Teach Primary Issue 19.5

While you wait Nearly 1 in 5 primary school pupils in England may have a special educational need, but do not yet have a formal diagnosis (tinyurl.com/ tp-SENDstats). With waiting lists currently stretching to many months, or even years, you might find it useful to dip into some of the following resources to help you through. DfE guidance and resources: tinyurl. com/tp- DfEsendassessment IPSEA (Independent Provider of Special Education Advice) documents: tinyurl.com/ tp-IPSEA NHS support options (this is based on services for NE London, but many of the links are national): tinyurl.com/tp-SENDnhs EHCP guidance from Scope: tinyurl.com/ tp-ScopeSEND EEF SEND guidance: tinyurl. com/tp-EEFsend example, ask yourself what the child might be trying to tell you by bouncing around the classroom instead of starting their story. Did something happen before (e.g. did they fall out with the child sitting next to them), or was the situation more of a distraction because it was their turn to contribute to a class discussion? Having one trusted teacher or TA, wherever possible, can make it much easier to spot masking behaviours and create an inclusive classroom where all children feel able to engage in learning. 2 Restorative justice Children with additional needs often benefit from time and support to process difficult experiences, such as arguments with friends, or to make sense of the consequences of their behaviour. For example, if a child becomes angry or frustrated because they feel left out of a group task, try to incorporate activities that replicate the principles of restorative justice. Encourage them to have a conversation about the situation, asking key questions such as “What happened?”, “Who was affected?”, “How do you feel about it?” and “What needs to happen next to put it right?” This will help you get to the bottom of the situation and make it easier for the pupil to process it. These prompts help children to become more self-aware, and develop empathy and a sense of responsibility for their actions. They also enable the child to reflect on what they might do differently next time. This kind of structured, supportive dialogue helps pupils navigate their way through what can be complex social challenges, while building their emotional literacy in a meaningful way. 3 Make use of visual communication aids For pupils with communication delays or those who don’t yet have the necessary vocabulary to express how they feel or what they need, visual aids can make a huge difference. We encourage teachers to use visual prompts, such as facial expression cards or coloured emotion charts, to give children with speech and language needs a way to share their thoughts and feelings without having to verbalise them. For a pupil who describes a good day as a ‘birthday party day’ full of excitement and fun, an appropriate symbol might be balloons or a birthday cake. If a tough day feels like a ‘spilled paint day’ that’s messy and frustrating, then an image of a toppled paint pot could work well. The more personally meaningful the visuals, the more effectively children can use them to communicate how they feel. Symbols are a great way to personalise techniques such as the zones of regulation, too, where emotions are grouped into four coloured zones. Blue represents low energy, tiredness, or sadness; green is calm and focused; yellow signals heightened emotions like anxiety or excitement; and red is for extreme feelings like anger or panic. The aim is to use colour to help children express themselves, but colour perception can be quite personal. If a child connects with blue as a happy colour, for example, the colours can be adjusted to match their experience, and symbols added to reinforce the connection. Waiting for a SEND assessment can be challenging for schools, children and their families. These simple techniques will give you a few tools you can use to help your pupils feel safe, seen and supported whether or not they require an education, health and care plan (EHCP). TP HE A L TH & WE L L BE I NG S P E C I A L Rachel Berry is a specialist SEND teacher, and Cate Marsden is director of external partnerships, both at Woodbridge Trust. woodbridgesend.co.uk www.teachwire.net | 53