Special education provision we expect

Physical needs support guidance

The SEN Support provision we expect all schools and settings to offer for children and young people with physical needs.

Whole-setting approaches:

• Have a supportive ethos and environment which promotes respect and values diversity
• Curriculum teaching and learning to promote resilience and support social and emotional learning
• Raise awareness by providing appropriate training for all staff
• Curriculum promotes independence and social inclusion
• Ensure shared spaces and corridors are clear and tidy to allow easier movement
• Audit accessibility (e.g.Do the edges of steps and stairs have good contrast? Are pathways and edges clearly defined?)

 Suggested SEND support strategies in the classroom:

• Ensure that the classroom is clear and tidy and does that the layout allows ease of movement
• Ensure frequently used resources are clearly labelled and easily accessible
• Provide access to a key worker when required (e.g. additional assistance may be required to access the curriculum, manage the condition and move around the site)
• Ensure CYP consistently uses any learning aids or assistive technology as advised and provided by specialist services (e.g. specialist chairs, standing frames)
• Create a ‘one-page profile’ involving parents/carers and the CYP in identifying how best to support
• Allow extra time to complete tasks and be aware of the fatigue the CYP may experience
• Ensure the CYP is sitting in the most appropriate place in the classroom
• If required, use alternative and augmentative communication under guidance from SALT
• Use technology to maximise access to the curriculum and information
• Risk assess and review accessibility of extracurricular activities, trips and visits at an early stage
• Allow any reasonable adjustments to uniform that are required
• Implementation of eating or drinking advice provided by SALT due to an identified need
• Provide additional emotional support to ensure wellbeing
• Adapt the format and content of homework tasks to maximise accessibility

 Suggestions for the SENDCo:

• If resources in the setting do not meet need, refer to Access Through Technology (ATT) for hardware (e.g. rollerball, adapted keyboard) or software (e.g. predictive text, talking word processing)
• Training in specific therapy programmes as recommended by NHS professionals
• Condition specific training (e.g. cerebral palsy, epilepsy, diabetes)
• Facilitate programmes to develop specific identified gross and fine motor skills as advised by specialist services (e.g. OT and physiotherapy)
• Access assessment, advice and recommendations from health professionals
• Referral for moving and handling the CYP within the school environment
• Conduct a risk assessment and consider site accessibility
• Facilitate delivery of therapy programmes (e.g. Speech and Language Therapy, Physiotherapy, Occupational Therapy)
• Ensure medical/care plans or intimate care plans are in place
• Request training in the use of specialist equipment to support access to learning
• Monitor to ensure that reasonable adjustments are implemented consistently in class
• Seek advice on specialist arrangements for examinations and assessments

Download PEaSS condensed version