Best Practice Guidancein the Early Years

Name / DOB / School start date / Setting
Communication and Interaction (SLCN, ASC) / Y/N
We uphold the Pre-school’s behaviour guidelines robustly and consistently with appropriate consideration of the needs of pupils with ASC.
Wehave attended the Autism Awareness training Course.
We have attended the Social Stories course.
We have attended the Communicate in Print course.
I have used the IDP training materials for SLCN and/or ASD
We have used the ECAT “Top Techniques”
Other training attended:
C & I - Universal Level – Whole Setting Response
Provision / What action has been taken? / What has been the impact of this?
Positive role models are used within the setting within learning and play
Risk assessments where appropriate have been carried out
General ICT access with appropriate software
Calm area available
Analysis of EYFS content to plan appropriately differentiated activities
Use of multi- sensory approached to learning
Peer support and sensitive grouping/pairing for practical activities
Ensure opportunities for success
Any activities should be simple and clearly laid out
Provision of an appropriate learning environment.
…….
  • Calm area/haven
  • Differentiated visual support
  • Effective use of resources
  • Work stations
  • Now and next boards

The curriculum contains approaches that support the development of social communication skills e.g.
  • ICAN strategies
  • Incorporating the national guidance for speaking and listening
  • SEAD
  • Time limited “circle” and small group times

Use open ended, differentiated questions
Identification of the information carrying words that are important for communicating key concepts
Verbal communication supported by visual prompts where necessary
Use of simplified language, short phrases etc
C & I Targeted Level including children with SEN
Provision / What action has been taken? / What has been the impact of this?
All staff within the setting have an understanding and knowledge of children with ASC / SLCN
Practitioners are aware of and implement the child’s preferred method of communicationas recommended by the Speech & Language Therapist.
Joint working with Speech & Language Therapist to support communication.
Analysis of the child’s communication experiences in a session is used to plan for inclusive learning and development
All communication tools are effectively implemented and planned into group work e.g. PECS (Picture Exchange Communication System)
Provide specific software to underpin learning e.g. Communicate in Print
Sensitive use of additional adult to…..
  • Promote participation and independence
  • Support multi-sensory learning
  • Promote independence skills
  • Support social inclusion

Chunk instructions into small steps
Consider changes to the environment and whether the child needs to be supported by an additional adult
Maximise opportunities to develop receptive language, expressive language and social communication skills presented through small group activities to develop:
  • Social interaction skills
  • Literacy and numeracy
  • Self-organisation and independence
  • Communication skills
  • Listening skills

Adjustments to settingenvironment e.g. child may need to sit at the front of the group or away from distractions
Organisational/environmental changes e.g. designated working with few distractions; small group working
Time out facility short term measure with the aim of returning to the group.
The curriculum is adapted to
  • Promote full participation
  • Support hands on learning
  • Promote independence skills
  • Support social inclusion

All communication modes are actively incorporated into planning for small group/short term interventions e.g. PECS
Consideration of support from a specialist teacher
C & I Personalised / Individualised Learning/Long term interventions
Provision / What action has been taken? / What has been the impact of this?
Individualised intensive interventions to address additional long term learning and skill development consistent with needs relating to cognition and learning which are unique to a particular pupil e.g. individual workstation
Follow the advice of specialist on adaption to environment. Use of IDP environmental checklist
Timetable planning to provide specific intervention such as TEACCH
Consideration given to the allocation of staff time for planning and preparation of resources.
Individualised programmes for children are planned and differentiated by the Pre-school Practitioner following specialist advice
Support available to implement individual therapy programme to address language skills as advised by therapists
An individual education programme may include one or more of the following:
Use of visual/kinaesthetic/sensory
support
  • Use of specialised hardware and software
  • Highly differentiated literacy and numeracy programmes at an appropriate developmental level.
  • Personal care and independence skills.
  • Highly differentiated speaking and listening skills programme as advised by Speech & Language Therapist.