Videos for schools and settings
We’ve produced a series of videos to introduce the Targeted Support Framework, and to help schools use it effectively to support children and young people with SEND.
OAIP: Targeted Support videos for schools and settings
Using the Targeted Support Framework
The Targeted Support Framework (TSF) is designed to support schools and settings to implement a robust graduated approach for children and young people who need support that is ‘different from or additional to’ ordinarily available inclusive education. It provides information on the four areas of need in the SEND Code of Practice, supporting staff to identify need and carefully plan how best to meet these needs.
Guidance on how to get the best out of the framework can be found in How to use the Targeted Support Framework.
The Needs Indicator tool helps to identify the key areas of need where a child or young person may benefit from additional support. It supports staff to prioritise specific areas of need for an individual, and guides to the most appropriate part of the framework to support planning effective provision as part of a graduated approach.
Communication and interaction needs
Children and young people with communication and interaction needs have difficulty communicating with others. They may find it hard to say what they want to, understand what’s being said to them, experience differences in how they interact with others and the world around them. The profile for every child with communication and interaction needs is different, and may change over time. They might have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
Cognition and learning needs
Cognition is the broad term for thinking, reasoning and learning, and involves the way we develop knowledge and understanding via our senses, thoughts and experiences. Learning needs are on a continuum and can be general or specific and related to one or more areas of the curriculum. Children with cognition and learning needs may learn at a slower pace than their peers.
SEMH (social, emotional and mental health) needs
SEMH covers a wide range of social and emotional difficulties which manifest themselves in many ways including becoming withdrawn or isolated, as well as displaying challenging or distressed behaviour. These behaviours may reflect underlying mental health needs such as depression and anxiety. SEMH needs can also arise due to an unmet Special Educational Need, such as a learning or language need, or may be linked to experiences of adversity, trauma or interruptions to attachments.
Sensory and physical needs
Sensory and physical needs are difficulties relating to visual impairment (VI), deaf and/or hard of hearing, multi-sensory impairment (MSI) and physical difficulties that may require specialist support and/or equipment to access learning.