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School Action Plus

If your child s needs are very complex and/or

(Building on Quality First Teaching)

severe the school may ask the Local Authority to

Examples of what children and their parents can


expect from School Action Plus:
An Individual Education Plan or Provision
Map;
Flexible approaches to the timetable;
Lunch and break time arrangements might
be altered;
Increased access to resources e.g. a personal
workstation and computer;
Some individual support may be needed at
various times throughout the day;
Outside agencies might be involved e.g. a
Speech and Language Therapist,
Occupational Therapist, Educational
Psychologist;
Transition between activities and different
areas of the school need to be carefully
planned;
The child s special area of interest can be

carry out a Statutory Assessment.

Statemented Support
(Building on School Action Plus)
Examples of what children can expect from a
Statement of Special Educational Needs:
The provision for individual pupils will be
detailed within the statement;
Staff should be aware of how anxiety, stress,

knowledge and understanding around the pupil s

The curriculum may need to be adapted to take


into account the child s difficulties in acquiring,
retaining and transferring information and skills;
For some children, there may need to be some
therapeutic support or programmes e.g.
speech and language therapy.

Schools must do all they can to support a pupil and


sufficient relevant and purposeful action before
applying for statutory assessment.
All information in this leaflet has been taken from the Indicative Provision

strategies.

Difficulties supported?

A flexible child-centred approach;

strengths and needs and the skills to develop,


apply and evaluate individualised plans and

Communication

the child s behaviour and performance;

must be able to show that they have taken


School Action Plus also relies upon staff

with Social

sound, sights, smells and language can affect

used to help to motivate them in their


learning. Rewards can be used.

How are children

Guidance within The Confident SchoolsConfident Parents resource pack.


The full pack can be viewed on request, at your child s school. All leaflets in
this series can be viewed or downloaded at: www.mctdurham.co.uk

Information for Parents/Carers

An Introduction to
Social Communication Difficulties

Quality First Teaching

Children with Social Communication Difficulties,

expect from this level of school support:

including Autism Spectrum Disorders (ASD) can all


be very different. They will have difficulties:
understanding and using words, actions and
facial expressions;

Examples of what children and their parents can

School Action
(Building on Quality First Teaching)
Examples of what children and their parents can
expect from School Action:

The class teacher will be aware that children learn


in different ways and will treat them as individuals;
The teacher will have some knowledge of the ASD
Good Practice Guidance and the training materials;

Consideration of seating position and groups; a


quiet area to work, when appropriate;
Increased access to resources e.g. prompt sheets,
visual timetable, and writing frames;
Access to some additional adult support from

acting and re-acting appropriately in social


situations with children and adults;

Staff provide an environment that promotes


positive achievements and builds confidence and
self esteem;

behaving in a flexible way which means that


they may want to follow their own routines
rigidly. Any change to this may cause anxious
behaviour.
They may be upset by certain sounds, sights,
smells, touch and tastes.
They may have co-ordination difficulties e.g.
writing, tying a shoelace, running and jumping
or catching a ball.
A child with a social communication difficulties
might not have a diagnosis of ASD.

on each individual child s needs.

child s learning;
Access to programmes that develop their
communication, social interaction, emotional

Use of visual and practical supports e.g. timetables


and lists;
Clear classroom rules and expectations;
Buddy systems will be in place, where appropriate;

awareness, self care and safety, and flexibility of


thinking, as appropriate;
Opportunities to work on their individual targets;
Help to become independent learners;
Time for their child to be prepared for a lesson
by telling them what it will be about;

Tasks will be clearly explained and they may need


to be shown what to do;

Explain any changes in routine, in advance;


Avoid language like pull your socks up or in a
minute;

Staff will check that the child understands;


Staff are aware that the child may require more
time to complete tasks and do some things
differently.

Staff knowledge and understanding is a key factor to


The type and level of support required will depend

someone with the relevant skills to support the

Quality First Teaching.

Provide an area for the child to go to when they


are anxious;
Clear expectations e.g. how many lines to write,
how many questions to answer and use in and
out boxes for their work.
School Action should be additional to or different
from what schools provide for all pupils. The
SENCO (Special Educational Needs Coordinator)

Parents will be involved at every stage.

will work in partnership with the teacher.