Tda2.3
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
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