How to
How to use this document
KS 2
Wiltshire Graduated Response to SEND Support: The pupil profile
How to use this document
The Graduated Response to SEND Support (GRSS) profile may be used as
an electronic form to support teachers and SENCOs to identify, assess and
record the needs of children and young people requiring special
educational provision. It supports the planning and recording of
appropriate provision and provides guidance for reviewing progress.
There is no requirement to use this profile; it has been designed as an
optional tool to help educational settings meet their duties as outlined in
the SEND Code of Practice: 0-25 years (July 2014).
Wiltshire Graduated Response to SEND Support
How to
How to use this document
KS 2
How to use this electronically:1. Use the ‘Save as’ command to save a copy of the document. Name the file so that it will
uniquely identify the child or young person.
2. Fill in the name and date of birth of the child or young person here.
This will automatically repeat at the foot of every page.
3. There are forms to guide thinking processes and record information on each page. Teachers
and SENCOs may fill them in as wished. The document has not been ‘protected’ so that users
modify the forms, adding their own indicators, strategies, resources and web links. Warning:
the document is divided by section breaks, deleting or amending these will affect the headers
and footers and is generally a bad idea!
5. Some forms have a space for comments to record actions. It is suggested that other evidence or
information could be linked to by users by inserting hyperlink to relevant documents (e.g. My
Support Plan, reports, assessments) saved locally (see here for further support on creating
hyperlinks) or by paper documents being signposted e.g. “See My Support Plan dated ...”
6. There are three types of hyperlink in the document identified by underlined text:
Navigation links link to other parts of the profile to aid navigation in the document and will
work off-line. For example “go to How to use this document.”
Website links link to useful websites and need an internet connection. For example
http://www.nasen.org.uk/
Code of Practice links reference the relevant section of SEND Code of Practice: 0-25 years (July
2014.) They are designed to illustrate how the profile links to CoP requirements. Hovering over
them with the mouse will show the relevant extract. Clicking on them will link to the
government website that hosts the CoP. For example “There should be a graduated approach
to meeting the needs of pupils with SEN.”
How to use this as a paper document:Whilst this document has been designed for electronic use, it should also print reasonably well if
users would prefer a paper version, although some areas at the page margins may be lost.
However, as all areas of need are covered in the same document, it would save on paper if a
master copy was printed and the relevant pages photocopied. As it has been designed
electronically, large spaces for handwriting text into tables/forms are not a feature. If users so
wish, spaces could be enlarged before printing by entering additional paragraph marks (pressing
the ‘enter’ key repeatedly) in table cells.
Website links have been written in full so that they will still be accessible in print but the
Navigation and CoP hyperlink features will be lost in paper copies.
Wiltshire Graduated Response to SEND Support
How to use this document
4. With the exception of the Quickchecker, it is suggested that dates in mm/yy style should be
entered into tables. This is so that profile can be used to record information over time.
How to
How to use this document
KS 2
Contents
Use hyperlinks to navigate the document. To retutn to this page at any time, double click on the
footer and then Ctrl+Click on Wiltshire Graduated Response to SEND Support
Identify
Quickchecker
Assess
Assessment checklist
 Communication and interaction
 Cognition and learning
 Lower key stage 2
 Upper key stage 2
 Social emotional and mental health
 Sensory and physical
Plan & Do
Essential SEND Support
Further SEND support for:
 Communication and interaction
 Cognition and learning
 Lower Key Stage 2
 Upper Key Stage 2
 Social, emotional and mental health
 Sensory and physical
Specialist SEND Support
Review
Planning a review
Review decision tree
Wiltshire Graduated Response to SEND Support
How to use this document
Assess needs and impact for needs within:
Identify
Identify areas of need
KS 2
There are concerns about...
Communication and interaction
Y/N?
The pupil’s attention and/or listening skills
The pupil’s ability to understand language
The pupil’s expressive language skills
The pupil’s ability to make him/herself understood out of context
The pupil’s uneven learning profiles and learning styles i.e. they do not follow the usual
developmental patterns
The pupil’s communication skills e.g. verbal and non-verbal, ability to recognise the feelings or
perspectives of others and respond appropriately
The pupil’s social development e.g. capacity to ‘share interest’ and/or ‘share attention’
The pupil’s rigidity of thought e.g. ability to manage changes in routine
The pupil’s sensory skills e.g. over sensitivity or under sensitivity to sensory stimuli
The pupil’s cognitive development e.g. capacity to sustain concentration or self-direct their learning
The pupil’s lack of progress, even when differentiated teaching approaches are targeted at areas of
weakness
The pupil’s performance levels i.e. they are below the level within which most pupils are expected
to work
The pupil’s indicative formal test scores are below expected levels
The pupil’s attainment in underlying skills which is beginning to interfere with their ability to make
appropriate progress e.g. skills in speech and language, literacy and numeracy
The pupil’s difficulty in dealing with abstract ideas, generalising from experience, and/or using
problem solving skills
The pupil’s attitude and/or approach to learning which is restricting access to the curriculum e.g.
pupil is demotivated, disorganised, or lacks independent learning skills
Social, emotional and mental health
The pupil's learning behaviour, which is negatively affecting the pupil's and/or peers’ access to the
curriculum
The pupil's social behaviour, which is negatively affecting the pupil's and/ or peers’ access to the
curriculum
The pupil's emotional wellbeing or mental health, which is negatively affecting the pupil's and/or
peers’ access to the curriculum
The frequency with which the pupil reaches the limit of normal school sanctions
Sensory and physical
The pupil’s sensory needs are affecting their learning and/or access to the curriculum
The pupil’s physical skills/needs are affecting their learning and/or access to the curriculum
The pupil’s medical needs are affecting their learning and/or access to the curriculum
If you believe the pupil may have SEN, proceed to Assess
Wiltshire Graduated Response to SEND Support
Quickchecker
Cognition and learning
Assess
Assess
KS 2
Assessment checklist
Before identifying a child as needing SEN support, the class or subject teacher,
working with the SENCO, should establish a clear analysis of the pupil’s needs.
Assessments should include:
Date, links and comment
Discussion with the child or young person, where
appropriate, to establish their views on what they
consider their strengths and weaknesses to be;
If applicable, discussion with any outside professionals
from health or social services whom the pupil is
already known to;
Teacher assessments, including teacher’s knowledge
and experience of the pupil;
Analysis of progress in comparison to the pupil’s peers
with reference to school data and national data and
expectations.
Assessments might include:


Use of the Wiltshire GRSS indicators in this profile
Use of standardised tests and assessments
Wiltshire Graduated Response to SEND Support
Assess: Assessment checklist
Discussion with the pupil’s parents/carers, to establish
their views and experience of the pupil and their
needs;
Signpost parents/carers to Wiltshire’s Local Offer
information and to Parent Partnership;
Assess
Assess
KS 2
To review the GRSS indicators, record the impact of needs and record
standardised assessments, proceed to Assess needs and impact for needs
within:


Assess: Assessment checklist
Communication and interaction
Cognition and learning
 Lower key stage 2
 Upper key stage 2
 Social emotional and mental health
 Sensory and physical
Wiltshire Graduated Response to SEND Support
Assess
Assess needs and impact
KS 2
Rare/Never
Frequent
(Please enter date mm/yy for Frequent, Occasional or Rare/Never to
indicate how often support is required; you may also date Specialist
when internal or external specialist advice has been sought).
Specialist
The pupil requires support to:
Occasional
GRSS indicators
develop self confidence and establish a positive self image
communicate with peers e.g. shows frustration/aggression when
not understood
understand and comply with the rules of social interaction e.g. turn
taking, eye contact, listening to others, participating in playground
games, group work
negotiate and problem solve
engage in imaginative and interactive play
share equipment e.g. will usually move away or give item up
work or play interactively in a group and recognise the importance
of involvement
make appropriate social approaches to adults and peers e.g. lack of
personal space or privacy, inappropriate touch/smelling/licking
develop awareness and degree of control over socially
inappropriate behaviour and ability to show appropriate
behaviours despite difficulties e.g. develop alternative ways to
manage anxiety, frustration, need for routine; (Y5-6) development
of anger management and negotiation skills
(Y5-6) develop awareness of consequences to actions e.g. hurting
others
(Y5-6) comply with request and respond to sanctions/rewards
respond to the needs of others, e.g. finds a different friend when a
peer doesn’t want to play
Other:
Attention and listening
participate in classroom activities dependent on listening e.g. in
topic discussion may be off task or disruptive
maintain attention and work at the same pace as peers in a range
of learning situations
manage transition from one activity to another easily
demonstrate shared attention with others i.e. sharing looking at
book
appropriately seek adult attention
be able to ignore distractions from peers/environment and
minimise self-distraction
Other:
Wiltshire Graduated Response to SEND Support
Assess: Communication and interaction
Social interaction and development
Assess
Assess needs and impact
KS 2
Continued....
Rare/Never
Occasional
Frequent
(Please enter date mm/yy for Frequent, Occasional or Rare/Never
to indicate how often support is required; you may also date
Specialist when internal or external specialist advice has been
sought).
Specialist
The pupil requires support to:
understand conversations, questions, complex sentences and
instructions e.g. remembers the beginning of longer instructions
retained by the majority of peers
remember words that pupils of that age would be expected to
know
understand new vocabulary and concepts, including abstract
information e.g. time, space, quantities
answer questions following a class discussion or DVD
avoid literal interpretation of language and understand humour
and sarcasm
interpret non-verbal language such as facial expressions, gesture
and tone of voice
apply and transfer knowledge and vocabulary/concepts across
subjects or situations
understand the difference between facts/reality and
fiction/fantasy
Other:
Expressive (spoken) language and communication
consistently and correctly use pronouns, irregular past tenses,
plurals and words such as is/are, the, to
retain and use specific vocabulary e.g. topic words
make relevant contributions to class/group discussion
use narrative e.g. tell a story and recall past events
(Y5-6) express and discuss anxiety/other emotions e.g. related to
secondary transition
develop speaking and listening skills to access the curriculum and in
line with peers
Other:
Intelligibility
develop more mature speech sounds in one/a few specific areas
e.g. avoiding simplifying consonant blends such as ‘moke’ for
‘smoke’
make themselves understood in all situations e.g. may use
strategies other than speech to communicate
Other:
Wiltshire Graduated Response to SEND Support
Assess: Communication and interaction
Understanding language and communication
Assess
Assess needs and impact
KS 2
Continued....
Rare/Never
Occasional
Frequent
(Please enter date mm/yy for Frequent, Occasional or Rare/Never
to indicate how often support is required; you may also date
Specialist when internal or external specialist advice has been
sought).
Specialist
The pupil requires support to:
follow another person’s agenda/adult directed process
manage preference for things to be the same e.g. the same seat or
place for equipment
become less reliant on obsessive objects, topics or activities
make appropriate choices or decisions particularly at unstructured
times
manage over-arousal or frustration especially at transition times
manage reaction to specific changes to routine or unexpected
outcomes e.g. trips, Christmas play
engage and learn in creative/open-ended tasks
manage home- school links
Other:
Sensory processing
develop balanced sensitivity to sensory information- may show
over/under-sensitivity e.g. overwhelmed by noisy/visually
stimulating room or show lack of awareness of pain
avoid self-harm or harming others when agitated
participate in activities dependent upon physical coordination
vary the pace e.g. able to quickly change for PE if necessary
develop awareness of/ have strategies to manage physical
reactions such as flapping, rocking, tooth grinding, tapping
Other:
Wiltshire Graduated Response to SEND Support
Assess: Communication and interaction
Flexibility of thought
Assess
Assess needs and impact
KS 2
Impact
Record the impact of the pupil’s needs on learning and/or social inclusion.
The pupil’s difficulties....
Date and evidence
Place pupil under emotional stress and/or significantly impact
on others e.g. withdrawal/ high anxiety/frustration/disruptive
behaviour in response to sensory input, inability to follow
others’ agenda or change or communication demands)
With speech, language or communication cause substantial
barriers to learning i.e. pupil is performing at a level
significantly below chronological age in several of the areas
above e.g. there appear to be specific SLCN (speech,
language, communication needs)
Cause a reluctance/inability to attend school or avoidance of
/marked reluctance to participate in certain parts of the
day/activities
Result in mental health difficulties, e.g. extreme anxiety,
depression and/or self harm
Wiltshire Graduated Response to SEND Support
Assess: Communication and interaction
Impede the development of social relationships e.g.
significantly restrict ability to take part in some activities or
unstructured social times and may become isolated
Assess
Assess needs and impact
KS 2
Use this space to record or link to relevant assessments
Relevant Assessments
Date
Chronological
Age
Standard
Score
Age
equivalent
Score
Decide
Do assessments show that the child or young person has a special
educational need or disability?
If so, proceed to Plan or select another area of need to assess.
Wiltshire Graduated Response to SEND Support
Assess: Communication and interaction
Assessment/Publisher
Assess
Assess needs and impact
KS 2
Rare/Never
Frequent
(Please enter date mm/yy for Frequent, Occasional or Rare/Never to
indicate how often support is required; you may also date Specialist
when internal or external specialist advice has been sought).
Specialist
The pupil requires support to:
Occasional
GRSS indicators – Lower Key Stage 2
use language skills to support decoding
read many of the regular and exception words from the first 100
high-frequency words
become familiar with a wide range of stories and retell them to
others
understand reading material as a result of continuing effortful
decoding, low reading rate or limited language skills, and despite
well-founded intervention to encourage comprehension strategies
use phonic knowledge where useful, despite well-founded
intervention
Other:
Phonics
recognise syllables, alliteration and rhyme despite ongoing
opportunities for development.
automatically recognise single letters and most common digraphs
read quickly those words the pupil encounters repeatedly
use phonic skills such as blending and segmenting despite wellfounded intervention and considerable opportunities for
development
Other:
Recording
consistently write lower and upper case letters, and have ongoing
difficulties in developing cursive handwriting
spell many of the regular and exception words from the first 100
high-frequency words, and from statutory spelling lists for years 3
and 4
write simple sentences with simple punctuation
record ideas, using simple assistive technology
acquire and develop simple planning strategies; for example, use a
writing frame or simple concept-map
Other:
Wiltshire Graduated Response to SEND Support
Assess: Cognition and Learning
Reading
Assess
Assess needs and impact
KS 2
Rare/Never
Frequent
(Please enter date mm/yy for Frequent, Occasional or Rare/Never to
indicate how often support is required; you may also date Specialist
when internal or external specialist advice has been sought).
Specialist
The pupil requires support to:
Occasional
Continued....
recognise the place value of each digit in two digit numbers (i.e.
tens, ones)
recall early number/multiplication facts quickly (e.g. number bonds
to 20/2X, 5X, 10X) despite ongoing use of ‘hands-on’ resources
understand that simple addition and multiplication can be carried
out in any order, despite using ‘hands-on’ resources
recognise simple fractions in diagrams and begin to understand
equivalence
compare and order quantities: weights, lengths, capacities etc.
name basic shapes and solids
Other:
Attitude/approach to learning
maintain attention and interest on an adult directed task
show any independence in carrying out task instructions e.g. sitting
passively if unsure rather than asking for support
persevere with difficult tasks
Other:
Proceed to Assess Impact and Record Assessments
Wiltshire Graduated Response to SEND Support
Assess: Cognition and Learning
Maths
Assess
Assess needs and impact
KS 2
Rare/Never
Frequent
(Please enter date mm/yy for Frequent, Occasional or Rare/Never to
indicate how often support is required; you may also date Specialist
when internal or external specialist advice has been sought).
Specialist
The pupil requires support to:
Occasional
GRSS indicators – Upper Key Stage 2
use language and comprehension skills to support the reading of
unfamiliar words
read the majority of the regular and exception words from the first
100 high-frequency words
read with good accuracy and at a rate to support effective
comprehension; pupil is not independent, fluent or enthusiastic
about reading
extract meaning from a text e.g. identify the main point, make a
prediction based on the text, justify a viewpoint
read new words outside their spoken vocabulary, using a range of
strategies including phonic knowledge
Other:
Recording
record ideas with reasonable accuracy
use simple punctuation consistently
spell most of the regular and exception words from the first 100
high-frequency words, and from statutory spelling lists for years 3,
4, and 5
sequence ideas (even when using learnt strategies) e.g. to order
and record events within a story
use a spelling dictionary or personal spelling support list
Other:
Maths
recognise the place value of each digit in three digit numbers (i.e.
hundreds, tens, ones)
recall number/multiplication facts (up to 10X) despite ongoing use
of ‘hands-on’ resources
use formal written methods consistently for (columnar) addition
and subtraction, when adding or subtracting three-digit numbers
carry out routine mental arithmetic
use money in practical situations
read and record time using 12hr/24hr analogue/digital clocks
understand and use simple fractions, using diagrams and ‘handson’ resources
Other:
Wiltshire Graduated Response to SEND Support
Assess: Cognition and Learning
Reading
Assess
Assess needs and impact
KS 2
Continued....
The pupil requires support to:
(Please enter date mm/yy for Frequent, Occasional or Rare/Never to
indicate how often support is required; you may also date Specialist
when internal or external specialist advice has been sought).
Attitude/approach to learning
maintain positive attitudes to literacy and numeracy
maintain attention and interest on an adult directed task
persevere with difficult tasks
use learnt strategies e.g. mind-mapping, use of taught mnemonics,
using writing frames etc.
Other:
Assess: Cognition and Learning
Proceed to Assess Impact and Record Assessments
Wiltshire Graduated Response to SEND Support
Assess
Assess needs and impact
KS 2
Impact: Lower Key Stage Two
Record the impact of the pupil’s needs on learning and/or social inclusion.
The pupil’s difficulties....
Date and evidence
are causing a barrier to learning i.e. working
substantially below peers. Indicative test
scores <6:03 in Y3, <6:09 in Y4
with basic skill development (literacy and
language, numeracy, fine motor skills) are
affecting progress in other areas of the
curriculum
Assess: Cognition and Learning
with learning skills e.g. motivation,
organisation, independence are impeding
access to the curriculum
Wiltshire Graduated Response to SEND Support
Assess
Assess needs and impact
KS 2
Use this space to record or link to relevant assessments
Relevant Assessments
Date
Chronological
Age
Standard
Score
Age
equivalent
Score
Decide
Do assessments show that the child or young person has a special
educational need or disability?
If so, proceed to Plan or select another area of need to assess.
Wiltshire Graduated Response to SEND Support
Assess: Cognition and Learning
Assessment/Publisher
Assess
Assess needs and impact
KS 2
Impact: Upper Key Stage Two
Record the impact of the pupil’s needs on learning and/or social inclusion.
The pupil’s difficulties....
Date and evidence
are causing a barrier to learning i.e. working
substantially below peers. Indicative test
scores <7:03 in Y5, <7:06 in Y6
with basic skill development (literacy and
language, numeracy, fine motor skills) are
affecting progress in other areas of the
curriculum
Assess: Cognition and Learning
with learning skills e.g. motivation,
organisation, independence are impeding
access to the curriculum
Wiltshire Graduated Response to SEND Support
Assess
Assess needs and impact
KS 2
Use this space to record or link to relevant assessments
Relevant Assessments
Date
Chronological
Age
Standard
Score
Age
equivalent
Score
Decide
Do assessments show that the child or young person has a special
educational need or disability?
If so, proceed to Plan or select another area of need to assess.
Wiltshire Graduated Response to SEND Support
Assess: Cognition and Learning
Assessment/Publisher
Assess
Assess needs and impact
KS 2
Rare/Never
Frequent
(Please enter date mm/yy for Frequent, Occasional or Rare/Never to
indicate how often support is required; you may also date Specialist
when internal or external specialist advice has been sought).
Specialist
The pupil requires support to:
Occasional
GRSS indicators
form and maintain basic relationships
respect another's personal space
accept friendly approaches from other pupils
be polite towards adults
be calm and considerate to others
help other pupils when they are upset
await their turn in a group
share equipment or adults with other pupils
take part in an adult led group activity
ask for, or accept help appropriately
accept direction without argument
Other:
Emotional Development and Mental Health
think about another's feelings
discuss concerns with staff when upset
accept responsibility for good/poor choices
allow other class members to feel safe in their presence
be aware of behaviour that puts self or others at risk
avoid self harming behaviour
show happiness when appropriate e.g. receiving praise
try things that are difficult
accept sensitive correction of mistakes
identify in self and others basic feelings beyond happy/sad/angry
such as excited, surprised or disappointed
to make links between basic feelings and causative events
to communicate their feelings to others e.g. saying they feel sad
because of a broken toy
Other:
Wiltshire Graduated Response to SEND Support
Assess: Social, emotional and mental health
Social Development
Assess
Assess needs and impact
KS 2
Rare/Never
Frequent
(Please enter date mm/yy for Frequent, Occasional or Rare/Never to
indicate how often support is required; you may also date Specialist
when internal or external specialist advice has been sought).
Specialist
The pupil requires support to:
Occasional
Continued...
calm themselves after being upset
control angry feelings e.g. inhibit physical aggression towards pupils
and/or adults
avoid being overwhelmed by excited feelings
avoid being overwhelmed by worried/anxious feelings
attend school consistently
stay on the school site
accept direction without argument
focus or concentrate at any activity
give attention to an adult
start adult directed activities
make safe, appropriate and purposeful use of materials provided
work alongside other pupils without interfering with them or
causing a disturbance
think things out before acting
avoid calling out or singing at inappropriate times
Other:
Wiltshire Graduated Response to SEND Support
Assess: Social, emotional and mental health
Self-regulation
Assess
Assess needs and impact
KS 2
Impact
Record the impact of the pupil’s needs on learning and/or social inclusion.
The pupil’s difficulties....
Date and evidence
mean that he/ she is not engaged on appropriate learning
tasks for a significantly greater proportion of time than
peers
Wiltshire Graduated Response to SEND Support
Assess: Social, emotional and mental health
regularly interfere with learning e.g. show deterioration in the
work output/content/accuracy of the pupil and/or peers over
time
Assess
Assess needs and impact
KS 2
Use this space to record or link to relevant assessments
Relevant Assessments
Date
Chronological
Age
Standard
Score
Age
equivalent
Score
Decide
Do assessments show that the child or young person has a special
educational need or disability?
If so, proceed to Plan or select another area of need to assess.
Wiltshire Graduated Response to SEND Support
Assess: Social, emotional and mental health
Assessment/Publisher
Assess
Assess needs and impact
KS 2
Due to the diverse range of needs in this area, this section has been
further sub-divided into:
Assess: Sensory and physical
 Sensory needs
 Physical needs
 Medical needs
Wiltshire Graduated Response to SEND Support
Assess
Assess needs and impact
KS 2
Sensory Needs
Assess: Sensory and physical
There are no GRSS indicators or impact table for sensory needs. If staff suspect a child or young
person of having an undiagnosed hearing or visual impairment the first response should be to
discuss this with parents/carers and advise them to seek medical advice from their GP or optician.
Educational settings should not attempt to assess visual or hearing impairments themselves.
Wiltshire Graduated Response to SEND Support
Assess
Assess needs and impact
KS 2
GRSS indicators
Rare/Never
Occasional
Frequent
(Please enter date mm/yy for Frequent, Occasional or Rare/Never
to indicate how often support is required; you may also date
Specialist when internal or external specialist advice has been
sought).
Specialist
Physical needs
The pupil requires support because:
fine motor skill levels have an impact on access to learning, e.g.
manipulating equipment/tools both educational and play, rulers,
coins, shapes, construction equipment, inaccurate cutting and
sticking, poor mouse control
their recording ability restricts work output (using pencil or IT), e.g.
poor letter formation, slow speed of recording, difficulty recording
ideas
they require assistance for all tasks involving two handed
coordination e.g. cutting, using knife and fork
restricted/poor fine motor skills have an impact on independence
with daily living skills (e.g. dressing, using knife and fork, wiping own
nose, gripping clothing to adjust it)
completion of fine motor tasks takes significantly longer than peers
fatigue impacts on fine motor skills accuracy
fine motor skills are deteriorating
Other:
Gross Motor development
they are unable to sit still
they are unable to move between equipment (chair to standing,
chair to floor) independently – has a Manual Handling Plan in place
they are not independently mobile (either walking with aid or in a
wheelchair)
they are unable to maintain functional working position in seat
provided
they need 1-1 physiotherapy in school at least 3 x a week
they have co-ordination difficulties, e.g. throwing and catching,
using bat and ball,
gross motor skills are deteriorating
physical skills may fluctuate or deteriorate during the day
they have difficulty participating in PE lessons
they have significant difficulty with tasks that require sustained
strength
Other:
Wiltshire Graduated Response to SEND Support
Assess: Sensory and physical
Fine motor skill development
Assess
Assess needs and impact
KS 2
Continued...
Rare/Never
Occasional
Frequent
(Please enter date mm/yy for Frequent, Occasional or Rare/Never
to indicate how often support is required; you may also date
Specialist when internal or external specialist advice has been
sought).
Specialist
The pupil requires support because:
Sensory / Perception
Social and Emotional development
fatigue levels impact on ability to socialise or do school work outside
of school
they find turn taking hard
their mobility method restricts ability to take part in some classroom
or social activities, e.g. a wheelchair users whose peers play football
at lunchtime, a child who walks with frame so cannot run around in
the playground with their peers
time off school impedes the development of social skills with peers
they have difficulty maintaining friendships and dealing with
rejection
they have difficulty using gesture, facial expressions and body
language to support verbal communication
they have low self-esteem
they have difficulty interpreting gesture, facial expressions and body
language to which support verbal communication
they have learnt dependency on others
Other:
Other
they find chewing and swallowing hard, needs extra time for eating
and drinking
they experience poor sleep patterns
they have poor toileting awareness / may suffer from constipation
Other:
Wiltshire Graduated Response to SEND Support
Assess: Sensory and physical
perceptual difficulties are evident, i.e. easily distracted, problem
learning letter shapes, problems comparing shapes/size
organisational difficulties are evident
they unknowingly knock over other children and objects
they have difficulty with learning new physical skills
they have difficulty in following instructions (at age appropriate
level)
Other:
Assess
Assess needs and impact
KS 2
Impact: Physical needs
Record the impact of the pupil’s needs on learning and/or social inclusion.
The pupil’s difficulties....
Date and evidence
have a significant impact on their ability to achieve the
learning objectives despite significant adaptation of the tasks
and using alternative or specialist equipment.
have a profound impact on access to learning and more than
20% of the learning objectives are physically unachievable.
are complex due to the combination of a physical impairment
and additional SEN, e.g. C&I, HI, VI
Wiltshire Graduated Response to SEND Support
Assess: Sensory and physical
have a moderate impact on physical access to the curriculum
despite using alternative or specialist equipment
Assess
Assess needs and impact
KS 2
GRSS indicators
Medical needs
Rare/Never
Occasional
Frequent
(Please enter date mm/yy for Frequent, Occasional or Rare/Never
to indicate how often support is required; you may also date
Specialist when internal or external specialist advice has been
sought).
Specialist
The pupil requires support or adaptation to...
Safety
Medical procedures
undertake regular medical procedures
administer medication
keep up/catch up with work missed due to absence
maintain social relationships that may have been compromised by
repeated or prolonged absence
Other:
Independence and participation
participate in aspects of setting life e.g. playtime, PE
combat fatigue linked to the condition or medication
manage their own well-being in school
carry out age-appropriate self-care .g. dressing, feeding, toileting
Other:
Wiltshire Graduated Response to SEND Support
Assess: Sensory and physical
avoid contact with any known triggers e.g. allergic reactions to
known substances such as peanuts or lactose
ensure that curriculum activities can be fully and safely accessed by
adapting them to accommodate their medical needs e.g. adapting
a science experiment to make it safe for a child using oxygen
Other:
Assess
Assess needs and impact
KS 2
Impact: Medical needs
Record the impact of the pupil’s needs on learning and/or social inclusion.
The pupil’s difficulties....
Date and evidence
has a moderate impact on access to learning
Assess: Sensory and physical
has a significant impact on their ability to access learning
has a profound impact on access learning
are complex due to the combination of medical needs and
additional SEN, e.g. C&I, HI, VI
Wiltshire Graduated Response to SEND Support
Assess
Assess needs and impact
KS 2
Use this space to record or link to relevant assessments
Relevant Assessments
Date
Chronologic
al Age
Standard
Score
Age
equivalent
Score
Decide
Do assessments show that the child or young person has a special
educational need or disability?
If so, proceed to Plan or select another area of need to assess.
Wiltshire Graduated Response to SEND Support
Assess: Sensory and physical
Assessment/Publisher
Plan/Do
Plan and Do
KS 2
Essential SEND Support
These actions are essential when planning provision
Date, links
comments
Involve pupils:



Do they recognise and share the concerns identified?
What are their priorities and aims?
What do they think will help them progress?
Involve parents/carers:





Parents/carers must be formally notified when SEN support is put into
place.
Do they recognise and share the concerns identified?
What are their priorities and aims?
Share the school’s plan to support progress.
Consider how parents/carers can support progress at home.
Review current provision:

Has the pupil accessed appropriate high quality teaching across the
curriculum?
Do all staff understand how to meet the needs of vulnerable pupils?
Identify outcomes:




Outcomes should be long term (end of phase/key stage). There should
be targeted steps towards outcomes that the provision will address.
Have positive outcomes for personal and social development been
included?
How will the success of interventions be evaluated?
Include outcomes that will support successful transition to the next
phase of education, employment and independence.
Plan provision:






Review the school’s arrangements for SEN Support. What provision is
already available within the school that would meet this pupils needs?
What new provision might need to be developed?
What resources might need to be secured (staffing and equipment)?
Are there any training needs for staff?
Ensure all relevant staff are made aware of the SEN support being
offered.
What is the expected impact of the provision?
Record:



Use the school’s preferred format for recording needs, outcomes and
provision (IEP, provision map, My Support Plan etc).
Set a date for a review (maximum of 12 weeks away).
Ensure a copy is placed on file and made available to parents/carers.
Wiltshire Graduated Response to SEND Support
Plan and Do

Plan/Do
Plan and Do
KS 2
Remember
The class or subject teacher remains responsible for working with the
child on a daily basis. Where interventions are put in place by others,
the teacher should liaise closely. The SENCO should offer support for
planning and problem-solving.
For additional help with planning, including strategy banks and links to
information on the web, explore Further SEND support for needs within:
 Lower Key Stage 2
 Upper Key Stage 2
 Social, emotional and mental health
 Sensory and physical
Wiltshire Graduated Response to SEND Support
Plan and Do
 Communication and interaction
 Cognition and learning
Plan
Plan: Communication and interaction
KS 2
Further SEND support: select strategies and interventions
Strategy bank
SWASS – Support in Wiltshire for Autism: School Strategies
For any pupil with needs within social communication and interaction, teachers should view
www.wiltshire.gov.uk/sen-autism-school-strategies.pdf for a wealth of information and detailed
support strategies.
Provision of a structured language programme
Ensure Quality First teaching and communicative friendly environments which may include
signing/symbols as well as other visual support
Tasks and homework differentiated to accommodate the speech, language and communication
needs of the pupil
Provision of targeted support if necessary e.g. to check comprehension or for unstructured
times
Provision of separate work space if appropriate, to help pupil to concentrate and complete
activities
Individualised arrangements put in place for enhanced transition to secondary school e.g. extra
visits for Year 5/6 pupils
Social development, interaction and play
Explicit teaching of important skills and rules of social interaction, with modelling and use of key
phrases, e.g. “Can I join in?”
Buddy/befriender system at break and lunchtimes
Positive reinforcement of good behaviour, with individualised motivators
Positive redirection to stop inappropriate behaviours e.g. “Sit down” “Give me the pencils”
Use of visual support to define areas and structure the day , e.g. visual timetable , drawers
labelled with pictures as well as words, language jigs, social stories, emotional thermometers
Opportunities to ‘show and tell’ using a framework as appropriate e.g. circle time (Years 3-4),
taking part in a presentation (Years 5-6)
Give pupil a specific role in group work and support the interaction with peers or consider
providing an alternative individual task to complete if group work is proving too difficult
Understand and manage health and safety considerations, e.g. lack of awareness of danger
about running away/off site or using certain equipment
Support for interpersonal problem-solving to promote assertiveness and negotiation e.g.
categorising the relative importance of problems, visual supports to express feelings, comic strip
conversations
Develop pupil’s awareness of situations that may be difficult and encourage pupil to use
appropriate strategies
Wiltshire Graduated Response to SEND Support
Plan: Communication and interaction
General
Plan
Plan: Communication and interaction
KS 2
Attention and listening
Understanding language and communication
Anticipation of and planning for difficulties listening to and understanding instructions or stories
Regular checks of understanding by asking the pupil to show you or explain the instructions in
their own words
Use of visual support for the pupil to indicate when s/he has/hasn’t understood e.g a traffic light
system
Encourage pupil to indicate when s/he has not understood and model how to do this if
necessary
Allow processing time i.e. give the pupil more time to respond
If the pupil is unable to respond, offer an alternative e.g. “Is it...or..?”
Use multi-sensory approaches to teach new vocabulary and concepts and opportunities for
repetition and reinforcement
Use of clear, concise language with information given in small ‘chunks’
Explanation of expressions e.g. “Up you hop” “bright as a button”
Relating aspects of work to the pupil’s direct experience whenever possible
Differentiate level of questioning to suit individual children e.g. “what/where” questions easier
than “when/why”
Expressive (spoken) language and communication
Build confidence through specific praise and support where needed e.g. prompting with first
word, encouragement to re-order ideas, visual support
Expand language e.g. pupil says “ball gone” adult says “The ball’s gone in the box”
Ensure different uses of language with the pupil such as comments, instructions and questions
e.g. “You’ve built a big tower” “Sit down now “What are you making?”
Provide opportunities to talk without interruption, practise new vocabulary and talk to adults/in
small group rather than in whole class
Model use of language in social contexts e.g. “My turn... your turn...” “Yes, please”, “No,
thanks”, “Good morning!”
Consistent practice of one developmentally appropriate error e.g. –ed ending such as walked,
through reading, talking and at home.
Wiltshire Graduated Response to SEND Support
Plan: Communication and interaction
Use of pupil’s name and if appropriate physical prompts to gain attention
Use of visual support/noise such as a shaker to gain class attention e.g. “Stop!” showing palm of
hand and waiting for attention before speaking
Establish clear expectations of activities with visual cues
Specific activities to encourage attention and listening skills
Use of specific positive reinforcement for good listening behaviour e.g. “Good sitting still” rather
than “Good boy”. Use visual supports to back up good listening e.g. widget symbols
Teaching areas kept uncluttered and pupil seated in the best place to reduce distraction
Reduced time spent on difficult activities and increased time spent on the pupil’s curricular
strengths
Incorporate the pupil’s special interests/obsessions to focus attention and increase motivation
Use of a reward system if necessary, which is clear, visual and consistent
Plan
Plan: Communication and interaction
KS 2
Intelligibility
Model back language and respond to the pupil’s message regardless of any mistakes with
pronunciation. E.g. if pupil asks “Where’s the dup (cup)?”responding “The cup’s here”.
Build confidence through specific praise e.g. for successful pronunciation or good attempts
Don’t pretend to understand – can the pupil tell you/show you in another way?
Preparation for changes to routine and activity
Provide structured environment with clear routines and expectations and visual support and/or
timetable e.g. for entering the room or group work/snacktime
Extra support and identified strategies to manage time limited tasks, transitions and unexpected
events e.g. use of timer, additional time, surprise card, first-next board
Teach strategies to deal with stressful events and identify strategy if pupil needs to be
withdrawn e.g. a selection of anxiety reducing activities
Reduce choice to two positive options
Sensory processing
Knowledge of the pupil’s sensory profile and possible triggers, including developing the pupil’s
self-awareness
Anticipation of impending sensory overload in order to intervene at an early stage, or allow the
pupil to remove themselves from the situation
Discussion pupil and with parents/carers about how sensory overload is managed
Prepare pupil for new or unusual sensory experiences
Have systems in place to allow pupils to remove themselves when they are not coping. Try to
develop self-monitoring strategies so that pupils can indicate to staff when they need to do this
Adapt the classroom to reduce visual or auditory distraction if necessary
Provide alternative acceptable items to meet pupils’ sensory needs
Provide an appropriate calm space for time out
Wiltshire Graduated Response to SEND Support
Plan: Communication and interaction
Flexibility of thought
Plan
Plan: Communication and interaction
KS 2
Further SEND Support: Programmes
This section offers links to websites or documents that offer user reviews
or research on the efficacy of commercial programmes. Where available,
there may also be links to free programmes.
Support in Wiltshire for Autism School Strategies
www.wiltshire.gov.uk/sen-autism-school-strategies.pdfHosts Wiltshire’s SWASS document that
DfE
https://www.gov.uk/government/publications/what-works-interventions-for-children-andyoung-people-with-speech-language-and-communication-needs
The Better Communication Research Programme reviews intervention for children and young
people with speech, language and communication needs.
I-CAN
http://www.ican.org.uk/evidence
Accessible research papers on a range of issues affecting children and young people with
speech, language and communication needs in education.
The Autism Education Trust Transition Toolkit
http://www.autismeducationtrust.org.uk/resources/transition%20toolkit.aspx
Wiltshire Graduated Response to SEND Support
Plan: Communication and interaction
contains a wealth of information and strategies to support planning for children and young
people with Autism.
Plan
Plan: Communication and interaction
Articulation
Autism/SCD
Other





National autistic society
http://www.autism.org.uk/


Autism education trust
http://www.autismeducationtrust.org.uk/

Ambitious about autism
http://www.ambitiousaboutautism.org.uk/page/index.cfm

Carol Gray (Social stories)
http://www.thegraycenter.org/



Inclusion development programme
http://www.idponline.org.uk/


The British stammering association
http://www.stammeringineducation.net/

Dyspraxia foundation
http://www.dyspraxiafoundation.org.uk/groups/speechlanguage/

Afasic
http://www.afasic.org.uk/professionals/



Picture Exchange Communication System


www.pecs.org.uk

Or search NASEN’s SEND Gateway by need
If you plan to seek support from an external or internal specialist, proceed
to Specialist SEN Support.
Otherwise proceed to Review or plan for another area of need.
Wiltshire Graduated Response to SEND Support
Plan: Communication and interaction
I-CAN
http://www.ican.org.uk/sitecore/content/ICAN2/Global/Conte
nt/Audience%20Menu/Practitioners.aspx
Attention
Access further information and training using the
worldwide web. The following sites offer information
and training appropriate to this area of need:
Exp./rec. language
Further SEND support: the web
KS 2
Plan
Plan: Cognition and learning
KS 2
Further SEND support: select strategies and interventions
Strategy bank: Lower Key Stage 2
Reading
Investigate hearing and vision if not checked recently; investigate visual stress
Evaluate effectiveness of quality-first multi-sensory teaching; differentiation
Develop an interest in reading using books based on pupil strengths, hobbies and interests
Use a paired reading approach using able readers well-trained in the methodology
Develop sight vocabulary using e.g. Precision Teaching to facilitate access to text
Develop comprehension skill using Wiltshire Early Screener for Dyslexia 2 materials
Use of well-founded intervention e.g. see www.interventionsforliteracy.org.uk
Evaluate effectiveness of quality-first multi-sensory teaching; differentiation
Develop phonic skills with Wiltshire Early Screener for Dyslexia materials and games; consider
synthetic and analytic phonic approaches in tandem (e.g. blending, segmenting, onset and rime,
sounds of letters and letter patterns in all positions within the word, recognition of larger letter
patterns etc.)
Use of well-founded intervention e.g. see www.interventionsforliteracy.org.uk
Recording
Develop recording and spelling alongside and in partnership with reading
Continue to support handwriting difficulties e.g. writing slope, pen(cil) grips, penmanship paper,
correct posture and pengrip etc.
Repeated modelling/opportunities to practice handwriting, Rainbow Writing, use of aids to
spacing between words, opportunities to develop patience and stamina
Continue to support recording of ideas using e.g. drafts, writing frames, mind-maps, assistive
technology, well-directed teaching assistants, able scribes etc.
Begin to develop ‘alternative forms of recording’
Continue to support learning of spellings using multi-sensory resources and methods; use of
word lists, spelling books, technical glossaries, root words, ‘word-building’, word families;
develop knowledge of morphology and etymology; pre-teaching of important vocabulary
Maths
Use of ‘hands-on’ resources e.g. number lines, objects, counters, Numicon, Cuisenaire Rods,
Stern
Reinforcement of maths facts based on understanding and using ‘hands-on’ resources,
diagrams, models etc.
Well-founded intervention e.g. Catch Up Numeracy
Wiltshire Graduated Response to SEND Support
Plan: Cognition and learning
Phonics
Plan
Plan: Cognition and learning
KS 2
Attitude/approach to learning
Explicit teaching of strategies to minimise the impact of limited working memory e.g. use of pen
and paper for jotting ideas; memory games such as Kim’s Game or Pelmanism, strategy games
such as Connect 4
Use of visual timetables, personalised if necessary; ‘now and next’ prompts, learning mats etc.
to support organisation and independent learning
Support for self-esteem
Plan: Cognition and learning
Proceed to Further SEND Support: Programmes and Web links for Cogntion
and Learning
Wiltshire Graduated Response to SEND Support
Plan
Plan: Cognition and learning
KS 2
Further SEND support: select strategies and interventions
Strategy bank: Upper Key Stage 2
Reading
Investigate hearing and vision if not checked recently; investigate visual stress
Evaluate effectiveness of quality-first multi-sensory teaching; differentiation
Less emphasis on phonics and more on language/comprehension-based approaches to reading
support
Use a paired reading approach using able readers well-trained in the methodology
Develop sight vocabulary using e.g. Precision Teaching to facilitate access to text
Explicit teaching of application of reading skills e.g. scanning text for key information
Use of well-founded intervention e.g. see www.interventionsforliteracy.org.uk
Less emphasis on the development of handwriting and more on ‘alternative forms of recording’,
use of assistive technology, development of recording skills to facilitate transition to secondary
school (these methods beginning to be established as ‘normal ways of working’)
Continue to support recording of ideas using e.g. drafts, writing frames, mind-maps, assistive
technology and alternative forms, well-directed teaching assistants, able scribes etc.
Continue to support learning of spellings using multi-sensory resources and methods; use of
word lists, spelling books, technical glossaries, root words, ‘word-building’, word families;
develop knowledge of morphology and etymology; pre-teaching of important vocabulary
Maths
Use of ‘hands-on’ resources e.g. number lines, objects, counters, Numicon, Cuisenaire Rods,
Stern
Reinforcement of maths facts based on understanding and using ‘hands-on’ resources,
diagrams, models etc.
Well-founded intervention e.g. Catch Up Numeracy
Attitude/approach to learning
Explicit teaching of strategies to minimise the impact of limited working memory e.g. use of pen
and paper for jotting ideas; memory games such as Kim’s Game or Pelmanism, strategy games
such as Connect 4
Use of visual timetables, personalised if necessary; ‘now and next’ prompts, learning mats etc.
to support organisation and independent learning
Support for self-esteem
Wiltshire Graduated Response to SEND Support
Plan: Cognition and learning
Recording
Plan
Plan: Cognition and learning
KS 2
Further SEND Support: Programmes
This section offers links to websites or documents that offer user reviews or
research on the efficacy of commercial programmes. Where available,
there may also be links to free programmes.
Interventions for literacy
http://www.interventionsforliteracy.org.uk/interventions/
Provides a summary of research for evidence-based interventions for literacy. Search by need
and age-group.
Plan: Cognition and learning
Phonics
https://www.gov.uk/government/collections/phonics
Collection of government documents regarding the relative value of a variety of phonic
programmes.
Wiltshire Graduated Response to SEND Support
Plan
Plan: Cognition and learning
KS 2
Advanced training:
http://www.advanced-training.org.uk/

British Dyslexia Association:
http://www.bdadyslexia.org.uk/information-andactivities/teachers-and-schools.html

The Dyslexia-SpLD trust:
http://framework.thedyslexia-spldtrust.org.uk/

Dyscalculia and Dyslexia Interest Group
http://www.lboro.ac.uk/departments/mec/activities/mathsstatistics-support/thedyscalculiaanddyslexiainterestgroup/

The Dyspraxia Foundation
http://www.dyspraxiafoundation.org.uk/dyspraxiachildren/secondary-school-guidelines/

Learning Works
http://www.learning-works.org.uk/free-downloads/nationaldyscalculia-and-mld-conference-newsletters-presentations





Plan: Cognition and learning

Other
NASEN training:
http://www.nasentraining.org.uk/training-pack/
Learning behaviour

Inclusive Learning
The Inclusion Development Programme
http://www.idponline.org.uk/
MLD
SpLD
Further SEND support: the web
Access further information and training using the
worldwide web. The following sites offer
information and training appropriate to this area
of need:


Optimus Education
http://www.optimus-education.com/how-develop-outstandingprovision-pupils-mld



Down’s Syndrome Association
http://www.downs-syndrome.org.uk/information/forprofessionals/education/secondary-education-support-pack.html




Or search NASEN’s SEND Gateway by need
If you plan to seek support from an external or internal specialist, proceed
to Specialist SEN Support.
Otherwise proceed to Review or plan for another area of need.
Wiltshire Graduated Response to SEND Support
Plan
Plan: Social, emotional and mental health
KS 2
Further SEND support: select strategies and interventions
Strategy bank
Social Development
Emotional Development and Mental Health
Complete a Strengths and Difficulties Questionnaire (http://www.sdqinfo.com) to define need
Complete and evaluate a series of regular behaviour observations , e.g. using schedules such as
Antecedent, Behaviour, Consequence (ABC) diaries to look for behavioural patterns, taking into
account environmental factors such as time of day, lesson, peers, staff, classroom, time of day
etc
Providing some form of alternative provision at trigger points
Consistent use of positive behaviour management techniques across the school e.g:
emphasising the 5Rs (relationships, rights, responsibilities, rules and routines); using the
language of choice, broken record technique, volume matching and emphasising the positive
Access to a meaningful system of rewards
Access to regular, frequent one to one or small group support, in a private room, to calm down
before the school session starts; e.g. sensory activities, listening to music, relaxation exercises.
Daily mentoring with supportive adult, the focus of which depends on the pupil's identified
needs e.g. to explore feelings of anger or worry
Active involvement of parents / carers, with access to Parent Support Advisor
Increased parent/carer involvement through more frequent review meetings, planning
interventions to be carried out at home and school etc.
Buddy system/peer support/play leaders at break time
Daily support to meet and greet and/or to teach the appropriate behaviours
It may be appropriate to teach anger management techniques and support their implementation
Programmes developed and techniques used may require training on a formal or informal basis
from support services
Wiltshire Graduated Response to SEND Support
Plan: Social, emotional and mental health
Use of specific strategies to teach social understanding e.g. language jigs, social stories, work
schedules, emotional thermometers
Use of appropriate and individualised programmes and interventions to teach and develop
social interaction skills; e.g. Circle of Friends
Explicit activities to develop relationships, emotions, social skills, self confidence and selfesteem e.g. SEAL
Teaching of anger management techniques and support for implementation
Plan
Plan: Social, emotional and mental health
KS 2
Further SEND Support: Programmes
This section offers links to websites or documents that offer user reviews
or research on the efficacy of commercial programmes. Where available,
there may also be links to free programmes.
MindEd
https://www.minded.org.uk/course/view.php?id=122
As part of the MindEd programme, the National Collaborating Centre for Mental Health
(NCCMH) was commissioned to carry out the UK’s first ever comprehensive systematic review of
e-mediated therapies and computer-based-applications for the prevention and treatment of
mental health problems and substance misuse in children and young people. This page hosts
links to the report and more succinct summaries.
Young Minds
http://www.youngminds.org.uk
Provides advice and information on programmes to support positive mental health and
emotional well being in young children.
Emotional Literacy Support Assistant (ELSA) Network
http://www.elsanetwork.org/
National and local information about the ELSA programme, and how it supports pupils with
temporary or longer term emotional needs.
Nurture Group Network
http://www.nurturegroups.org/
Information and guidance on the development of nurture groups to support pupils with social,
emotional and mental health needs.
Useful Books / Photocopiable Resources
Boxall, M. and Lucas, S. (2010) Nurture Groups in School: Principles and Practice. 2nd edition.
London, Thousand Oaks, New Delhi: SAGE publications. Bozic, N (2008) Personal communication.
Bennathan, M & Boxall, M (2000). Effective Intervention in Primary Schools: Nurture Groups
(Second Edition). David Fulton. ISBN 1-85346-706-5
Collins, C (2002) Because I’m Special; A take-home programme to enhance self-esteem in children
aged 6-9. Lucky Duck Publishing ISBN 1-873942-54-0
Wiltshire Graduated Response to SEND Support
Plan: Social, emotional and mental health
DfE
https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2
DfE advice on identifying children and young people with mental health difficulties and planning
appropriate provision. Reviews several approaches and links to further helpful organisations.
Plan
Plan: Social, emotional and mental health
KS 2
Fauper, A; Herrick, E & Sharp, P (1998) Anger Management: A Practical Guide. David Fulton. ISBN
1-85346-562-3
Shapiro, L.E (2004) 101 Ways To Teach Children Social Skills: A ready-to-use, reproductible activity
book. The Guidance Group. ISBN 978-1-56688-725-0
Plan: Social, emotional and mental health
Stringer, B & Hall, M (1999) A Solution Focussed Approach to Anger Management with Children: A
Group Work Manual for Practitioners. The Questions Publishing Company Limited, Birmingham.
ISBN 1-89814-993-3
Wiltshire Graduated Response to SEND Support
Plan
Plan: Social, emotional and mental health




Youth in mind
http://www.sdqinfo.com/
Strengths and Difficulties Questionnaire, which can be used to assess
social and emotional need.
Minded
www.minded.org.uk
Delivered through an online, interactive, e-portal, the MindEd
Core Content programme provides all adults with a duty of
care for with children and young people with simple steps for
mental health 'first aid' and advice about when to refer to
more specialist help, to help speed up the detection and
diagnosis of mental health issues

PSHE Association
https://www.pshe-association.org.uk/default.aspx


Inclusion development programme
http://www.idponline.org.uk/




Or search NASEN’s SEND Gateway by need
If you plan to seek support from an external or internal specialist, proceed
to Specialist SEN Support. Otherwise proceed to Review or plan for
another area of need.
Wiltshire Graduated Response to SEND Support
Plan: Social, emotional and mental health

Other

Managing behaviours
Mental health
DfE
https://www.gov.uk/government/publications/mental-healthand-behaviour-in-schools--2
 DfE advice on identifying children and young people
with mental health difficulties and planning
appropriate provision. Reviews several approaches and
links to further helpful organisations.
Emotional
Access further information and training using the
worldwide web. The following sites offer information
and training appropriate to this area of need:
Social
Further SEND support: the web
KS 2
Plan
Plan: Physical and sensory
KS 2
Further SEND support: select strategies and interventions
Due to the diverse range of needs in this area, this section has been
further sub-divided into:
Plan: Physical and sensory
 Sensory needs
 Physical needs
 Medical needs
Wiltshire Graduated Response to SEND Support
Plan
Plan: Physical and sensory
KS 2
Sensory Needs
For pupils with a diagnosed sensory impairment, hospital-based health professionals will make a
referral to the Sensory Impairment Service if appropriate. Personalised advice on appropriate
strategies, adaptations and interventions will then be provided by an advisory teacher. The referral
criteria used by the Sensory Impairment Service are available here.
Plan: Physical and sensory
For pupils with a diagnosed mild sensory impairment who do not meet the criteria for referral to the
Sensory Impairment Service, schools, colleges and settings may find the provision in Wiltshire’s
example Local Offer useful.
Wiltshire Graduated Response to SEND Support
Plan
Plan: Physical and sensory
KS 2
Physical needs
Strategy bank
Fine Motor skills development
Use SPARK pack (not for use with children with a diagnosed physical disability).
Use alternative equipment, e.g. different scissors, writing slope, pencil grips, different
pen/pencil.
Alternative methods of recording, e.g. scribe, highlighting pre-produced notes, pre-produced
work sheets which only requires small amounts of writing on, IT (laptop, tablet).
Adapt the task (depending on the learning objective).
Adult assistance with some of the task providing the child meets the learning objective.
Allow more time for the activity.
Use SPARK Pack ( not for use with children with a diagnosed physical disability).
Use alternative equipment.
Adapt / modify the task (depending on the learning objective) or activity.
Seek advice on alternative equipment/ resources from OT (if already involved) or SSENS.
Reduce the frequency of mobility around the classroom/school.
Consider the position of key equipment and the child in the classroom to reduce mobility but aid
independence.
Enable the child to sit on a seat rather than the floor.
Encourage personal autonomy.
Target the development of independence.
Allow more time for movement or an activity for whole group or create more time for some
pupils by providing extension activities for others.
Increase the accessibility of the environment; ensure the classroom is clutter free.
Sensory Processing
Adapt tasks.
Consider positioning of child at desk, on the carpet, in the changing room.
Provide opportunities for additional practice of new skills.
Use prompt lists/ learning mats for tasks.
Ensure parents are also targeting the same skills at home.
Social and emotional development
Provide rest breaks during the day.
Provide opportunities for home work to be done during the school day.
Provide specific input for development of age appropriate social skills, e.g. SEAL.
Wiltshire Graduated Response to SEND Support
Plan: Physical and sensory
Gross Motor development
Plan
Plan: Physical and sensory
KS 2
Medical Needs
Strategy bank
Plans
Complete a risk assessment of the child’s needs in school to identify actions needed.
Where a child needs support or assistance with toileting an Individual Personal Care Plan must
be in place, agreed between the child or young person, parents and school.
An Individual Healthcare Plan should be in place if the child needs additional assistance with a
specific area of healthcare, which is not covered by an existing policy.
Identify specific times for the pupil to have rest breaks during the school day.
Develop an individual timetable for the pupil which allows them time to do ‘homework’ in
school as they may be too tired to do it at home.
Allow the pupil to leave lessons early so they do not miss the start of the next lesson.
Provide regular opportunities to review school work commitments with a member of staff.
Provide social and emotional support either as part of a group or individually.
The frequency of any intervention needs discussion to try and minimise the amount of time the
child or young person is out of the classroom.
Training
Sufficient staff should be trained to ensure there is always one trained member of staff available
to carry out the care identified in the Healthcare Plan.
Ask the School Nurse for advice on training available to meet a specific healthcare need.
Wiltshire Graduated Response to SEND Support
Plan: Physical and sensory
Adaptations
Plan
Plan: Physical and sensory
KS 2
Further SEND Support: Programmes
This section offers links to websites or documents that offer user reviews
or research on the efficacy of commercial programmes. Where available,
there may also be links to free programmes.
RNIB
http://www.rnib.org.uk/services-we-offer-advice-professionals-educationprofessionals/education-resources
Links to useful resources and a document listing teacher-reviewed resources for blind and
partially sighted learners..
Swindon Council
http://schoolsonline.swindon.gov.uk/res/Pages/dcr.aspx
Home of the SPARK pack – resource for use in with early years and primary school pupils that
may also be appropriate for some secondary school pupils, depending on need. Support to help
identify children who may have difficulties with their developmental coordination. Strategies to
support these pupils are also included.
Useful Books
Jenkinson, J; Hyde, T & Ahmed, S (2008). Building Blocks for Learning, Occupational Therapy
Approaches; practical strategies for the inclusion of special needs in primary schools. John Wiley &
Sons Ltd. ISBN 978-0470058572
Jenkinson, J; Hyde, T & Ahmed, S (2002) Occupational Therapy Approaches for Secondary Special
Needs – practical classroom strategies. Whurr Publishers. ISNB 978-1861563309
Cornwall, J & Robertson, C (1999) Individual Education Plans – Physical disability and Medical
Conditions. Published by David Fulton Publishers Ltd. ISBN 978-1853465253
Wiltshire Graduated Response to SEND Support
Plan: Physical and sensory
NDCS
http://www.ndcs.org.uk/family_support/technology/index.html
Reviews technology, including apps, which may be helpful for children with a hearing
impairment.
Plan
Plan: Physical and sensory
KS 2
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Changing faces
https://www.changingfaces.org.uk/Education
Epilepsy action
https://www.epilepsy.org.uk/info/education

Scope
http://www.scope.org.uk/support/professionals/teachers
Disability resources for education staff
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Wilson Stuart School
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www.wilsonstuart.co.ukk
Online ‘outreach’ advice/resources from specialist PI school
CLEAPSS
http://www.cleapss.org.uk
Advice on practical science and technology for schools,
including health and safety issues.

Centre for Studies on Inclusion
www.csie.org.uk

Supporting Head Injured Pupils in Schools
www.shipsproject.org.uk
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Muscular Dystrophy
www.muscular-dystrophy.org
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Contact a Family
www.cafamily.org.uk
Basic information on most disabilities.
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World of Inclusion
http://worldofinclusion.com
English Federation of Disability Sport (EFDS)-
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Wiltshire Graduated Response to SEND Support
Plan: Physical and sensory
NDCS
http://www.ndcs.org.uk/family_support/education_for_deaf_
children/education_during_school_years/index.html
Other
RNIB
http://www.rnib.org.uk/services-we-offer-adviceprofessionals/education-professionals
Medical
Access further information and training using the
worldwide web. The following sites offer information
and training appropriate to this area of need:
Physical
VI
HI
Further SEND support: the web
Plan
Plan: Physical and sensory
KS 2
www.efds.co.uk
Supporting disabled people to be physically active.
Or search NASEN’s SEND Gateway by need
If you plan to seek support from an external or internal specialist, proceed
to Specialist SEN Support.
Plan: Physical and sensory
Otherwise proceed to Review or plan for another area of need.
Wiltshire Graduated Response to SEND Support
Plan
Plan
KS 2
Specialist SEND Support
When essential and further SEND support is not
sufficient to meet the pupil’s needs then specialist
support should be accessed.
Contacts and date
In-house
Consultation or assessments with member of staff with a specialist
role or experience.
Training delivered by a member of staff with a specialist role or
experience
External training:
Staff training targeted at building staff capacity to meet the pupil’s
needs
Consider whether support and advice from an outside agency may
be useful
0 – 25 SEND Service
Specialist SEN Service – (Cognition and Learning, Communication
and Interaction, Physical and Medical); Educational Psychology
Service; referrals to the Sensory Impairment Service are via a health
professional see here.
Integrated Youth
Behaviour Support Service; Youth Offending Team, EWO
Health
Speech and Language Therapy Service; Occupational Therapy
Service; Child and Adolescent Mental Health Service; Physiotherapy
Service; Community Paediatricians etc
Social Care
Other:
Proceed to Review or plan for another area of need.
Wiltshire Graduated Response to SEND Support
Plan
External support and advice:
Review
Review
KS 2
Planning a review
It is essential that the progress of pupils identified as having Special
educational needs is regularly reviewed. Education practitioners should
meet with parents/carers to hold a formal review at least three times a
year.
Good review meetings should:
 Be aligned or combined with the usual cycle of discussions with
parents/carers of all pupils (e.g. parents evenings).
 Be led by a member of staff that knows the child or young person well.
 Allow sufficient time to gather parents/carers’ views and draw up a new plan.
 Be recorded and a copy made available to parents/carers.
Review preparation checklist
2 weeks before the review:
Check parents/carers and key staff can still attend
Explain the purpose of the meeting to the pupil and gather pupil views and/or
invite them to the meeting
Repeat any assessments or carry out new ones
Ensure an appropriate space is available
The day before the review
Remind the pupil that it is taking place
Gather relevant paperwork
Prepare the appropriate form (My Support Plan, IEP etc) to record the review
When holding the meeting a number of questions should be considered in
order to plan the next steps. Guidance is provided in the form of a
decision tree below.
Wiltshire Graduated Response to SEND Support
Review
 Include the views of the pupil.
Review
Review
KS 2
Has the pupil
made expected
progress
towards the
outcomes?
Yes
Are the outcomes still
appropriate?
No
No
Yes
No
Does the
pupil still
have a
Special
Educational
need?
Yes
Yes
Return to Assess and
set new outcomes.
No
Continue with
the planned
SEN Support
until the next
review.
Yes
Return to needs met by
universal inclusive provision.
Record that the pupil is no
longer receiving SEN support.
Does the child or young
person have needs
which cannot be met
within delegated
provision?
Does the child or young
person meet the Local
Authority’s criteria for
requesting an EHC
plan?
Are the needs well
enough understood?
No
Consider
No
Return to Plan
and explore
other types of
provision
Consider
Seek advice on
needs and/or
provision from
internal or
external
specialists.
Yes
In consultation with
parents/carers, and
pupil if appropriate,
request an EHC plan.
Review
Decision Tree
Return to
Assess to carry
out further
diagnostic
assessment.
Wiltshire Graduated Response to SEND Support
Review
Have the
outcomes been
achieved?