uhh what does this mean lol

EHCP - ASD, Social Emotional and Mental Health Sensory Room with zones of regulation to be used Chewy issued for sensory support Jack to use the worry tab on the school website Guidance for staff: Develop positive relationship -take time to learn about the young person Support with social interactions and situations both within the classroom and beyond, as applicable Use pupils name to gain their attention Use simple, clear langauge explaining sarcasm/metaphors when they are used but avoid if possible Avoid long strings of verbal instructions. Say things in the order that they are going to happen If you need to repeat an instruction, say the same words in the same order Make sure they are prepared for any changes in routine, including changes in seating plans. Allow time for the processing of information. Break down tasks into manageable chunks. Ensure that they have understood the homework. Include visual clues in lessons where possible ie: list of tasks to be completed Be aware that a noisy classroom may cause issues Pupil voice; My interests, What works well in school, What doesn't work well in school: Prompt me to use my timetable on my bag so I am not late to lessons Encourage me to use fiddle toy and chew Say my name to get my attention and so I know that you are talking to me Give instructions in small chunks Will need verbal prompts and count downs I will need to discuss what constitutes approval or disapproval Ensure I have understood my Homework by explaining it at the start of the lesson and regularly check in on me. EHCP Outcomes: Bla-e) By the end of Key Stage 4, Jack will have developed his functional communication, receptive and expressive language skills to understand and respond appropriately to verbal and non-verbal cues, follow verbal instructions, and engage in reciprocal conversations. Progress will be measured through teacher observations, communication logs, and regular reviews of personalised targets. By the end of Key Stage 4, Jack will enhance his social interaction skills to build and maintain peer relationships in both structured and unstructured environments. Progress will be measured through staff observations, communication logs, social interaction records, and regular reviews of personalised targets. Steps to achieving outcome: • Jack will be able to respond appropriately to one-step verbal instructions in the classroom on 4 out of 5 occasions, as measured by teacher observation. • Jack will be able to initiate or respond to social greetings with peers or adults in structured settings at least once per day, on three days per week. • Jack will be able to use an agreed method (e.g. verbal, written, or visual prompt) to communicate when he is unsure or confused about a task at least once per week. • Jack will be able to engage in a structured social skills activity with an adult or small peer group, demonstrating appropriate turn- taking and basic conversational exchanges in 3 out of 4 observed sessions. B2a-g) • By the end of Key Stage 4, Jack will improve his ability to engage in age-appropriate learning through enhanced focus, attention, task understanding, and information processing. This will include strategies to support memory, task completion, and comprehension across subjects. Progress will be measured through teacher observations, analysis of completed work samples, and feedback from support staff. By the end of Key Stage 4, Jack will improve his awareness of everyday risks and his ability to recognise and respond to environmental cues, enabling him to make safer decisions in high-pressure or unfamiliar situations. Progress will be measured through teacher observations and safety-related tasks. Steps to achieving outcome: • Jack will be able to follow a structured routine for task initiation (e.g. checklist, adult prompt) and complete learning tasks in 3 out of 4 monitored lessons. • Jack will be able to successfully follow a two-step instruction in the classroom in 3 out of 5 opportunities, with adult prompting. • Jack will be able to use a written checklist or task planner to support task sequencing and completion in at least one subject per day. • Jack will be able to demonstrate understanding of a learning task (e.g. by verbally repeating or summarising it) before starting work in 4 out of 5 lessons observed. • Jack will be able to independently recognise and respond to safety cues in familiar environments (e.g., road crossings, fire drills) in 4 out of 5 opportunities. B3a-h) • By the end of Key Stage 4, Jack will have improved his emotional regulation and emotional recognition so that he can recognise and express his feelings appropriately and manage anxiety and distress with support. Progress will be measured through teacher observations and support staff feedback. • By the end of Key Stage 4, Jack will have enhanced his social understanding so that he can adapt to social demands and respond appropriately to conflict and social expectations. Progress will be measured through teacher observations and reviews of Jack's responses in social situations. Steps to achieving outcome: • Jack will be able to use a preferred self-regulation strategy (e.g., writing, sensory break, quiet space) when experiencing distress, with adult prompting. worried) in himself and others using visuals or emotion check-ins. chat, role-play) following a peer-related difficulty, with adult support. • Jack will be able to correctly identify and label at least four core emotions (e.g., happy, sad, angry, • Jack will be able to participate in a conflict-resolution activity or guided discussion (e.g., restorative engage more fully in school routines and learning. Progress will be measured through teacher • By the end of Key Stage 4, Jack will have developed strategies to manage his sensory sensitivities and improve his independence in daily self-care, organisation, and transitions. This will enable him to observations, support staff feedback, and regular reviews of Jack's ability to independently complete through teacher observations, assessment of physical education tasks, and review of Jack's skills to the point where he can confidently participate in physical activities. Progress will be measured involvement in structured gross motor activities. Steps to achieving outcome: area) when feeling overwhelmed. Jack will be able to independently access a preferred sensory regulation tool (e.g., chew item, quiet •Jack will be able to follow a visual or written morning checklist to prepare for school (e.g., pack bag, • Jack will be able to transition between lessons or activities using a structured routine (e.g., adult cue, organise items) with fewer than two prompts. visual support) with no more than one adult prompt. • Jack will be able to engage in one structured gross motor task (e.g., PE warm-up) with appropriate