This is a pupil passport template including anonymised completed examples. Ideal for SEN students. If completed alongside the student it is far more effective and becomes person centered as set out in the SEND code of practice. Sections include: I would like you to know that... I find it difficult to.... It would help me if you could.... etc I started off using these with my SEN students, however, now most students in my school have these and take control of these passports - very powerful tool.

Developed to facilitate the APDR process. As SENCO, I use this to support me in collecting evidence for the assessing and reviewing stages and to inform conversations with parents in the planning and reviewing stages.

Details interventions offered within school. Categorised by 'All', 'Some', 'Few' .

As a SENCO I found it extremely frustrating constantly having to remind teachers about specific students needs and how to support these. Despite having access to an inclusion register. I have created this booklet that has been given to all staff to ensure they are fully aware of all students with additional needs and how to support these fully in their lessons. The contents have been collated from various websites and sources for ease of use in one document. Including key documents made by myself. The booklet contains: 1. An introduction to the booklet and how to use it 2. Key and Acronyms 3. Broad areas of need explained 4. List of students identified with SEND (anonymized ready to input your school’s information into) 5. Students for whom reasonable adjustments should be made (anonymized ready to input your school’s information into) 6. Supporting Pupils with Statements of SEND/EHCPs (anonymized ready to input your school’s information into) 7. Student’s Health Care Plans. 8. Named Students/students with mentors 9. Specific Learning Difficulties (SPLD) definition 10. ADHD and Autistic Spectrum Disorder definition 11. Supporting students with Dyslexia 12. Supporting students with ASD 13. Supporting students with numeracy difficulties. 14. Supporting students with ADHD 15. Supporting Students with SLCN 16. Questioning Blank Levels 17. Simplifying questions 18. Differentiation techniques to teach key vocabulary and key concepts 19. Referral form – Learning Concerns 20. Referral form – Behavioural and emotional concerns 21. Record of concern form (CP) 22. Subject teacher feedback form 23. Pupil passport proforma 24. Interventions offered in school 25. Assess, Plan, Do, Review Cycle

This form can be used to facilitate meetings with parents, set targets for students and review previous targets set. As outlined in the new SEND code of practice, this process has to take place 3 times a year for SEND students - this form evidences and tracks the whole cycle.

A Learning walk proforma designed specifically to focus on SEND and TAs in the classroom. Designed to make the process much more efficient and allows for feedback to be given to TA in a timely fashion - including good practice seen.

Literacy Mat designed to be used in Social and Emotional interventions sessions.

As SENCO, I use this form to collect individual teacher feedback on students prior to EHCP reviews/ meetings with parents.

This form can be made available to teachers in your school to enable them to report concerns they may have with a pupil's behavior and/or emotional well-being. Makes it easier to collate information on particular pupils if concerns are raised. Creates an easy way of contacting the SENCO/Inclusion Manager/Year heads - rather than being told things in passing whilst walking down a corridor!!

Questionnaire to be sent out to parents in advance of the APDR meeting each term to gain their views. Provides parental voice and can be collated alongside school and child questionnaires as evidence to back up targets.

Brilliant resource to use with students who are struggling with their emotions and feelings. Completely editable. The student that completed this one found his own pictures and named the emotions he feels most frequently. Split into a table comprising of the 'Feeling /emotion', 'Looks Like/sounds like', 'Feels like', 'Safe people I can talk to/ what I can do to help myself/ where can I go?' Based loosely on the five point scale. Very effective in helping students to identify what emotions they are feeling and how these present themselves. As well as supporting them to cope with them appropriately

A handy resource I have created and made available to teaching staff in my setting. They can use this to highlight where a student is struggling with their learning and hand to the SENCO to look into further. Makes it easier to collate information on particular pupils if concerns are raised. Creates an easy way of contacting the SENCO/Inclusion Manager/Year heads - rather than being told things in passing whilst walking down a corridor!!

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