Special education provision we expect from places of learning

Social communication and interaction difficulties, such as autism, have an impact on how children and young people communicate, relate to others and experience the world around them.

They may also experience difficulties with language, communication and imagination. This can impact on how they relate to others.

Our full Provision Expected at SEN Support (PEaSS) guidance describes the difficulties and learning profiles a child might have with:

• Cognition, learning and behaviours
• Social communication

It describes what the whole school or setting can do to support children. It also describes the approaches a classroom teacher can use and the strategies a SENDCo can use. These can include:

• Using consistent visuals around a setting to reinforce key routines and expectations
• Providing training for all staff on understanding autism and how to support autistic children
• Incorporating time for sensory circuits
• Allowing an autistic child to work alone rather than in a group if necessary
• Using technology to support engagement
• Supporting children to develop awareness of their feelings
• Supporting emotional regulation using various tools and strategies

The PEaSS guidance document provides a full list of the different aspects of social communication and interaction. It also gives the suggested approaches for support in the classroom, school, and for the SENDCo.

You can access the guidance document from the Schools and Learning Providers website.