise, room temperature, lighting, room layout)
• Ensure language use is developmentally appropriate for the CYP
• Use specific positive reinforcement for good listening behaviour e.g. "good sitting still" rather than "Good Laura".
• Use of agreed strategies provided by outside professionals.
• Further information on individual strategies can be found on Right Choice under  Right Choice: Early Years Inclusion Advisors Service (opens new window). 

Difficulties with flexible thinking and/or anxiety

• Provide a calm, structured environment with clear routines and expectations and visual support and/or timetable
• Ensure preparation for change of activity or routine
• Extra support and identified strategies to manage time limited tasks, transitions and unexpected events e.g. use of timer, additional time, surprise card, first-next board
• Teach strategies to deal with stressful events and identify strategy if pupil needs to be withdrawn e.g. a selection of anxiety reducing activities
• Minimise choice, eg: provide two positive options
• Regular mentor support, including adults or peers
• Use Social stories to support understanding of different situations

Early Years Guidance

• Use of visual support and/or timetables.
• Support strong attachments.
• Use of self-regulation techniques such as breathing exercises and use of co regulation, self-regulation techniques. 

Sensitivity to sensory stimuli

• be aware of the pupil's sensory profile and typical triggers, use a Sensory checklist to investigate
• anticipate sensory overload in order to intervene at an early stage. Discuss with parent carers about how sensory overload is managed at home
• sensory or regulatory breaks and snacks. The 4 R's of co-regulation - Regulate, Relate, Reflect and Repair (Louise Bomber)
• be flexible with uniform policy
• consider the environment e.g. noise, room temperature, visual stimuli, proximity
• maintain a flexible approach to transitions e.g. between lessons and to and from the setting
• provide access to a calm, safe space
• give opportunities for sensory circuits and sensory rooms or resources
• staff to work together with other professionals to share strategies and advice to support the CYP's sensory diet

Early Years Guidance

• Consider child's basic needs, is tiredness exacerbating sensory needs.
• Children have opportunities to access the sensory stimulation they seek in a in a safe and stimulating way. E.g. Chewlery/Sensory Circuits.
• Consider EYIA training available on Right Choice.
• Further advice and guidance available on Right Choice.
• Provide Sensory Circuit breaks throughout the day.  Please access Dingley's Promise training for further information.
• Use SPARK-EY and the Sensory Top Tips handout to implement support strategies for any identified areas of need.

Physical outbursts causing harm to others and/or to self and/or damage to property

• a consistent approach to managing individuals with reasonable adjustments made
• recognise that behaviour is a communication and understand the CYP unmet needs
• understanding the frequency and location of triggers
• communication with families about what might be happening at home (e.g. divorce, bereavement, illness), strategies that work/don't work and relaying this information to staff
• preventative strategies in place
• provide a safe area/reflection room
• appropriate relationship-based de-escalation and regulation strategies in place
• risk management plan in place
• Use of co-constructed reintegration plans A clear plan of action, agreed with parent carers with regard to physical intervention
• See Section Two: Social, emotional and mental health difficulties

Early Years Guidance

• Provide calming resources and a co-regulation area
• please refer to the EYIA de-escalation toolkit for relationship-based de-escalation and regulation strategies, visit Early Years Inclusion Advisors Service | Right Choice (wiltshire.gov.uk)
• Consistent use of a comprehensive Relationship and Behaviour Policy then embeds the Five to Thrive approach - Please see example by visiting Early Years Inclusion Advisors Service | Right Choice (wiltshire.gov.uk)
• All new staff are supported to fully adopt a Five to Thrive approach within their practice.

Specific learning difficulties affecting one or more specific aspect of learning, e.g. literacy difficulties, numeracy difficulties or specific language impairment. For all areas of need any provision or support should be provided in line with the needs of the CYP and is not dependant on any formal diagnosis

• assessment through teaching to identify the areas of need in consultation with the CYP or observation if more appropriate
• metacognition approaches - learning to learn e.g. by trying to understand the CYP's difficulty and asking them what helps
• recognising and celebrating success in other areas of their life
• appropriate adaptations made e.g. font, coloured paper, line spacing, lighting, overlays, adaptation, technology - led by the needs of the CYP and what they find helpful
• staff will have been informed of what strategies or approaches to use in line with advice from assessments or consultation
• evidence based interventions to develop skills e.g., spelling, handwriting, literacy, numeracy (Education Endowment Foundation (EEF) (opens new window) or Evidence 4 Impact (opens new window))

Early Years Guidance

• Match learning and opportunities to child's interests, motivators and developmental stage. Extend learning opportunities where appropriate. 
• Identify and remove barriers to learning.
• All practitioners will consistently use and will have been informed of what strategies or approaches to use in line with advice from assessments or consultation
• Encourage repetition, rhythm and rhyme by using tone and intonation as you tell, recite or sing stories, poems and rhymes in books to gain children's attention and interest
• Use a variety of approaches to modelling, forward/backward chaining, demonstration etc.  Provide adult support at set times to model key skills such as sorting/matching and monitor progress.  Provide meaningful praise and reward.

Generalised learning difficulties, e.g. difficulties across the curriculum but with some areas of strength.
CYP with an uneven profile of skills and attainment

• adjustment, modification and differentiation of the curriculum, right across the board, to enable the CYP to fully access the curriculum
• active learning, concrete, pictorial and pragmatic approaches to learning
• emphasis on self-actualisation - activities designed to develop skills which will support them to become independent and resilient learners
• support to manage self-esteem - celebration of strengths, reinforcement of success 
• pre-teaching of content and subject-specific vocabulary
• reasonable adjustments to support slow speed of processing e.g., providing, thinking time, reducing the task
• support for homework e.g. support for accurate recording of homework, differentiated tasks as standard for all children, lunchtime drop in sessions using school online homework portals
• close monitoring of attendance

Early Years Guidance

• Increase opportunities for making choices between big/small, more/less in meaningful, supported contexts 
• Specific learning difficulties affecting one or more specific aspect of learning, e.g. 
• To help shift a child's attention from one task to another, make the differentiation between tasks more obvious by using multi-sensory signals; e.g. Music to indicate a transition time. Ensure that transitions are compatible and adjusted to meet the individual needs of the child.  
• Allowing the child time to finish their task and ensure there is pre-warning of transitions. 
• Provide a range of interesting objects with different functions; model how to use these and encourage imitation.  Monitor the child's understanding and adjust as appropriate. 
• Minimise stopping play and waiting times and offering a continuous provision approach. 

Difficulties participating and presenting as withdrawn or isolated

• relationships are key: develop relationship with key adult - using relational practice and the PACE approach, attune to understand, share and acknowledge the CYP's experiences
• develop belonging within the school community: provide roles or responsibilities in school, support friendships, encourage participation in extra curricular activities
• assessment through teaching - e.g. are there parts of the curriculum that they find easier to manage than others? Use these to develop confidence
• small group work e.g. friendship or social skills, nurture groups
• ELSA or equivalent sessions with a trusted adult
• backward chaining - bringing learner in at the end of assembly or school day
• where age appropriate, make use of play based activities
• establish interests, create opportunities to practise new things
• buddying/peer mentoring
• giving responsibility for looking after someone else
• allow flexibility in curriculum and routine
• emotionally based school avoidance https://rightchoice.wiltshire.gov.uk/Page/19873 (opens new window)

Early Years Guidance

• make use of indoor and outdoor play-based activities

Displaying behaviours that challenge e.g. refusal to follow instructions, aggression, damage to property

• adopt a relational approach to behaviour as a school-wide policy. Encourage self-reflection whereby staff can reflect on their own interactions and responses and consider whether an alternative response could lead to a different outcome?
• ensure reasonable adjustments are made in order to differentiate for SEMH in the same way that we differentiate for learning
• maintain a consistent messaging but flexible approach, e.g. "I want you to be in class learning" is the consistent message, but the approach to support this happening may vary or be flexible depending on individual needs
• understand the basis for the behaviour e.g. what is the history/context?
• understand that behaviour is a method of communication e.g. what purpose is the behaviour trying to achieve for the CYP? What are they trying to tell us with their behaviour? What need are they trying to meet?  What skills do they need to be taught?
• use of choices to allow the CYP some control with the same end result e.g. would you like to complete this on the computer or hand write it?
• teach the CYP different ways to get their needs met? E.g. develop social skills, strategies to regulate their emotions
• develop readiness to learn through regulation strategies use restorative approaches
• use of individual behaviour plans, Pastoral Support Plans and risk assessments
• consideration of the routine, timetable, and transitions. Make stress as predictable, moderate, and controllable as we can
• ensure all expectations are clear and explicit
• staff to be aware of and monitor their own regulation and swap with another staff member when needed
• detailed transition between year groups/phases of education
• professional meetings to understand the behaviour
• maintain positive communication with home/family e.g. what is going on at home, other agencies involvement
• ensure support plans are regularly reviewed
• ensure a consistent, whole-school approach to support strategies

Physical symptoms that are medically unexplained e.g. soiling, stomach pains

• be curious and listen to the CYP
• provide activities that are stress reducing e.g. games, dance, colouring, gardening, animals, outdoor activity and play, messy play, sensory activities
• Keep a log and analyse pattern or trends to identify triggers

Early Years Guidance

• Be curious and attentive to the impact of environmental factors and basic care needs such as tiredness and lighting and devise strategies to mitigate or remove these
• Assess sensory requirements.

Attention difficulties

N.B. any provision or support should be provided in line with the needs of the CYP and is NOT dependant on any formal diagnosis

• liaison with school nurse
• understand the reasons, look for patterns
• allow plenty of time for movement or frequent small concentration periods, sensory breaks and regulation activities
• have a clear structure to the day
• have clear expectations regarding behaviours and a clear and consistent response to behaviours
• being aware of times of the day that may be more difficult, break down activities and verbal information into manageable chunks
• Consideration of application of any reasonable adjustments that need to be made in line with the Equalities legislation

Developmental trauma and attachment difficulties

• ensure all staff have a good understanding of trauma-informed practice, eg: Five to Thrive (FACT - Five to Thrive: Attachment, Trauma and Resilience Training). Encourage relational approaches, eg: connection before correction
• Adopt an attitude of PACE - Playfulness, Acceptance, Curiosity, Empathy (Help Children Live Better: PACE – A Therapeutic Approach (opens new window))
• consideration of teaching and reparative opportunities using natural consequences, rather than discipline procedures. Use relational influence rather than rewards
• apply nurture principles (nurtureuk: What is nurture? (opens new window))
• liaise with parent carers for shared understanding
• ensure a well supported transition when the CYP starts a new setting - checking the history, ensure all relevant documentation is sought on entry to the setting and transferred when a child leaves. this includes multi-agency reports.
• supportive, structured curriculum
• staff to all be trained and aware of any CYP with attachment difficulties and how to respond to them
• consideration of family context and the range of CYP that may have attachment difficulties e.g. adopted, forces children, previously CIN, LAC
• Liaison with the Virtual School for support and advice https://rightchoice.wiltshire.gov.uk/Page/23169 (opens new window)

Low level disruption or attention needing behaviours, e.g.  frequent interruptions to learning, fiddling with objects
(See section on sensory and physical needs regarding physical sensitivity)

• differentiated use of voice, gesture and body language
• focus on reducing anxiety and thereby behaviours
• flexible and creative use of rewards and consequences e.g. 'catch them being good'
• positive reinforcement of expectations through verbal scripts and visual prompts
• Provide a safe space in the setting
• Consider giving sensory or regulatory breaks. 4 R's of co-regulation - Regulate, Relate, Reflect and Repair (TouchBase: Meet the team - Louise Michelle Bombèr (opens new window))

Difficulty in making and maintaining healthy relationships

• small group/nurture group activities to support personal, social and emotional development
• a range of differentiated opportunities for social and emotional development e.g. buddy systems, friendship strategies, circle time
• adopt school-wide relational approaches

Difficulties following and accepting adult direction

• put relationships at the centre of interactions with learners
• look for patterns and triggers to identify what may be causing behaviours
• positive scripts - positive language to re-direct, reinforce expectations e.g. use of others as role models
• calming scripts to de-escalate, including for example, use of sand timers for calming and de-escalation time
• limited choices to engage and motivate
• flexible and creative use of rewards and consequences e.g. 'catch them being good' sticker charts
• follow-lead-follow activities (reciprocal interaction)
• provide structure-consistency without rigidity
• visual timetable and use of visual cues i.e. sand timers to support sharing

Early Years Guidance

• Ensure curriculum is meaningful to children to create intrinsic motivation
• For children to feel safe and secure within the nursery environment. Staff at nursery to ensure that they "check in" with children on a regular basis

Presenting as significantly unhappy or stressed. Behaviours that may reflect

• Anxiety/depression
• Self-harming
• Substance misuse
• Eating disorders
• Developmental trauma

• identify and build on preferred learning styles
• provide a safe place/quiet area in the setting
• feedback used to collaborate and plan with parent/carer, to ensure consistency between the home and setting
• use of social stories to identify triggers and means of overcoming them
• ongoing attempts to understand what lies behind the behaviours
• multi-professional approach (eg: MHST/BSS/EPS/Early Years Inclusion Team) looking at the history, when did the behaviour start to change?
• liaison and collaboration with home to understand the wider context
• provide sensory or regulatory breaks
• encourage substitutes for self-harming behaviours e.g. elastic bands, marbles - after training on self-harm or seeking advice from MH professionals (MHST or CAMHS) National Self-Harm Network

Patterns of non- attendance

• feedback is used to collaborate and plan with parent/carer, to ensure consistency between the home and setting
• maintain connection - let the CYP know you are keeping them in mind
• Refer to Wiltshire EBSA guidance: https://rightchoice.wiltshire.gov.uk/Page/19873 (opens new window)

Staff to work together with other professionals to share strategies and advice to support the child or young person with a hearing needs as advised by Qualified Teacher of the Deaf.

Communication Strategies
Adults should:

• staff to work together with other professionals to share strategies and advice
• be made aware how best to support in school
• have appropriate training
• be aware the CYP may use lip-reading and visual clues to support their hearing. Ensure that they are able to see lip patterns when you are giving instructions; try not to move around the room whilst talking
• deliver instructions clearly and at normal conversational level
• check the lesson content has been heard and understood, particularly when delivering new information, instructions or homework; and/or using unfamiliar vocabulary
• repeat/rephrase pertinent comments made by other members of the class
• be aware that during PE or Games lessons and practical subjects it will be more difficult to follow instructions
• encourage good listening behaviour: sitting still, looking and listening
• enable CYP to have time to respond verbally
• use CYP's name to gain their attention before speaking to them

Early Years Guidance

• Support instructions with a range of alternative communication strategies such as Makaton, objects of reference and visual aids.

The CYP with a hearing need should:

• be seated appropriately with clear view of adult's face and any visual material used
• if the CYP has a unilateral loss - sit at front with better ear nearest to the speaker
• be encouraged to ask when not sure what to do and encourage to access resources independently

Early Years Guidance

• Promote independence by offering an adult led and child led curriculum

Access to the curriculum:

• words spoken on an audio/visual recording may need a person to repeat what is being said, provide written copy and/or use subtitles
• visual reinforcement
• pre and post tutoring to introduce vocabulary and concepts
• apply appropriate exam concessions

Deaf Friendly learning environment:

• carpeting, soft furnishing, rubber feet on the table and chair legs etc. will reduce noise
• CYP should be seated away from any source of noise e.g. window, corridor, fan heater, projector, the centre of the room etc.
• minimise background noise and maintain a quiet working environment, particularly for specific listening work
• visual timetable and use of visual cues i.e. sand timers to support sharing
• appropriate safety and deliver and/or signpost to appropriate interventions
• appropriate evacuation procedures in place
• planned and unplanned breaks as appropriate
• promote positive attitudes towards hearing needs within the school environment
• differentiated activities should reflect CYP individual needs to ensure full access to the curriculum
• access to IT as appropriate

Audiological Management

• staff working with the CYP HI should understand the use of hearing aids, radio aids and any other appropriate equipment; training will be provided by the Hearing Team as required

Social and Emotional Wellbeing

• pastoral support to support social, emotional and mental health
• encourage and facilitate social interactions with peers

• staff to work together with other professionals to share strategies and advice to support the child or young person as advised by Qualified Teacher for the Visually Impaired (QTVI) and/or Habilitation Specialist
• promote positive attitudes towards people with visual needs within the school environment and local communities, with advice from the Vision Support Team
• plan and deliver differentiated classroom activities to reflect student's individual needs and ensure full access to all activities as well as support social, emotional, communication and physical skills
• additional time to complete tasks
• language mediation of visual information which is beyond CYP visual reach e.g. use auditory reinforcements
• post and pre tutoring to ensure concepts are understood
• provide uncluttered space and plain backgrounds to help the CYP person focus on the appropriate object
• provide access to quieter learning environments at times if necessary
• support to promote full social inclusion and to develop social skills
• differentiated and modified visual learning material e.g. recommended print size and font type, decluttered, wider spacing, different coloured paper, modification of task at source
• provision of stationery e.g., bold lined/squared paper, coloured paper, writing slopes, coloured glue sticks
• large print library books and talking books
• bold writing pens
• use of real objects to support concept development and understanding
• access to larger and tactile learning materials e.g. real life objects, tactile maps and globes, VI protractors and rulers
• provide exam access arrangements as advised
• use of ICT for example, iPad connected to whiteboard and electronic books
• reading apps. E.g. Dolphin Easy Reader App
• touch typing and touch typing programme when required to improve recording
• use of magnification and accessibility features in IT/technology. E.g. visualisers, low vision aids iPads/tablets
• support in practical lessons for Health & Safety
• adapted physical activities e.g., brightly contrasting equipment
• line marking and visually friendly environments as per environmental audit and similar interventions suggested by Habilitation Specialist or QTVI
• implement strategies advised by Habilitation Specialist
• take account of mobility needs such as accessing mobility training
• equipment for life skills/curriculum activities e.g., talking scales
• provide additional resources for inclusive play, for example a bell in the ball, so all can play together

Early Years Guidance

• use auditory reinforcements such as voice recorders 

Settings are expected to use their best endeavours to make reasonable adjustments as advised by Physical and Medical specialist teachers, for more info visit  Right Choice: Physical and Medical Needs (opens new window)

The children and young people with a physical disability should:

• have their voice heard and responded to. 
• be included in the discussions around differentiation and adaptations.  
• have appropriate access to their learning environment.

Accessibility within the setting:

• setting to have an ongoing accessibility plan with timely updates and planned work. 
• flexible school policies and expectations to accommodate physical and medical needs.
• appropriate access to the environment such as accessible bathroom, ramps etc. 
• all rooms have suitable seating / table / work surface access.  
• height adjustable or lower tables to be used for subjects such as Science, DT, Art and Food Technology
• timetable rooms or external areas with access requirements considered including alternative social areas. 
• consideration of storage space for equipment.
• setting employer has responsibility for the writing and review of risk assessments, PEEP and relevant plans.
• provide accessible transport and accessible off-site day and residential trips.

Access to curriculum:

• CYP to be fully included in all aspects of school life including PE and off-site trips and residential breaks.
• teachers to plan a fully inclusive curriculum including time for transition between subjects. Relevant risk assessments for practical subjects to allow access. 
• have what the CYP 'can do' as the start point. Use adult support flexibly to promote independence. 
• ensure the CYP has access to any equipment they require such as a laptop, iPad and these are charged and linked to the relevant network with correct accessibility features set up.  
• timetable, where possible, classrooms on the ground floor and reduce unnecessary journeys.
• where appropriate, provide opportunities to integrate therapy programmes as advised. 

Teachers may need to make reasonable adaptations such as: 

• use of technology including voice activation 
• emailing documents to devices in advance
• uploading work online
• providing a copy of documents to reduce writing demands.
• prior differentiation communication with support staff.

Additional Provision:

• appropriate staffing and hygienic toileting facilities that respect the dignity and privacy of the CYP 
• ensure equipment is regularly checked, cleaned and where relevant charged
• staff are trained to use the equipment & the risk assessments are provided and reviewed by setting at least annually
• cleaning protocols of equipment on site
• where relevant, make arrangements to ensure the CYP's personal and dietary needs are met
• clear medication protocol in setting including risk assessments and storage as well as administering
• Trained staff to meet the CYP physical needs such as manual handling, medication administration, therapy programmes
• support internal and external transition
• ensure Personal Emergency Evacuation Plans as well as Toilet Management Plans are in place when relevant
• setting to accommodate medical appointments and surgery by attendance at meetings, alternative work, extension of deadlines
• engagement with relevant professionals and external educational providers such as MNERS

Social and emotional wellbeing:

• pastoral support for social, emotional and mental health
• encourage and facilitate social interactions with peers
• close liaison between home and setting to promote well-being
• seek the CYP views about their inclusion in special events and school trips, to ensure all anxieties and barriers are discussed and removed

Early Years Guidance:

• staff to work together with other professionals to share strategies and advice to support the child
• staff need moving and manual handling training as required
• appropriate use of support equipment e.g. standing frames, walkers, wheelchairs, protective helmets, high low tables, in line with advice from therapists
• put in place accessibility planning and appropriate risk assessments
• provide accessible toilet and changing facilities 
• staff have appropriate training to meet physical needs
• Children have access to adapted equipment to access specific aspects of the setting and the curriculum e.g. cutlery, crockery, scissors

Settings can access the Physical and Medical Right Choice section for support and advice by visiting: Right Choice: Physical and Medical Needs (opens new window)

The CYP with a severe medical need should:

• have their voice heard and responded to
• be included in the discussions around differentiation and adaptations
• have appropriate access to their learning environment

• have medical interventions integrated into the school day with minimal disruption to their curriculum learning

Accessibility within the setting:

• setting to have an ongoing accessibility plan with timely updates and planned work
• provide an appropriate space for medical/hygiene intervention
• flexible school policies and expectations to accommodate physical and medical needs
• timetable rooms or external areas with access requirements considered including alternative social areas
• consideration of storage space for equipment
• setting employer has responsibility for the writing and review of risk assessments, PEEP and relevant plans
• provide accessible transport and accessible off-site day and residential trips

Access to the curriculum:

• CYP to be fully included in all aspects of school life including PE and off-site trips and residential breaks
• teachers to plan a fully inclusive curriculum including time for transition between subjects; relevant risk assessments for practical subjects to allow access
• have what the CYP 'can do' as the start point. Use adult support flexibly to promote independence
• teachers may need to make reasonable adaptations such as:
  Use of technology including voice activation
  Emailing documents to devices in advance
  Uploading work online
  Providing a copy of documents to reduce writing demands
• prior differentiation communication with support staff
• ensure the CYP has access to any equipment they require such as a laptop, iPad and these are charged and linked to the relevant network with correct accessibility features set up
• timetable, where possible, classrooms on the ground floor and reduce unnecessary journeys
• where appropriate, provide opportunities to integrate therapy programmes as advised
• support internal and external transition

Equipment/ medication and health management:

• clear medication protocol in setting including risk assessments and storage as well as administering
• appropriate staffing and hygienic facilities that respect the dignity and privacy of the CYP
• identify staff and a process to ensure all medication and resources are on site and to request more supplies from home, as needed
• staff are trained to administer the medication/procedure and the risk assessments are reviewed by setting at least annually
• setting to liaise with the health professionals providing the training and consider staff consistency
• staff should follow the CYP's care plan
• ensure Personal Emergency Evacuation Plans as well as Toilet Management Plans are in place when relevant
• setting to accommodate medical appointments and surgery by attendance at meetings, alternative work, extension of deadlines
• engagement with relevant specialist professionals and external educational providers such as MNERS
• staff to be trained and aware of bereavement policies, where appropriate

Social and emotional well-being:

• pastoral support for social, emotional and mental health
• encourage and facilitate social interactions with peers
• close liaison between home and setting to promote well-being
• seek the CYP views about their inclusion in special events and school trips, to ensure all anxieties and barriers are discussed and removed

Early Years Guidance:

• regular home and setting contact when/if children are not able to attend, to maintain 'sense of belonging' with peers and the community

Early Years Guidance:

• Gain more information on the child's sensory profile by completing the Sensory Intergration Questionnaire.
• Provide individualised planning to meet any identified sensory seeking or aversion. 
• Use the SPARK-EY and SWASS documents to support any identified sensory need.
• Provide sensory chews where appropriate. 
• Consider making adaptations to the learning environment to support any identified sensory need. 
• Consider the use of ear defenders for children who are sensitive to noises and sound. 
• Provide opportunities for the child to meet sensory experiences through movement. Eg. swinging, hanging upside down or rocking. 
• Consider using a wobble cushion. 
• Sensory fidget toys encourage focus, help to reduce self-stimulatory behaviour and can help to calm and reduce stress.
• Consider the child's clothing and make adjustments in response to the child's needs.