School Age (Y1 - Y11)

Expectations for all schools/settings

Adults are aware of and understand individual needs and make reasonable adjustments accordingly.

What this may include/ look like

• Teachers use the systems that are in place in settings to ensure they are aware of all individual pupils' needs, and that those with medical needs are receiving the required support in line with both DfE recommendations, and health and safety requirements.
• All staff are made aware of the strengths, barriers to learning (including non-academic) and interests of CYP, including those with SEND, along with appropriate teaching strategies and how best to provide inclusive support.
• Gather all CYP voices regardless of their age or ability. Use this information to adapt and tailor teaching and support.
• Support CYP to understand their own barriers to learning and to value their achievements, progress and strengths. CYP are aware of their progress and the next steps in moving learning forward and support is given for building resilience in continuing to apply skills.
• Where there is an identified need, the following reasonable adjustments are made available as required:
  • CYP are given time to process information before being asked to respond.
  • Tasks are broken down into small manageable steps. These steps are shown explicitly.
  • Pre-teaching of specific language/concepts (across all curriculum areas) with key vocabulary prompts on tables.
  • Structured teaching approaches are used (e.g. visual timetables, clear concise instructions with written or visual prompts such as now and next cards).
  • Adjustment of pace, consideration of the order and/or number of activities to maintain attention.
  • Alternative methods of recording are available and become the normal way of working in line with any access arrangements.
  • Opportunities for practical experiences to support reinforcement, over learning and generalisation.
  • Lessons that include physical activity or movement are well-organised, structured and planned to promote full access.
  • More detail is given about additional reasonable adjustments for each of the Broad Areas of Need in the relevant sections: Communication and Interaction - SLCN, Communication and Interaction - SCI, Cognition and Learning, Social, Emotional and Mental Health (SEMH), Physical and Sensory including Visual Impairment and Deafness.