Communication and interaction
To support communication and interaction needs, schools may do some or all of these things as part of their support for children and young people:
- Help with social communication and understanding: This could include giving opportunities to develop social understanding; use of a Total Communication approach; help to develop ‘pupil voice’ and encourage self-advocacy (the ability to speak up for themselves, and say what they think and feel) as well as confidence in navigating the social world.
- Supporting flexibility of thought and information processing. This can involve offering a structured environment with clear routines, expectations and visual support, include preparation for changes to routine and activity. Helping to develop their own individual pupil voice.
- Understanding sensory processing, for example, developing knowledge of the pupil’s sensory profile and possible challenges. Considering changes to the learning environment and sensory diet. Developing pupil voice, and understanding of their own sensory profile.
- Creating a communication-supportive environment. Considering the school and classroom spaces, the supporting strategies adopted and the opportunities that pupils have to practice their communication skills.
- Adapting adult language to support the communication skills of all pupils.
- Teaching vocabulary. Adults explicitly teach meaning and context.
- Teaching all pupils to check their own understanding, and develop the skills required to ask for help.
- Supporting the spoken language skills of all pupils. Adults respond to and adopt additional strategies for all pupils to promote engagement (joining in), and independence.
- Supporting pupils’ emotional wellbeing and self-advocacy. Adults use supporting strategies to promote wellbeing, and consider the language they use.
Physical and sensory
To support a child with physical and sensory needs, schools may do some or all of these things as part of their support for children and young people:
- Allow for alternative forms of recording. These could include typing, using a scribe, or voice to text options.
- Make sure they have the learners attention. Staff use the pupil’s name before speaking to them.
- Staff check understanding of tasks and activities. They also make sure that any resources provided are accessible, for example key vocabulary or modified print.
- Consider the learning environment. Classrooms and corridors are clutter free, well-organised, well-lit and background noise is reduced.
- Seat pupils correctly in the classroom. Learners should be able to see the board and teacher. They should not be facing the window.
- Make sure all learners are involved. Teachers repeat other pupils contributions.
- Give extra time. Teachers provide pupils time to process and respond to what is being asked.
- Allow time to rest. Pupils are provided with timetabled rest breaks.
Social, emotional and mental health (SEMH)
To support SEMH needs, schools may do some or all of these things as part of their support for children and young people:
- Know the pupil. Develop an understanding of their individual needs
- Build key relationships. Form a trusting and predictable key adult relationship with a young person; this might be a class teacher, tutor, pastoral staff member, Leaning Support Assistant or Teaching Assistant, Head of Year or a School Based Mentor.
- Create a Relational Support Plan. Consider how adults in school can support a young person through protection, connection, understanding and care.
- Develop self-regulation strategies through co-regulatory approaches captured in a Responsive Co-Regulation Support Plan.
- Consider wider educational needs. Are there are other needs that may be having an impact on a pupil’s wellbeing? This could include learning difficulties, physical difficulties, speech and language needs and more.
- Discuss with pupil and parents or carers about how support for emotional and mental health needs is managed both at home and at school.
- Prepare the pupil for new or unusual experiences. Make the school environment and pupil-adult relationships, as predictable as they can be.
- Implement self-awareness strategies so that pupils can indicate to staff when they are not coping. A 5 Point scale might be useful. Where pupils can’t self-monitor, lend them your thinking brain. Ponder, wonder and notice.
- When a pupil’s emotional state is heightened, adults need to remain the relational, supportive person they usually are. Attune, validate and contain big feelings. Let young people know they are listened to and are understood.
Cognition and learning
To support a child’s cognition and learning needs, schools may do some or all of these things as part of their support for children and young people.
- Plan for difficulties. Expect that some learners might have trouble listening to or understanding instructions or stories.
- Check understanding. Regularly ask learners to show or explain what they need to do in their own words.
- Use visual aids. Use things like a traffic light system to show when a child doesn’t understand.
- Give extra time. Allow more time for learners to answer questions and complete tasks.
- Offer choices. Give options like “Is it this or that?” to help learners decide.
- Use different senses. Teach new words and ideas using sight, sound and touch.
- Repeat and reinforce. Go over things multiple times to help learners remember.
- Break information into small parts. Give instructions in small, clear steps.
- Explain expressions. Make sure kids understand phrases like “Up you hop” or “bright as a button.”
- Relate to real life. Connect lessons to things learners have experienced.
- Ask easier questions first. Start with simple questions like “what” or “where”, before moving to harder ones like “when” or “why”.
- Encourage strategies. Teach learners to silently repeat instructions, or pick out important words.
- Highlight key words. Emphasise important words using tone or gestures.