Seek advice from the appropriate health profession should the young person have a diagnosis that affects their participation in activities. 

Undertake Co-ordination Matters activities and record outcomes,

Upload ‘Bury coordination matters observation checklist’ document These activities have been created with primary-aged children and young people in mind, but activities can be used with older young people where appropriate.

Request involvement from external services e.g. Occupational Therapy (OT)/Physiotherapy (PT) services.

Inclusion of OT/PT on any reviews and planning meetings for the young person. 

Ensure any suggested specialist advice from OT/PT is shared with all staff and incorporated into the young person’s IEP or SEN Support Plan. 

Allocated key person with time to adapt resources, attend training and conduct individual work. 

SENDCo to support the key person in planning and using differentiated activities and more specialist strategies and resources to support the young person. 

Early consideration and planning for transition through school or to alternative settings.

Consider the need to differentiate physical curriculum and need to incorporate OT/PT exercises or use of equipment such as standing frames or walkers into everyday routines and/or general class/PE lessons.

Workshops on providing an inclusive PE curriculum are available: Inclusive PE Training Portal

Incorporate moving and handling plans and care plans into planning, as advised by professionals.

Ensure any plans are meeting need. Request a review should any aspects change.  

 Ensure any specialist equipment continues to meet the young person’s needs and contact relevant OT, PT or liaise with family regarding any repairs or alterations.  

Carry out risk assessments on a regular basis and incorporate any actions and strategies into planning. Create an individual safety plan and personal evacuation plan.

Carry out lessons on ground floor if there is no suitable access to classrooms on upper floors.

Consider adaptations required in practical lessons e.g. ovens in cookery to be wheelchair accessible.

Make advised adaptations to the school environment e.g. changing plinths/ramps/hoists.

Consider space needed to accommodate specialist equipment e.g. walker or standing frame.

Ensure access to specialised seating and/or height adjustable tables.

Good communication between school, professionals, and parent/carers to ensure consistency and availability of necessary equipment and resources at school and home. 

Consider if Education, Health and Care Plan (EHCP) is required and begin process of application.