Secondary Tools
Downloads
STEP 1: OBSERVE & UNDERSTAND
Use this well by:
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Observing across multiple subjects and transitions
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The young person themselves completing this screening checklist
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Considering sensory load, social demand and cognitive demand together
Secondary needs are often cumulative, not moment-specific.
STEP 2: LISTEN – VOICE OF THE YOUNG PERSON
Use this well by:
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Completing with a trusted adult (mentor, HOY, SENDCo)
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Offering choice: written, visual, scaled or discussion-based
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Asking what helps before asking what’s hard
Remember: Many young people will minimise difficulty in school. Behaviour and attendance patterns often speak louder than words.
STEP 3: IDENTIFY PATTERNS & SUPPORT STRATEGIES
Use this well by:
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Selecting 2–4 strategies maximum
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Matching strategies to specific contexts (e.g. corridors, lessons, exams)
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Prioritising prevention, not crisis response
More strategies does not mean better support.
Precision/consistency matters more than volume.
STEP 4: PLAN – CREATE A SHARED PLAN
Use this well by:
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Writing for all staff, not just SEND
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Being explicit about: What helps / When support is needed/ What makes things worse
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Sharing with pastoral and teaching teams consistently
A shared plan reduces mixed messages and increases felt safety for young people.
IMPLEMENTATION GUIDANCE
Use this well by:
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Following the step-by-step guidance to move from identification to implementation
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Working collaboratively with parents, teachers and the young person
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Focusing on a small number of agreed priorities
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Embedding strategies consistently before reviewing impact