APDR - Plan and do

Following the assessment stage, a plan is put in place to support a child or young person. This will include setting SMART targets (Specific, Measurable, Achievable, Realistic, Timely). Targets linked to assessments carried out should be reviewed at least on a termly basis, depending on need and context. Formal review with parents or carers and the team around the child is usually termly.

The pupil plan will include how targets will be met through both adaptations and reasonable adjustments within the classroom and school, as well as through additional adults and/or small group/ individual interventions as is identified during the assessment stage.

A one page profile can be created to communicate how the team around the child can best offer support and must capture the voice of the child or young person.

Where a child or young person is given a diagnosis of a speech, language and communication disorder, schools can request support from the SISS Speech Language and Communication Disorder Team.

Records should be kept of all strategies that have been used and interventions delivered, the frequency of delivery, who delivered them, including attendance, the child or young person’s engagement level, and the impact they have had. This should be specifically linked to intended outcomes and targets set. Interventions should be reviewed at regular intervals.

Any strategies and interventions are informed by the assessment carried out in order to address the specific areas of need and could include: 

• A higher level of frequency and access to a higher adult/child or young person ratio may be required e.g. small group learning, 1:1 precision teaching.
• Aspects of the curriculum will be personalised and adapted, based on the pupil’s learning profile and outcomes of the assessment and planning tasks.
• Assistive technology can remove barriers to curriculum access e.g. laptop, scanning pen, screen reader, speech-to-text technology.
• Evidence based interventions should be implemented following recommendations of specialist teachers and / or therapists
• The frequency of the intervention needs to be considered and may need to be daily. Access to a quiet, distraction-free environment in which to deliver intervention groups will have a greater impact.
• Planned interventions should be linked to targets within the classroom so that children and young people are supported to transfer knowledge and skills.

Speech and Language UK

Speech and Language UK provide:

• an evidence based intervention database of ‘what works’ when supporting SLCN
• free resources for educators