SEN INFORMATION AND SEND REFORM
Universal wave 1
PRACTITIONERS :
promote a rich language environment
model language
extend the language used
model correct speech sound production
use open ended questions
make use of prompts such as ' I wonder'.... rather than asking direct questions
wide range of communication strategies in everyday practice including formal gesture, signs, pictures or symbols
plan specific activities to develop communication and interaction
ensure daily routines promote language
ENVIRONMENT AND RESOURCES:
Welcomm Assessment
opportunities to enable children to make and communicate their choices
opportunities for listening in quieter environments
CHILDREN ARE ENCOURAGED TO:
make choices
develop listening and attention skills
CATCH UP (WAVE 2)
PRACTITIONERS:
modify their language to support children experiencing delay
plan activities to support specific areas of focus in language
offer choices with reduced options
are supported by SENCO to plan appropriate activities
supported by senco to implement and evaluate TLP's
SENCO
sets TLP's with parents and Key Person
supports practitioners to implement TLP's
supports discussions with parents
seek advice from inclusion teacher, SALT relevant professionals
CHILDREN ARE ENCOURAGED TO:
engage and take part in small group and 1-1 activities
SEN (WAVE3)
PRACTITIONERS:
develop areas or aspects of language advised by therapists
are aware of specific needs of children
deliver specific programmes
SENCO
identifies children on COP
sets TLP's
works with inclusion teacher to write CAF, CON and panel referrals
supports practitioners with reviews of TLPs
CHILDREN ARE ENCOURAGED TO:
engage and take part in small group and 1-1 activities
develop communication to express wants and needs
EARLY LEARNING AND PLAY
UNIVERSAL (WAVE 1)
PRACTITIONERS:
have sound knowledge and awareness of child development
have high expectations for all of the children
take into account the individual child's linguistic and cultural background
ENVIRONMENT AND RESOURCES:
learning journeys for all children
age appropriate resources
all children have an EYFS baseline assessment when they start at playgroup
CATCH UP (WAVE 2)
PRACTITIONERS:
make sure children have adequate time to complete activities within their own level
enable children to access and process information enabling them to participate
SENCO:
identified children are targeted for differentiated support in these areas
SEN (WAVE 3)
PRACTITIONERS:
adopt strategies which support children to engage as active rather than passive in activities
SENCO:
special linguistic support is available
advice and guidance is sought from the settings inclusion teacher
SENSORY AND PHYSICAL
UNIVERSAL(WAVE 1)
PRACTITIONERS:
use observations to inform practice and meet individual access requirements
plan jointly for an accessible learning environment
change and extend tactile/messy play/ sensory equipment
ENVIRONMENT AND RESOURCES:
displays at children's height
rich language environment
sufficient space indoors and outdoors to set up activities for energetic play
CATCH UP(WAVE 2 )
PRACTITIONERS:
observe the physical environment and adjust as necessary to ensure access
show details of differentiation in their planning with resources identified and available
encourage and support children to develop their physical skills using additional adult help
SENCO:
ensures staff are aware of the specific access needs of individual pupils or group of children
Universal wave 1
PRACTITIONERS :
promote a rich language environment
model language
extend the language used
model correct speech sound production
use open ended questions
make use of prompts such as ' I wonder'.... rather than asking direct questions
wide range of communication strategies in everyday practice including formal gesture, signs, pictures or symbols
plan specific activities to develop communication and interaction
ensure daily routines promote language
ENVIRONMENT AND RESOURCES:
Welcomm Assessment
opportunities to enable children to make and communicate their choices
opportunities for listening in quieter environments
CHILDREN ARE ENCOURAGED TO:
make choices
develop listening and attention skills
CATCH UP (WAVE 2)
PRACTITIONERS:
modify their language to support children experiencing delay
plan activities to support specific areas of focus in language
offer choices with reduced options
are supported by SENCO to plan appropriate activities
supported by senco to implement and evaluate TLP's
SENCO
sets TLP's with parents and Key Person
supports practitioners to implement TLP's
supports discussions with parents
seek advice from inclusion teacher, SALT relevant professionals
CHILDREN ARE ENCOURAGED TO:
engage and take part in small group and 1-1 activities
SEN (WAVE3)
PRACTITIONERS:
develop areas or aspects of language advised by therapists
are aware of specific needs of children
deliver specific programmes
SENCO
identifies children on COP
sets TLP's
works with inclusion teacher to write CAF, CON and panel referrals
supports practitioners with reviews of TLPs
CHILDREN ARE ENCOURAGED TO:
engage and take part in small group and 1-1 activities
develop communication to express wants and needs
EARLY LEARNING AND PLAY
UNIVERSAL (WAVE 1)
PRACTITIONERS:
have sound knowledge and awareness of child development
have high expectations for all of the children
take into account the individual child's linguistic and cultural background
ENVIRONMENT AND RESOURCES:
learning journeys for all children
age appropriate resources
all children have an EYFS baseline assessment when they start at playgroup
CATCH UP (WAVE 2)
PRACTITIONERS:
make sure children have adequate time to complete activities within their own level
enable children to access and process information enabling them to participate
SENCO:
identified children are targeted for differentiated support in these areas
SEN (WAVE 3)
PRACTITIONERS:
adopt strategies which support children to engage as active rather than passive in activities
SENCO:
special linguistic support is available
advice and guidance is sought from the settings inclusion teacher
SENSORY AND PHYSICAL
UNIVERSAL(WAVE 1)
PRACTITIONERS:
use observations to inform practice and meet individual access requirements
plan jointly for an accessible learning environment
change and extend tactile/messy play/ sensory equipment
ENVIRONMENT AND RESOURCES:
displays at children's height
rich language environment
sufficient space indoors and outdoors to set up activities for energetic play
CATCH UP(WAVE 2 )
PRACTITIONERS:
observe the physical environment and adjust as necessary to ensure access
show details of differentiation in their planning with resources identified and available
encourage and support children to develop their physical skills using additional adult help
SENCO:
ensures staff are aware of the specific access needs of individual pupils or group of children