The Targeted Support Framework (TSF) sets out the expected targeted provision which should be made ordinarily available in mainstream schools and settings for children and young people who may have additional needs, including special educational needs. It is intended to support class teachers, as well as SENCOs and other school leaders consider the needs and barriers to learning a children and young person may have and plan support to effectively meet the needs identified.
The targeted support framework is structured around the four areas of need in the SEND Code of Practice:
- Communication and interaction
- Cognition and learning
- Social Emotional and Mental Health and
- Sensory and Physical needs.
Each of these is broken down into further sub-categories of need.
Within each of the 4 areas of need you will find the following sections:
- Overview of the area of need – gives a brief description of the area of need and the subcategories of need that are defined within it.
- Tools to support the identification of need – provides a selection of recommended screening and assessment tools that can support with the identification of need. It is also important to ensure that pupil and parent views are listened to and valued as part of the assessment process.
- Whole class strategies – provides suggestions for the most effective ordinarily available strategies that can support each area of need at a whole class level. It’s important these strategies are embedded as part of everyday inclusive practice and their impact on an individual has been evaluated as part of the assessment process.
Within each of the sub-categories you will find:
- What you may see statements – these are examples of the types of presentation and behaviour that may be observed of the child or young person by staff or parents. These will help staff to reflect on the needs or barriers that a child or young person may have and consider which are having the biggest impact on their learning and participation and require additional support.
- Targeted provision in school – describes the planned and purposeful support and provision that could be put into place to meet the needs of an individual child or young person.
- Resources for schools – links to a selection of useful resources and further reading that can enhance knowledge and understanding
- Resources for parent carers – links to a selection of useful resources that can be shared with parent carers.
- Service support – provides links to further support across education and health services. This may include referral processes, support available from different teams and training opportunities.
Using the targeted support framework to support a graduated approach
The Ordinarily Available Targeted Support Framework (TSF) is not intended to be used as a diagnostic tool but rather supports a needs-led approach and should be used to inform provision and practice within a school or setting. Children and young people often have co-curing needs that span across more than one area of need. Therefore, it is important to consider a holistic picture for each child or young person and ensure staff remain curious about the barriers that are presenting.
The Needs Indicator tool can help to identify the key areas of need where a child or young person may benefit from additional support. It can support staff to prioritise specific areas of need for an individual and will guide them to the most appropriate part of the targeted support framework to support with planning effective provision as part of a graduated approach.
Once needs have been identified, the TSF recommends various strategies and approaches that can be used to meet needs. This may include more intentional and enhanced use of ordinarily available strategies, the use of additional resources or equipment, targeted intervention (much of which could be delivered in the classroom by the class teacher) or some enhanced adult support. Staff should use this framework to inform the support and provision put in place for a child and young person and try a range of different approaches and strategies to find what works best for an individual.
Schools must ensure they have a clear system to record and review the support and provision put in place. The Code of Practice states that:
A record of the outcomes, action and support agreed through the discussion should be kept and shared with all appropriate school staff. This record should be given to the pupil’s parents.
Code of Practice 6.71
The impact of the targeted approaches and strategies implemented should be frequently reviewed as part of the assess,plan, do review cycle, with the child and young person and their family. Evidence of this should be recorded, ideally through a SEN support plan, and any next steps should be carefully planned and communicated. Staff may need to revisit the targeted support framework during this process, to help identify further need or provision.