Search results

The following teaching strategies are considered effective with pupils who have a social communication need, including autistic pupils.

Class teachers and teaching assistants should ensure that they have a good understanding of the child or young person’s developmental history and learning profile and that they have access to recent assessment information.

Children and young people with social communication needs will have many strengths, but they may have differences, or difficulties, in one or more areas

Useful links and documents

The quality, effectiveness and impact of support must be reviewed at least termly with the SENDCo, teacher, parent/carer, and the child.

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).

Once concerns about a child or young person's SLCN have been identified, more detailed assessment is likely to be needed to identify the specific areas of concern and potential barriers to learning.

SLCN is often considered to be a ‘hidden disability’ and some aspects of SLCN are more visible than others – particularly associated with speech and sound.

Making reasonable adjustments to create a communication friendly environment can make a significant difference for pupils with SLCN.

The following teaching strategies are considered effective with pupils who have a speech, language and communications need.

Class teachers and teaching assistants should ensure that they have a good understanding of the child or young person’s developmental history and learning profile and that they have access to any recent assessment information.

Communication is the foundation of all life skills. The development of a child’s communication ability has an impact on their learning, school performance and employment prospects as well as on their emotional wellbeing and behaviour.

Short breaks are leisure opportunities for children and young people with disabilities which give their parent/carer a break/respite from their caring responsibilities. Short breaks are intended to have positive benefits for both children and young people with a disability and their parents/carers.

Seeking help is often the first step towards getting and staying safe, but it can be hard to know how to start or where to turn to. We are here to support you with support and advice.

The following items will not be collected.