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For many children and young people teaching adaptations and reasonable adjustments can be enough to enable them to be successful within the classroom and thrive within wider school life.

Once concerns about a child or young person's SLCN have been identified, more detailed assessment is likely to be needed to identify the specific areas of concern and potential barriers to learning.

Class teachers and teaching assistants should ensure that they have a good understanding of the child or young person’s developmental history and learning profile and that they have access to any recent assessment information.

Once concerns about a child or young person's social communication have been identified, more detailed assessment is likely to be needed to identify the specific areas of concern and potential barriers to learning.

The following teaching strategies are considered effective with pupils who have a social communication need, including autistic pupils.

Following the assessment stage, a plan is put in place to support a child or young person. This will include setting SMART targets (Specific, Measurable, Achievable, Realistic, Timely).

Class teachers and teaching assistants should ensure that they have a good understanding of the child or young person’s developmental history and learning profile and that they have access to recent assessment information.

Solihull Council has specific duties under the Equality Act 2010 to publish equality information and objectives.

Each one of us has the right to be treated with dignity and respect but sometimes people do not have the ability or the skills to do so.

There are many council and partner services you can call if you have an enquiry or need advice.