Driving – a guide for autistic adults in England

The graduated approach

The SEND Code of Practice says: Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put ...

Early Support Programme Developmental Journal Materials

Although the DfE Early Support Programme is no longer currently running, all the materials remain relevant and up to date, apart from a few of ...

Do I need a diagnosis to access support?

No, you do not need a diagnosis to access support. Support and Inclusion is needs led and not determined by any formal diagnosis. This means ...

Specific Toolkits for SENDCos: Specific Learning Difficulties (SpLD)

Cognition and Learning Toolkit for Specific Learning Difficulties Area of Need: Specific learning difficulties For most specific learning difficulties, there are likely to be: Indications ...

Helpful Resources for meeting Speech, Language and Communication Needs

Communication Friendly Environments A Communication Friendly Environment enables learners (pupils) to develop their social, emotional and academic potential by reducing or removing barriers to communication. ...

Assessment tools for Social, Emotional and Mental Health Needs (SEMH)

There is a wide range of assessment tools and devices. The list below is not exhaustive but is indicative. Settings should use a consistent set ...

Suggestions for the SENDCO for Neurodiversity

Ensure all members of staff understand neurodiversity and neurodivergence and the range of needs and conditions that this includes. Ensure that all relevant adults have ...

How to make an EHC needs assessment (EHCNA) request

A request for an EHC needs assessment (EHCNA) can be make using one of the following forms: Parents – EHCNA/App A – Parental request for the ...

Combe Pafford School – Special School – Moderate Learning Difficulties

Combe Pafford is a thriving special school which successfully caters for boys and girls, aged between 7 years and 19 years, who have moderate learning ...