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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

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