The guidance on this page should be read alongside the Graduated Approach Toolkits
The learner’s Special Educational Needs & Disabilities that severely affect their access to the curriculum and many aspects of school life. The additional/different component will describe a highly personalised level of provision to meet the learner’s needs, possibly across more than one broad area of need. This will utilise many elements of inclusive high-quality teaching and the additional and/or different provision outlined in the SEN Support section above at a greater level of intensity and quantity in a highly personalised manner tailored to the individual learner.
This may look like:
- A highly personalised and developmentally appropriate curriculum which takes account of the learner’s strengths, is accessible and targeted to address the learner’s current needs and promotes their independence and life skills.
- A significant level of adult support to adapt and deliver the curriculum.
- Specialist techniques and resources used by well-trained, highly-attuned adults to deliver the curriculum.
- Significant level of support may also be required at unstructured times of the day.
- All support should follow advice from specialists such as an Educational Psychologist or specialist Outreach teacher.
- A significant level of adult support is available over extended periods from a few well-trained, highly-attuned key adults whose primary focus is to develop a safe, positive, reciprocal, and trusting long-term relationship with the learner. These staff members will be able to provide empathy, a nurturing approach and gentle challenge.
This is not intended as a ‘criteria’ or ‘threshold’ to being able to request an EHC Needs Assessment, rather it outlines a description of targeted provision for learners with complex needs who may require an EHCP that the LA will give consideration to at EHC Needs Assessment request, and subsequent decision to issue an EHCP.
