Growing independence

High Quality Teaching, targeted and specialist strategies, approaches and adaptations for independence should be implemented and evidenced

Level 7-8

• pupils are taught strategies and provided with resources to assist with the development of independent learning
• independent travel training to develop independence skills for the future
• participation in activities organised by voluntary organisations encouraged
• targeted work on social communication and interaction, emotional regulation, life skills
• curriculum to include life skills and highly differentiated PHSE aspects. For example, SRE (Sex and Relationship Education) and RSE (Relationship and Sex Education)
• new experiences and planned activities that are a change to the usual routine are planned in advance and supported with the use of social stories, buddying and mentoring with key behaviours and expectations positively modelled providing pupils the opportunity to develop independence skills 
• support to understand and manage health condition and healthy living
• support to understand relationships, including sexual relationships - choices, safety and when and how to seek advice. 
• significant transitions are planned in advance with ongoing opportunities for the pupil to visit new surroundings and meet with key staff. Key photos, information, resources and/or videos should also be collated to allow the pupil to continue further explore this transition as required
• advice and support is provided to the pupil to help define their preferences into an action plan for future aspirations. Scaffolding, visual prompts and cue cards may be required in line with direct adult support to support the pupil with this process 

Level 9-10

• requires additional staff support access learning due to high level of need presented by the pupil
• staff support pupil to identify and develop opportunities for independence, for example, offering choices in a way that pupil can engage with social activities, work and leisure  placements 
• necessary resourcing to promote independence, inclusive of single word, short phrases, visual representations or tactile objects e.g. tidy up placard card or 'first' 'then' sequence prompt 
• strategies for pupils to manage feelings of anxiety and frustration
• support strategies and bespoke arrangements to enable pupils to build up attendance in small steps if necessary
• structured opportunities to explore and develop skills for daily living including shopping, travel, cooking and budgeting
• opportunities to discuss maintaining relationships, sexuality, working and living as part of a team 
• social stories, bespoke interventions, buddying and mentoring is consistently used in conjunction with other another to target key areas of personal development, ensuring learning, in relation to independence, is relatable, modelled and over learnt 
• necessary personal care policy is established and where necessary appropriate resourcing is acquired and training conducted. For example, installation of a hand rail
• access to travel training programme
• following eating and drinking plan
• preparation for a range of living options, including assistance in home setting, supported living and independent living