All staff will:

• Model positive behaviours and implement the Our vision for SEND in the local area – Family Hub 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.
• Consider and adapt environmental aspects (e.g. level of noise, seating, space to move around)
• Ensure young person can see and hear tutor clearly.
• Cue in the young person using their name.
• Present new information in small chunks and keep language simple.
• Provide extra time for processing information, answering and completing tasks.
• Give time for student to formulate and communicate their ideas.
• Provide opportunities for overlearning.
• Plan and implement an environment that takes account of their communication and interaction needs. This might include access to Assistive Technologies.
• Model appropriate social behaviour and interaction, eg avoid sarcasm.
• Provide appropriate differentiation of spoken and written language activities and materials in class.
• Ensure body language is clear, predictable, open handed, non-threatening.
• Ensure facial expressions and tone of voice are neutral and calm.
• Make arrangements for agreed method of interaction for students and staff as appropriate, including in any group work activities.
• 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.

Download the 16 – 18 Graduated Response toolkit here:

16 – 18 Graduated Response Toolkit