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Following the assessment stage, a plan is put in place to support the child or young person.

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

For many children and young people teaching adaptations and reasonable adjustments can be enough to enable them to be successful within the classroom and thrive within wider school life.

Making reasonable adjustments to the classroom environment can make a significant difference for children or young people with social communication needs.

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

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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.