Tda2.3

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5.1.4 Communication & Interaction
Key Stage 1 & 2
Action taken by the school
School Action


Individual Education Plan which should record that which is additional to or different from the differentiated curriculum plan, which is in place as part of provision for all children. The IEP should focus on three or four individual targets with appropriate strategies*, chosen from those relating to the key areas of communication, literacy, numeracy and behaviour and social skills that match the child’s needs.



The IEP must have been discussed with the parents (and child if appropriate).



Significantly differentiated tasks and resources across the curriculum.



SENCo support to the class teacher in co-ordinating the IEP and provision.



Direct support from the school’s SEN provision to consolidate skills.



Regular monitoring and assessment arrangements.

School Action Plus


In addition to the provisions made at School Action the school must involve external support services, either those provided by the LEA or by outside agencies** so that they can:



Advise or consult with teachers on new IEPs with fresh targets and accompanying strategies



Provide more specialist assessments that can inform planning and the measurement of pupil progress.



Give advice on the use of new or specialist strategies or materials



In some cases provide support for particular activities.

There must be evidence that this has resulted in a new IEP, setting out fresh strategies for supporting the child’s progress.
Suggested strategies and interventions are given on the next page. **

Please note that the Statutory Assessment criteria require LEA support service involvement for a period of two terms.

Communication & Interaction
The nature and range of communication and interaction difficulties include those children who demonstrate difficulties in areas of speech & language and communication including those with speech and language delay specific impairments or disorders and those who demonstrate difficulties within the autistic spectrum. Some of the following interventions may be appropriate ways of helping the child to progress:



School to provide structured learning and social environment for the child in order to reduce anxiety.



School to provide pupil with opportunities to develop the use of language [expressive, receptive, communication with others] on a daily basis;



School to provide additional opportunities for language enrichment;



School uses visual strategies (real objects, pictures and symbols) to support the pupil’s understanding;



School uses visual prompts, a visual timetable, to show what behaviour and actions are expected;



School uses active listening strategies to encourage pupil to adopt appropriate listening behaviours;



School uses signs and symbols to support understanding;



School breaks down tasks and uses appropriate support materials (pictures and symbols) to enable pupil access;



School uses a structured approach for tasks and activities with a clear beginning middle and end;



School uses ICT where appropriate to support learning and access;



School uses small group setting to develop listening and social skills;



School to provide opportunities for pupil to experience success in activities not wholly dependent upon language;



Occasional support from within the school’s own resources e.g. assistance from a classroom assistant or LSW employed by the school;



School provides a distraction free work area when appropriate;



Teaching staff modify their own language when addressing the child;



Teaching staff to differentiate spoken & written language in class.



Language comprehension and expressive language are given priority in planning to facilitate effective curriculum access.



Key concepts/language structures identified in...
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