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 As appropriate to the on his/her learning identified difficulty/impairment across all/most areas of the EYFSP C&L needs C&I needs Was ‘emerging’ Sensory needs SEMH needs Had a markedly uneven Profile at the end of the C&L needs C&I needs Foundation Stage Sensory needs SEMH needs Is working below the level of the Phonics screening C&L needs test (eg has no understanding of grapheme-phoneme C&I needs correspondence) Sensory needs Has a standardised score of 80 or less in standardised C&L needs C&I needs tests of language, literacy or numeracy Sensory needs Has difficulty in sequencing events and tasks C&L needs C&I needs Has difficulty remembering instructions and C&L needs information C&I needs 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 C&I needs Has difficulties with communication that inhibit C&I needs learning, understanding and participation Sensory needs Finds it challenging to participate in whole class/group C&I needs or unstructured activities SEMH needs Sensory needs Appears not to listen/respond to questions or C&I needs instructions Hearing needs SEMH needs Has significant difficulty in making and maintaining C&I needs relationships SEMH needs Sensory needs Has marked difficulty with tasks requiring the use of Physical needs fine or gross motor skills 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 Sensory needs at 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 Was ‘emerging’ across all/most areas of the EYFSP C&L needs C&I needs Sensory needs SEMH needs Had a markedly uneven Profile at the end of the Foundation Stage C&L needs C&I needs Sensory needs SEMH needs Is working below the level of the Phonics screening test (eg has no understanding of grapheme-phoneme correspondence) C&L needs C&I needs Sensory needs Has a standardised score of 80 or less in standardised tests of language, literacy or numeracy C&L needs C&I needs Sensory needs Has difficulty in sequencing events and tasks C&L needs C&I needs Has difficulty remembering instructions and information C&L needs 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 C&I needs Has difficulties with communication that inhibit learning, understanding and participation C&I needs Sensory needs Finds it challenging to participate in whole class/group or unstructured activities C&I needs SEMH needs Sensory needs Appears not to listen/respond to questions or instructions C&I needs Hearing needs SEMH needs Has significant difficulty in making and maintaining relationships C&I needs SEMH needs Sensory needs Has marked difficulty with tasks requiring the use of fine or gross motor skills Physical needs 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