Whole school behaviour policy to ensure consistency Self-help skills and independence Whole school approaches Additional, targeted support and provision Specialist, individualised support and The universal offer to all children and YP provision At TNS we aim for children to be as Personalised support – e.g. talking tins; 1:1 work with staff. independent as possible from day one. sand timer; visual timetables etc. Use of specific visuals e.g. PECS (Picture E.g. Children often prepare their own Small group interventions such as circle Exchange Communication System) to aid snack and they pour their own drinks time choice and independence Children are encouraged to solve Use of visual aids e.g. visual Use of key worker to enable good problems before asking an adult for help timetables/pictures on resources to aid relationships which will allow key worker Where appropriate we used conflict selection etc. to read signs for key child. resolution (allowing children to decide on Personalised timetables/now and next how to solve a problem with careful adult boards etc. guidance) Time given to allow children thinking Resources are organised to allow children time to encourage independence. to self-select. Mobility aids if appropriate. Technology used to aid independence e.g. use of IPads to record own learning/take photographs of own work. All staff encourage independence
Whole school behaviour policy to ensure consistency Self-help skills and independence Whole school approaches The universal offer to all children and YP Additional, targeted support and provision Specialist, individualised support and provision At TNS we aim for children to be as independent as possible from day one. E.g. Children often prepare their own snack and they pour their own drinks Children are encouraged to solve problems before asking an adult for help Where appropriate we used conflict resolution (allowing children to decide on how to solve a problem with careful adult guidance) Resources are organised to allow children to self-select. Technology used to aid independence e.g. use of IPads to record own learning/take photographs of own work. All staff encourage independence Personalised support – e.g. talking tins; sand timer; visual timetables etc. Small group interventions such as circle time Use of visual aids e.g. visual timetables/pictures on resources to aid selection etc. 1:1 work with staff. Use of specific visuals e.g. PECS (Picture Exchange Communication System) to aid choice and independence Use of key worker to enable good relationships which will allow key worker to read signs for key child. Personalised timetables/now and next boards etc. Time given to allow children thinking time to encourage independence. Mobility aids if appropriate.