Ordinarily Available Inclusive Provision - expectations of all settings

The setting works in partnership with families and learners in decision making.

• There is a focus on building and maintaining relationships between setting, families and the wider community which are respectful, understanding, non-judgmental and supportive. Co-production is central to practice.
• Families know who to talk to in settings about their child and are aware of the range of communication channels available for sharing information about their child.
• Families are signposted to the local offer and local SEND parent support agencies, where required. This is referenced on the setting’s website.
• Families are aware of the progress of their child, the support and any individually tailored interventions in place.
• The family voice is considered through formal and informal events to seek views in relation to provision in the setting, eg learner and family surveys or coffee mornings.
• Policies ensure consideration of family context and the range of learners that may have attachment difficulties eg adopted, previously Child In Need (CIN), cared for children.

An effective partnership with learners and families is evident through their participation in assessment and review processes.

• Learners are helped constructively to understand their own strengths and areas for development within their learning and to value their achievements, whatever their starting points.
• All progress and successes are valued and celebrated.
• Feedback is used to collaborate and plan with families, to ensure consistency between the home and setting.

Effective partnerships with professionals.

• Settings work with relevant professionals for information, advice, guidance and implementation, where appropriate.

The setting has a clear system for effective pastoral support, and an inclusive ethos and culture that is embedded and shared with stakeholders.

• Awareness and sensitivity of peers and staff towards difference is raised at a whole setting level, eg accessing whole setting equality and diversity training - Beyond bias, a journey towards equality, diversity and inclusion
• Focussed work is planned for classes and groups regarding specific needs or conditions where necessary.
• All staff need to know about and implement relational-based approaches to behaviour. Understanding Behaviour – Relational Approaches to Inclusion, Trauma Responsive Greater Manchester,
• Systems are in place which ensure pastoral, safeguarding, SEND, disadvantage leads work collaboratively.
• Mechanisms or policies in place to support for learners with attendance barriers (follow Salford Reducing Barriers to Education guidance - Barriers to Education).
• Settings to follow research-based guidance, eg EEF Improving Behaviour in Schools, and follow recommendations, implementing targeted support for individual Improving Behaviour in Schools
• Policies ensure reasonable adjustment duties have been considered before implementing disciplinary action. Behaviour/relationship policies are aligned with legislation, eg Equality Act (2010). The new series of CDC guides to the disability duties in the Equality Act
• Settings’ ethos ensures that staff maintain unconditional positive regard towards learners with difficulties across the curriculum who are under-attaining in comparison with their peers.
• Awareness of Individual Health Care Plan (IHCP), including medical needs, physical access plan, intimate care plan, Personal Emergency Evacuation Plan and event specific planning eg for trips, if appropriate.

The setting recognises, and responds to, the need for pastoral support for learners, bearing in mind a learner’s social and emotional needs and other relevant contextual circumstances.

• There is a calm and purposeful climate for learning where learners feel they belong, and their contributions are valued. Learners can identify an agreed safe space to use when required.
• Language used in the classroom and all areas of the setting demonstrates unconditional positive regard for learners (eg restorative approaches).
• Settings are emotionally friendly, using strategies to consistently promote good self-esteem and boost confidence by supporting behaviour and wellbeing, Emotionally Friendly Settings
• Personal, social, health and economic (PSHE) lessons are used to develop social and emotional learning, wellbeing and resilience. Peer awareness and sensitivity towards difference (including additional needs) are raised at a whole-setting level to develop an inclusive and accessible culture. Work is done with classes and groups regarding specific needs or conditions as appropriate, Personal, social, health and economic (PSHE) education.
• There should be an awareness that some learners may be potentially more vulnerable to bullying and an appropriate level of support and monitoring is in place. Awareness that those who bully may also be vulnerable and require additional support. Bullying | Salford Safeguarding Children Partnership, Safeguarding children
• Ensure a range of adapted opportunities for social and emotional development eg buddy systems, friendship strategies, circle time.
• Monitor learners at breaks, introduce strategies to support peer interactions and give consideration to adapted break activities eg tidying the library with one other.
• Awareness that all behaviour is a form of communication and triggers that lead to dysregulation may link back to a multitude of reasons. Endeavours should be made to try to identify these triggers and minimise them wherever possible. Help in understanding and responding to behaviours
• Avoidance of interrogation, lecturing or promoting shame as these are likely to reinforce the behaviour rather than reduce its likelihood.  It may also lead to masking and learners internalising their needs and if done publicly may invite scapegoating by peers.
• Ensure a focus on what the learner should be doing, not on what they shouldn’t, helping the learner to substitute other, more positive, behaviours.
• Model alternative strategies for expressing feelings and having needs met, eg emotion coaching or zones of regulation, social interaction support and self-belief. Emotion Coaching, Understanding Behaviour – Emotion Coaching, The Zones of Regulation
• Consider the right intervention at the right time, such as, the use of therapeutic stories, puppets and role play, relaxation techniques, growth mindset approaches, focusing on learning rather than outcomes, journalling, worry box, physical activity, team games and green/outdoor spaces to support.
• Follow up any absence immediately, before it becomes entrenched, to communicate that the young person is held-in-mind and will be welcomed back. Refrain from questioning learners on their return about their absence if this has already been addressed with your attendance team.
• Settings to be aware of barriers to education and use co-produced information and guidance to support children and young people - Reducing Barriers to Education - Information, Guidance and Support
• Awareness of physical symptoms that are medically unexplained and may be signs of anxiety or distress, eg soiling, stomach pains. Keep a log and analyse pattern or trends to identify triggers. Liaise with School Nurse/0-19 Team. Your 0-19 Service (health visiting and school nursing)
• Ensure opportunities given for cooling off (if a learner is dysregulated) before further interaction is initiated. Consider use of a script, eg I can see you’re upset/frustrated. It's okay to feel this way. Let's take a moment to figure out what we can do to feel better. Would it help if we talked about it, or would you like some space for now? Etc.
• Focus on reducing anxiety and stress management to reduce negative behaviours.
• Give learners positive attention proactively and regularly before disruptive behaviour starts and implement distractions rather than consequences. 
• Expectations should be clearly communicated throughout the setting through the use of verbal scripts and visual prompts.
• Forward planning for off-site visits, which may include risk assessments, preliminary visits, transportation, key staff identification, in line with the Equality Act (2010).

Learners feel safe and valued. They know that they can approach staff and that their opinions and concerns are valued.

• Trusted adults are used as a point of contact to maintain emotional stability for some students when appropriate.
• Positive and inclusive attitudes, beliefs, practices and culture is encouraged and developed, with staff modelling positive attitudes in class and across the wider setting and community.
• Family voice is regularly encouraged using different support systems and is considered and reflected in planning and adaptations, alongside the voice of the learner. Highland Council - Gathering the views of CYP
• Opportunities are provided for learners to learn how to use specific tools, such as time-out cards, sensory equipment etc.
• A safe space is available for needs that may temporarily support learners eg upset due to bereavement.
• Consider choice and time options to support learner, eg change-of-face, discussion about when task could be completed etc.
• Support or check-ins to support motivation and engagement.
• Regular home-setting contact if a learner is not in setting to maintain ‘sense of belonging’ with peers and setting community, eg hospital stays.

The physical environment is adapted to meet the needs of all learners.

• The physical aspects of the building, outdoor spaces and individual learning spaces are accessible. Rooms are easy to move around and free from obstacles, flooring is suitable, tables and chairs are suitable for the age and size of learners, handrails and ramps are in place where needed and accessible toilets are available.
• The accessibility plan is on the setting’s website and outlines plans to further improve accessibility. Reasonable adjustments are made according to individual needs, including plans to move around from one space to another.
• Classrooms are well-organised and equipped with supportive resources that are easily identifiable and available at all times.
• Consider curriculum specific adaptations, eg poor acoustics in a gym.
• Ensure furniture is the appropriate size/height/type for the learners. Feet should be able to be flat on the floor and elbows on the table. Consider comfort and ergonomics, promotion of movement and flexibility and ensuring accessibility – wide clearance, adjustable height and non-slip surfaces. Use of modular furniture can be helpful.
• Required adjustments to furniture must also be considered in places outside of the learning spaces, eg dining halls etc.
• Personal care facilities and resources must ensure dignity, privacy, and safety for all learners.
• Extra-curricular activities and educational visits are planned to fully include all learners in line with the Equality Act (2010).
• Learners’ views are routinely sought and are used to inform any planning for physical or sensory adaptations that they may require.
• Signage around the setting is clear and communicated with an accessible approach eg symbols, pictures, tactile/braille labels as advised or bilingual if appropriate.
• Consider noise and busy social areas and make reasonable adjustments where needed eg staggered lunch times to reduce noise in canteens or staggered class departures to reduce congestion in corridors.
• Risk assessments and risk-management plans are in place where required. Care is taken to ensure consistency of the content of plans and training provided where appropriate.
• Left and right-handed learners can use equipment comfortably, eg adapted scissors, writing equipment, etc.
• Settings consider plans for future journey/needs in school career and ability to access all learning spaces.

Practitioners are aware of sensory needs, including vision, hearing and sensory processing difficulties, that may impact on learners.

• Consideration given to the environment to create a calm learning environment, eg noise levels, room temperature, proximity to other areas, smells and reduced visual clutter/glare, clear labels and contrast between furnishings or signage.
• Any necessary hearing technology or adjustments to the acoustic environment and classroom are in place.
• Classroom seating for learners with visual impairments or any degree of deafness is considered; horseshoe shaped seating arrangements is ideal for focus and visibility of each other, clear view of facial expressions and lip patterns to support with listening and attention.
• Efforts are made to reduce unnecessary noise; consideration of carpeting, soft furnishing, rubber feet on the table and chair legs, closed door to the corridor, line toy boxes with soft wipeable fabric, turn off extraneous noise, including fans/projectors not being used, and background music that is not being actively used for a purpose or that could inhibit hearing teaching/instructions.
• Staff are aware of lighting in the room, eg use of natural light, glare from the board, where staff stand in relation to the light, eg minimise shadow on mouth for lip-reading.
• Staff ensure good print quality and photocopying is used to ensure clear visual information; avoid glossy paper where possible.
• Displays are meaningful and visually accessible to reduce sensory overload. Consider low arousal displays on walls in the direction where the learners are usually facing, eg the wall with the whiteboard on.
• Learners’ sensory needs are known and they are consulted about their seating arrangements and/or use of movement breaks.
• Learners who are prescribed glasses or patches and/or hearing equipment are encouraged to use aids that support access to daily life and learning.
• Where appropriate, consider use of closed captions or subtitles when using audio-visual material.
• Consider the use of pale backgrounds and accessible font styles on the whiteboard, avoiding italics or ornate scripts and capitals for whole text.
• Consideration of flexibility within the uniform policy linked to need and in line with expectations related to reasonable adjustments.
• Reading rulers or pointers etc. can be used to support tracking when reading or following text.
• Be aware of how patterned clothing may inhibit the ability for learners with visual impairment to perceive objects being shown. Consider wearing dark, block colours or wear a dark jacket or apron when presenting or place them on a dark background.

Settings should have a broad and balanced curriculum which promotes belonging, identity, confidence, and inclusion for learners, including trips.

• The curriculum is successfully adapted to meet the needs of all learners. It is ambitious and supports the development of skills and knowledge to ensure learners consolidate learning and are ready for each of the next phases of their education.
• Assessment data is used to inform next steps.
• Planning includes adaptions and reasonable adjustments to support the needs of learners.
• Whole-setting policies on curriculum areas eg reading, consider how the delivery will be adapted to meet the needs of all learners. Use of subject specific adaptations to be considered (use guidance document)
• Use high quality teaching strategies to ensure appropriate support for all learners. See EEF guidance EEF blog: The Five-a-day approach: How the EEF can support

Practitioners are aware of the additional needs of their learners, understand the nature and impact of these and how to respond to them using adaptive strategies.

• Strategies are used according to learner needs, eg visual timetables (activities are removed or ticked off when completed), clear concise instructions with written or visual prompts (eg now and next cards, photos and symbols), particularly during transitions.
• Modelling is used to support understanding - repeat back what has been said to model or expand, words in a sentence.
• Effective use of scaffolding, with the view to reduce adult support over time and build independence. Scaffolding - EEF 5-a-day
• Staff communicate a clear structure to the day and be aware of times that may be more difficult. Visual timetables and time prompts are used, particularly during transitions.
• Tasks are broken down into small manageable steps; these steps are modelled explicitly. Ask the learner to repeat back what they are going to do.
• Backward chaining used where needed – chain parts of the task together (eg build the sequence from the last part of the task and work backwards so the learner experiences success and then gradually include more elements until they can do the entire task).
• The pace, order and variety of activities are planned to maintain interest and attention of all learners.
• Staff put in systems to support organisational difficulties, eg with colour coded books or graphic organisers, providing necessary resources readily available etc.
• Provide additional time to complete tasks, assignments, and communicate, if required.
• Implement use of manipulatives, eg CPA (Concrete, Pictorial, Abstract) models and images. What Is The Concrete Pictorial Abstract Approach?
• Feedback is clearly identified as being key to learning.
• Consult with learner so they share their perspective. Investigate their use of methods and approaches to tasks.
• Appropriate support given to learners with English as an additional language to fully access learning. EMTAS - Resources, useful links and guidance
• Awareness of non-verbal communication, eg ensure body language is non-confrontational and is perceived as open, maintain neutral facial expressions etc.
• Awareness of an appropriate tone of voice (calm, not too loud).
• Strategies to support memory and reduce cognitive load are deployed, eg multisensory teaching with opportunities for hands-on/practical learning, task planners, success criteria with visuals, repetition of information and learner repeating instructions back, practising retrieval, overlearning/pre- and post-tutoring, stop and share progress at intervals, mind-mapping, strategies to promote fluency, limit copying from a board etc.
• Identify and celebrate strengths, small steps of success, effort and participation, including celebrating success in other areas of their life.
• Emphasis on self-actualisation; use activities designed to develop skills which will support them to become independent learners.
• Understand and use learners’ interests to promote engagement in tasks.
• Continuously monitor and track understanding to identify any gaps or misconceptions.
• Have clear expectations regarding behaviour and a clear and consistent response to learners; good listening rules are displayed modelled and regularly referred to.
• Use of steps-to-success/goals or similar to promote independence, scaffold and support learners.
• Visual/audio demonstrations and visual cues/audio commentary are used.
• Alternatives to written recordings are used routinely eg pictures, graphics, charts, tables, voice recorders, storyboards, mind-maps etc. Alternatives to Written Recording
• Tailor delivery styles according to the learner’s needs.
• Adults’ handwriting on the board and in learners’ books is clear and legible.
• Interactive whiteboard is used to effectively promote engagement and scaffold the lesson.
• ICT is used to support learning where appropriate.
• Key messages and vocabulary displayed with visuals - pre-taught and post-taught for new topics, eg working walls or vocabulary mats and labels. Displays are used to support learning.
• Study skills are explicitly taught. Study skills - Study support - BBC Bitesize
• Homework is adapted appropriately for learners. Learners have access to homework clubs, or additional support with homework.
• Use of timers so learners know the comfortable amount of time to focus.
• Learners are taught how to structure and transfer their imaginative and creative ideas onto the page or to articulate them verbally.
• Effective use of questioning to encourage self-reflection and gauge understanding.
• Access to positive communication role models.
• Use of high-quality picture books, e-books and audiobooks that cover a range of texts and topics. Make use of school library resources and encourage learners to be a member of their local library.
• Consider a range of teaching techniques; storytelling, choice boards, real-life experiences, sentence starters/graphic-organisers, where appropriate.
• Encourage metacognitive approaches to support self-reflective learner behaviours.

Practitioners ensure that learners have opportunities to work in different ways eg independently, in a variety of small groups, flexible groups and/or in pairs.

• All learners should be taught by a qualified teacher for the majority of the time.
• Strategies are used to actively promote independent learning eg through pre-teaching, overlearning, appropriately adapted resources. EEF blog: Modelling Independence - The ‘Seven-step Model’
• Flexible seating plans and groupings take account of individual needs and routinely provide opportunities for access to role-models, peer support, mixed-ability groups structured opportunities for conversation and sharing of ideas and to promote independent learning. EEF blog: Flexible grouping: what is it and why use it? 

• Use of additional adults is planned to maximise learning and independence using the most up to date evidence-based research. Deployment of Teaching Assistants

• Individualised and/or small group planning and programmes across curriculum areas are focused and planned according to specific needs.
• Environment layouts are adapted where needed to ensure opportunities for everyone to talk, listen, understand and take part, leading to support for learning and social and emotional development

Practitioners ensure that collaborative learning and peer support is a feature of lessons and to implement best practice.

• Strategies are used to build and maintain positive relationships across the whole-setting community, eg restorative approaches. RA in the UK
• There are opportunities to develop peer awareness/sensitivity and support for different needs and disabilities both in and out of the classroom.
• Effective use of roleplay and drama, use of props and objects of reference.
• Use of collaborative learning activities, such as stories, where each learner contributes. Collaborative learning approaches
• Consider activities that provide a sense of belonging. Build a culture of community and belonging for pupils, Creating Place and Belonging in Schools
• Encourage relevant and timely interactions and contributions.

Teaching is delivered with the use of language in either a verbal, visual or written form, and all staff are aware of the speech and language skills of the learners.

• Staff to have an awareness of each learner’s communication abilities to enable the effective delivery of support and/or scaffold where required.
• Understand that the communication profile for every learner is different and their needs may change over time.
• Create a communication friendly environment which might include modelling the type of language they would want to hear, supporting learners to ask key questions to facilitate thinking and learning, extending and expanding on what learners say, and introducing and explaining new words for learning and specific subject areas. Communication and Language Friendly Environments, Resource library for educators - Speech and Language UK

All learners are supported to understand what is said within the whole setting environment.

• Ensure the language used is at the appropriate developmental level for the learner.
• Use the learner’s name and give eye contact (if appropriate) making sure that attention has been gained before giving an instruction.
• Provide clear and simple instructions, repeated, simplified and accompanied with visual cues.
• Instructions are broken down into manageable chunks and shared in linear order.
• Allow time for the learner to process verbal information and respond (10 second rule).
• Emphasise key words.
• Approaches and tools provide an additional method of communicating, eg use of ICT, symbols, pictures, alternative ways of recording, eg verbal descriptions/drama.
• Use photographs and/or symbols to promote and support routines, for example: washing hands, getting ready for P.E. (stage appropriate).
• Displays are used to support learning. Key messages and vocabulary are displayed with visuals. Pre/post-teach vocabulary for new topics, eg working walls, word walls or vocabulary mats and labels.
• Promote a speak out culture, where learners are encouraged to say when they don’t understand or to indicate in some discrete way that they need help (eg red/green card on desk).
• Provide clear strategies and expectations around listening/being prepared to learn; these are displayed, taught, modelled and regularly reinforced.
• Adapt teaching delivery to include all learners in the learning process, eg slow down speech, use pauses etc.
• Give detailed explanations and examples of jargon and technical language to aid learning.
• Use literal language (avoiding idioms, sarcasm and figures of speech unless being explicitly taught and explained within curriculum content).
• Use a structured approach for tasks and activities with a clear beginning, middle and end.
• Use targeted questioning to confirm, consolidate and deepen understanding
• Where appropriate, teach and encourage learners’ self-support strategies to help them to follow instructions, eg chunking, visualisation, silent repetition, use of a written checklist.

All learners are supported to develop their ability to express their thoughts, ideas and understanding.

• Be aware of the expected language milestones for learners.
• Respond and indicate that you value all attempts at communication. Learners who are reluctant to contribute to discussions are supported to do so.
• When learners use single words responses, repeat and expand the sentence to model more sophisticated language.
• Provide opportunities for communication throughout the day in a range of lessons, including opportunities for discussion around books and narratives.
• Teach how to use formal and informal language in a variety of social situations and offer opportunities to practise their use.
• Teach and model the use of standard English.
• Model language positively through reflecting back correct speech rather than correcting it.
• Language is scaffolded and modelled to help learners develop the skills needed to articulate their views. This helps all learners who need to develop language skills. Scaffolding - The Bell Foundation
• Create lessons where learners do most of the talking to develop their ability to communicate.
• Choose texts to support the development of language and vocabulary.
• Non-verbal communication is taught and encouraged as a way for learners to express their thoughts, views and feelings.
• Teach how to structure and transfer imaginative and creative ideas onto the page or to articulate them verbally.
• Use phonological awareness activities to secure understanding of listening and discrimination skills, oral blending and segmenting, identifying and producing rhyme and alliteration. Phonological awareness

All learners are supported to build successful social communication skills.

• Support understanding of interacting and responding in a variety of social situations, eg using activities such as social stories, comic strips etc. Social stories and comic strip conversations
• Usegoup work flexibly to encourage social interaction and provide opportunities to develop social skills (the ability to listen, speak, negotiate, take turns), eg circle of friends, paired work, small groups, large groups.
• Create a safe space where relationships can develop and to build communication skills.

Teachers are responsible for the progress of all learners in their class and progress is regularly tracked and monitored.

• Learners’ strengths and difficulties in learning and behaviour are observed, monitored and shared to inform planning and support.
• Formative assessment is used, in consultation with the learner, to identify areas of need. What does formative assessment mean?,
• Summative assessment is used to ensure staff are aware of learners’ starting points so that expected progress can be measured. Progress is regularly monitored and support adjusted where necessary. What is Summative Assessment?
• Staff are supported to implement strategies or approaches to use in line with advice from assessments or consultation. Evidence-based interventions are used to develop skills. Teaching and Learning Toolkit, What Works for Literacy Difficulties
• Baseline and monitoring assessments should be used from Early Years onwards, eg WellComm etc.
• Diagnostic assessments are used to identify specific strengths and difficulties in order to plan appropriate provision. Refer to the assessment tools page on Salford’s Graduated Approach for resources - Assessment tools

Teachers ensure that formative assessment and feedback are a feature of lessons and evident in line with the setting’s marking and assessment policy.

• A wide range of assessment strategies and tools are used to ensure a thorough understanding of learners’ holistic needs.
• Staff all know to routinely check with families about up-to-date hearing and vision assessments at the start of any exploration of need.
• Learners have regular opportunities to evaluate their own performance. Self-assessment is routinely used to set individual targets.
• The impact of interventions is routinely evaluated. Alternative approaches are explored to establish whether they result in better outcomes for the learners.
• Observations language assessments for English as an Additional Language (EAL) learners are actioned to informed next steps.
• Feedback encourages the development of metacognitive approaches to teaching and learning so learners can reflect on which strategies have worked for them.

Expertise is in place to manage reasonable examination arrangements (access arrangements) for tests and national tests and public examinations

• Settings make adaptions to assessment arrangements as part of their everyday practice. This is used to establish a learner’s normal way of working. Please refer to the relevant exam board guidelines. Arrangements could include supervised rest breaks, use of a reader/scribe/laptop, extra time, prompts, smaller examination rooms. Tests and assessments (key stage 2), Access Arrangements, Reasonable Adjustments and Special Consideration
• Adapted resources are used in assessments where needed.
• The learner and their families are involved in planning for exam preparation.

Resources are allocated appropriately to ensure additional needs are met. Quality and impact of support is regularly monitored.

• Resources are within easy reach of learners to promote independence and reduce stigma of use. This may include writing slopes, pencil grips, timetable squares, number lines, wobble cushions, focus tools or sensory processing needs , ear defenders, etc.
• Adapted physical resources to promote independence, eg different size balls in sport or P.E.
• Resources to ensure dignity, privacy and safety for all learners.

Specific resources and strategies are provided to overcome potential barriers to learning.

• Concrete apparatus and adapted resources are available for those learners who require it.
• Assistive technology is used to support and to promote independent learning that is up to date eg iPad, laptop, Chromebook, text to speech or speech to text technology and voice recorders. Assistive technology: definition and safe use
• Precision teaching intervention. The Precision teaching sequence
• Use of bilingual texts for learners, where suitable. EMTAS and the Schools’ Library Service can support with lending of books. Salford Schools' Library Service, EMTAS and referral form
• Colour-coded maps to support navigation eg different subjects in different colours.
• For curriculum access, eg work chairs, appropriate height or specialist seating, adjustable height tables, accessible kitchen, adapted cookery equipment, appropriate electronic technology for recording.

Resources and guidance that would universally support many learners.

• Resources are clear and storage is uncluttered, labelling includes text and images. Print size and font is appropriate.
• Solid-coloured backgrounds or use of matt paper rather than gloss are used to reduce visual glare.
• Individual workstations.
• Visual timetable (activities are removed or ticked off when completed).
• Visual resources and dual coding (eg presenting information visually and orally).
• Access to a range of texts of different abilities.
• Introduce a variety of language through rhymes, songs etc.
• Use of highlighters for identifying sounds, words, phrases or answers.
• Other resources - word banks, phonics mats, mnemonics, visuals, success criteria with visuals, overlays, graphic organisers, storyboards, mind maps, sloped boards, magnification features eg low-vision aids, tablets.
• Accessible transport for trips.

There is a setting plan for on-going Continuing Professional Development (CPD) that is flexible and responsive to the needs of the learners/workforce development and is anticipatory of future cohorts.

• Senior leaders, including governors, demonstrate a clear commitment demonstrating the highest aspirations for all learners.
• There is a planned programme of ongoing CPD for the whole setting and individual teams and departments. This may be delivered by those with lived experience, where possible. The training offer for SEND in Salford can be found here - SEND training courses
• Effective planning informs training needs for future cohorts.
• Whole-setting approaches are taken to support consistency.

All staff make a positive contribution to learner progress.

• Additional adults are deployed proactively in the classroom and their impact on the learner is monitored carefully to ensure progress is supported. They are used to support independence rather than create dependence Making Best Use of Teaching Assistants.
• Planning between adults to ensure all staff have a shared understanding of the objectives and desired outcomes of input and tasks they are supporting.
• Strategies used in interventions are integrated into class teaching so that learners can sustain progress.
• There is investment in staff training for all staff and all new staff including induction programmes.

Staff collaborate within the setting and have effective links with other relevant outside agencies and specialists.

• Good practice and effective strategies are shared across the setting. Team-teaching and joint planning opportunities are used where possible.
• Staff are given the chance to observe good practice in other classes and settings, eg special schools etc.
• Staff know when to refer for extra support or advice. The setting is aware of and regularly communicates with any other professionals who are involved with learners and develop a collaborative approach, eg education, health and social care.
• Advice received from other professionals is communicated, implemented and used to inform teaching and learning.
• When specific decisions to involve outside agencies in casework are made, this will be in partnership with families.

Support is in place for routine and life transitions when required.

• Staff are aware of those who will need additional support for all or most transitions and plan for these transitions.
• Visual timetables/schedules are used (events are removed or ticked off when finished).
• Where appropriate, timers are used to show learners how long they have to work for/ how long they have to finish.
• Plans are made for untimetabled events, such as alarms.
• Additional preparation and nurturing approaches are in place for tricky transition times for learners, if required, which could include unstructured times and strategies to support, eg early lunch pass.
• Staff positioned in key points to support at transitional times.
• Appropriate visuals/signage are visible around setting to indicate staff in different departments or pastoral staff.
• Use of first, then, next… or Now (you are doing this) and Next (you are going to be doing that) boards.

Procedures are in place for ensuring smooth progression within settings, particularly during all transition phases, including on entry and exit.

• Information is actively sought and shared about learners to support successful transitions and manage change both within the setting and beyond. Best practice and effective strategies/resources are shared.
• Information is shared with families, other colleges within the setting and receiving or previous settings as required.
• Practitioners are aware of learners who need additional support while transitions and adjustments are made, eg additional visits to a new setting/classroom with a familiar trusted adult, creating social stories etc.

Procedures are in place for ensuring smooth progression between settings, particularly during all transition phases, eg primary to secondary and secondary to post-16.

• The egt Gatsby benchmarks are a framework for good career guidance developed to support schools and colleges in providing learners with the best possible careers education, information, advice and guidance. Benchmark three addresses the needs of individual learners and benchmark seven focuses on encounters with further, higher education and training providers. Settings should consider transitions within their careers plans in meeting the Gatsby benchmarks. Settings should have a careers leader and careers governor to strategically plan for careers, including transitions to future destinations. Gatsby Benchmarks Explained
• Consider transitional support such as taster days, additional visits or inductions, photos of new setting and key staff, travel training, buddy from new settings, additional visits in summer holidays/quieter times for vulnerable learners.
• Allow time to become familiar with environments.
• Opportunities for supporting transitional objects to bring to setting.