Exam Pass Notes

Use these notes as a last review before the assessment. They summarise the course's main points but do not replace the child’s live plan, specialist advice, local SEND processes or safeguarding procedures.

• Autism, ADHD and other neurodivergent needs affect communication, attention, routine and sensory experience.
• Difference should not be treated as deliberate bad behaviour without checking cause.
• Begin practical support when needs are evident rather than waiting for formal diagnosis paperwork.
• Give clear instructions, warn before changes and reduce sensory load where possible.
• Staff may misread distress if they assume blame instead of seeking triggers and supports.
• Masking can hide need; children may cope in one setting then become overwhelmed in another.
• Support plans should guide everyday practice and be used consistently by staff.
• Connect SEND, education and health information to daily care and reasonable adjustments.
• Records should identify triggers, describe supports used and note what helped regulation.
• Use strengths-based language alongside risk-focused recording.
• Managers should review records and practice to challenge blame-heavy or inconsistent approaches.

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For the exam, remember the shape of safe practice - slow down interpretation, adjust support, follow the plan, record patterns and escalate unmet need.