Autism Spectrum Disorder (ASD)

Speech, Language and Communication Needs (SLCN)

At Cheviot, we provide a range of support strategies and adaptations to help children with communication and interaction needs access learning, develop relationships and feel included in school life.

Our provision may include:

• Visual timetables in all classrooms, with personalised versions available where needed.
• Clearly organised and labelled learning environments to support understanding and independence.
• Opportunities to communicate in different ways, including Makaton, communication boards and other visual supports.
• Use of Now and Next boards to support routines, transitions and understanding of expectations.
• A differentiated curriculum and adapted resources to meet individual needs.
• Access to sensory equipment and our sensory room where appropriate.
• A range of resources to support speech and language development, including visual prompts, word banks and communication aids.
• Support during times of stress, anxiety or emotional dysregulation.
• Use of the Zones of Regulation approach to help children understand and manage their emotions.
• Strategies and resources to reduce anxiety and promote emotional wellbeing, such as fidget tools and movement breaks.
• Access to low-distraction workspaces or individual workstations where beneficial.
• Use of IT and assistive technology to reduce barriers to learning.
• Support for developing social skills, confidence and self-esteem through targeted interventions, nurture approaches and social opportunities.
• Programmes and activities recommended by Speech and Language Therapists and other specialist professionals, delivered through small-group or one-to-one sessions where appropriate.
• Individual reward systems to encourage engagement, motivation and success.
• Staff trained to deliver LEGO® Therapy sessions to support communication, cooperation and social interaction.
• Special Time/Box Time sessions for pupils where these strategies have been recommended.
• Additional support and supervision during less structured times, such as playtimes and lunchtimes, when needed.
• The use of social stories and other personalised approaches to support understanding of social situations and expectations.
• Advice, training and support from external agencies and specialist services where appropriate.

We regularly review the support provided and work closely with parents, carers and external professionals to ensure that each child receives the provision they need to achieve their full potential.

Updated: September 2026