Clear difficulty in Severely impaired social Severe Behaviours Evidence of involvement of all Foundation responding to communication requiring intensive difficulties in which may arise relevant agencies where the social situations programmes and/or highly following from the child/ YP continues to make and adult structured specialist provision instructions, child/YP’s little or no progress despite direction classroom attempt to cope well founded support. routines and with the normal A profound inability to use staying on task demands of Records of action taken by Key Stage 1 A total lack of language appropriately and school the school, early years setting empathy significant difficulties with verbal Pupils find a full environment or college, including the use and non-verbal understanding session/day and other social of delegated funding (£6K Key Stage 2 Child/young intolerable and situation. This maximum). person (YP) need structured may be either requires specific A misunderstanding of support to learn challenging or Evidence of school, together Key Stage 3 teaching of many communication due to difficulty from others withdrawn. with relevant specialists, of the social skills interpreting social communication having considered a range of and strategies signals from others and due to Difficulties in High levels of well-founded and effective Key Stage 4 that other literal interpretation of speech and participating in anxiety and teaching approaches, children/YP body language. the full frustration. appropriate equipment, acquire easily. curriculum and strategies and interventions in Post-16 A high dependency on visual social Intense special order to support the supports to support environment interests and child’s/YP’s progress. communication despite lack of Outcomes that are achievable adaptations, motivation in and with relevant review assistance other subject dates. and appropriate areas. structures. A severe Evidence of how support has Progress impairment of been adapted or replaced generally slow in the ability to depending on how effective it many areas of anticipate the has been in achieving the the curriculum emotional expected outcomes. but a high level responses of of knowledge in others and to
Foundation Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Post-16 Clear difficulty in responding to social situations and adult direction A total lack of empathy Child/young person (YP) requires specific teaching of many of the social skills and strategies that other children/YP acquire easily. Severely impaired social communication requiring intensive programmes and/or highly structured specialist provision A profound inability to use language appropriately and significant difficulties with verbal and non-verbal understanding A misunderstanding of communication due to difficulty interpreting social communication signals from others and due to literal interpretation of speech and body language. A high dependency on visual supports to support communication Severe difficulties in following instructions, classroom routines and staying on task Pupils find a full session/day intolerable and need structured support to learn from others Difficulties in participating in the full curriculum and social environment despite adaptations, assistance and appropriate structures. Progress generally slow in many areas of the curriculum but a high level of knowledge in Behaviours which may arise from the child/YP’s attempt to cope with the normal demands of school environment and other social situation. This may be either challenging or withdrawn. High levels of anxiety and frustration. Intense special interests and lack of motivation in other subject areas. A severe impairment of the ability to anticipate the emotional responses of others and to Evidence of involvement of all relevant agencies where the child/ YP continues to make little or no progress despite well founded support. Records of action taken by the school, early years setting or college, including the use of delegated funding (£6K maximum). Evidence of school, together with relevant specialists, having considered a range of well-founded and effective teaching approaches, appropriate equipment, strategies and interventions in order to support the child’s/YP’s progress. Outcomes that are achievable and with relevant review dates. Evidence of how support has been adapted or replaced depending on how effective it has been in achieving the expected outcomes.
statutory_assessment_guidelines-asd_final.docx