Schools Graduated Response Document - Communication & Interaction including Autism - 5 to 16 Years - May 2023
To be read in conjunction with:
- SEND Mainstream Guidance. Supporting children and young people who have special educational needs and disabilities (SEND) in mainstream Early Years providers, schools and Post-16 settings. November 2016
- Ordinarily Available document
- Banding Document
- https://www.gov.uk/government/collections/statutory-guidance-schools
- The Children’s Act 2014 and the Equalities Act 2010.
Updated and reviewed by BFfC - May 2023
Next review date - May 2024
View the information in PDF format - Schools Graduated Response Document - Communication & Interaction - May 2023
Description of Need
This document is divided into 2 parts: Part 1 is Communication and Interaction, Part 2 is specifically for student with autism.
Contents:
Part 1:
Introduction to Communication & Interaction
Table 1: Part 1: Communication & Interaction Stage 1 Provision
Table 2: Part 1: Communication & Interaction Stage 2 Provision
Table 3: Part 1: Communication & Interaction – Pupil Characteristics at Stage 1, 2 and EHCP level
Part 2:
Social Communication Difficulties and autism: Description of need
Table 4: Stage 1 Provision for students with autism with social communication needs
Table 5: Stage 2 Provision for students with autism with social communication needs
Table 6: Part 2: Communication & Interaction – Social Communication Difficulties/Autistic Spectrum Disorder: Pupil Characteristics at Stage 1, 2 and EHCP level
Part 1
Introduction:
Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them and/or they do not understand or use social rules of communication. Students may exhibit a range of difficulties with speech and language, some of which will resolve as the student develops. Most students with significant and enduring speech and language difficulties will have been identified and/or diagnosed through Health Services (for example, Speech and Language Therapists) at an early age . Children / young people with less severe difficulties, or difficulties that only affect one aspect of speech and language may be less easy to identify and may appear to be developing normally at an early age. Communication and interaction difficulties may become more apparent with the increased demands of school life, but the exact nature of the difficulty may not be immediately noticeable.
In some instances, a persistent failure to communicate effectively with others may give rise to feelings of frustration or anxiety. These feelings may in turn lead to some behavioural difficulties and/or deteriorating social relationships with peers and adults alike.
Students with autism may have varying levels of challenges with communication (verbal and non-verbal) and social interaction. See Part 2, page 11 onwards of this document.
English as an additional language does not in itself constitute a speech and language difficulty. It is important to note, however that different languages have different structure/phonologies which can sometimes cause initial short-term difficulties. Reading has a diverse population with many CYP having more than one language spoken at home. CYP with EAL should be encouraged to speak their home language and English, and should be supported appropriately in class. The impact on assessments should be considered.
Whatever the level of need, the Code of Practice advises that inadequate progress should be the key test of whether additional or different action should be taken.
Types of need:
Speech, language and communication difficulties cover a wide and complex range of impairments that frequently overlap. These include:
- · Developmental Language Delay
This may be a delay in one or more aspects of language (comprehension, expression, interaction) but progress, however slow, follows a ‘normal pattern’ of development.
- · Developmental Language Disorder
Development in one or more aspects of language (comprehension, expression, interaction) will show an uneven or unusual pattern.
- · Phonological / Speech Difficulty
This refers to the child’s / young person’s ability to produce intelligible speech and will include those with specific difficulties, including verbal dyspraxia and dysarthria. Complete normal development of the speech sound system may not be in place until the age of 6 years. There may be abnormal speech development e.g. atypical speech sounds / processes in the system emerging in place of more typical sounds.
- · Receptive Language Difficulty
Children / young people may have particular difficulty attaching meaning to words and developing concepts or have difficulties understanding complex grammar or implied meaning.
- · Expressive Language Difficulty
Children / young people may have difficulty accessing vocabulary, using complex grammar, organising ideas, structuring sentences and conveying intended meaning.
- · Processing Difficulty
Children/ young people may be able to understand vocabulary and grammar, but have difficulties processing it all at once.
Part 1: Communication & Interaction Stage 1 Provision
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PART 1: COMMUNICATION & INTERACTION STAGE 1 PROVISION Normal school entitlement provided from Element 1 (Universal) Age Weighted Pupil Unit (AWPU) via Quality first teaching. |
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IMPACT OF LANGUAGE AND COMMUNICATION NEEDS ON LEARNING Indicators may include a child or young person who despite whole school support:
- To contribute successfully to discussion about imaginary and factual activities - To use vocabulary precisely and effectively |
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PROVISION - Quality FIRST Teaching Strategies/Specialised Adaptations Many students with speech language and communication needs will be able to participate in most aspects of an ordinary classroom and make progress within the curriculum but may need some support through effective QFT and waves of intervention |
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Quality First Teaching Strategies All children benefit from good quality Wave 1 Teaching. This includes High quality teaching which is differentiated and personalised to meet the needs of the majority of children and young people. Special educational provision is underpinned by high quality teaching and is compromised by anything less. Within Wave 1 teaching some children may, at times, be taught in small groups or in a one-to-one situation to support their learning. Lessons should be planned to address potential areas of difficulty and to ensure that there are no barriers to every pupil achieving. Teachers carefully explain new vocabulary; use lively, interactive teaching styles and make maximum use of visual and kinesthetic approaches as well as auditory / verbal learning. These need to be carefully matched to pupil needs and abilities. Additional intervention and support cannot compensate for a lack of good quality teaching. |
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Parent / Carer and Pupil Participation
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Grouping for Teaching Purposes
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Curriculum and Teaching Methods
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Training and Advice
A speech and language specialist may have assessed the student’s progress and the student may be attending the local health clinic to receive speech and language therapy. At this stage the speech and language therapist will be working mainly in conjunction with the parent/carer. There may be some low-level contact between speech and language therapist and the schools. |
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Additional Human and other resources
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Part 1: Communication & Interaction Stage 2 Provision
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PART 1: COMMUNICATION & INTERACTION STAGE 2 PROVISION Provided from school’s delegated budget Element 2 (Notional Special Educational Needs budget) |
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When to move to Stage 2: After at least 2 reviews at Stage 1, a few children or young people may not be making expected progress towards the targets set. These children and young people would be considered for Stage 2 intervention. The period of time covered by this review process would normally be approximately six months, but during this period or towards the end of this period, schools or colleges should consult with relevant support services to consider the nature of the difficulty and appropriate Stage of additional support.
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IMPACT OF COGNITION AND LEARNING DIFFICULTIES ON LEARNING Indicators may include a child or young person who despite whole school support:
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PROVISION - Quality Teaching Strategies/Specialised Adaptations |
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Parents / Carers and Pupil Participation
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Assessment Planning and Review
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Additional Other Resources
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Grouping for Teaching Purposes Groupings in class should provide opportunities for peer support, the development of social understanding and inference, together with structured opportunities for conversation. The grouping arrangements should be used flexibly to promote independent learning.
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Curriculum and Teaching Methods
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Training and Advice
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Part 1: Communication & Interaction – Pupil Characteristics at Stage 1, 2 and EHCP level
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PART 1: COMMUNICATION & INTERACTION – Pupil Characteristics |
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Children/ young people may show some or all of the difficulties stated below. Difficulties at each stage / level are in addition to those at a less severe level. Stages indicate level of difficulty following interventions. |
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Stage 1 |
Stage 2 |
EHC Needs Assessment
If the student continues to have difficulties following assess, plan , do review.
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Receptive |
May be slow to process orally presented information. Poor understanding of complex grammar. Difficulties with implied meaning and colloquialisms. |
Needs visual support to process language according to intention. Prediction may be poor. Frequent misunderstandings. Repetition and some simplification needed. |
Difficulties in understanding spoken language. Frequently confused and responding inappropriately. Needs simplified language in order to understand. CYP may mask or hide these difficulties, and may refuse tasks, or divert attention away from their difficulties through behaviour. Significant difficulties as assessed and reported by speech & language therapist or educational psychologist. |
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Expressive |
Language may sound immature or particularly hesitant. Finds it difficult to convey intended meaning at first attempt. |
Uses simplified language and limited vocabulary. Ideas / conversations may be difficult to follow, with the need to request frequent clarification. |
Older children and young people may mask and disguise their difficulties with language or communication. CYP displaying behaviours that are difficult to manage in a classroom may be experiencing speech, language, communication or interaction difficulties. Limited ability to express ideas verbally. May volunteer very limited information. May show frustration when required to express ideas. Difficulty conveying intended meaning even using simple language. Significant difficulties as assessed and reported by speech & language therapist or educational psychologist. |
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Speech |
Some continuing difficulties sequencing polysyllabic words. |
Some immaturities in speech sound system may remain. Phonological awareness relatively poor. |
Any continuing difficulties affecting general intelligibility are likely to seriously affect self-esteem. Significant difficulties as assessed and reported by speech & language therapist or educational psychologist. |
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Interaction |
Difficulties with social skills that affect relationships with peers and unfamiliar adults. May find conversation difficult and have difficulties timing remarks. |
Interaction may not always be appropriate. May have difficulties with social relationships. Communication difficulties may lead to inappropriate behaviour. |
Social and interaction difficulties affect performance in most situations. Child / young person does not transfer strategies from one situation to another. Behaviour and self-esteem may be significantly affected. Significant difficulties as assessed and reported by speech & language therapist or educational psychologist. |
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Attention |
May be affected by unfamiliar situations/speakers, stress and distractible environment. |
Some difficulties ignoring both active and passive distractions. Needs reminders to monitor attention. Difficulty attending in whole class. May need refocusing in small groups. |
Needs high level of support to maintain appropriate attention in a small group. Significant difficulties as assessed and reported by speech & language therapist or educational psychologist. |
PART 2: SOCIAL COMMUNICATION DIFFICULTIES AND AUTISM:
DESCRIPTION OF NEED
Autism occurs across the whole range of abilities. Students with autism experience varying levels of difference with social interaction and relationships, social communication, flexible thinking, behaviour and sensory challenges. The way in which these differences impact on how the child/young person understands and interacts with the world around them will be unique to each individual. Pressures of adapting to a more neurotypical world can result in students with autism feeling anxious at times.
Some of the characteristic difficulties autism students may experience include:
- Difficulties in understanding social situations and responding to normal environmental cues;
- Difficulty in intuitively sensing other people’s feeling and intentions;
- Delayed or awkward social initiative and problems with establishing and maintaining reciprocal relationships;
- Rigidity of thinking and a tendency to follow personal agendas which may not be easily amenable to adult direction;
- Sometimes a lack of awareness of the needs or emotions of others;
- Difficulty with open-ended or unstructured situations and with change;
- High susceptibility to anxiety and stress;
- Varied impaired use of language, either expressive or receptive: may include odd intonation, literal interpretations and/or idiosyncratic phrases and echoing of other’s speech. May have very limited speech and communication, or may have very good vocabulary which can at times lead others to overestimate the true level of understanding;
- Difficulty in processing and navigating environments; eg. transitioning from activities, rooms, year groups and schools;
- High susceptibility to hyper/hypo sensitivity.
4: Stage 1 Provision for students with autism with social communication needs
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Stage 1 Provision for students with autism with social communication needs Normal school entitlement for pupils with Autism : Provided from Element 1 (Universal) Age Weighted Pupil Unit (AWPU) |
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IMPACT OF AUTISM ON LEARNING Indicators may include a child or young person who despite whole school support: Mild social difficulties. Student may be developing understanding of their difficulty and can manage their levels of occasional mild anxiety and sensory needs. This will depend on the student, their age, cognitive ability and their autism. Interested in peers and wants to have friends but needs help with this. Able to work on same tasks as peers with some additional support. Able to learn in the whole class group. Student responds to planned strategies. |
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PROVISION - Quality Teaching Strategies/Specialised Adaptations |
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Quality Teaching Strategies All children benefit from good quality Wave 1 Teaching. This includes High quality teaching which is differentiated and personalised to meet the needs of the majority of children and young people. Special educational provision is underpinned by high quality teaching and is compromised by anything less. Within Wave 1 teaching some children may, at times, be taught in small groups or in a one-to-one situation to support their learning. Lessons should be planned to address potential areas of difficulty and to ensure that there are no barriers to every pupil achieving. Teachers carefully explain new vocabulary; use lively, interactive teaching styles and make maximum use of visual and kinaesthetic approaches as well as auditory / verbal learning. These need to be carefully matched to pupil needs and abilities. Additional intervention and support cannot compensate for a lack of good quality teaching. |
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Assessment, planning and Review
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Grouping for Learning
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Curriculum and Teaching Methods
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Training and Advice
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Additional Human and Other Resources
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Parents /Carers and Pupil Participation
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Stage 2 Provision for students with autism with social communication needs
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Stage 2 Provision - Autism Provided from school’s delegated budget Element 2 (Notional Special Educational Needs budget) |
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When move to Stage 2 After at least 2 reviews at Stage 1, a few children or young people may not be making expected progress towards the targets set. These children and young people would be considered for Stage 2 intervention. The period of time covered by this review process would normally be approximately six months, but during this period or towards the end of this period, schools or colleges should consult with relevant support services to consider the nature of the difficulty and appropriate Stage of additional support. |
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IMPACT OF Autism ON LEARNING Despite receiving an individualised programme and/or concentrated support the young person: The student’s difficulties that may present in either the home and/or school may include:
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Assessment, Planning and Review
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Grouping for learning
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Curriculum and Teaching Methods Students may need access to:
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the new environment, a file of coping strategies/equipment and social stories.
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Additional Human and Other Resources
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Parents/Carers and Pupil Participation
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Training and Advice
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Social Communication Difficulties / Autism
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Social Communication Difficulties / Autism |
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Areas of Need |
Pupil Characteristics |
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Inflexibility in thinking and behaviour |
Stage 1
The child / young person: Sometimes requires support in order to reduce anxiety, for example; transition periods, seasonal changes to timetable. Requires some intervention to effectively participate in certain aspects of school life, due to distractions related to need for certain routines of over focus on special interest. Has inflexibility in thinking styles which sometimes impacts on accessing the curriculum. Occasionally needs support for activities that place a high demand on creative planning, organisational skills or work that needs reviewing/ subjective evaluation. |
Stage 2
The child / young person: Often requires support in order to reduce anxiety, for example; changes to daily routine, transition between home and school, and staffing arrangements. Often requires intervention to effectively participate in several aspects of school life, due to distractions related to need for certain routines, rules and/or over focus on special interest. Experiences difficulty in sustaining engagement whilst accessing the curriculum. Often needs intervention for activities that place a high demand on creative planning, organisational skills or work that needs reviewing / subjective evaluation. Will sometimes have difficulty in making expected connections between concepts and generalising / applying skills learnt in new situations. |
EHC Needs Assessment
The child / young person: Despite support and interventions at stage 2, for the majority of the school day: Requires a constant and ongoing high level of support in order to reduce anxiety, for example difficulty adapting to changing expectations, shifting from activity to activity. Has ongoing difficulty effectively participating in most aspects of school life due to inflexible adherence to certain routines, rules and/or over focus on special interest. Has difficulty effectively accessing the curriculum for a significant part of the school day, despite interventions at a previous stage. Needs ongoing intervention for activities that place a demand on creative planning, organisational skills or work that needs reviewing. Has significant difficulty in making expected connections between concepts and generalising / applying skills learnt in new situations. |
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Social Communication Difficulties / Autistic Spectrum Disorder |
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Areas of Need |
Pupil Characteristics (continued) |
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Interaction and Relationships |
Stage 1
The child / young person:
Sometimes has difficulty initiating social interactions. Sometimes has difficulty noticing, interpreting and responding to social cues of others appropriately. Sometimes has difficulty in the application and generalisation of ‘unwritten social rules.’ Displays a limited repertoire of interests, play and leisure skills.
The above can impact on the pupil’s ability to attend and contribute during: Whole class teaching. Collaborative group work. Unstructured breaks. But does not significantly limit progress. |
Stage 2
The child / young person:
Often has difficulty initiating and successfully sustaining social interactions and friendships. Often has difficulty noticing, interpreting and responding to social cues of others appropriately, which impacts on the quality of their relationships. Often has difficulty in the understanding of ‘unwritten social rules’ and adjusting behaviour appropriately to various social contexts. Displays a limited repertoire of interests, play and leisure skills, to the degree that it impacts on the quality of their friendships. |
EHC Needs Assessment The child / young person: Despite support and interventions at stage 2, for the majority of the school day: Has consistent and ongoing difficulty in initiating and responding to social interactions, leading to social isolation. Has consistent difficulty noticing, interpreting and responding to social cues of others appropriately, which significantly impacts on their ability to form positive relationships. Has significant difficulty in acknowledging and understanding ’unwritten social rules.’ Has consistent and ongoing difficulty in coping with and adjusting their behaviour appropriately to various social contexts. |
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Social Communication Difficulties/autism |
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Areas of Need |
Pupil Characteristics (continued) |
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Interaction and Relationships (continued) |
Stage 1 |
Stage 2
The above impacts on the pupil’s ability to access and successfully participate in: Whole class teaching Collaborative group and paired work. Unstructured breaks
Which limits their academic and / or social progress. This may present as passivity, avoidance, reluctance to engage or unusual / inappropriate behaviour. |
EHC Needs Assessment
Displays a repetitive repertoire of interests, play and leisure skills, which further contributes to their social isolation.
The above impacts on the pupil’s ability to access and successfully participate in: Whole class teaching. Small group teaching. Collaborative group and paired work. Unstructured breaks. To the degree that it creates a barrier to their academic and social progress. This may present as an extreme level of passivity, persistent avoidance, refusal to engage or ongoing unusual / inappropriate behaviour. |
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Social Communication Difficulties/autism |
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Areas of Need |
Pupil Characteristics (continued) |
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Language/ Communication |
Stage 1
The child / young person:
Has some difficulties understanding and acting on verbal information, due to processing difficulties. Has some difficulties interpreting non-verbal cues (e.g. facial expressions, body language, and intonation of voice).
Demonstrates some difficulties with conversational skills due to a repetitive repertoire of conversational topics or difficulty with understanding or processing language. May have some sophisticated and articulate speech but does not fully understand the content and / or implication of what they have said. |
Stage 2 The child / young person: Often had difficulty in understanding and acting on verbal information, due to processing difficulties. Often has difficulties interpreting non- verbal cues (e.g. facial expressions, body language, and intonation of voice). Often has difficulties with literal interpretation of language (including understanding jokes, metaphors and idioms) when compared with peers. Often has difficulty discerning relevant information, understanding abstract concepts and maintaining focus on the speaker.
Has a tendency to dominate conversations, showing limited awareness of listeners’ needs and interests. May lack interest in conversing with other people or rarely initiate and direct their communication appropriately. |
EHC Needs Assessment The child / young person: Despite support and interventions at stage 2, for the majority of the school day: Has significant difficulty in understanding and acting on verbal information, due to processing difficulties. Has significant difficulties interpreting non- verbal cues (e.g. facial expressions, body language, and intonation of voice). Has significant difficulties with literal interpretation of language (including understanding jokes, metaphors and idioms) when compared to peers. Has significant difficulty discerning relevant information, understanding abstract concepts and maintaining focus on the speaker. Does not always recognise when communication is, or is not, being directed at them. May lack interest in conversing with other people or rarely initiate and direct their communication appropriately. Have significant impairments in their conversational skills (e.g. shows little awareness of listener’s needs and interests). |
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Social Communication Difficulties/autism |
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Areas of Need |
Pupil Characteristics (continued) |
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Language/ Communication (continued) |
Stage 1 May present with an unusual or unexpected delivery when speaking e.g. an overly formal tone or vocabulary |
Stage 2 May rely on learnt phrases and / or speak in an inappropriate tone or volume. Onset of language may be delayed, or might only use language skills in a familiar context. |
EHC Needs Assessment May display as non-verbal, echolalic or talk exclusively in learnt phrases and language. Onset of language may be delayed, or might only use language skills in a familiar context. The above consistently impacts on their ability to access the curriculum and interact with others. |
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Progress and Attainment |
Has an uneven profile in National Curriculum attainment levels. May have a high level of skill or knowledge in isolated areas. |
Has an uneven profile in National Curriculum attainment levels. May have a high level of skill or knowledge in isolated area. Has difficulty making connections between concepts and generalising skills.
Either: Rate of progress is slower than predicted in some areas of the curriculum; Or The child/young person is not achieving at the expected levels of the curriculum. |
Has an uneven profile in National Curriculum attainment levels. May have a high level of skill or knowledge in one isolated area. Has difficulty making connections between concepts and generalising skills. Despite provision that has been put in place at stage 2, progress and attainment continues to be environment dependent.
Either: Clear evidence of ongoing lack of progress in most areas of the curriculum; Or Evidence of a significant discrepancy between child’s/young person’s ability and their daily attainment. |
Part 1: Communication & Interaction – Social Communication Difficulties/Autistic Spectrum Disorder: Pupil Characteristics at Stage 1, 2 and EHCP level
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Social Communication Difficulties/Autistic Spectrum Disorder |
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Areas of Need |
Pupil Characteristics (continued) |
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Stage 1 |
Stage 2 |
EHC |
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The child / young person: |
The child / young person: |
The child / young person: |
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Sensory Processing |
May at times be affected by Sensory Processing difficulties related to one or more of the following areas: Under sensitivity Sensory seeking Sensory overload Sensory avoidance Perception difficulties |
May be affected by Sensory Processing difficulties related to one or more of the following areas: Under sensitivity Sensory seeking Sensory overload Sensory avoidance Perception difficulties |
May be affected by Sensory Processing difficulties related to one or more of the following areas: Under sensitivity Sensory seeking Sensory overload Sensory avoidance Perception difficulties |
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This can at times lead to distraction from learning |
This can lead to distraction from learning and heightened anxiety levels. |
This can have a significant impact on their ability to access learning. The ongoing impact of sensory processing and interaction difficulties can significantly affect the child’s well-being and lead to acute anxiety. |
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Social Communication Difficulties / autism |
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Areas of Need |
Pupil Characteristics (continued) |
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Sensory Processing (continued) |
Stage 1
The combined challenges experienced due to the areas of need outlined above may affect the child’s/young person’s overall wellbeing, impacting on their confidence and self-esteem. This may lead to reluctance to transition between home and school; and/or significant discrepancies between typical behaviours at home compared to typical behaviours in school.
Some needs related to personal development may include: Impaired age-appropriate life skills and independence.
Some needs related to emotional development may include: Impaired ability to understand emotions of others. Impaired self-regulation of emotions. |
Stage 2
The combined challenges experienced due to the areas of need outlined above may affect the child’s/young person’s overall wellbeing, impacting on their confidence and self-esteem. This may present as: Passivity, Avoidance behaviour Reluctance to engage Unusual and/or inappropriate behaviour. Persistent lateness and frequent absence.
Some needs related to personal development may include: Impaired age-appropriate life skills and independence. Impaired ability to manage age- appropriate self-care.
Some needs related to emotional development may include: Impaired ability to recognise and understand emotions of others. Impaired self-regulation of emotions. |
EHC The combined challenges experienced due to the areas of need outlined above may affect the child’s/young person’s overall wellbeing, impacting on their confidence and self-esteem. This may present as: An extreme level of passivity, Avoidance behaviour Refusal to engage Unusual and/or inappropriate behaviour Persistent lateness, frequent absence or school refusal.
Some needs related to personal development may include: Impaired age-appropriate life skills and independence. Impaired ability to manage age-appropriate self- care. Impaired awareness of safety and dangers.
Some needs related to emotional development may include: Impaired ability to recognise and understand emotions of self and others. Impaired self-regulation of emotions. |