SLC: How-to

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How-to

Staff aware of child or young person's (CYP) strengths and interests. Where appropriate: Learning is connected to CYP’s interests, CYP’s strengths and interests relate to targets set for them.
Staff work with the CYP using appropriate language, visual supports, and providing scaffolding.
Staff support transitions, from the ones that occur daily to the bigger annual ones. The school has a system to work within and supports the child further when unexpected changes occur.
Adult and peer modelling is used in aiding understanding, reinforcing social concepts, and progress learning.
Staff are skilled in adjusting the pace and order of activities to maintain interest and attention.
Staff praise and provide specific positive feedback and ensure CYP knows what they have done well.

Learning is planned, differentiated, and sequenced (broken down and visually supported). It is delivered using appropriately levelled language, to maximise understanding and engagement.
Adaptations are made if needed. For example: providing workstations, low arousal or quiet and calm areas.

A home-school communication book or other means is used to support direct liaison between staff and parents or carers. Staff ensure these highlight positive achievements and discuss concerns.
The school or setting communicates with other agencies, and signposts families to offer support where appropriate.
The school or setting is aware and regularly communicates with other professionals involved with the CYP.