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Ordinarily available provision

The 4 broad areas of need

Examples of approaches, strategies and reasonable adjustments that can be used in mainstream (these are in addition to the universal aspects of quality first teaching) – these examples are not prescriptive and are not designed to be an audit of provision in individual schools or classrooms but are included as suggestions of best practice locally and nationally.

Find out more about the 4 broad areas of need:

The following information is for those with Specific Learning Difficulties (SpLD).

Quality First Teaching:

  • differentiation of literacy and numeracy tasks to support learning outcomes for example, listening and discussing rather than reading and writing, use of assistive technology
  • alternative multi-sensory activities to enhance and support learning
  • use of hands on classroom learning aids (for example, subject specific word mats, word lists colour coded by category, writing frames, spellcheckers, specialist dictionaries, number lines, Numicon, ICT)
  • use of reading texts matched to age and interest as well as reading level
  • consideration of accessibility of learning materials in terms of readability, density of text, size and choice of font, layout, overlays, coloured paper, appropriate use of illustrations
  • reduced background noise and distractions
  • support to sequence tasks and instructions within class for example, task strips
  • extra time for processing, speaking and listening
  • support for homework and to ensure that tasks are clearly recorded including use of ICT
  • use of teaching strategies that develop the independent learning of the Children and Young People (CYP)

Special Educational Needs (SEN) support:

  • an assessment of child’s SpLD leading to an appropriately targeted intervention programme planned in partnership with the child and their family and as advised by other professionals (where involved)
  • recommended standardised assessment tools include the York Assessment of Reading Comprehension (YARC), Dyslexia Portfolio, Wechsler Individual Achievement Test III (WIAT) for teachers 
  • classroom support to develop literacy and numeracy skills and generalisation of skills taught as part of individual or small group programmes
  • the use technological aids such as reader pens is the normal way of working
  • time limited proven interventions matched to pupil need and delivered by suitably trained staff.
  • some use of small group or one-to-one programmes planned by the teacher and delivered by a teaching assistant to address specific difficulties; reinforced by appropriate ICT on phonological awareness, phonics including letter sounds and blending, sight vocabulary, reading strategies, comprehension and inference skills, letter formation, handwriting, spelling, sentence formation, grammar, writing skills, composition skills and study skills as appropriate and using evidence-based interventions programmes
  • Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision is regularly reviewed and adjusted in line with progress over a sustained period (at least 2 terms) in partnership with parent carers and Children and Young People (CYP)

The following information is for those with Moderate Learning Difficulties (MLD).

Quality First Teaching:

  • learning reflects starting point and agreed next steps with learning broken down into smaller achievable steps
  • tasks set are related to the child’s everyday experience with an emphasis on direct experience or preferences
  • range of practical activities including appropriate use of ICT
  • extra time for responses to questions, contributing to class discussions and to complete activities
  • alternative ways to record learning for example, oral, photographic, video, highlighting text, mindmaps
  • cueing and reinforcing children’s listening and attention
  • checking understanding and reinforcing as required through repetition, rephrasing, explaining and demonstration (what the finished product looks like)
  • opportunities for pre-teaching, overlearning and reinforcement
  • use of classroom learning aids (such as subject specific word mats, writing frames, number lines, ICT)
  • use of topic maps to link current learning to previous learning
  • explicit teaching to support generalisation of skills
  • use of peer support
  • visual cues to support understanding including the use of objects, pictures, signs, symbols, models, examples, ICT
  • modelling and teaching study skills (such as having a plan to complete the task, problem solving skills)
  • physical environment that is organised and well-defined and labelled using written and visual cues
  • use of teaching strategies that develop the independent learning of the Children and Young People (CYP)
  • support for homework and to ensure that tasks are clearly recorded including use of ICT

Special Educational Needs (SEN) support:

  • an assessment of child’s learning needs leading to an appropriately targeted intervention programme planned in partnership with the child and their family and as advised by other professionals (where involved)
  • recommended standardised assessment tools include the York Assessment of Reading Comprehension (YARC), Dyslexia Portfolio, Wechsler Individual Achievement Test III (WIAT) for teachers
  • individual and small group programmes for language, literacy and numeracy skills, pre- teaching and reinforcing curriculum learning, study skills
  • classroom support to modify tasks as agreed by class teacher where required and to generalise skills taught as part of individual and small group programmes
  • Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision is regularly reviewed and adjusted in line with progress over a sustained period (at least 2 terms) in partnership with parent carers and Children and Young People (CYP)

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The following information is for those with Speech, Language and Communication Needs (SLCN).

High Quality Teaching:

  • range of strategies are routinely available to collect pupil voice for example, Talking Mats
  • reference to and advice implemented from Universal and Targeted advice sheets
  • cueing and reinforcing children’s listening and attention
  • establish communication friendly strategies to facilitate communication and to assess learning:
    • support what is said by visuals or picture including objects, pictures, signs, symbols, models, examples
    • get the Child or Young Person’s (CYP's) attention
    • allow time to process what has been said
    • allow time to respond
    • differentiation of teacher language for example, use of key vocabulary, short sentences with simple grammar, chunking or sequencing of concepts
    • differentiation of tasks, use of task planners and schedules
    • differentiated use of questions
    • use of word webs, concept or topic maps to illustrate and reinforce key language
    • modelling, prompting and reinforcing children’s language, such as providing a framework or model for a response
    • checking understanding and reinforcing as required through repetition, rephrasing, explaining and demonstration
    • physical environment that is organised and well-defined and labelled using written and visual cues
    • use of appropriate areas of the room to support speaking and listening skills
  • apply personalised advice from SaLT
  • schemes of work are differentiated including content from earlier years as appropriate
  • use of peer support
  • support for homework and to ensure that tasks are clearly recorded including use of ICT
  • use of teaching strategies that develop the independent learning of the CYP
  • use of schedules and routines, support for transitions including unexpected change
  • opportunities for direct experience and practical activities including use of ICT
  • opportunities for pre-teaching, overlearning and reinforcement and generalisation of key language
  • opportunities to develop speaking and listening skills, social skills and relationships with other children for example, Talk Boost, Time to Talk, Talking Partners, Narrative groups, Socially speaking, Talkabout, as well as Circle of Friends
  • access to a quiet, distraction-free environment in which to deliver intervention groups
  • awareness of implications of SLCN on basic skills such as numeracy, reading, writing and use of relevant High Quality Teaching to support learning as per MLD section
  • environmental audit for example using the resources provided by the Communication Trust or using the Haxby Road outreach support audit tool
  • consider speech sound development when delivering phonics

Special Educational Needs (SEN) support:

  • an assessment of child’s SLCN leading to an appropriately targeted intervention programme planned in partnership with the child and their family and as advised by other professionals (where involved); the WELCOMM programme is a recommended assessment tool for Early Years, the British Picture Vocabulary Scales III (BPVS) is a test of receptive vocabulary
  • additional adult (for example, MSA/TA) for focused support during unstructured times such as lunchtime supervision or targeted extra-curriculum activities, supervision in the playground
  • individual or small group programmes for language, literacy and numeracy skills, pre- teaching and reinforcing curriculum learning, study skills with suitably experienced staff such as ELKLAN trained TA with access to ELKLAN Language builder manual
  • classroom support to modify tasks as agreed by class teacher where required and to generalise skills taught as part of individual or small group programmes
  • Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision is regularly reviewed and adjusted in line with progress over a sustained period (at least 2 terms) in partnership with parents carers and Children and Young People (CYP)

The following information is for everyone, including Autistic Spectrum Condition (ASC).

High Quality Teaching:

  • range of strategies are routinely available to collect pupil voice for example, Talking Mats
  • teacher language is explicit, unambiguous and avoids non-literal language and inferred meaning
  • clear and positively stated rules and expectations for behaviour are modelled by all adults
  • visual and practical supports such as Visual timetables and lists.
  • awareness that a Child or Young Person (CYP) may need more time to process language and complete tasks
  • structured and consistent routines reinforced by visual timetable, support for transitions and for managing unpredicted changes to the routine
  • explicit teaching of comprehension, concepts, inferential understanding, perspective taking, empathetic thinking and generalisation of skills
  • explicitly naming emotions in situ, explaining the and thoughts of others and explicitly teaching of appropriate social interaction skills
  • managing, supporting and differentiating collaborative learning (for example, opportunities to work alongside and outside of a group as appropriate)
  • providing greater structure for open ended and creative activities and those that rely on inference (for example, choice from options instead of prediction, writing about actual experience instead of imaginative writing)
  • use reading to support understanding of characters’ emotions, thoughts, intentions, actions and social interactions
  • explicit teaching about social awareness and social skills and how to make and manage friendships (also about sex and relationships for older young people)
  • use positive behaviour management strategies to unpick situations that have gone wrong, being aware of the impact of social communication and emotional regulation difficulties, literal thinking and sensory difficulties
  • use of an individual workstation, task strips and schedules for structured teaching and independent working
  • physical, sensory or learning breaks across the school day and provision of a quiet space or time out at times of heightened anxiety
  • awareness of and planning to manage sensory sensitivities, issues for example, light, noise, texture, temperature
  • use relevant High Quality Teaching to support learning as per SLCN and MLD sections
  • visual aids and prompts (such as personal visual timetables, now/next cards)
  • school have an Autism Champion who regularly attends the Autism Champion meetings run by CYC STT for Autism
  • use of teaching strategies that develop the independent learning of the CYP
  • school trips which are planned well in advance to prepare the young person for the trip and have a comprehensive risk assessment which takes into consideration the needs of the CYP
  • all staff in school have completed Making Sense of Autism or Good Autism Practice training from Autism Education Trust (AET)
  • use of ‘Graduated pathway to support attendance’
  • other pastoral interventions should include
    • Meeting and Greeting (soft landing and “Down’ time at end of day to support transition to and from home)
    • Circle Time
    • Peer mentoring
    • Buddy Systems
    • ELSA support
    • Lunch clubs
    • School Counsellors
  • staff make use of a wide range of resources, including those produced within the LA, to inform their inclusive practice for example, Communication tool kit

Special Educational Needs (SEN) support:

  • an assessment of child’s needs leading to an appropriately targeted intervention programme planned in partnership with the child and their family and as advised by other professionals (where involved). The SCERTS programme is recommended as an assessment tool using ‘can do’ statements to identify areas of strength and areas for development
  • individual/small group programmes with staff who have knowledge and skills to address specific needs to support social communication, language skills, emotional regulation, self-awareness etc as part of assess, plan, do, review cycle (for example, Circle of Friends, self-esteem group, Socially Speaking, 5 Point scale, feelings board, Zones of regulation, Lego therapy, musical interaction and recognition / understanding of emotions, including visual supports). Group work to be planned and tailored to meet identified need and includes good role models
  • adjusted, flexible timetable introduced in negotiation with pupil, parents and staff for example, temporary withdrawal from some activities such as assemblies, specific lessons and/or provide needed quiet time at periods throughout the day to support regulation of emotions
  • use of key-working approaches and mentor to ensure Children and Young People (CYP) has trusted adult to offer support for both self and mutual regulation during vulnerable times
  • classroom support to develop communication and interaction skills and generalisation of skills taught as part of individual and small group programmes
  • use of appropriate ICT to reinforce skills
  • support for unstructured parts of the day to provide routines and support for social interaction
  • all teachers and TAs have completed Good Autism practice training from Autism Education Trust (AET)
  • use of specialist interests of CYP to help engage and motivate in lessons
  • records of the CYP’s emotional regulation are updated daily and analysed to consider frequency, duration as well as triggers/patterns to help understand underlying causes and triggers
  • individual support for pre and post teaching
  • Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision is regularly reviewed and adjusted in line with progress over a sustained period (at least 2 terms) in partnership with parent carers and CYP

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High Quality Teaching:

  • range of strategies are routinely available to collect pupil voice for example, Talking Mats
  • developing a positive relationship and connection with all children and young people
  • use of trauma-informed behaviour policies which recognises the importance of offering a secure base
  • effective adult language that is appropriate to the child’s developmental stage
  • clear routines and consistency of approach by all staff working with the child
  • identification of co-occurring SEND such as SpLD or SLCN and the additional barriers this presents
  • managing the immediate environment to create nurturing classroom and reduce distraction and minimise potential for conflict or disruption
  • interventions should include
    • wellbeing based approach
    • emotion coaching
    • ELSA provision
    • alternatives to the start and ends of the day
  • supporting inappropriate behaviours through:
    • positive reinforcement and praising appropriate behaviour of nearby pupil (proximity praise)
    • tactical ignoring or non-verbal signals such as moving closer
    • ask and/or restate relevant rule/routine/behavioural expectation
    • distract onto desirable task
    • modify or change activity
    • modify groups for any joint activity
    • use the language of choice, remind of consequences (‘If you choose to….then…)
    • take up time, clear choices, schedules and consistent routines and boundaries
    • effective adult language, e.g., ‘I… when…. because’, ‘I am looking for…’, ‘when/then’ statements
    • modelling, prompting and reinforcing children’s positive behaviour and interactions
    • provision of ‘quiet areas’ in school
  • supporting personal organisation for example, ensuring pupils have appropriate equipment
  • support to develop relationships with other children, emotional literacy, social, co-operation and reflection skills, including activities such as emotional check-ins, talk time, circle time, Peer mentoring, Circle of Friends, Buddy approach
  • consistent use of rewards and motivators for pupils (including rewards for positive behaviour choices)
  • use of ‘Graduated pathway to support attendance’
  • commissioning of appropriate staff training for example, from the Educational Psychology Service or from the Learning Support Hub

Special Educational Needs (SEN) support:

  • an assessment of child’s SEMH needs (including records of the Child or Young Persons’s (CYP's) emotional regulation updated daily and analysed to consider frequency, duration as well as triggers and patterns to help understand underlying causes or triggers) leading to an appropriately targeted intervention programme planned in partnership with the child and their family and as advised by other professionals (where involved) including planned responses to behaviour as part of a positive behaviour programme
  • modifications to environment for example, access through a different entrance, pass to access different toilets
  • individual and small group programmes to support attention and concentration skills, emotional literacy, anxiety management, self-esteem, turn-taking and cooperation skills, social interaction skills as part of Assess, Plan, Do, Review cycle
  • classroom support to prompt attention and repeat and reinforce class teacher’s instructions and routines, develop social and emotional skills and generalise skills taught as part of individual/small group teaching, support agreed opt out strategies in situations that may otherwise escalate
  • personalised timetable introduced in negotiation with the CYP, parent carers and staff, this may include temporary withdrawal from some activities for example, assemblies, specific non-core lessons
  • alternative curriculum opportunities at KS4 such as vocational, college or work placements
  • personalised reward systems known to all staff in school implemented consistently across the curriculum
  • provide meet and greet arrangements, and support for unstructured parts of the day to provide routines and support for social interaction
  • sensory or regulatory breaks
  • activities that are stress reducing for example, games, dance, colouring, gardening
  • implementation of strategies advised by the Effective Strategies document
  • Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision is regularly reviewed and adjusted in line with progress over a sustained period (at least 2 terms) in partnership with parent carers and CYP

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The following information describes Deaf support.

High Quality Teaching:

  • teacher discussion with the child about their preferred access arrangements
  • consistent, effective use and management of audiological equipment in school
  • implementing advice from the Qualified Teacher of the Deaf and seeking further advice as needed to meet the needs of the child
  • maintaining skills and understanding about supporting deaf children through accessing training for example, training from the Deaf and Hearing Support Team
  • visual aids to support understanding and access to the curriculum; these may include: objects, pictures, gesture, signs, symbols, visual timetable, models, examples, ICT, demonstrations, use of subtitles or transcripts, visual or written instructions for homework
  • adaptations to the physical environment: background noise is reduced, good room acoustics and seating plan is used to optimise listening and visual access to lip patterns
  • providing an accessible environment where the child can access language and cognitive ideas
  • modified language and scaffolding of subject-specific vocabulary as needed
  • extra time for responses to questions, contributing to class discussions and activities
  • cueing in and reinforcing children’s listening and attention
  • management of turn taking in classroom discussions with repetition of key points made by others
  • teacher repetition of class contributions
  • checking understanding and reinforcing by repetition, rephrasing, explanation and demonstration
  • opportunities for pre-teaching and consolidation of language
  • opportunities for social interaction which may need supporting or scaffolding
  • good role models of language, communication and social behaviour from adults and other children
  • use additional support staff and note takers to give equal access to learning if appropriate
  • teacher manages the work of teaching assistants and provides individualised intervention work for teaching assistants to deliver, as appropriate

Special Educational Needs (SEN) support:

  • regular liaison with a qualified Teacher of the Deaf to support student and school staff to understand hearing loss and promote independent use of audiological equipment through training, regular checks and monitoring
  • use of subtitles
  • individual and small group programmes to develop the child’s language, social emotional needs and access to the curriculum
  • individual and small group programmes reinforced by appropriate language activities, literacy and numeracy skills, pre- teaching and reinforcing curriculum learning and study skills
  • pre and post teaching of phonic skills or other curriculum subjects as needed
  • individualised support to implement recommendations from support services such as QToD., SLT
  • Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision is regularly reviewed and adjusted in line with progress over a sustained period in partnership with parent carer, Child or Young Person (CYP) and QToD

The following information describes vision support.

High Quality Teaching:

  • class and subject teachers to take responsibility for acting upon personalised educational advice supplied by Qualified Teacher of VI around individual child’s needs
  • the environment is planned taking into consideration the physical and sensory needs of all Chrildren and Young People (CYP) for example, playground and classroom layouts, displays, signage and lighting
  • all staff and supply staff, visiting speakers, sport, drama groups are informed of child’s visual needs at the planning stage of activities
  • support for inclusion with extra-curricular activities, modified homework resources and newsletters
  • a range of multi-sensory tasks, teaching styles and support for the alternative ways of recording work
  • provision of recommended generic specialist assistive technology such as iPad, tablet, laptop, eReader, scanner and specialist software for example, screen sharing packages and magnification
  • clear classroom routines supported by cues such as objects of reference, signs, symbols, gestures, signing to support language, photographs and visual timetables
  • careful consideration of accessibility of learning materials in terms of readability, density of text, size and choice of font, layout, overlays, coloured paper, appropriate use of illustrations, clutter free diagrams, all modified resources onto A4 paper only
  • yellow markings to highlight uneven surfaces and changes in level as appropriate to ensure outdoor provision is accessible, including in EYFS areas of provision
  • provision of consumables such as specialist paper, matt laminates; appropriate black fibre tipped pens or dark leaded pencils, exemption from learning a cursive script. Use of a sloping desk or board
  • white board or interactive board displays should be clear for all CYP, a dark pen should be used when writing on the board with teacher verbalising
  • seating at proximity to interactive white board, learning facilitator or point of learning
  • clear and tidy classroom with good organisation and labelling of resources
  • visual fatigue rest breaks built into the school day and a shaded outdoor area as appropriate
  • use of teaching strategies that develop the independent learning of the CYP

Special Educational Needs (SEN) support:

  • consideration of timetabling and location of rooms and appropriate workstation for one-to-one instruction
  • assistance with access to specialised equipment for example, laptops, cameras, speech and large print software or talking equipment
  • teaching assistance is targeted towards the supply of teaching and learning resources for example, the preparation and resourcing of suitable visual materials, coordinating the adaptation of resources, support with use of equipment in specific subjects (such as science, technology, maths, and ICT) ensuring advised seating arrangements and access to interactive white board
  • sufficient curriculum time allocated for the pre-teaching/revision of skills, completion of task, and teaching the additional curriculum for example, touch typing, lip reading, independent living skills, mobility and social skills
  • planning shared with Vision Support team to enable resources to be obtained and modified in time for the lesson, differentiation both in quantity and level of work, delivery method through ICT, sign, lip reading, modified worksheets, practical activities
  • regular liaison with a qualified Teacher of VI to support student and school staff to understand vision loss and promote independent use of equipment through training, regular checks and monitoring
  • oversight for PE, unstructured times in the playground and when moving around school, to monitor safety, interpretation of instructions and use of equipment
  • Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision is regularly reviewed and adjusted in line with progress over a sustained period (at least 2 terms) in partnership with parent carers and Children or Young People (CYP)

The following information describes Physcial Difficulty (PD).

High Quality Teaching:

  • reasonable adjustments to the school environment and building adaptations including:
    • accessible toilets
    • rise and fall changing beds ramps
    • height adjustable furniture
    • grab bars
    • door handles
    • lifts
  • class or subject teachers take responsibility for acting upon relevant information around individual students including:
  • well-organised classrooms with clear route ways
  • appropriate seating arrangements in relation to the teacher and teaching focus
  • adapting and modifying classroom tasks that require sustained and precise fine or gross motor skills
  • a range of alternative equipment may be useful for example, chunky pencils, adapted scissors, pencil grips, enlarged lined paper and frames especially maths for laying out
  • planning may need to include rest breaks or movement breaks
  • extra time for completion of tasks
  • the use of assistive ICT including (on screen keyboards, Clicker, predictive text)
  • access to medical support, if appropriate
  • careful consideration of timetabling and location of rooms
  • schools support the use of low-tech aids or equipment (basic word processors, communication passport)
  • modification of activities for P.E and all movement-based learning, practical activities, use of equipment as appropriate
  • optimal seating position including correct size furniture and additional resources such as seating wedges and writing slopes
  • support for accessing and demonstrating learning within the classroom
  • ensuring safe movement in the classroom and around the school
  • trained support for moving and handling may be required as well as a Moving and Handling Plan
  • accessible toilet and hygiene suite
  • toilet passes
  • support for unstructured parts of the school day
  • support for wider whole school activities and social opportunities
  • school trips which are planned well in advance and take into consideration the needs of the Child or Young Person (CYP)
  • use of guidance within relevant policies:
    • Educational Visits Guidance
    • Intimate Care
    • Managing Medicines Guidance
    • Supporting Children with Physical Disability and Medical Needs

Special Educational Needs (SEN) support:

  • individual programmes of physical and occupational skills as advised by relevant specialists Input, where appropriate (for example, Specialist Nursing Teams, SALT, OT, Physio and Regional Specialist medical Teams such as Renal, Neuro muscular clinic. Oncology)
  • providing support for self-help such as going to the toilet, dressing and undressing, lunchtimes
  • assistance with manipulating equipment in specific subjects especially science, DT, Maths and ICT
  • Assess, Plan, Do, Review cycle monitors progress from assessed baselines; provision is regularly reviewed and adjusted in line with progress over a sustained period (at least 2 terms) in partnership with parent carers and Child or Young Person

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Support by need

4 needs