Consider whether the child has particular support needs* Additional support needs may be indicated if the child: Tick/ Now look at the detailed date descriptors for: Has a known difficulty or impairment that may impact on As appropriate to the his/her learning identified difficulty/impairment Has a standardised score of less than 80 in standardised C&L needs C&I needs tests of cognitive ability or attainment Sensory needs Has difficulty in sequencing tasks and events C&L needs C&I needs Has difficulty remembering instructions and information C&L needs C&I needs Has difficulty in understanding abstract concepts and C&L needs generalising from experience C&I needs Has an uneven learning profile and a learning style that C&I needs does not follow the usual developmental patterns Has difficulty in retaining new learning C&L needs Shows significant or sustained unhappiness, stress or SEMH needs disaffection which may lead to periods of absence C&L needs C&I needs Emotional, social and/or behavioural development SEMH needs impacts on own learning and that of others C&L needs Sensory needs Has difficulties with communication that inhibit learning, C&I needs understanding and participation Sensory needs SEMH needs Finds it challenging to participate in whole class/group or C&I needs unstructured activities SEMH needs Has significant difficulty in making and maintaining C&I needs relationships SEMH needs Sensory needs Self-organisation skills impact on own and C&L needs others’ learning C&I needs Has marked difficulty with tasks requiring the use of fine Physical needs or gross motor skills Sensory needs C&L needs Finds it difficult to follow or copy work on whiteboard Sensory needs C&L needs Has difficulty concentrating and/or is easily distracted C&L needs C&I needs SEMH needs Sensory needs Is tired after sustained concentration at school and/or at Sensory needs home C&L needs Physical needs *see intro to this section for abbreviations
Consider whether the child has particular support needs* Additional support needs may be indicated if the child: Tick/ date Now look at the detailed descriptors for: Has a known difficulty or impairment that may impact on his/her learning As appropriate to the identified difficulty/impairment Has a standardised score of less than 80 in standardised tests of cognitive ability or attainment C&L needs C&I needs Sensory needs Has difficulty in sequencing tasks and events C&L needs C&I needs Has difficulty remembering instructions and information C&L needs C&I needs Has difficulty in understanding abstract concepts and generalising from experience C&L needs C&I needs Has an uneven learning profile and a learning style that does not follow the usual developmental patterns C&I needs Has difficulty in retaining new learning C&L needs Shows significant or sustained unhappiness, stress or disaffection which may lead to periods of absence SEMH needs C&L needs C&I needs Emotional, social and/or behavioural development impacts on own learning and that of others SEMH needs C&L needs Sensory needs Has difficulties with communication that inhibit learning, understanding and participation C&I needs Sensory needs SEMH needs Finds it challenging to participate in whole class/group or unstructured activities C&I needs SEMH needs Has significant difficulty in making and maintaining relationships C&I needs SEMH needs Sensory needs Self-organisation skills impact on own and others’ learning C&L needs C&I needs Has marked difficulty with tasks requiring the use of fine or gross motor skills Physical needs Sensory needs C&L needs Finds it difficult to follow or copy work on whiteboard Sensory needs C&L needs Has difficulty concentrating and/or is easily distracted C&L needs C&I needs SEMH needs Sensory needs Is tired after sustained concentration at school and/or at home Sensory needs C&L needs Physical needs *see intro to this section for abbreviations
FoundationYearsPrimarySENSupport.docx