Quick checkers

Are you noticing patterns such as:

• Difficulty following sequences or instructions
• Slower progress than expected over time
• Difficulty retaining or applying previously taught learning
• Reduced independence in tasks or reliance on adult support
• Avoidance of learning, low confidence or disengagement

Consider strengths and context

• What does the learner do well?
• When are they most successful?
• Are barriers linked to language, attention, memory or the environment?
• Have you adapted expectations and the curriculum appropriately?

Review Ordinarily Available Inclusive Practice (OAIP) first

Check whether staff have consistently used:

• Clear modelling and structured explanations
• Chunked and scaffolded tasks
• Opportunities for repetition, rehearsal and overlearning
• Adapted pace, questioning and processing time
• Support that promotes independence and organisation

Next steps

• If progress improves, continue to refine Ordinarily Available Inclusive Practice (OAIP).
• If concerns remain, begin targeted support through the Assess, Plan, Do, Review (APDR) cycle.
• Consider further assessment where appropriate.

Phase considerations

Early years (birth to 5)

• Delays in play, exploration or attention
• Difficulty taking part in adult-led or shared activities
• Challenges with early problem-solving or concept development

Post-16

• Difficulty applying learning independently
• Barriers to accessing courses, training or assessment
• Challenges with organisation, time management or study skills

Record evidence over time

Use observations, assessment information and learner voice to build a clear picture of strengths, needs and progress. Review the impact of support regularly through the Assess, Plan, Do, Review (APDR) cycle.

Are you noticing strengths, differences or patterns such as:

• Difficulty understanding spoken language or instructions
• Limited or inconsistent expressive language
• Difficulty taking part in conversations or discussions
• Differences in social communication, such as turn-taking or maintaining a topic
• Communication that varies significantly depending on the situation or level of anxiety

Consider strengths and context

• How does the learner prefer to communicate?
• Are there differences between familiar and unfamiliar situations?
• Do processing time, the environment or anxiety affect communication?
• What support already helps the learner succeed?

Review Ordinarily Available Inclusive Practice (OAIP) first

Check whether staff have consistently used:

• Clear and concise language
• Visual supports and prompts
• Structured opportunities for interaction and discussion
• Explicit teaching of vocabulary and communication skills
• Predictable routines and supportive environments

Next steps

• If communication improves, continue to refine Ordinarily Available Inclusive Practice (OAIP).
• If concerns remain, begin targeted communication support through the Assess, Plan, Do, Review (APDR) cycle.
• Seek specialist advice where appropriate.

Phase considerations

Early years (birth to 5)

• Limited use of eye contact, gesture or early interaction skills
• Delayed speech and language development
• Reduced interest in shared attention or interaction

Post-16

• Difficulty communicating in discussions, interviews or workplace settings
• Challenges with social understanding and relationships
• Barriers to self-advocacy and expressing needs

Are you noticing patterns such as:

• Sensory sensitivities to noise, light, touch or movement
• Difficulty with fine or gross motor skills
• Fatigue, reduced stamina or fluctuating engagement
• Difficulty accessing the physical environment or equipment
• Physical discomfort that affects participation

Consider strengths and context

• Which environments support or challenge the learner?
• Are sensory regulation needs predictable or linked to specific situations?
• How do physical or medical needs affect access to learning and participation?
• What adjustments already help the learner succeed?

Review Ordinarily Available Inclusive Practice (OAIP) first

Check whether staff have consistently used:

• Environmental adaptations, such as adjustments to lighting, noise or room layout
• Flexible seating, movement breaks or appropriate positioning
• Adapted resources or equipment
• Clear routines that support physical access and participation
• Consideration of sensory needs when planning activities and learning

Next steps

• If access and participation improve, continue to refine adjustments through Ordinarily Available Inclusive Practice (OAIP).
• If concerns remain, begin targeted support through the Assess, Plan, Do, Review (APDR) cycle and consider whether further adaptations are needed.
• Involve relevant services or specialists where appropriate.

Phase considerations

Early years (birth to 5)

• Differences in movement, coordination or sensory exploration
• Strong responses to sensory input, including sensory seeking or sensory avoidance
• Delays in physical development or self-care skills

Post-16

• Barriers to accessing buildings, transport or equipment
• Fatigue that affects attendance, participation or engagement
• A need for assistive technology or adaptations in education, training or work settings

Are you noticing strengths, differences or patterns such as:

• Difficulty regulating emotions
• Behaviour that affects learning, participation or relationships
• Signs of anxiety, low mood or emotional distress
• Difficulty forming or maintaining relationships
• Withdrawal, avoidance or reduced engagement, including attendance

Consider strengths and context

• What helps the learner feel safe, calm and engaged?
• Are triggers predictable or linked to the environment, demands or specific situations?
• What might the learner be communicating through their behaviour?
• Which strengths, relationships and support networks help them succeed?

Review Ordinarily Available Inclusive Practice (OAIP) first

Check whether staff have consistently used:

• Strong and positive relationships with trusted adults
• Predictable routines and clear expectations
• Relational and restorative approaches
• Opportunities to develop emotional regulation and wellbeing
• Inclusive approaches to behaviour, participation and wellbeing

Next steps

• If wellbeing and engagement improve, continue to refine Ordinarily Available Inclusive Practice (OAIP).
• If concerns remain, begin targeted Social, Emotional and Mental Health (SEMH) support through the Assess, Plan, Do, Review (APDR) cycle.
• Seek additional support or specialist advice where appropriate.

Phase considerations

Early years (birth to 5)

• Difficulty separating from parents, carers or familiar adults
• Limited emotional regulation or a need for significant co-regulation
• Challenges with sharing, turn-taking or social interaction

Post-16

• Anxiety, low mood or disengagement that affects participation
• Difficulty managing independence, responsibilities or everyday demands barriers linked to identity, confidence or preparing for adulthood
• Barriers linked to identity, confidence or preparing for adulthood