Advice for school staff, or parents, on enabling children with ASD to enjoy the experience of eating. Causes of difficulties in eating, and suggestions are provided.

A simple transition planning questionnaire, to help identify concerns as children move from KS2 into a new school and KS3. Useful for school staff and parents.

As a new school year begins, pupils and members of staff encounter many new people and situations. Whilst most anticipate these with excitement, anxiety can also predominate. This power point identifies possible causes of anxiety, similarities between those experienced by pupils and members of staff, and strategies for overcoming them.

Behaviour Difficulty Identification, Intervention and Tracking Document This EXCEL document was designed for use in a mainstream setting. It has been used across several schools, as a way of gathering key data, in supporting children with various forms of social, emotional, mental health and other behavioural difficulties. It can be adapted to suit individual school, and local authority, settings. The aim of the document is to identify:- • The specific forms of behaviour that a child might be displaying • How often the behaviour occurred • Any additional information which might be causing the difficulty • Any referrals made so far • Preventative and Adaptive Strategies used • Sanctions used The document can be used for:- Individual pupils:- • As a personal record of changes in behaviour • As a way of gathering all the relevant data together in one place • To identify possible causes of the behaviour • To identify external support services, who might be able to provide advice on supporting the child • To identify, and track, the strategies put in place to support the child • As a fore-runner to providing evidence to support a request for an EHCP. • To provide information for parents regarding their child’s behaviour • As a way of gathering information about a child’s behaviour at home, and in other external settings, from parents School level information:- • As a way of identifying all the pupils who have social, emotional, mental health, or other behaviour difficulties • To identify patterns of behaviour within different groups, classes, or settings • As a way of linking possible causes of the behaviour, with the behaviour seen • As a way of providing the most relevant, and suitable, interventions for each child • As a way of identifying groups of children who could access preventative, or intervention strategies together • To track the effectiveness of any interventions • To identify professional development requirements • As evidence of the effectiveness of support for children with social, emotional, and mental health difficulties

This resource contains examples of baseline assessment tables, and an example of how this translates into a four week plan for a group of children. A plan for one week’s sessions, demonstrates how teaching targets, and group plans translate into individualised teaching points. Two examples of Most Common Word Teaching Resources are included, as is a Question Word, and Answer, Prompt Sheet. These could be used with the resource “An Effective Proven Reading Intervention Programme”, or as separate items. The process of breaking down the results of baseline assessments, of reading, into individual lesson outlines, may be useful for teachers, and TAs.

This resource contains a list of words, which are related to the National Curriculum Appendix 1, for Key Stage 1 and 2. The list is useful for assessing the ability of children to read words containing the Grapheme-Phoneme correspondences outlined in the National Curriculum. The test can be used to identify sounds which the child does not yet know, which they can be taught. For this reason, it is especially useful w here a child is not making progress in their ability to read accurately. Once a sound, or group of sounds, has been identified as being unrecognised by the child, they can be the focus of any teaching. This test can form the first step in an Assessment, Plan, Do and Review cycle. The test was used as part of the programme outlined in “Improving Reading Accuracy, and Comprehension, Programme Outline”

This test is suitable for any child whose ability to recognise, and read, high frequency words is affecting their fluency in reading. It is especially useful for children in Key Stage 1 and 2, but could also be useful for older children, who find reading difficult. The words, on the list, are those which appear most often in texts. This test was used as part of the “Improving Reading Accuracy, and Comprehension, Programme Outline” and the “National Curriculum linked Grapheme-Phoneme Reading Test”

This intervention can be used with children from Key Stage 1 and 2. It can also be used with children in secondary schools, who have difficulty reading. The programme can be administered by teachers, or a TA, with teacher support. The programme focuses on the development of reading accuracy and comprehension. The success of the intervention, and proof of success, relies on a detailed assessment of need. Related assessment resources are being added to the TES website. The process of Assess, plan, do , review, is consistent with the cycle outlined in The Code of Practice.

Based on over 60 cases studies, this document describes over 70 of the most common behaviour difficulties seen in school. Behaviours described, fall within the areas of disrupting learning, poor peer relationships, withdrawal of themselves from situations, violence towards children and adults, and challenging behaviour. Possible causes, of each behaviour difficulty, are then identified. Causes are related to Special Educational Needs and Disabilities, health difficulties, family situations and life changes. Based on the belief that all behaviour is an action, or a reaction, this document aims to help professionals, to consider the possible causes of the behaviour they observe in the child. (See:-A tried and tested INSET on behaviour policy review and management) Linked with the “Behaviour Identification and Tracking Document” a tailored programme of support can be formed, to meet the specific needs of the child. Use of this document enabled schools to provide well thought through interventions.

This document provides information on the skills required by pupils, in terms of building relationships. Many children find it difficult to form relationships, from the child who seems to have no friends, to those who try to dominate and those who find it difficult to maintain friendships. Using SEAL statements, information regarding the role of the adult in supporting the child, and links with relevant aspects of the PSHE Curriculum, which will become effective from September 2020, this document can provide a programme of work for a class, or individual pupil where relationships are a problem. This document links with my resources on Developing emotions and Why do they do that, which looks at the possible causes of behaviour problems in school.

This document brings together the SEAL statements regarding understanding your own emotions, how to manage them and how to understand other’s emotions. It links them with the role of the adult in enabling this development, and also links them with the relevant aspects of the PSHE Curriculum, which will become effective from September 2020. The various aspects of these resources can be used to put together a programme of support for those children who struggle with their emotions. An example of a programme, dealing with anger is included.