Simon will be able to Simon will be able to Simon should receive weekly small describe, explain and confidently identify and group support led by a suitably control his own his feelings and experienced TA focussed on behaviour at age emotions understanding thoughts, feelings appropriate levels so and behaviour. This work should that he can be educated be supervised by a qualified alongside his peers and teacher and be linked to objectives achieve age appropriate seeking to develop Simon’s social learning achievements. interaction skills in the classroom and during unstructured times at school. The impact of this work will need to be monitored on a daily basis by key staff working with him. Simon to develop age Simon will show the activities that as part of the appropriate spoken and ability to turn-take in differentiated class curriculum social interaction skills structured small group across the year. Parents to be enabling him to join in discussions with peers, aware of this target and supported by school in drawing Simon’s play and work with minimal or no attention to it as appropriate at cooperatively with interruptions of others home. All staff working with Simon others and no purely self- should be aware of this target and directed changes of topic. should take all available opportunities to raise Simon’s awareness of his skills in this area and provide him with specific praise for his efforts to improve. I will be able to walk By the end of the year I A programme aimed at developing independently so that will be able to walk the 10 mobility as recommended by the he can do the things he steps from the classroom physiotherapist and delivered by enjoys and have fun door to the playground the teacher and support for 30 with his family and without falling over. minutes per day monitored by the friends. physiotherapist termly
Simon will be able to describe, explain and control his own behaviour at age appropriate levels so that he can be educated alongside his peers and achieve age appropriate learning achievements. Simon will be able to confidently identify and his feelings and emotions Simon should receive weekly small group support led by a suitably experienced TA focussed on understanding thoughts, feelings and behaviour. This work should be supervised by a qualified teacher and be linked to objectives seeking to develop Simon’s social interaction skills in the classroom and during unstructured times at school. The impact of this work will need to be monitored on a daily basis by key staff working with him. Simon to develop age appropriate spoken and social interaction skills enabling him to join in play and work cooperatively with others Simon will show the ability to turn-take in structured small group discussions with peers, with minimal or no interruptions of others and no purely self- directed changes of topic. activities that as part of the differentiated class curriculum across the year. Parents to be aware of this target and supported by school in drawing Simon’s attention to it as appropriate at home. All staff working with Simon should be aware of this target and should take all available opportunities to raise Simon’s awareness of his skills in this area and provide him with specific praise for his efforts to improve. I will be able to walk independently so that he can do the things he enjoys and have fun with his family and friends. By the end of the year I will be able to walk the 10 steps from the classroom door to the playground without falling over. A programme aimed at developing mobility as recommended by the physiotherapist and delivered by the teacher and support for 30 minutes per day monitored by the physiotherapist termly