SEN Guidance
General Learning Difficulties
Foundation Stage
S3.11.2
SENCO Management File – S3.11.2 – Last updated September 2012
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Please use in conjunction with GLD Guidance Grid
Range
1
2
General Learning
Difficulties Foundation
Stage Descriptor
(Apply ‘Best Fit’)
Assessment &
Planning
 Low level difficulties in the
acquisition and/or use of
language, early literacy and
numeracy skills.
 Able to organise resources
for familiar activities.
Difficulties with pace of
curriculum delivery.
 Working within Stepping
Stones 2 in at least 2 areas.
Assessment
 Part of settings and
Foundation Stage
assessments. SENCO may
be involved in more specific
assessment and
observations.
 Moderate difficulties in the
acquisition/use of
language/early literacy/
numeracy skills.
 Some difficulties with
independently organising
resources for familiar
activities.
 Working mainly within
Stepping Stones 1
Assessment
 As Range 1 SENCO will be
involved in more specific
assessments and
observations
 Involvement of education
and non-education
professionals as appropriate.
 Significant and/or complex
Assessment
Planning
 Settings curriculum plans
including individual/group
targets.
 Parents/carers involved
regularly and support targets
at home.
 Child involved in setting and
monitoring their targets.
Grouping for
Teaching
Curriculum &
Teaching Methods
 Mainstream setting with
flexible grouping
arrangements
 Opportunities for small
group work based on
identified need e.g.
listening/attention skills
and peer modelling. Time
limited 1:1 programme
based on specific need.
 Increased differentiation by presentation
and/or outcome to facilitate small step
learning.
 Use of activities and equipment appropriate
for the development of the child.
 Preparation and/or reinforcement for larger
group sessions.
 Simplification and reduction of adult
language. Increased emphasis on
identifying and facilitating preferred learning
style.
 Opportunities for skill
reinforcement/revision/transfer and
generalisation.
 Some use of specific group or 1:1
programmes.
 Strategies employed to encourage
independence, confidence, self-esteem,
communication, and learning competence.
 Increasingly individualised programme
including modified activities within an
inclusive curriculum.
 Simplification and reduction of adult
language. Approach and teaching methods
adapted to suit individual’s identified
learning style.
 Emphasis on learning, social, self help and
communication targets as appropriate.
 Opportunities for repetition and overlearning.
 Individual teaching programmes directly
targeting child’s particular difficulties.
 Targets within group programmes and/or
1:1.
 Additional individualised strategies to
encourage independence, confidence, selfesteem, communication and learning
competence.
 Mainstream setting with
regular targeted small
group support.
 Time limited programmes
of small group work based
on identified need.
 On going opportunities for
1:1 support focused on
specific IEP targets.
Planning
 Curriculum planning reflects
levels of achievement and
includes individually focused
IEP targets.
 Additional steps taken to
engage pupil and parents as
appropriate.
SENCO Management File – S3.11.2 – Last updated September 2012
 Mainstream setting,
 Activities and presentation personalised to
Resources
 Main provision by Foundation
Stage practitioners with advice
from SENCO.
 Additional adults routinely used to
support flexible groupings,
differentiation and some 1:1.
 Positive setting ethos,
relationships.
 Effective pastoral system.
 Positive behaviour management.
 Planned support/guidance
opportunities to develop PSHE
skills.
Also see SEBD Guidance.
 Main provision by Foundation
Stage practitioner with support
from SENCO and advice from
specialist teacher as appropriate.
 Additional adult, under the
direction of teacher, provides
sustained targeted support on an
individual/ group basis. May
include withdrawal.
 Positive setting ethos, good
relationships.
 Targeted positive behaviour
management.
 Planned support and guidance
through IEP to promote personal,
social and emotional development.
 Main provision by Foundation
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Range
3
General Learning
Difficulties Foundation
Stage Descriptor
(Apply ‘Best Fit’)
difficulties in the
acquisition/use of
language/early literacy/
numeracy skills.
 Significant difficulties with
independently organising
resources for familiar
activities.
 Not yet at Stepping Stone
1. Child working within the
Birth to Three Framework.
Assessment &
Planning
As Range 2 but using Birth to
Three Matters plus more
systematic application of other
assessment tools.
 Involvement of education
and non-education
professionals as appropriate.
Planning
 Curriculum plan closely tracks
levels of achievement and all
IEP targets are
individualised, short term and
specific.
 Additional steps taken to
engage pupil and parents as
appropriate
SENCO Management File – S3.11.2 – Last updated September 2012
Grouping for
Teaching
Curriculum &
Teaching Methods
mainly working on
modified curriculum
activities.
 Frequent opportunities for
small group teaching
based on identified need.
 Daily 1:1 teaching with
support focussed on
specific IEP targets.
child’s needs.
 Individualised level/pace/amount of teacher
talk.
 Learning style determines teaching
methods.
 Emphasis on consolidation and lateral
progress before introducing new skills.
 Small steps targets within group
programmes and/or 1:1.
 Additional individualised strategies to
encourage independence, confidence, selfesteem, communication and learning
competence.
Resources




Stage practitioner with support
from SENCO and advice from
education and non-education
professional as appropriate.
Additional adult, under the
direction of the teacher, supports
pupil working on modified
curriculum activities, provides
regular opportunities for small
group work and daily opportunities
for 1:1 teaching and support.
Positive setting ethos, good
relationships.
Targeted positive behaviour
management.
Planned support and guidance
through IEP to promote personal,
social and emotional
development.
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