All staff will:

• Model positive behaviours and implement the SEND Pledge Values to support preparing for adulthood at the earliest opportunity.
• Familiarise themselves with any support plans in place for student(s). These should be checked at least half termly.
• Welcome all students into learning environments and services.
• Implement Quality First Teaching practices or equivalent, eg Evidence Informed Practice.
• Use agreed method of interaction for students with visually/hearing impairment.
• Use of chunking ie breaking down activities into clear, short and manageable tasks.
• Use modified resources, where required.
• Provide access to IT resources, assistive technologies eg Immersive Reader, speech to text etc
• Facilitate alternative ways of recording work.
• Consider appropriate positioning in the classroom.
• Consider whole day/week transitioning experiences for individual students when planning timetables. For example, minimise number of different rooms used, ensure access to rooms.
• Make adjustments for students to leave lessons 5 mins early to avoid any busy times in communal spaces, eg corridors, catching bus etc
• Minimise adjustments to timetables and provide as much notice as possible of any changes, where necessary.
• Provide access to sensory aids and be familiar in how to use, for example hearing aids/loops.
• Ensure appropriate modifications to font style and size, in line with Normal Ways of Working.
• Access to different colour paper/overlays.
• Be mindful of environment influenced, eg senses – sight, smell etc. Check sufficient classroom/workshop light levels for VI, consider effect of windows and natural light etc
• Identify a safe space for student to access for sensory breaks.
• Access to a calm environment when overstimulated.
• Agreed process for accessing time outs.
• Ensure personal space.
• Provide regular sensory breaks and consider how this can include peers.
• Plan activities around timed work with breaks.
• Provide access to fidget toys.
• Provide opportunities for regular check ins.
• Provide opportunities for overlearning.
• Help build resilience to unimportant stimuli using positive reinforcement/motivators.
• Access to headphones/earphones to block out distractions/noise for students with sensory needs, where appropriate.
• Put in place a clear transition plan for next steps to include IAG, Information and guidance, for course transfers, finding apprenticeships, finding work, in line with their aspirations.