Identification – what you may see in the child or young person
- Their ability to sustain attention is impacting on their progress.
- Is easily distracted: they find it hard to stay on task.
- Finds it hard to sit still for long periods.
Planned provision in school
Based on need, some of this provision will be effective.
- Use the child or young person’s name when giving an instruction and wait for them to show they are paying attention (be aware that this can look different for different children and young people). Ensure that they can focus on one thing at a time (for example, don’t expect them to write will also listening to an instruction).
- Audit the classroom environment and minimise distractions. Work with the child or young person to do this.
- Review seating plans to minimise distractions while maintaining the child or young person’s connection with supportive peers.
- Provide an individual workstation, in a quiet area of the classroom.
- Provide small-group support for listening and attention skills (for example, as part of a Language Link group).
- A fiddle toy or object can help some children and young people to stay focused. Discuss options with the child or young person and agree when it can be used. Choose something that doesn’t make a noise and consider whether it will distract the child or young person from what they are doing, rather than supporting focus.
- Ensure access to short breaks to help the child or young person to stay focused. Movement breaks that incorporate heavy work can be helpful for some children and young people while for others a short cognitive break (doing something like colouring) can be effective. Help the child or young person notice when they need a break and support them to do so appropriately and independently (supporting this visually, for example by giving them ‘brain break’ cards, can provide a useful prompt).
Additional provision is set out in the communication and interaction section of this framework.