Provision of interim enhanced adult support whilst the process runs is extremely limited. However, it may be made at the level to support a pupil's emotional regulation where it disrupts learning.

When an EHCP is in place, personalised assessment arrangements, individual target setting and personalised progress tracking and assessment are managed through an ongoing assess, plan, do and review process that includes annual reviews.

The provision outlined in section F of the EHCPs for all the children with one currently at the school, forms the model of provision at the different banding levels. This is how the school balances a strategic approach to provision and the individual needs of each child.

• Communication Boards: Use symbols or photos for basic needs (e.g., "toilet," "drink," "help").

• Emotion & Behaviour Visuals: Zones of Regulation, traffic lights, or "How Big Is My Problem" charts help children identify and manage feelings.

• Task Analysis/Checklists: Break down multi-step tasks (like washing hands or getting dressed) into visual steps.

• Reward Charts: Visual progress trackers for motivation, such as stars or stickers. 

Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

-Regular ongoing speech and language therapy

-Blocks of speech and language therapy groups

-Regular blocks of speech and language therapy

The Child and Adolescent Mental Health Service (CAMHS) provides outpatient assessments, support, and treatment for children and young people up to the age of 18 experiencing moderate to severe mental health problems. 

These services are run by the local authority. They provide the Language, Communication and Interaction Service (LCIS), the Sensory Service for children with deafness, hearing loss, visual impairment and multi-sensory impairment, the Complex Needs and Dyslexia Service (CNDS) and other specialist staff for children with specific learning difficulties, learning difficulties and physical disabilities.

-Enhanced adult support to access learning full-time and individually, may include unstructured times for health and safety reasons, this level of support indicates a specialist placement is required to meet the pupil's needs, therefore, a specialist placement will be sought

-Individual work station or system if required to ensure emotional regulation and/or access to learning

-Blocks of group work

-Enhanced adult support to access learning for 25% of the timetable or shared in a group of 3/4 part-time not including unstructured times

-Regular blocks of group work

-Enhanced adult support to access learning for 50% of the timetable or shared with 3 pupil/s full-time not including unstructured times

SCYPS (Specialist Children & Young People's Services) provides a wide range of health services for children and young people who are registered with a Newham GP and aged up to 18 years old. They provide speech and language therapy, specialist nursing, physiotherapy and occupational therapy.

This service supports mainstream schools/settings to meet the needs of children with social, emotional, mental health difficulties and challenging behaviour.

-Individual work station or system if required to ensure emotional regulation and/or access to learning

-Individual work station or system if required to ensure emotional regulation

NASEN supports those working with, and for, children and young people with SEND and learning differences by having an influential voice at a national level through our partner networks, developing useful resources and delivering effective CPDL

-Some speech and language therapy input

-Some small group work

Our Special Educational Needs Co-ordinator (SENDCO) is Ms Kate Miles and she can be contacted by ringing the school on 0208 472 0290

We aim to:

• Prepare our pupils to live independently and responsibly

• Teach our pupils to understand the rights of other people

• Foster a respect for the environment and adults we work with

• Ensure good to outstanding achievement and attainment for the pupils of our school

• Have high expectations for all pupils

• Develop and create an environment with outstanding behaviour and safety for all

Schools are expected to contribute actively to national inclusion dialogues, participate in collaborative projects, and share expertise with other schools pursuing inclusion awards for schools.

For many schools, holding Flagship status represents the culmination of years of consistent, high-impact inclusion work. Schools are encouraged to use their expertise to mentor others, contribute to sector-wide research, and model best practice.

Colourful Semantics is a language intervention strategy designed to support children in developing sentence structure, comprehension, and expressive language. Originally developed by Speech and Language Therapist Alison Bryan, this approach breaks down sentences into individual components and assigns each one a colour-coded visual cue. These cues help learners to understand and construct grammatically correct sentences, improving both oral and written communication through Colourful Semantics for oracy development.

This programme is designed to support children
• who need to work 1:1 before starting the Attention Autism 4 stage programme.
• are too young to be working in a group e.g. younger than 2.6 years old.
• have additional complex needs and would benefit from a programme to encourage them to flourish in the earliest stages of communication, interaction and attention development.
• do not yet have the skills needed for group working.

The origins of the approach are in the idea that successful communication is dynamic, engaging and joyful. People learn best when they are filled with enthusiasm, motivation and creativity. The Attention Autism approach should provide children with a learning experience that they want to communicate about.

The zones of regulation are a framework designed to help individuals, especially children, develop self-regulation skills and emotional control.

The framework categorises emotions and states of alertness into four colour-coded zones, each representing a different level of emotional regulation. The four zones are:

• Blue Zone (Low Energy/Down): In this zone, individuals may feel sad, tired, sick, or bored. The Blue Zone is associated with low energy and a lower state of alertness.

• Green Zone (Good to Go): The Green Zone represents a calm and focused state. People in this zone feel happy, content, and ready to learn. It is the optimal zone for learning and social interactions.

• Yellow Zone (Heightened State of Alertness): The Yellow Zone indicates a heightened state of alertness. Individuals may be experiencing stress, frustration, excitement, or anxiety. It's a state where individuals are not in complete control but are not out of control either.

• Red Zone (High Alert/Overwhelmed): The Red Zone represents an extremely heightened state of alertness and intense emotions. Individuals may be angry, terrified, or out of control. The Red Zone is associated with a loss of control over one's emotions and actions.

TACPAC draws together touch and music to create a structured half hour of sensory communication between two people. TACPAC creates sensory alignment and helps people of any age who have sensory impairment, developmental delay, complex learning difficulties, tactile defensiveness, and limited or pre-verbal levels of communication.