ldham’s Ordinarily Available& Inclusive ProvisionOur shared commitment to inclusion for all childrenand young peopleThis guide supports all Children, Young People and their families, inclusiveof Special Educational Needs and/or Disabilities (SEND)Scan the QR code to access Oldham’s SEND Partnership
Our shared commitment to inclusion for all children and young peopleWe would like to extend our special thanks to the following Oldhamsettings, services, and partners for their contribution to, and coproduction of, the Oldham Ordinarily Available & Inclusive Provisionbrochure.Beever Primary SchoolEveryone LearningGreenfield Primary SchoolNew Bridge SchoolOasis Academy ClarksfieldOasis Academy LimesideOldham CollegeOldham Parent Carer ForumOldham Council Specialist Support ServicesPOINTThe Brian Clarke Church of England AcademyThe Radclyffe SchoolWerneth Primary SchoolWelcome AcknowledgementsThis document has been designed by 2
ContentsOur shared commitment to inclusion for all children and young peopleThis document is based on the principles of inclusion and the understanding that by establishing clear expectations, wecan offer families and providers clarity, consistency and confidence in the support that should be ordinarily available inmainstream settings (DfE, 2023).By creating these expectations, we aim to outline the support that Local Authorities expect to be made available in allGreater Manchester (GM) mainstream schools (including primary, secondary and post 16) to ensure that all learnersconsistently receive high quality, inclusive provision and support (‘universal provision’), based on need, rather than theirlocality or the school they attend.This Ordinarily Available & Inclusive Provision document summarises a range of activities, opportunities and strategiesconsidered to be basic good practice to meet a range of additional needs without the need for a formal diagnosis, specialistsupport or SEN Support. It is based on the belief that the majority of children will have their needs met through universaland mainstream services guided by an ethos of best practice and reasonable adjustments (in line with current guidancedocuments).This document has been produced by local authorities in Greater Manchester and compliments the Greater Manchester’sOrdinarily Available Provision for the Early Years document. It has been developed in collaboration with schools/settings,parents/carers, children and young people (CYP), Neurodiversity in Education (formerly Autism in Schools), Local Authorityprofessionals, GMCA, health professionals and other specialists. It should be read in the context of the current nationallegal framework and guidance from each Local Authority’s Local Offer detailing their Graduated Response to need.While not an exhaustive list, this document presents a sample of best practices and provides signposts to additionalsources of information and support.See Oldham’s Local Offer for more information:IntroductionHow to use this guidePart 1Expectations of all settings.1) Partnerships.2) Ethos and Culture.3) Physical and Sensory Environment4) Assessment5) Curriculum, Teaching and Learning6) Communication with all Learners7) Resources8) Staff and Staff Training9)Transitions and TransferPart 2Support Beyond Ordinarily Available InclusiveProvisionPart 3ResourcesPart 4GlossaryWelcome IntroductionOldham SEND Local offer3
Our shared commitment to inclusion for all children and young peopleThe information in this guide is set out into sections that outline the expectations on all educational settings to meet the needs of children and young people. Examples of suggested strategies are listed, which outline some of the practices and adaptations that are part and parcel of high-quality teaching (HQT). Some of the provision and strategies outlined may be especially supportive for children and young people with SEN and/or disabilities and other vulnerable groups but will undoubtedly be of benefit to many of the learners in a setting. Pupil Voice: Our children & young people shared their views about their support in school. They made four requests: · Know and understand us · Go slower · Be nice · Explain better The OAIP Expectations and suggested strategies will support leaders to respond to these requests and consider how school practices and provision can include and support all their learners. Expectations of all settings Welcome How to use this guide4
Our shared commitment to inclusion for all children and young peopleWelcome Inclusion is a process, not a place.Rona Tutt OBE (2016, Sage Publications LTD)All schools and their leaders will be on a journey with inclusionand this journey will look different from one school to another.The Expectations listed in the OAIP are the shared commitmentto inclusion Oldham school leaders adopt and embrace for allour children and young people. While the Expectations arenon-negotiable, the strategies and approaches listed areexamples of how settings might meet the expectations.Our Oldham OAIP document is intended to facilitateconversations between school/college leaders, their staff andschool community around how they meet the Expectations intheir setting. It is intended that these conversations willsupport self-reflection/evaluation regarding inclusive provisionfor all children and young people in their care. The process ofself-evaluation, and the Audit Tool available alongside thedocument, should support leaders with identifying wholeschool development priorities, which can be incorporated intoannual school improvement plans. Oldham’s OAIP is intendedto compliment whole-school and Trust policies andprocedures, alongside the vision, values and beliefs of theindividual setting.Referring to national, local and setting data will supportleaders with a clear understanding of the school’s context andpriority areas of need. This will help leaders to plan for wholeschool provision to meet the needs of their children and youngpeople.Statistics: special educational needs (SEN) LISO (Local Inclusion Support Offer) - SEND Reforms Testing5
There is a focus on building and maintaining relationships between school, families and the wider community which are respectful, understanding, nonjudgmental and supportive. Co-production is central to practice.Where neccessery this is facilitated by the use of interpreters to ensure everyone is included.Families know who to talk to in settings about their child and are aware of the range of communication channels available for sharing information abouttheir child.Families are signposted to the local offer and local SEND parent support agencies, where required. This is referenced on the school’s website.Families are aware of the progress of their child as well as the support and any individually tailored interventions in place.The family voice is considered through formal and informal events to seek views in relation to provision in the school e.g. learner and parent surveys orcoffee mornings.Policies ensure consideration of family context and the range of children that may have attachment difficulties e.g. adopted, previously CIN, cared forchildren.Expectations ofall settingsLearners are constructively helped to understand their own strengths and areas for development within their learning and to value their achievements,whatever their starting points.All progress and successes are valued and celebrated.Feedback is used to collaborate and plan with learners and their families, to ensure consistency between the home and setting. · Feedback is offered intranslation for children and families who may not understand English, using interpreters or translation apps. Check with children and families that theycan understand the language a translation app produces.Settings work with relevant professionals for information, advice, guidance and implementation, where appropriate.Part 1Section 1PartnershipsOur shared commitment to inclusion for all children and young people1.1) The setting works in partnershipwith parents, carers and learners indecision making.1.2) An effective partnership withlearners, parents and carers is evidentthrough their participation inassessment and review processes.1.3) Effective partnerships withprofessionals.Suggested Strategies (examples of how expectation could be met - including but not limited to)6
Awareness and sensitivity of peers and staff towards difference is raised at a whole setting level. E.g. via celebration days such as Neurodiversity Week,Autism/Dyslexia Awareness Weeks, Downs Syndrome Day, Refugee Week.Focused work is planned for classes and groups regarding specific needs or conditions where necessary.All staff need to know about and implement trauma-informed and relational approaches to behaviour.Systems are in place which ensure pastoral/safeguarding/SEND/disadvantage/ multilingual leads work collaboratively.Mechanisms or policies to support learners with attendance barriers are in place. (See LA ‘Difficulties Attending School Guidance’.)Expectations ofall settingsPolicies ensure reasonable adjustment duties have been considered before implementing disciplinary action. Behaviour policies consider reasonableadjustments, in compliance with The Equalities Act, 2010An ethos to ensure staff maintain unconditional positive regard towards all learners, including those who may be under attaining in comparisonwith their peers.Awareness of Individual Health Care Plan (IHCP), including medical needs, physical access plan, intimate care plan, Personal EmergencyEvacuation Plan and consider when event planning e.g. for trips, if appropriate.Systems and practices in place to support newly-arrived multilingual learners.Barriers to EducationCDC guides to the disability duties in the Equality ActImproving Behaviour in Schools | EEFPart 1Section 2Ethos and CultureOur shared commitment to inclusion for all children and young peopleOldham Council Inclusion Resource Library2.1 The setting has a clear system foreffective pastoral support, and aninclusive ethos and culture that isembedded and shared withstakeholders.Suggested Strategies (examples of how expectation could be met - including but not limited to)7
There is a calm and purposeful climate for learning where learners feel they belong, and their contributions are valued. Learners can identify an agreedsafe space.Language used in the classroom and all areas of school demonstrates unconditional positive regard for learners (e.g. restorative approaches).Settings are emotionally friendly with the use of strategies to consistently promote good self-esteem and boost confidence in supporting behaviour andwell-being.Home | Emotionally Friendly SettingsPersonal, social, health and economic (PSHE) is used to develop wellbeing and resilience. Peer awareness and sensitivity towards difference (includingadditional needs) are raised at a whole school level to develop an inclusive and accessible culture. Work is done with classes and groups regarding specificneeds or conditions as appropriate.Personal, social, health and economic (PSHE) education - GOV.UKThere should be an awareness that some learners may be potentially more vulnerable to bullying and an appropriate level of support and monitoring is inplace. Awareness that those who bully may also be vulnerable and require additional support.Ensure a range of adapted opportunities for social and emotional development e.g. buddy systems, friendship strategies, circle time.Monitor learners at break-times and introduce strategies to support peer interactions and consideration of adapted break activities e.g. access to thelibrary.Awareness that all behaviour is a form of communication which may have triggers that can be identified and that this may have been triggered prior toschool or a lesson earlier e.g. something at home.Avoid interrogation, lecturing or promoting shame as these are likely to reinforce the behaviour rather than reduce its likelihood. This may causecamouflaging/masking or learners internalising their needs and if done publicly may invite scapegoating by peers.Ensure a focus on what the learner should be doing not what they should not, helping the learner to substitute more acceptable behaviours.Model alternative strategies for expressing feelings and having needs met e.g. emotion coaching or Zones of Regulation, social interaction support andself-belief.Emotion Coaching - United KingdomConsider the right intervention at the right time such as, the use of therapeutic stories, puppets and role play, relaxation techniques, growth mindsetapproaches, focusing on learning rather than outcomes, journalling, worry box, physical activity, team games and green/outdoor spaces to support.Follow up any absence immediately, before it becomes entrenched, to communicate that the young person is held-in-mind and will be welcomed back.Regular home school contact when/if learner is not in school to maintain ‘sense of belonging’ with peers and school community, e.g. hospital stays.Awareness of physical symptoms that are medically unexplained e.g. soiling, stomach pains. Keep a log and analyse patterns or trends to identify triggers.Liaison with school nursing, if appropriate. Some symptoms may be a sign of anxiety or distress.Oldham School Nursing ServiceOur shared commitment to inclusion for all children and young people2.2) The setting recognises, andresponds to, the need for pastoralsupport for learners, bearing in mind alearner’s social and emotional needsand other relevant contextualcircumstances.8
EEF Improving behaviour in schools ReportExpectations for the whole school community, prompts for pupils/learners, staff and parents being clearly visible throughout school e.g. with visualprompts, modelling and through school ethos.Forward planning for off-site visits, which may include risk assessments, preliminary visits, transportation, key staff identification in line with the TheEquality Act, 2010.Understanding and awareness of how unfamiliar ‘everyday’ experiences in settings may be confusing or unsettling to piupils/learners who are new to theschool system, e.g. fire alarms, lunchtime routines, talking one at a time, relationship forms.Improving social and emotional learning in primary schools EEFOur shared commitment to inclusion for all children and young people2.2 - Continued Ensure opportunities for cooling off (if the learner is dysregulated) before any requests/commands are communicated. e.g. the use of a script, such as Ican see you are upset/angry.Identify triggers/stressors and reduce them.Giving the learner positive attention proactively and regularly before dysregulation begins with distractions rather than consequences.2.3) Learners feel safe and valued.They know that they can approachstaff and that their opinions andconcerns are valued.Trusted adults are used as a point of contact to maintain emotional stability for some learners when appropriate.Positive and inclusive attitudes, beliefs, practices and culture is encouraged and developed, with staff modelling positive attitudes in the classroom, thewider school and society.· Where discrimination is experienced, children are listened to; effective and timely action is taken and reported back to the child who has experienced thediscrimination.Family voice is regularly encouraged using different support systems and is considered and reflected in planning and adaptations, with the voice of thelearner.GM Approach to Youth Voice - Lundy ModelOpportunities are provided for learners to learn how to use specific tools, such as time-out cards.A safe space is available for needs that may temporarily support learners e.g. upset due to bereavement.Consider positive use of the learner’s name e.g. “As X said …”.Consider choice and time options to support learner – including change-of-face, would you like this to be now or later?Support or check-ins to support motivation and momentum.9
The physical aspects of the building and individual learning spaces are accessible. The accessibility plan is on the school’s website and outlines proactiveplanning to further improve accessibility and “reasonable adjustments” are made according to individual needs.Classrooms are well-organised and equipped with supportive resources that promote independance.Environments are communication-friendly to include opportunities for everyone to talk, listen, understand and take part, to support learning and socialand emotional development.Displays reflect multicultural artwork and signage reflects the languages spoken in school where possible.Consider curriculum specific adaptations e.g. poor acoustics in a hall.The furniture is the appropriate size/height/type for all learners.Personal care facilities/resources ensure dignity, privacy, and safety for all learners.Extra-curricular activities and educational visits are planned to fully include all learners in line with the Equality Act (2010).Learners’ views are routinely sought and are used to inform any planning for physical or sensory adaptations that they may require.Signage around the setting is clear and communicated with an accessible approach e.g. symbols, pictures, tactile/braille labels as advised,and homelanguages for children and young people who are newly arrived.Consider noise and busy social areas e.g. staggered lunches to reduce noise in canteens or staggered class departures to reduce congestion in corridors.Risk assessments and risk-management plan are in place when required.Expectations ofall settingsPart 1Section 3Physical and Sensory EnvironmentOur shared commitment to inclusion for all children and young people3.1) The physical environment isadapted to meet the needs of learners.3.2) Practitioners are aware of sensoryprocessing needs, including sensoryimpairments and how these mayimpact on learners.Consideration to the environment to create a calm learning environment e.g. noise levels, room temperature, proximity to other areas, smells, reducedvisual clutter/glare and clear labelsContrast should be evident in décor, furnishing and signage.Any necessary hearing technology, or adjustments to the acoustic environment and classroom are in place.Classroom seating for learners with hearing impairments (or any degree of deafness) is considered: horse-shoe shaped seating arrangement is ideal forfocus, visibility of each other, facial expressions and lip patterns to support with listening and attention.Advice set out in the learner’s hearing profile from their allocated teacher of the deaf (ToD) is implemented consistentlyClassroom seating for learners with vision impairments is considered and should be in line with the advice set out in the learner’s vision profile from theirQualified Teacher of Children and Young People with a Vision Impairment (QTVI).Suggested Strategies (examples of how expectation could be met - including but not limited to)10
Efforts are made to reduce noise; carpeting, soft furnishing, rubber feet on the bottom of table legs and chair legs, closed doors to the corridor, line toyboxes with soft wipeable fabric, turn off extraneous noise, including fans/ projectors not being used, and background music that is not being activelylistened to for a purpose.Staff are aware of lighting in the room e.g. use of natural light, glare from the board, where staff stand in relation to the light e.g. shadow on mouth for lipreading. They consider reduction of glare and ensure areas are appropriately illuminated.Staff ensure good quality print and photocopying is used to ensure clear visual information. They avoid use of glossy paper. Printed materials should be ofgood size and contrast.Displays are meaningful and visually accessible to reduce sensory overload.Learners’ sensory needs are known, and they are consulted about their seating arrangements and/or movement breaks.Left and right-handed learners can use equipment comfortably.Learners who are prescribed glasses and/or hearing aids are encouraged to use aids that are likely to support access to school life.Consider access to subtitles or audio-visual material.Consider the use of pale backgrounds and accessible font styles on the whiteboard, avoiding italics or ornate scripts and capitals for whole text.Consideration of flexibility within the uniform policy linked to need.Our shared commitment to inclusion for all children and young people3.2 - Continued11
What Works for Literacy DifficultiesLearners’ strengths and difficulties are observed, monitored and shared to inform planning and interventions.Formative assessment helps to identify the areas of need in consultation with the learner.Expectations ofall settingsPart 1Section 4AssessmentFormative-assessmentRobust systems are in place to track progress over time and to inform provision.Appropriate assessment tools are used for children new to English, e.g.What Works for Literacy DifficultiesSummative-assessmentStaff are confident with Assessment for Learning strategies to respond to learner needs within the lesson sequenceStaff all know to routinely check with parents/carers about hearing and vision assessments at the start of any exploration of need.Our shared commitment to inclusion for all children and young peopleEAL Assessment Framework | NasseaEAL Assessment Framework – Secondary - The Bell FoundationEAL Assessment Framework – EYFS - The Bell FoundationEAL Assessment Framework – Primary - The Bell FoundationSuggested Strategies (examples of how expectation could be met - including but not limited to)4.1) Regular monitoring of learnerprogress.4.2) Practitioners ensure thatformative assessment and feedbackare a feature of lessons and evident inmarking and assessment policy.Staff are aware of learners’ starting points, including for multilingual learners for whom English is a new/developing language' so that progress can bemeasured..Staff are supported to implement strategies, and evidence-based interventions, following information gained from assessments, including Assessment forLearning (AfL) within the learning sequence.A wide range of assessment strategies and tools are used to ensure a thorough understanding of learners’ holistic needs e.g. curriculum assessments,those for SpLD, SLCN, SEMH and those linked to specific interventions.12
Settings make adaptions to assessment arrangements as part of their everyday practice. This is used to establish a learner’s normal way of working. Pleaserefer to the relevant exam board guidelines JCQ AARA and current DfE guidelines. Arrangements could include: supervised rest breaks, use of a reader /scribe / laptop, extra time, prompts, smaller examination rooms.Tests and assessments (key stage 2) - GOV.UKAccess Arrangements, Reasonable Adjustments and Special Consideration - JCQ Joint Council for QualificationsAdapted resources are used in assessments e.g. modified large print papers.The learner and their parents are involved in planning for exam preparation.Settings have an appropriately trained/qualified person to lead on Access Arrangements and ensure compliance, this may be the SENCo or an AccessArrangements Coordinator (AAC)The SENCo / AAC is supported by an identified member of SLT and sufficient time is given for them to carry out their duties.Our shared commitment to inclusion for all children and young peopleLearners have regular opportunities to evaluate their own performance. Self-assessment is routinely used to set individual targets and review learningprocess within lessons.The impact of interventions is routinely evaluated. Alternative approaches are explored to establish whether they result in better outcomes for thelearners.Observations and language assessments (for leaners with English as an additional language - EAL) are actioned to inform next steps.Feedback encourages the development of metacognitive approaches to teaching and learning so learners can reflect on which strategies have worked forthem.4.2 - Continued4.3) Expertise is in place to managereasonable examination arrangements(access arrangements) for tests andnational tests and publicexaminations.13
Expectations ofall settingsPart 1Section 5Consistent whole-school trauma-informed practices.There is a consistent, whole-school approach to supporting pupils’ emotional resilience and regulation e.g. through the use of Zones of Regulation,Feelings Thermometers, and Emotion Coaching.Accessibility Plan is built and reviewed regularly to ensure reasonable adjustments to environment, policies and teaching and learning are in place forpupils and visitors to the school.Curriculum, Teaching and LearningEEF blog: The Five-a-day approach: How the EEF can support | EEFOur shared commitment to inclusion for all children and young people5.1) Settings should have a broad andbalanced curriculum which promotesbelonging, identity, confidence, andinclusion for learners, including schooltrips.The curriculum has been appropriatelyand carefully sequenced, so alllearners have opportunities to revisitand consolidate prior learning andbuild on existing skills, knowledge andunderstanding.The curriculum is ambitious andsupports the development of coreskills and knowledge to ensure allchildren and young people are readyfor the next phase of their education.Suggested Strategies (examples of how expectation could be met - including but not limited to)The curriculum builds from previous years and prepares for the next phase of learning.Assessment data is used to inform next steps.Planning includes adaptions and reasonable adjustments to support the needs of learners.Adjustment, modifications, and adaptions of the curriculum, to enable all learners to fully access the curriculum and make progress.Whole school policies around curriculum areas e.g. Reading/Maths/foundation subjects considers how the curriculum delivery will be adapted to meet theneeds of all learners and subject leaders are knowledgeable and confident about the teaching and learning for all pupils in their subject.14
Staff work to build and maintain positive relationships with pupils.Regular, informal check-ins by class staff are provided to individual pupils, as needed to provide emotional support e.g. reassurance, encouragement andre-focus.Teaching staff liaise regularly with wider staff teams (pastoral, safeguarding, designated teacher) to ensure clear communication and consistent practices.Staff build and maintain positive parent partnerships so information about pupil needs and wellbeing is well-communicated.All staff receive training on HQT across all broad areas of need. This may be allocated over a rolling programme of staff CPD.Aspects of adaptive teaching are used according to learner needs e.g. visual timetables, clear concise instructions with written or visual prompts (e.g. nowand next cards, task plans, photos and symbols), preparation and warning to changes to lessons, activities, staffing and also during transitions.Staff ensure a clear structure to the day and plan for times of the day that may be more difficult.Regular opportunities for pre and post teaching to facilitate participation and access to in-class learning.Regular activities planned and provided to ensure keep-up of core skills in daily lessons for all pupils, including those whose attendance is inconsistent tolimit impact of missed learning.Tasks are broken down into small manageable steps. These steps are modelled explicitly.Backward chaining – chain parts of the task together (e.g. build the sequence at the last part of the task and working back so the child experiences successand then gradually work back to increase more elements until they can do the entire task).Language is simplified and repeated as needed.The pace, order and variety of activities are planned to maintain interest and attention of all learners.Regular movement breaks are incorporated into lessons.Staff put in systems to support organisational difficulties e.g. with colour coded books or graphic organisers.Provide additional time to complete tasks, assignments, and communications, if required.Use of manipulatives e.g. CPA (Concrete, Pictorial, Abstract) models and images.What Is the Concrete Pictorial Abstract Approach?Feedback is clearly identified as being key tolearning.Consult with learners so they share their perspective.Appropriate support to fully access learning given to learners with English as an additional language.Awareness of non-verbal communication (body language).Awareness of an appropriate tone of voice (calm, not too loud).Strategies to support memory and reduce cognitive load are deployed e.g. task planners; success criteria with visuals; repetition and learner repeatinginstructions back; practise of recall opportunities; practising retrieval/overlearning; stop and share progress at intervals; mind-mapping; repeated learningto promote fluency and other adaptive teaching methods which consider cognitive load.Our shared commitment to inclusion for all children and young people5.2) Practitioners are aware of theadditional needs of their learners,understand the nature and impact ofthese and how to respond to them.The delivery of curriculum isappropriately adapted and ensuresaccess for all learners.15
Consider the use of adaptive teaching techniques – scaffolding, oral and hands-on activities and limiting copying from the board.Staff are mindful not to put pupils on the spot to read aloud and encourage pupils to volunteer for this.Identify and celebrate strengths, small steps of success, effort, and participation, including celebrating success in other areas of their life.Emphasis on self-actualisation – activities designed to develop skills which will support independent learner behaviours.Establish learners’ interests.Monitor and track to build understanding of any gaps or misconceptions.Have clear expectations regarding behaviours and a clear and consistent response to behavioursStaff are vigilant and curious about pupil absence in order to ensure timely support and limit the impact of missed learning, in liaison with attendance andpastoral teams, and parents/carers.Study skills - Study support - BBC BitesizeModelling is used to support understanding - gradual release of responsibility allows for guided practice before independent working.Visual/audio demonstrations and visual cues/audio commentary are used.Alternatives to written recordings are used routinely e.g. graphics, charts or tables.Tailor delivery styles according to the learner’s needs.Teachers’ handwriting on the board and in learners’ books is clear and legible.Interactive whiteboard is used to effectively promote engagement and scaffold the lesson.Dyslexia friendly approaches, such as font size and colour, spacing and lines, uncluttered screen, limited text, are used for power points, handouts, writtentext.IT is used to support learning where appropriate, e.g. the use of visualisers, recordable devices.Study skills are explicitly taught.Homework is adapted appropriately for learners. Learners have access to homework clubs, or additional support with homework.Use of timers so learners know the comfortable amount of time to focus.Ask learners to repeat back what they are going to do, when appropriate.Effective use of, and a range of, open-ended questions.Access to positive communication role models.Good listening rules are displayed, modelled, and regularly referred to, rephrasing pertinent comments made by other learners.Use of high-quality picture books, e-books and audio books and a range of texts.Consider techniques - storytelling, choice boards, real-life experiences, sentence starters/graphic-organisers, where appropriate.Teaching includes multisensory methods and practical activities.Metacognitive approaches support self-reflective learner behavioursOur shared commitment to inclusion for all children and young people5.2 - Continued5.3) Practitioners use adaptiveteaching strategies to support a rangeof learning needsLearner independence is promotedthrough scaffolded learning tasks anduse of steps-to success/goals orsimilar.16
EEF blog: Modelling Independence - The ‘Seven-step Model’… | EEF5.4) Practitioners ensure that learnershave opportunities to work in differentways e.g. independently, in a variety ofsmall groups, flexible groups and/or inpairs..Strategies are used to actively promote independent learning e.g. through pre-teaching, overlearning, appropriately adapted resources.Consideration is given to pupil groupings and ‘time with the teacher’ for all pupils.Staff seek advice from colleagues and professionals and try suggestions consistently.Seating plans and flexible groupings take account of individual needs and routinely provide opportunities for access to positive role-models, peersupport, mixed-ability groups, structured opportunities for conversation and sharing of ideas to promote independent learning.EEF blog: Flexible grouping: what is it and why use it? | EEFUse of additional adults is planned to maximise learning and independence.Deployment of Teaching Assistants | EEF5.5) Practitioners ensure thatcollaborative learning and peer supportis a feature of lessons and implementbest practice.Strategies are used to build and maintain positive relationships across the whole school community (e.g. restorative approaches).RA in the UKLearning tasks include regular opportunities for peer support and learning.There are opportunities to develop peer awareness/sensitivity and support for different needs and disabilities, both in and out of the classroom.Role play and drama, use of props and visual supports.Collaborative stories – each learner contributes.Collaborative learning approaches | EEFConsider activities that provide a sense of belonging.Encourage relevant and timely interactions and contributions.Build a culture of community and belonging for pupils | EEFOur shared commitment to inclusion for all children and young people17
All staff to be aware of the expected language milestones for learners and how to use this to inform practice.Expectations ofall settingsPart 1Section 6Understand that the profile for every child or young person is different, and their needs may change over time.Staff have an awareness of each learner’s communication abilities to enable the effective delivery of support and/or scaffold where required.Create a communication friendly environment which might include: -Communication with all LearnersAges and stages - Speech and Language UK: Changing young livesOur shared commitment to inclusion for all children and young peopleClear spoken modelling of language.Supporting pupils/students to ask key questions to facilitate thinking and learning.Extending and expanding on what pupils/students say.Introducing and explaining new words for learning and specific subject areas.Schools may find the Communication Friendly Classrooms audit useful. SENCo Space.6.1) Teaching is delivered with the useof language in either a verbal orwritten form, so it is essential thatteaching staff are aware of the speechand language skills of their pupils.6.2) Learners are supported tounderstand what is said(comprehension) within the schoolenvironment.Staff ensure the language used is at an appropriate developmental level.Use a learner’s name first to engage their attention before talking to and giving an instruction. Give eye contact to support (if appropriate).Provide clear and simple instructions, repeated, simplified and accompanied with visual cues.Break instructions down into manageable chunks and shared in linear order.Allow time for the learner to process and respond and allow additional take-up time to process information, if required (10 second rule)Emphasise key words.Explicitly teach vocabulary.Use approaches and tools to support communication e.g. use of ICT, objects, symbols, pictures, alternatives to written recording, verbal descriptions,drama.Use photographs and/or symbols to promote and support routines, for example: washing hands, getting ready for PE. (stage appropriate).Use displays to support learning.Suggested Strategies (examples of how expectation could be met - including but not limited to)Adaptations for students who are new to English.SENCo Space18
Use visuals to support key messages and vocabulary.Use pre- and post-teaching for new topics.Use working walls, word walls or vocab mats and labels.Promote a speak-out culture, where learners are encouraged to say when they don’t understand or to indicate in some discrete way that they need help(cards on desk).Teach, model and regularly reinforce clear strategies and expectations around listening and readiness for learning.Adapt delivery to include all learners in the learning process.Give detailed explanations and examples of jargon and technical language to aid learning.Use literal language.Teach idioms, sarcasm, and figures of speech.Use a structured approach for tasks and activities with a clear beginning middle and end.Use targeted questioning to confirm, consolidate, and deepen understanding.Use visuals and multisensory approaches to maximise learners’ understanding of new ideas and concepts.Teach and encourage self-support strategies to help remember and follow instructions (e.g. chunking, visualisation, silent repetition, use of a writtenchecklist).Working walls have home language annotations and word mats are available in different languages; substitution tables are used in displays.Substitution Tables - The Bell FoundationOur shared commitment to inclusion for all children and young peopleSupporting EAL Learners with Word Mats - YouTube6.2 - Continued6.3) Learners are supported to expressthoughts and ideas (expressivelanguage).Respond and indicate that you value all attempts at communication.Encourage all learners to participate. Model language positively through reflecting back correct speech rather than correcting it.Repeat, expand and model sentences to encourage good language development.Provide opportunities for communication throughout the school day in a range of lessons, including opportunities for discussion around books andnarratives. · Teach how to use formal and informal language in a variety of social situations and offer opportunities to practise their use.Teach and model the use of standard English.Language is scaffolded and modelled to help learners develop the skills needed to articulate their views.Create lessons where learners do most of the talking to develop their ability to communicate.Choose texts to support the development of language and vocabulary.Non-verbal communication is taught and encouraged as a way for learners to express their thoughts, views, and feelings.Teach how to structure and articulate imaginative and creative ideas onto the page or to articulate them verbally.Use phonological awareness activities to develop listening skills, oral blending, rhyme and alliteration.Phonological awareness | EEFAdaptations are in place for pupils/students who are new to English, e.g. buddy with peers who speak the same language.International New Arrivals (INA) - SENCo Space19
6.4) Learners are supported tobuild social communicationskills.Teach how to interact and respond in a variety of social situations.Our shared commitment to inclusion for all children and young peopleSocial stories and comic strip conversationsUse group work flexibly to encourage and promote social interaction and independence.Provide opportunities to develop social skills (the ability to listen, speak, negotiate, take turns), e.g. paired work, small groups, large groups.Provide a safe space where relationships can develop, and communication skills built.20
Expectations ofall settingsPart 1Section 7All learners have easy access to resources that they require to support their learning, promote independence and reduce stigma.Adapted physical resources are available to promote independence e.g. different size balls in sport/physical education.Resources are available to ensure dignity, privacy, and safety for all learners.Resources are available to provide essential language acquisition support and culturally sensitive materials to support integration and well-being.ResourcesAssistive technology: definition and safe use - GOV.UKPrecision teachingThe Precision teaching sequenceUse of bilingual texts for learners, where suitable.Resources and examples are used sensitively to reflect the cultural backgrounds of all children and young peopleColour coded maps to support navigation e.g. different subjects in different colours.Resources are available to support curriculum access, e.g. work chairs, appropriate height or specialist seating, adjustable height tables, accessiblekitchen, adapted cookery equipment, appropriate electronic technology for recording.Our shared commitment to inclusion for all children and young peopleSuggested Strategies (examples of how expectation could be met - including but not limited to)Concrete apparatus and adapted resources are available for those learners who require it.Assistive technology (that is up to date) is used to support and to promote independent learning e.g. iPad, laptop, Chrome book, text to speech or speechto text technology and voice recorders.7.2) Specific resources and strategiesare provided to overcome potentialbarriers to learning.Increased use of ICT resources7.1) Resources are allocatedappropriately to ensure additionalneeds are met. Quality and impact ofsupport, is reviewed.21
7.3) Resources and guidance that woulduniversally support many learners.Resources are clear and uncluttered, labelled using text and symbols/pictures, where needed. Print size and font is appropriate.Solid-coloured backgrounds or matt paper rather than gloss are used to reduce visual glare.Individual workstations are available for any learner when required to support learning.Visual timetable.Visual resources and dual coding.· Access to a range of texts of different abilities, which are diverse and representative of multilingual school community.Introduce new vocabulary language through a range of approaches, such as rhymes, songs.Use of highlighters for identifying sounds, words, phrases or answers.Access to resources such as, maths manipulatives, word banks, phonics mats, mnemonics/visuals, success criteria with visuals, overlays, graphicorganisers, storyboards, mind maps, sloped boards, magnification features e.g. low-vision aids, tablets, pencil grips, timetable squares, number lines,wobble cushions, fidget toys or sensory aids, ear defenders.Accessible transport for trips.Our shared commitment to inclusion for all children and young people22
Expectations ofall settings8.1) There is a plan for on-goingContinuing ProfessionalDevelopment (CPD) in relation tothe needs of the current learnersand workforce development inanticipation of future cohorts.Part 1Section 8All staff, including governors / trustees, demonstrate the highest aspirations for all learners.There is a planned programme of ongoing CPD for the whole setting (including individual teams and departments). Where deemed appropriate, trainingmay be delivered by those with lived experience.Effective planning informs training needs for current and future cohorts and reflects the needs of the school community.Whole school approaches are taken to support consistency.Staff and Staff Training8.2) All staff make a positivecontribution to learner progress.Additional adults are deployed proactively in the classroom and their impact on the learner is monitored carefully to ensure progress is supported. Theyare used to support independence rather than create dependence.Deployment of Teaching Assistants | EEFPlanning ensures any additional adults have a shared understanding of the objectives and desired outcomes of input and tasks they are supporting.Strategies used in interventions are integrated into class teaching so that learners can sustain progress.There is investment in staff training for all staff including induction programmes.8.3) Staff collaborate and haveeffective links with other relevantoutside agencies and specialists.All staff know when and who to refer to for extra support or advice.The setting is aware of, and regularly communicates with, any other professionals who are involved with learners and develop a collaborative approach,e.g. education, health and social care.Advice received from other professionals is communicated, implemented and used to inform teaching and learning and proactively supports thegraduated approach.Where specific decisions to involve outside agencies in casework are made; this will be in partnership with families.Signpost families new to the country to local and appropriate support networks.Our shared commitment to inclusion for all children and young peopleSuggested Strategies (examples of how expectation could be met - including but not limited to)23
Expectations ofall settingsPart 1Section 9Staff are aware of those who will need additional support for all or most transitions and plan for these transitions.Staff are aware that INA learners may require additional support for transitions, including cultural adjustments, understanding social norms andnavigating daily routines, and plan for such additional support.Visual timetables/schedules are used, events are removed or ticked off when finished.Use of first, then, next… or Now (you are doing this) and Next (you are going to be doing that) boards.Where appropriate, timers are used to show learners how long they must work for/ how long they have to finish.Plans are made for untimetabled events, such as alarms.Staff positioned in key points, to support, at transitional times.Appropriate visuals/signage are visible around school to indicate staff in different departments or pastoral staff.Additional preparation and nurturing approaches are in place for tricky transition times for learners, if required, which could include unstructured timesand strategies to support, e.g. early lunch pass.Transitions and TransferOur shared commitment to inclusion for all children and young peopleSuggested Strategies (examples of how expectation could be met - including but not limited to)9.1) Support is in place for routine andlife transitions when required.Transitions include, but are not limitedto-• moving around the setting;• moving from lesson to lesson;• moving from one activity to the nextwithin a lesson;• changes of staff-permanent andtemporary;• changing from structured tounstructured times;• moving from break to lesson times;• preparing for weekends, the start ofholidays and beginning of term;• special events: visitors, visits,celebrations;• life events: birth of a sibling, changein parenting arrangements e.g. changein parents’ relationship status, lossand bereavement or contact visits;• puberty.24
Information is actively sought and shared about learners to support successful transitions and manage change both within the school and beyond.Information is reviewed regularly to ensure support and provision matches current needs.Information is shared with parents and carers, other colleagues within the setting and receiving or previous settings as required.Practitioners are aware of learners who need additional support with transitions to new classes/teachers and adjustments are made, e.g. additional visitsto a new setting/ classroom with a familiar trusted adult, creating social stories.Gatsby Benchmarks ExplainedThe eight Gatsby benchmarks are used to provide learners with the best possible careers education, information, advice and guidance. Settings considertransitions within their careers plans in meeting the Gatsby benchmarks. Schools have a careers leader and careers governor to strategically plan forcareers, including transitions to future destinations.Consider transitional support such as taster days, additional visits or inductions, photos of new setting and key staff, travel training, buddy from newsettings, additional visits in summer holidays/quieter times for vulnerable learners.Allow time to become familiar with environments.Opportunities for supporting use of transitional (favourite/familiar) objects in school.Best practice is shared within the school and with other schools, where suitable e.g. Year 6 to Year 7 transitions.Our shared commitment to inclusion for all children and young people9.2) Procedures are in place forensuring smooth progression withinsettings, particularly during alltransition phases, including on entryand exit.9.3) Procedures are in place forensuring smooth progression betweensettings, particularly during alltransition phases, e.g. primary tosecondary and secondary to post-16.Supporting Transitions from Early Years through to Post 16, and into Volunteering/Employmentfor children and young people with Special Educational Needs.Schools use the GM Transitions Framework (Person-Centred Planning for Progression) to support transitions from keys stage 3 to 4 and key stages 4 to 5.This can be published on their website demonstrating their commitment to best practice aiming to foster inclusivity, equity, and individual growth for alllearners.Greater Manchester Transition Framework | Help & Support Manchester25
”According to Section 20 of the Children and Families Act (CaFA) 2014, a child or young person has special educational needs if they have a learning difficulty or disability which calls for specialeducational provision to be made for them.Special educational provision is defined as “educational or training provision that is additional to, or different from, that made generally for others of the same age.” CaFA (Section 21:2014).As such, if the expected level of ordinarily available, inclusive provision is effectively in place within your setting and learners continue to have unmet needs and/or are making inadequate progress,despite high quality teaching targeted at their areas of need, the SENCo (or other professionals supporting them) will be able to work alongside teaching staff to provide information, advice andguidance on further additional support beyond what is ordinarily available for all learners. This may include a discussion about whether SEN support is required, as outlined in the SEND Code ofPractice, (2015).A learner’s difficulties or disabilities may be related to a wide range of needs but will sit within the following four broad areas of need, as set out in the SEND Code of Practice (2015):Cognition and LearningCommunication and InteractionSocial Emotional and Mental HealthSensory and/or Physical needs.If it is agreed that Special Educational Provision is required, this will be designed through the process of assessing the needs of a learner and then providing appropriate support to meet theseneeds. This system should follow four stages, often referred to as Assess, Plan, Do and Review (APDR) - the graduated response – which covers all ages and stages of education from early years topost-16.For most pupils with SEND, SEN Support provided through robust termly APDR cycles will likely meet their needs well in school/college. However, for those children and young people who mayneed more personalised support and provision, clear evidence of the actions taken, provision tried and outcomes/ achieved over time is expected to be provided to support an Education, Healthand Care needs assessment (SEND Code of Practice, 2015, 6.63)Our shared commitment to inclusion for all children and young peopleSupport Beyond Ordinarily Available & Inclusive Provision (SEN Support)Role of the SENCo (Special Educational Needs Coordinator)All mainstream schools (including Academies and Free Schools) must have a qualified teacher designated as the SENCo. The SENCo will work closely with staff, parents and other appropriateprofessionals, to lead SEN provision across the school, including ensuring teachers deliver high quality provision to improve outcomes for learners with special educational needs (SEN). Keyresponsibilities of the SENCO are outlined in Section 6.90 of the SEND Code of Practice (2015).On 22 April 2024, the Department for Education amended the Special Educational Needs and Disability (SEND) regulations, and a new National Professional Qualification (NPQ) was introduced asthe new mandatory qualification for SENCos. A three-year window to complete the mandatory qualification upon taking up a SENCo post remains in place.Part 226
Our shared commitment to inclusion for all children and young peopleThe following information is to support understanding of the four broad areas of need, as set out in the SEND Code of Practice (2015). Needs and provision may cross one or more of the broadareas of areas. Section Two is intended to be read and implemented in conjunction with Oldham’s Inclusion Framework and Graduated Response Toolkit and any SEN Support should be inaddition to the expectations in Section One,‘Ordinarily Available and Inclusive Provision’.Sources of Information,Guidance and ResourcesLinksOldham’s InclusionFrameworkOldham’s GraduatedResponse ToolkitWhole School SENDTeacher Handbook SENDSENCo SpaceSEND GraduatedResponse Toolkit |Oldham CouncilTeacher Handbook: SEND| Whole School SENDPart 2 Support Beyond Ordinarily Available & Inclusive Provision (SEN Support)27
Broad Areas ofNeedCommunicationand InteractionSpeech, Language and Communication needs (SLCN) can impact both learning and social skill development which can persist into adulthood.Children and Young People with SLCN may have difficulty saying what they want to, understanding what is being said to them or may finding it challenging tounderstand and/or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may havedifficulty with one, some, or all of the different aspects of speech, language or social communication at different times of their lives.Our shared commitment to inclusion for all children and young peopleSummary of NeedsCognition andLearningCognition refers to the thinking skills and thought processes that a child and young person has acquired through their prior experience. Learning needs are ona continuum and can vary across subjects and situations. CYP with learning needs may learn at a slower pace than their peers despite appropriate adaptions.Learning difficulties can be general or specific and related to one or more areas of the curriculum and/or cognitive skills. Difficulties may be short-term in oneor more areas or severe and long term.Social Emotionaland Mental HealthAll behaviours should be considered as a child or young person communicating some unmet need. The 2015 Code of Practice of Special Educational Needs(SEN) helps to promote a shift towards viewing behaviour as a communication of an unmet emotional need (whether conscious or unconscious) andresponding accordingly. Many learners who struggle to learn or who experience stress and anxiety are likely to be having some difficulty managing thedemands of school.Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may includebecoming withdrawn or isolated, as well as displaying behaviour perceived to be challenging, disruptive, or distressing. These behaviours may reflectunderlying neurodevelopment difficulties, such as ADHD or experiences of frustration or trauma. They can come across through anxiety or depression, selfharming, substance misuse, eating disorders, lying and stealing or physical symptoms. They may both contribute to and arise from difficulties in other areasof the Code of Practice.Sensory and/orPhysical NeedsSome children and young people require special educational provision because they have a disability which prevents or hinders them from making use of theeducational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with visionimpairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, orrehabilitation support.Part 2 Support Beyond Ordinarily Available & Inclusive Provision (SEN Support)28
Barriers to EducationBarriers to EducationImproving Behaviour in Schools | EEFImproving Behaviour in Schools | EEFOldham’s LISOOur shared commitment to inclusion for all children and young peopleNameAccess ArrangementsPart 3ResourcesInformation LinkInformation and guidance about access arrangementsAccess Arrangements, Reasonable Adjustments andSpecial Consideration - JCQ Joint Council forQualificationsAssistive technology: definition and safe use - GOV.UKAges & StagesA guide to the typical stages of speech and languagedevelopment in babies, children, and young people to helpeducators and professionalsAges and stages - Speech and LanguageUK: Changing young livesInformation and guidance about different types ofassessments.Formative-assessmentAssistive Technology Information about assistive technologyAutism Education TrustNot-for-profit organisation, specialising in information,advice, resources and training to support children andyoung people with autism.Barriers to LearningIInformation and guidance Padlet about barriers toeducationTests and assessments (key stage 2) - GOV.UKAssessments –Formative & SummativeSummative assessmentBarriers to EducationNeuroinclusive Education Network29
Barriers to EducationBarriers to EducationImproving Behaviour in Schools | EEFImproving Behaviour in Schools | EEFOldham’s LISONamePart 3ResourcesInformation LinkBuild a culture of community and belonging for pupils |EEFCollaborative LearningA School’s Guide to Implementation | EEFConcrete, Pictorial and Abstract ApproachBelongingDifficulties Attending SchoolEEF Improving behaviour in schools ReportEEF: The Five-a-day approachWhat Is the Concrete Pictorial Abstract Approach?SENCo SpaceEEF Improving BehaviourImproving social and emotional learning inprimary schools EEFCollaborative learning approaches | EEFeducationendowmentfoundation-the-five-a-dayapproachEEF Improving SEMH Learning in PrimarySchoolsEEF Improving behaviour in schools ReportOur shared commitment to inclusion for all children and young peopleBuilding a culture of community and belonging for pupils.A collaborative (or cooperative) learning approach whichinvolves pupils working together on activities or learningtasks in a group small.An approach that helps learners understand abstractconcepts first through concrete resources and then pictorialrepresentations before moving on to abstract symbols.Guidance to support children and young people withdifficulties attending school.Set of five core practices that can support all pupils,including those with SEND.EEF – Education Endowment FoundationEEF Implementation GuidesInformation and guidance about school behaviour policiesand approaches.Guidance on implementing a new initiative, approach,resource.Guidance on improving behaviour in schoolsGuidance on improving social and emotional learning inprimary schoolsImproving social and emotional learning in primaryschools EEF30
Barriers to EducationBarriers to EducationImproving Behaviour in Schools | EEFImproving Behaviour in Schools | EEFOldham’s LISOOur shared commitment to inclusion for all children and young peopleNamePart 3ResourcesInformation LinkEmotionally Friendly SettingsEquality Act GuidesOldham ConnectFlexible GroupingEmotionally Friendly SettingsGatsby BenchmarksWhat is metacognition and how can it help you?- BBC BitesizeOldham ConnectEEF blog: Flexible grouping: what is it and why use it? |EEFGatsby Benchmarks ExplainedOldham Graduated Response ToolkitOldham Council Inclusion Resource LibraryCDC guides to the disability duties in the Equality ActEEF blog: Modelling Independence - The ‘Seven-stepModel’… | EEFOldham Inclusion Resource LibraryOldham Graduated Response ToolkitA flexible whole-setting approach to improving children andyoung people’s emotional health and well-being.Information and guidance on implementing duties withinThe Equality ActInformation and guidance about using flexible groupingsCareers guidance for young peopleInformation about building learner independenceExplaining metacognitionWebsite for booking training and events.IndependenceMetacognitionPractical advice and resources for supporting SEND learnersin schoolPadlet of information and resources to support inclusion inschools.31
Barriers to EducationBarriers to EducationImproving Behaviour in Schools | EEFImproving Behaviour in Schools | EEFOldham’s LISOOur shared commitment to inclusion for all children and young peopleNamePart 3ResourcesInformation LinkSENCo SpaceOldham Safeguarding Children PartnershipOldham Local Inclusion Service Offer (LISO)Oldham SENCo SpacePhonological Awareness Phonological awareness | EEFPSHESENCo SpacePersonal, social, health and economic (PSHE)education - GOV.UKOldham’s SLCN Guidance documentOldham Safeguarding Children PartnershipInformation for schools to support with navigating oursupport services.The Oldham Refugee & Asylum Seeker Support Network(RASN)Advice and support regarding refugees and asylum seekers [email protected] with information, advice, resources and training forsafeguarding Oldham’s childrenOldham SENCo & Leaders Events and Training CalendarInformation about the events and training planned for theacademic year.Private website space for Oldham SENCos to accessinformation, advice and resources.Information, advice and resources to support CYP withSLCN.Support and resources to build pupils’ understanding ofsound structures.Guidance about teaching personal, social, health andeconomic (PSHE) education in England.SENCo SpaceSENCo SpaceTraining & Events | Oldham Connect | Support Services32
Barriers to EducationBarriers to EducationImproving Behaviour in Schools | EEFImproving Behaviour in Schools | EEFOldham’s LISOOur shared commitment to inclusion for all children and young peopleNamePart 3ResourcesInformation LinkThe Precision teaching sequenceRestorative ApproachesPrecision TeachingSocial stories and comic strip conversationsSpeech and Language Therapy (SALT) Service -OldhamStudy Skills Study skills - Study support - BBC BitesizeSocial StoriesRA in the UKInformation and resources to support accuracy and fluencywith core skillsPupil VoiceA model that provides a way of conceptualising a child’sright to participationGM Approach to Youth Voice - Lundy ModelInformation and guidance about restorative approachesAdvice on using Social StoriesInformation about creating a supportive communicationfriendly environmentAdvice and resources for different age phasesCreating a communication supportive environmentTA DeploymentInformation and guidance about deployment of TeachingAssistantsDeployment of Teaching Assistants | EEFTransitionsPadlet of information, advice and resources to supporttransitions from EYFS to post-16Supporting Transitions from Early Years through to Post16, and into Volunteering/Employment for children andyoung people with Special Educational Needs.What Works for Literacy DifficultiesGuidance about Literacy interventions for pupils 5-18yrs andtheir effectiveness.Brooks’s What Works for Literacy Difficulties?33
Barriers to EducationBarriers to EducationImproving Behaviour in Schools | EEFImproving Behaviour in Schools | EEFOldham’s LISOWord or AcronymPart 4GlossaryDefinitionAdapting the delivery of the curriculum – both in the moment and through lesson design planning, prior to the lesson. (Teacher Standards, 2012 Section 5and Early Career Framework, 2019 Section 5)CINCPDCYPChildren in NeedChildren and young peopleContinued professional developmentOur shared commitment to inclusion for all children and young peopleAdaptive teachingAccessibility Plan A document that outlines how schools will improve access for pupils with disabilities.Assistive TechnologyRefers to products or systems that support and assist individuals with disabilities, restricted mobility, or other impairments to perform functions that mightotherwise be difficult or impossible.AfL Assessment for LearningCaFA Children’s and Families ActCommunication FriendlyClassroomsDesigned to support children and young people with speech, language, and communication needs (SLCN).CoproductionProcess of collaborative efforts between educators, pupils and families to create effective educational practices. and refine educational practices to ensurethey remain effective and relevant.DfEEALDepartment for EducationEnglish as an Additional Language34
Barriers to EducationBarriers to EducationImproving Behaviour in Schools | EEFImproving Behaviour in Schools | EEFOldham’s LISOWord or AcronymPart 4GlossaryDefinitionEducational PsychologistFormative AssessmentHIHQTA continuous process used by teachers to monitor pupils’ learning and provide ongoing feedback to improve teaching and learning outcomes.High Quality TeachingHearing ImpairmentOur shared commitment to inclusion for all children and young peopleEPEHCP Education Health and Care PlanEqualities Act UK legislation that aims to protect individuals from discrimination and promote equality.Families Reference to parents, carers and children and young peopleFlexible Grouping A teaching practice that allows pupils to be placed in temporary groups based on their individual needs and learning objectives.Graduated Response Increasing level of support given to learners if they require support beyond ordinarily available & inclusive provision in school.GM Greater ManchesterICTIHCPInformation and communications technologyIndividual Healthcare Plan. A document which collates information about a pupil’s medical needs.35
Barriers to EducationBarriers to EducationImproving Behaviour in Schools | EEFImproving Behaviour in Schools | EEFOldham’s LISOWord or AcronymPart 4GlossaryDefinitionLocal authorityMixed AbilityNPQ SENDOAIPA teaching method that brings together pupils of varying skill levels to work collaboratively.Ordinarily Available & Inclusive ProvisionNational Professional Qualification for Special Education Needs and DisabilitiesOur shared commitment to inclusion for all children and young peopleLAINA International New ArrivalsLearners Children and young people learning within a setting.Local offerEach LA has their own local offer which aims to bring together useful information across education, health and social care within one website. You can findinformation, advice and guidance and a range of local service providers who support children and young people with Special Educational Needs andDisabilities (SEND).Manipulatives Practical resources and equipment used to develop learners' understanding of mathematical concepts through hands-on learning.Modelling Refers to a teaching strategy where an adult demonstrates a process or concept, allowing pupils to observe and learn from the model.NeurodiversityA term used to describes the natural variations in how individuals' brains think and process information, encompassing conditions such as autism, ADHD,and dyslexia.Metacognition A term used to describe \"thinking about thinking”.36
Barriers to EducationBarriers to EducationImproving Behaviour in Schools | EEFImproving Behaviour in Schools | EEFOldham’s LISOWord or AcronymPart 4GlossaryDefinitionPersonal Emergency Evacuation PlanPSHERetrievalRisk AssessmentPersonal, social, health and economic educationCollates essential information for ensuring the safety and well-being of pupils and staff around an identified risk or situation.A teaching strategy, which involves engaging pupils in activities designed to purposefully retrieve information from their long-term memory.Our shared commitment to inclusion for all children and young peoplePEEPOverlearning A term that means continuing to practice or study a skill or subject after it has been mastered, to improve long-term retention and make recall automatic.Peer Support Term used to describe approach where children and young people support each other with learning, behaviour or social interactions.Pre and Post Teaching Short activity to support pupils understanding of key vocab, knowledge and skills before and after a lesson.Provision What is provided for a learner in the educational setting in terms of learning, environment and pastoral support.Reasonable adjustments The legal obligation that schools must make to ensure that learners with additional needs are not at a disadvantage. (Equality Act 2010)Restorative Approaches Approaches that focus on building strong, respectful relationships and repairing harm when things go wrong.SALT Speech and Language Therapy/TherapistOT Occupational therapist37
Barriers to EducationBarriers to EducationImproving Behaviour in Schools | EEFImproving Behaviour in Schools | EEFOldham’s LISOWord or AcronymPart 4GlossaryDefinitionSocial Emotional and Mental HealthSEN SupportSummative AssessmentSpLDAdditional to and different from provision made for pupils with additional needsSpecific Learning DifficultySummarises what a pupil has achieved at the end of a period of time, relative to the learning aims and the relevant national standards, typically in the formof tests.Our shared commitment to inclusion for all children and young peopleSEMHScaffoldingSometimes described as – I do. We do. You do. A way of modelling and learning a new concept or skills by teacher demonstration and gradual withdrawalof support as the learner gains confidence and skills.SEN/SEND Special Educational Needs/and DisabilitiesSENCo/SENDCo Special Educational Needs CoordinatorSEND CoP SEND Code of Practice. Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25.Setting School, college or educational providerSLCN Speech Language and Communication NeedsSLT Senior Leadership TeamSENCo Space Oldham’s online information and resource platform for SENCos38
Barriers to EducationBarriers to EducationImproving Behaviour in Schools | EEFImproving Behaviour in Schools | EEFOldham’s LISOWord or AcronymPart 4GlossaryDefinitionAn accessible way to help pupils understand the structure of their school day visually.Our shared commitment to inclusion for all children and young peopleVisual TimetableVI Visual ImpairmentWorking Wall A visual tool used in classrooms to support pupils’ learning, linked to current topics and core skills.Quality First Teaching A focus on high quality and inclusive teaching for every learner in a classroom.ToD Teacher of the Deaf39