Educational Psychology Consultation report

Size: px
Start display at page:

Download "Educational Psychology Consultation report"

Transcription

1 Educational Psychology Consultation report Introduction Since the Autumn of 2006, the Parent Carer Council have been involved in an ongoing piece of parent participation work with the Educational Psychologists and Early years support team. In early 2007, two batches of questionnaires were sent out to Parent carers but there was a disappointing return with only 26 questionnaires being returned out of a possible 215 parent carer council members. However, the returned questionnaires held lots of significant information for the Educational Psychologists, both positive and negative and a research assistant employed via the Children s services authority (individual needs) was asked to collate these responses. She reported back to us that, whilst there were many positive comments, there were also three emerging themes that parents had identified, which require improvement. These 3 themes were: Lack of Contact and waiting times Communication and Information Some parents felt they were not listened to and their views were not seen as important. The working group decided to hold a number of focus groups, to be cofacilitated between E.P. s and Parent Carer Council members. We held 2 focus groups and invited parents to attend at different times depending on the age of their children, either pre-school, primary or secondary school. We therefore planned to consult with 6 groups of parents but had to cancel one group as there were not enough parents attending. The remainder of this report is a summary of the findings of the consultation events. Two exercises were completed and both are summarised below. Also, each group was asked to decide which priorities of service improvement they would like to see and this is also summarised below. 19 parents took part in the consultation and the Parent Carer Council and the Educational Psychology service would like to thank each parent who took part and congratulate them on their positive conduct and the good ideas that were generated. The parents involved in the consultation represented children whose ages were between 2 and 14. Their children had the following conditions :

2 Condition No. of parents whose child or young person had this condition Autistic Spectrum Disorder 8 Rare Chromosome disorder 1 Children with complex learning, physical 2 and sensory disabilities Downs syndrome 3 Neuromuscular conditions 2 Language difficulties 1 Heart condition and Alagillies syndrome 1 Gifted and talented 1 Focus Group Exercises Blue Sky exercise Parent Carers were asked to imagine their perfect Educational Psychology and Early Years service and all groups were asked to record their thoughts on post it notes and place on a poster of blue sky. Next, parents were asked to identify the barriers that they feel prevent a blue sky service, recording their thoughts on post it notes and placing them on a poster of a brick wall. Each group was then asked to prioritise which barriers they would wish to break down in order to move towards their blue sky service. Below is a summary of both exercises: 1.Assessment and Statementing-Blue sky thinking Staff will have read about the child before the visit and will have knowledge on the child s condition before visiting. Staff will inform parents on what to expect from an E.P. There would be no waiting times and assessments will take place if a parent requested. There is a clear pathway of intervention Reports are written in parent friendly language The child is seen in both school and home settings All Special educational reviews are attended by the E.P. especially when a change of provision is necessary Impact on siblings on learning is understood and siblings learning is checked as part of the families assessment Parents would have a 24 hour behaviour helpline for advise Families have an excellent level of service at important Transition points, i.e. when moving from school to school and at Year 9 onwards transition planning. Assessment and Statementing-Barriers to Blue sky service Parents feel that assessments are often resource led not needs led Parents shouldn t have to formally request a statement, professionals should be able to do it on the family s behalf

3 Professionals can be intimidating and need to remember many parents are emotionally fragile especially around the time of statementing Terminology can be complex and long winded and who explains? Information isn t shared between professionals even if parents wish it to be. 2.Communication- Blue sky thinking Parents know when the E.P. s are visiting schools and are part of the decision making process on when children are seen E.P. s and SENCO s work closely together to ensure best outcomes for the children they are working with. Effective multi agency approach for all children and young people with additional needs. Information is routinely given to parents to inform them when their E.P. changes, is on long term sick leave etc Parents views are listened to and respected Information is provided via a regular newsletter or web page E.P. s are available at parent open days in schools Communication- Barriers to Blue sky service Lack of information to parents of when an E.P. should be involved and when they shouldn t Parents are unaware they can directly refer their child/young person Parents feel there is a lack of general information available Parent involvement pathway needs to be better explained 3.Consistency- Blue sky thinking There were different views from parents on the consistency of Educational psychologists throughout the child or young person s childhood. Some parents blue sky thinking was that they would like one E.P. throughout. Others felt that they would like to see a more specialist approach; that E.P. s specialise and work with one age group. They were united in wishing the following:- Parents have information when E.P s change and are involved in handovers between the two E.P. s Consistency- Barriers to Blue sky service Parents don t get information on who is their new E.P. when staff changes happen Some parents felt they would like the same E.P. to follow their child from school to school; others felt a more specialist service for the different school ages was required Parents felt there were not good effective handovers between E.P. staff when changes had to happen

4 4. Schools- Blue sky thinking Parents have good information and advise when required to choose schools for their child with additional needs E.P s are proactive in getting support for children with additional needs from schools when the child or young person does not meet the Statementing criteria There are good, honest working relationships between all schools and E.P. s E.P. s are available to children or young people who attend private schools Children and Young People who are educated out of county have a good level of support with E.P. s attending S.E.N. reviews. SENCO s have better training around disability and have the time and commitment to fufill their role adequately When assessing a child, the E.P. s consider the whole school day including getting to school, playtimes and lunchtimes. Resources are allocated to children to support the entire school day Schools-Barriers to Blue Sky service Schools are gatekeepers to E.P. service Concern that schools might prioritise to meet their needs not the childrens at planning meetings Parents not informed of recommendations made by the E.P. service to the school in planning meetings. Parents can often help programmes in schools by monitoring the school and encouraging they fulfil the recommendation E.P. s don t feedback their assessments to the Learning support assistants who are often the providers of the children s education; they rely on the teacher to do but there is concern that sometimes this doesn t happen Not enough specialist knowledge in mainstream schools E.P. s can t provide assessments into private schools Meetings at school are often interrupted by other school staff, both insensitive and disruptive! Very minimal Parent partnership in Cornwall which means there is a lack of information on how the system works Children often are unsupported during playtimes and lunchtimes and parents whose children don t want to go to school and refuse to, often feel unsupported with this part of the day 5. Early Intervention- Blue sky thinking Children are seen as soon as their difficulties are identified. Parents identified that portage in particular should start as soon as difficulties are identified. Parents are offered a wide range of training to assist them in supporting their child s development.

5 Early Intervention- Barriers to Blue sky service Parents feel that professionals make assumptions that they are not ready for services when their child is first diagnosed. This was not a view held by the parents at the focus groups, they all requested earlier intervention to support them in promoting their child s abilities. 6.Resources- Blue sky thinking No delays when a child is referred. Constant support, not stop and start Government provides local authorities with more funding to ensure robust, constant services Constant restructuring of local authorities no longer happens Specialist practitioners for children and young people with the most complex needs Staff sickness, Maternity leaves etc are covered ensuring a stretched service does not become even more stretched Resources-Barriers to Blue sky service Postcode lottery, parents feel services are not consistent in Cornwall Lack of Educational psychologists, service is overstretched Lack of portage workers, service is overstretched E.P. s don t attend reviews, concern particularly around transition and out of county reviews Parents feel there is not enough face to face contact with E.P. s and feel they don t know their children well enough to properly assess due to limited resources Constant restructuring! Very minimal Parent partnership in Cornwall which means there is a lack of information on how the system works Summary of Workshops The table below summarises the priorities the different groups would like to see improvement in: GROUP Pre-school group, east of county Pre-school group, west of county Primary school group, east of county Primary school group, west of county Secondary school group, west of county PRIORITY Improved communication Improved communication Improved communication Consistency of E.P. and improved information Funding and communication

6 Conclusions Parent Carers priorities are clear, they wish to have improved communication between the Educational Psychologists, Early years service and parents and other professionals. With improved communication and information, parents will gain a clearer idea of how the service works and how it can valuable to their child s progress and development. Parents need to know what they can expect from the service at events such as annual reviews, especially those important reviews such as out of county and transition reviews. What happens now? Mandy Owen, Head of Educational Psychology and Janet Morris, Head of Early years will now prepare a report confirming what actions they intend to take in view of this information. As soon as this is received by the Parent carer Council, we will circulate to all parents that helped us with this consultation. We intend to continue to build on the positive relationship between these two services and the Parent Carer Council over this piece of work and will help with getting out information to parents via our newsletter. Jane Jones Parent Carer Council Co-ordinator August 2007

Autistic Spectrum Disorders School-Aged Children A guide for parents and carers

Autistic Spectrum Disorders School-Aged Children A guide for parents and carers Autistic Spectrum Disorders School-Aged Children A guide for parents and carers Children with Special Educational Needs (SEN) Meeting the needs of school-aged children with autistic spectrum disorders

More information

CHILDREN ON THE AUTISM SPECTRUM

CHILDREN ON THE AUTISM SPECTRUM CHILDREN ON THE AUTISM SPECTRUM Meeting Their Needs in Leicestershire Schools A Guide for Parents This leaflet aims to provide you with information on: Leicestershire s overall approach to children on

More information

Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from?

Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from? Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from? The Children and Families Act became law in March 2014. The Act aims to improve

More information

January 2015 Special Educational Needs Report/ Local Offer

January 2015 Special Educational Needs Report/ Local Offer January 2015 Special Educational Needs Report/ Local Offer How will school / college staff support my child? Peacehaven Community School (PCS) is an inclusive school with a strong commitment to meeting

More information

Hertfordshire s Access to Social Care Support for Disabled Children and Children with Additional Needs. May 2014

Hertfordshire s Access to Social Care Support for Disabled Children and Children with Additional Needs. May 2014 Hertfordshire s Access to Social Care Support for Disabled Children and Children with Additional Needs. May 2014 1 Introduction As a parent or professional it is useful to know: How disabled children and

More information

Special Educational Needs Policy

Special Educational Needs Policy Hayle Community School Special Educational Needs Policy Ref: SEND Code of Practice 0-25 years Contents: Page 1. Aims and Objectives 1 2. Definition of Special Educational Need 2 3. Responsible Persons

More information

SPECIAL EDUCATIONAL NEEDS POLICY

SPECIAL EDUCATIONAL NEEDS POLICY Page 1 of 11 St Augustine s CE Primary School and Maida Vale Children s Centre SPECIAL EDUCATIONAL NEEDS POLICY Date of next review: AUTUMN 2018 Person responsible for policy: SENCo Status: STATUTORY RECOMMENDED

More information

Information About the Educational Psychology Service 2011-2012

Information About the Educational Psychology Service 2011-2012 working together for health & well-being CHILDREN S SERVICE EDUCATION INCLUSION SERVICE Information About the Educational Psychology Service 2011-2012 For all Children to do better in life than they thought

More information

Our Local Offer for Special Educational Needs and/or Disability

Our Local Offer for Special Educational Needs and/or Disability Please click the relevant words on the wheel to be taken to the corresponding section. Area Wide Local Offer Identification Teaching, Learning & Support Additional Information Keeping Students Safe & Supporting

More information

Honiton Community College Academy Trust 2014-2015 Special Educational Needs (SEN) Information Report

Honiton Community College Academy Trust 2014-2015 Special Educational Needs (SEN) Information Report Honiton Community College Academy Trust 2014-2015 Special Educational Needs (SEN) Information Report 1. The Kinds of SEN for which provision is made at Honiton Community College Academy Trust Honiton Community

More information

Rosemary Lane Nursery School

Rosemary Lane Nursery School Rosemary Lane Nursery School Special Educational Needs Policy and Guidelines Date: September 2016 Head Teacher : Jill Jones Chair of Governors: Mavis Thornhill 1 RATIONALE Single Equality Scheme: Every

More information

The Education Psychology Service will as part of the Service:

The Education Psychology Service will as part of the Service: Education Pyschology 1. Service Summary We offer a specialist advice and support service from our Education Psychologists that will support your school and your staff to promote positive outcomes for pupils

More information

Northamptonshire County Council. Northamptonshire Educational Psychology Service. Local Offer. April 2014-March 2015

Northamptonshire County Council. Northamptonshire Educational Psychology Service. Local Offer. April 2014-March 2015 Northamptonshire County Council Northamptonshire Local Offer April 2014-March 2015 help observe consult assess focus advise encourage appreciate develop Page - 1 - s Local Offer, April 2014-March 2015

More information

Local Offer for Tudor House Montessori Group

Local Offer for Tudor House Montessori Group Local Offer for Tudor House Montessori Group 1. How does the early years setting know if children need extra help and what should I do if I think my child may have special educational needs or disabilities

More information

Teaching children on the autism spectrum in mainstream schools

Teaching children on the autism spectrum in mainstream schools Teaching children on the autism spectrum in mainstream schools Jo Galloway, Principal of the National Autistic Society s (NAS) Radlett Lodge School shares tips for teaching students on the autism spectrum:

More information

Minsthorpe Community College Local Offer

Minsthorpe Community College Local Offer Minsthorpe Community College Local Offer Vision / mission statement Minsthorpe Community College is an inclusive school with a strong belief that all students needs should be met as fully as possible irrespective

More information

HIGHLAND COUNCIL PSYCHOLOGICAL SERVICE

HIGHLAND COUNCIL PSYCHOLOGICAL SERVICE HIGHLAND COUNCIL PSYCHOLOGICAL SERVICE EDUCATIONAL PSYCHOLOGY INVOLVEMENT WITH LOOKED AFTER CHILDREN, AT HOME, AWAY FROM HOME, IN KINSHIP CARE OR IN OUT-OF-AREA AUTHORITY PLACEMENTS Date of Issue: March

More information

Information for parents. Learning disabilities

Information for parents. Learning disabilities Background information Introduction What is a learning disability? are the most common form of childhood impairment: 1 in 20 children have a learning disability of some kind. The term learning disability

More information

Participation and Engagement Strategy for Children and Young People

Participation and Engagement Strategy for Children and Young People Participation and Engagement Strategy for Children and Young People Ensuring children and young people s voices are embedded in the work of the Northamptonshire County Council Children, Families and Education

More information

Specialist Children s Service

Specialist Children s Service Specialist Children s Service Information and Guidelines for Referrers March 2009, Version 3.0 Contents CONTENTS... 2 INTRODUCTION... 3 TEAMS BASED AT THE WOOD STREET HEALTH CENTRE:... 3 TEAMS BASED ELSEWHERE

More information

LOCAL OFFER As part of the Children and Families Bill (2014), schools are required to publish and keep under review, information about services they expect to be available in their setting for children

More information

AUTISTIC SPECTRUM DISORDERS

AUTISTIC SPECTRUM DISORDERS Diagnosis and Identification of AUTISTIC SPECTRUM DISORDERS A Guide for Parents and Carers Autism Outreach Service Room 600, Rutland Building County Hall Glenfield Leics LE3 8RA Diagnosis and Identification

More information

Service Level Agreement (terms, conditions and operational protocols) between Real Psychology and Purchasing / Commissioning Organisation:

Service Level Agreement (terms, conditions and operational protocols) between Real Psychology and Purchasing / Commissioning Organisation: www.realgroup.co.uk Innovative psychology services for all Service Level Agreement (terms, conditions and operational protocols) between Real Psychology and Purchasing / Commissioning Organisation: This

More information

Section 2 Parent or Carer s views This form should be sent out by the Social Worker to all carers and to parents as appropriate.

Section 2 Parent or Carer s views This form should be sent out by the Social Worker to all carers and to parents as appropriate. Personal Education Plans Guidance for Social Workers What are Personal Educational Plans (PEPs)? All looked after children have a care plan, which is drawn up and reviewed by the Local Authority that looks

More information

Gloucestershire Outreach Service Supporting Children s Educational Needs. A Handbook for Schools

Gloucestershire Outreach Service Supporting Children s Educational Needs. A Handbook for Schools Gloucestershire Outreach Service Supporting Children s Educational Needs A Handbook for Schools 2 Gloucestershire Outreach Service Foreword 3 Partnership working between special and mainstream schools

More information

When this document refers to children and young people it is referring to children and young people on the dyslexic spectrum.

When this document refers to children and young people it is referring to children and young people on the dyslexic spectrum. DYSLEXIA POLICY PURPOSE To ensure that children and young people on the dyslexic spectrum have equal opportunities and that their diverse strengths are celebrated and built on. To promote the inclusion

More information

SPECIAL EDUCATIONAL NEEDS AND DISABILITY POLICY

SPECIAL EDUCATIONAL NEEDS AND DISABILITY POLICY SPECIAL EDUCATIONAL NEEDS AND DISABILITY POLICY Approved: December 2014 Review Date: December 2017 Page 1 of 11 SPECIAL EDUCATIONAL NEEDS AND DISABILITY POLICY This policy has been written with guidance

More information

Job Description. Job Title Occupational Therapist Mainstream Schools /Special Schools Inclusion Support team as part of the Redbridge Children s Trust

Job Description. Job Title Occupational Therapist Mainstream Schools /Special Schools Inclusion Support team as part of the Redbridge Children s Trust Job Description Job Title Occupational Therapist Mainstream Schools /Special Schools Inclusion Support team as part of the Redbridge Children s Trust Service Area Children s Trust SEN/Disability Function

More information

Provider. Children and young people with disabilities who have been assessed as eligible for an assessment undertaken by a Social Care Worker.

Provider. Children and young people with disabilities who have been assessed as eligible for an assessment undertaken by a Social Care Worker. Children, Schools and Families Direct Payments 0 yrs -18 yrs Jackie Datson Direct Payments Admin Support Sedgemoor Centre St Austell PL25 5AB Telephone 01872 323059 Email: jdatson@cornwall.gov.uk Children

More information

TRUMPS GREEN INFANT SCHOOL SEN Information report

TRUMPS GREEN INFANT SCHOOL SEN Information report Questions Which kinds of special educational needs are provided for and what are the school s admission arrangements for pupils with SEN or disabilities? TRUMPS GREEN INFANT SCHOOL SEN Information report

More information

Guidance EARLY EDUCATION. Supporting children aged 0-5 with SEND to access their childcare

Guidance EARLY EDUCATION. Supporting children aged 0-5 with SEND to access their childcare This guidance has been reviewed following the publication of the Special Educational Needs and Disability Code of Practice: 0 to 25 years published by the Department for Education and Department of Health

More information

Speech, Language and Communication Needs

Speech, Language and Communication Needs Speech, Language and Communication Needs A guide for parents and carers Children with Special Educational Needs (SEN) www.hants.gov.uk Speech, Language and Communication Needs A guide for parents and carers

More information

SPECIAL EDUCATIONAL NEEDS POLICY

SPECIAL EDUCATIONAL NEEDS POLICY SPECIAL EDUCATIONAL NEEDS POLICY Basic Information about the school s special education provision The College s policy is to integrate students with Special Educational Needs, thereby giving them access

More information

Rainford High Technology College. Special Educational Needs and Disabilities School Offer

Rainford High Technology College. Special Educational Needs and Disabilities School Offer Rainford High Technology College Special Educational Needs and Disabilities School Offer School Name and Address Rainford High Technology College Web Address www.rainford.org.uk Telephone Number 01744

More information

Educational Psychology Service Operating Procedures

Educational Psychology Service Operating Procedures Educational Psychology Service Operating Procedures Overall perspective Psychologists work within a chartered profession having ethical and practice guidelines set by the British Psychological Society.

More information

Special Educational Needs Information

Special Educational Needs Information Special Educational Needs Information At Staplehurst School we aim to support ALL children to enable them to achieve in school. Quality First Teaching is the key to this, however some children at some

More information

TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016

TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND) POLICY RATIONALE This policy document is a statement of the aims, principles

More information

THE PSYCHOLOGICAL SERVICE

THE PSYCHOLOGICAL SERVICE DEPARTMENT OF EDUCATION AND RECREATION SERVICES THE PSYCHOLOGICAL SERVICE OPERATIONAL PROTOCOLS AND GUIDELINES MAY 2007 CONTENTS 1 Context of the Service 3 Page 2 Aims 4 3 General working principles 5

More information

DARLINGTON BOROUGH COUNCIL SPEECH AND LANGUAGE STRATEGY

DARLINGTON BOROUGH COUNCIL SPEECH AND LANGUAGE STRATEGY Contents 1. Introduction... 2 2. Aims and Principles... 2 3. Understanding Speech, Language and Communication... 2 Speech, Language and Communication Needs (SLCN)... 3 Specific Language Impairment... 3

More information

LC Paper No. CB(4)391/13-14(01)

LC Paper No. CB(4)391/13-14(01) LC Paper No. CB(4)391/13-14(01) For information on 18 February 2014 Legislative Council Panel on Education Subcommittee on Integrated Education Issues Related to the Articulation of Students with Special

More information

BRISTOL SPECIALIST CHILD and ADOLESCENT MENTAL HEALTH SERVICES (CAMHS) REFERRAL GUIDELINES FOR ACCESS TO THE SPECIALIST NHS-BASED CAMHS TEAMS

BRISTOL SPECIALIST CHILD and ADOLESCENT MENTAL HEALTH SERVICES (CAMHS) REFERRAL GUIDELINES FOR ACCESS TO THE SPECIALIST NHS-BASED CAMHS TEAMS BRISTOL SPECIALIST CHILD and ADOLESCENT MENTAL HEALTH SERVICES (CAMHS) REFERRAL GUIDELINES FOR ACCESS TO THE SPECIALIST NHS-BASED CAMHS TEAMS The specialist NHS-based CAMHS teams are part of a wider Bristol

More information

Easier to read summary version

Easier to read summary version Easier to read summary version Contents Introduction... 3 What we are doing well... 4 What we need to do better... 4 What young people and students have told us... 7 Our vision... 9 The aim of this strategy...10

More information

Children & Young People s Community Speech and Language Therapy Service. Training 2015-2016

Children & Young People s Community Speech and Language Therapy Service. Training 2015-2016 Children & Young People s Community Speech and Language Therapy Service Training 2015-2016 Training is available to: Parents, Carers and Staff working with children and young people in Lambeth, Southwark

More information

The Role of the Special Educational Needs Coordinator (SENCo) in mainstream schools.

The Role of the Special Educational Needs Coordinator (SENCo) in mainstream schools. CORNWALL DYSLEXIA ASSOCIATION The Role of the Special Educational Needs Coordinator (SENCo) in mainstream schools. The SEN Coordinator (SENCo), in collaboration with the head teacher and governing body,

More information

Special educational needs reform England: Frequently Asked Questions

Special educational needs reform England: Frequently Asked Questions Special educational needs reform England: Frequently Asked Questions This document was last updated on: 10 September 2014. All children and young people are entitled to an education that enables them to

More information

Open Report on behalf of Glen Garrod, Director of Adult Care. Date: 03 February 2015 Subject: All-Age Autism Strategy for Lincolnshire

Open Report on behalf of Glen Garrod, Director of Adult Care. Date: 03 February 2015 Subject: All-Age Autism Strategy for Lincolnshire Agenda Item 7 Executive Report to: Open Report on behalf of Glen Garrod, Director of Adult Care Executive Date: 03 February 2015 Subject: All-Age Autism Strategy for Lincolnshire 2015-2018 Decision Reference:

More information

Speech And Language Specialist Assistants

Speech And Language Specialist Assistants Speech And Language Specialist Assistants A Service Guide for Schools and Parents / Carers The SALSA Service The SALSA service is part of the Bexley Joint Communication Team, which combines Health and

More information

Middleham CE (VA) School. SEND Information

Middleham CE (VA) School. SEND Information Middleham CE (VA) School SEND Information All North Yorkshire maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or Disabilities (SEND). They are

More information

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) POLICY

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) POLICY SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) POLICY Ratification: Review: Review Committee: Leader: Link Governor: October 2014 October 2015 Development Heidi Hollis Maria Artingstoll The Governors

More information

SEN and disability in the early years: A toolkit

SEN and disability in the early years: A toolkit SEN and disability in the early years: A toolkit Section 7: Involving Parents and Carers This section of the toolkit is about working in partnership with parents and carers 1. The Code of Practice expects

More information

GMS Special Educational Needs (Information) Regulation Annual Report

GMS Special Educational Needs (Information) Regulation Annual Report GMS Special Educational Needs (Information) Regulation Annual Report All mainstream schools and maintained nursery schools are required by law to produce a Special Educational Needs Report on an annual

More information

Support for Disabled Children and Young People and their Families in Essex

Support for Disabled Children and Young People and their Families in Essex Support for Disabled Children and Young People and their Families in Essex Guidance for working together with disabled children, young people and families to provide early help, targeted and specialist

More information

Educational Psychology and Behaviour Support Service. Service and Performance Plan Children, Family and Adult Services 2008/09

Educational Psychology and Behaviour Support Service. Service and Performance Plan Children, Family and Adult Services 2008/09 Educational Psychology and Behaviour Support Service Service and Performance Plan Children, Family and Adult Services 2008/09 Head of Service: Denise Shaw Critical Friends: Cllr G Mathieson Service Manager:

More information

Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan

Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan Academic and financial year 2012-13 Children with special

More information

SENCo (Special Education Needs Coordinator):

SENCo (Special Education Needs Coordinator): Special Educational Needs and Disabilities (SEND) Offer At St Columba's Head Teacher: SENCo (Special Education Needs Coordinator): Mr N Fisher Mrs K Kallend The following is a summary of the changes to

More information

KNOWSLEY ASSESSMENT PATHWAY FOR ASD (AUTISTIC SPECTRUM DISORDERS) AND SOCIAL COMMUNICATION SKILLS

KNOWSLEY ASSESSMENT PATHWAY FOR ASD (AUTISTIC SPECTRUM DISORDERS) AND SOCIAL COMMUNICATION SKILLS KNOWSLEY ASSESSMENT PATHWAY FOR ASD (AUTISTIC SPECTRUM DISORDERS) AND SOCIAL COMMUNICATION SKILLS What is this document for? This document tells families and professionals what should happen when there

More information

Children have Special Education Needs if they have a learning difficulty which calls for special educational provision to be made for them.

Children have Special Education Needs if they have a learning difficulty which calls for special educational provision to be made for them. Ludlow Junior Community Academy Local Offer for Special Educational Needs and Disability (SEND) Ludlow Junior is a mainstream school and at Ludlow we believe that the aims of the educational process are

More information

Services for Children and Young People with Special Educational Needs and Disabilities. Lancashire s Local Offer. Lancashire s Health Services

Services for Children and Young People with Special Educational Needs and Disabilities. Lancashire s Local Offer. Lancashire s Health Services Services for Children and Young People with Special Educational Needs and Disabilities Lancashire s Local Offer Lancashire s Health Services 1. Name of the service and what the service provides Lancashire

More information

From the parent carer s point of view:

From the parent carer s point of view: SETTING NAME: SETTING TYPE: Uppingham Community College Include details of: 11-16 years Mainstream From the parent carer s point of view: 1. How does the setting / school / college know if children/young

More information

BUCKINGHAMSHIRE COUNTY COUNCIL EDUCATIONAL PSYCHOLOGISTS AND PRIVATE EDUCATIONAL PSYCHOLOGISTS: WHAT S THE DIFFERENCE?

BUCKINGHAMSHIRE COUNTY COUNCIL EDUCATIONAL PSYCHOLOGISTS AND PRIVATE EDUCATIONAL PSYCHOLOGISTS: WHAT S THE DIFFERENCE? BUCKINGHAMSHIRE COUNTY COUNCIL EDUCATIONAL PSYCHOLOGISTS AND PRIVATE EDUCATIONAL PSYCHOLOGISTS: WHAT S THE DIFFERENCE? Background This paper has been written in response to head teachers request for greater

More information

Education, Health & Care Plans

Education, Health & Care Plans Introduction Education, Health & Care Plans Statutory Assessment Process A Guide for Early Years Settings, Schools and Colleges. This leaflet has been designed for educational settings that make provision

More information

Review of educational provision in Hertfordshire for children and young people on the autism spectrum

Review of educational provision in Hertfordshire for children and young people on the autism spectrum Review of educational provision in Hertfordshire for children and young people on the autism spectrum Dr Glenys Jones, June 2015 Acknowledgements Very many people have contributed to this review and there

More information

Communication & Interaction Team (Autism/SLCN)

Communication & Interaction Team (Autism/SLCN) Communication & Interaction Team (Autism/SLCN) Service Design 2012/2013 Contents Introduction to the Communication & Interaction (C&I) Team 3 What Does the C&I Team Do? 4 What Do We Mean By Communication

More information

Mental Health and Schools

Mental Health and Schools HEALTH.MIND.MATTERS Mental Health and Schools Comprehensive, accessible, world class learning for primary and secondary schools in the UK 2015 brochure Mental health and school life We believe the impact

More information

MORTIMER COMMUNITY COLLEGE. Special Educational Needs Information Report

MORTIMER COMMUNITY COLLEGE. Special Educational Needs Information Report MORTIMER COMMUNITY COLLEGE Special Educational Needs Information Report At Mortimer Community College we strive to support all students to ensure they realise their full potential. In order to achieve

More information

STATES OF JERSEY SCHOOL SUSPENSIONS (S.R.7/2010) RESPONSE OF THE MINISTER FOR EDUCATION, SPORT AND CULTURE STATES GREFFE

STATES OF JERSEY SCHOOL SUSPENSIONS (S.R.7/2010) RESPONSE OF THE MINISTER FOR EDUCATION, SPORT AND CULTURE STATES GREFFE STATES OF JERSEY r SCHOOL SUSPENSIONS (S.R.7/2010) RESPONSE OF THE MINISTER FOR EDUCATION, SPORT AND CULTURE Presented to the States on 28th July 2010 by the Minister for Education, Sport and Culture STATES

More information

A brief review of approaches to oral language development Summary 2015

A brief review of approaches to oral language development Summary 2015 A brief review of approaches to oral language development Summary 2015 context Introduction Speech and language skills are fundamental to learning, development and communication and predict educational

More information

Early Help Strategy 2013-2015. Children, Young People and Families. www.manchester.gov.uk

Early Help Strategy 2013-2015. Children, Young People and Families. www.manchester.gov.uk Early Help Strategy Children, Young People and Families 2013-2015 www.manchester.gov.uk 1. INTRODUCTION EARLY HELP STRATEGY 1.1 The Early Help Strategy endorsed by the Manchester Children s Board is a

More information

St George Catholic College. SEN Information Report 2015-2016

St George Catholic College. SEN Information Report 2015-2016 St George Catholic College SEN Information Report 2015-2016 The SEN Information Report complies with section 69(2) of the Children and Family Act 2014, regulations 51 and schedule 1 of the Special Needs

More information

SPECIAL EDUCATIONAL NEEDS & DISABILITIES POLICY

SPECIAL EDUCATIONAL NEEDS & DISABILITIES POLICY SPECIAL EDUCATIONAL NEEDS & DISABILITIES POLICY Draft/Review Staff Governors Adopted Date 01 Yes 20.05.03 02 Yes 05.03.07 03 Yes 27.04.09 Governors Review Date Next Review Date (Annually) or on Amendment

More information

International Experience in the Provision of. Individual Education Plans for Children with Disabilities. Summary Report

International Experience in the Provision of. Individual Education Plans for Children with Disabilities. Summary Report International Experience in the Provision of Individual Education Plans for Children with Disabilities Summary Report International Experience in the Provision of Individual Education Plans for Children

More information

Meeting the Needs of Pupils with Special Educational Needs and Disabilities. What support to expect for your child?

Meeting the Needs of Pupils with Special Educational Needs and Disabilities. What support to expect for your child? Meeting the Needs of Pupils with Special Educational Needs and Disabilities What support to expect for your child? The Pegasus Academy Trust (PAT) is committed to supporting all pupils, including those

More information

MILTON KEYNES SPEECH AND LANGUAGE THERAPY SERVICES MILTON KEYNES LEA SERVICE LEVEL AGREEMENT 2004/2005

MILTON KEYNES SPEECH AND LANGUAGE THERAPY SERVICES MILTON KEYNES LEA SERVICE LEVEL AGREEMENT 2004/2005 MILTON KEYNES SPEECH AND LANGUAGE THERAPY SERVICES MILTON KEYNES LEA SERVICE LEVEL AGREEMENT 2004/2005 SCHOOL-AGE PUPILS WITH SPEECH/LANGUAGE/COMMUNICATION NEEDS IN MAINSTREAM SCHOOLS AND MODERATE TO PROFOUND

More information

Section 5 - Developing Parent Participation

Section 5 - Developing Parent Participation Section 5 - Developing Parent Participation b) Reaching Parents of Disabled Children Subject: How to Engage a Varied and Wide Constituency of Parents in Consultations and Participation Who this is for:

More information

Update May 2014 SEND SEND Pathway Newsletter. Essex. Welcome to the. The One Planning Environment. What is our Local Offer? How far have we got?

Update May 2014 SEND SEND Pathway Newsletter. Essex. Welcome to the. The One Planning Environment. What is our Local Offer? How far have we got? Essex SEND Update May 2014 Welcome to the 2014 SEND Pathway Newsletter What is our Local Offer? The new Children and Families Act 2014 requires all Local Authorities to publish and keep under review information

More information

Evaluation Case Study. Kimberley Region Support Centre

Evaluation Case Study. Kimberley Region Support Centre Australian Government Department of Education More Support for Students with Disabilities 2012-2014 Evaluation Case Study Kimberley Region Support Centre MSSD Output 3: Developing support centres Catholic

More information

St Nicholas Catholic Primary School

St Nicholas Catholic Primary School SEND Information report St Nicholas Catholic Primary School 1. Provision for children with special educational needs St Nicholas Catholic Primary School is a fully inclusive mainstream setting. It currently

More information

Park Walk Primary School

Park Walk Primary School Special Educational Needs and Disability (SEND) Policy November 2015 At Park Walk we strive to create a safe and secure learning environment where children feel valued and happy. Through our values of

More information

SPECIAL NEEDS STATEMENT

SPECIAL NEEDS STATEMENT SPECIAL NEEDS STATEMENT The Staff and Governors of Victoria Community School place Special Needs at the centre of its whole philosophy. Our Statement of Aims is: Working with parents, children and support

More information

Additional Educational Needs and Inclusion Policy and Procedures

Additional Educational Needs and Inclusion Policy and Procedures Additional Educational Needs and Inclusion Policy and Procedures Date of issue: February 2013 Review date: February 2014 This policy was discussed, agreed and formally accepted on 5 February 2013 by the

More information

Special Educational Needs Policy

Special Educational Needs Policy Special Educational Needs Policy Definition of Special Educational Needs Children have special educational needs if they have a learning difficulty that calls for special educational provision to be made

More information

Essex Needs Assessment for School, Children and Families. Children with special needs

Essex Needs Assessment for School, Children and Families. Children with special needs Essex Needs Assessment for School, Children and Families Impact of having a child with special needs Children with special needs It has been estimated that the annual costs of bringing up a disabled child

More information

SPECIAL EDUCATIONAL NEEDS POLICY AND PROVISION

SPECIAL EDUCATIONAL NEEDS POLICY AND PROVISION Children, Young People & Learning SPECIAL EDUCATIONAL NEEDS POLICY AND PROVISION Version 5 August 2010 Bracknell Forest Council www.bracknell-forest.gov.uk Document name & file location Document Author

More information

Worcestershire s All-Age Autism Strategy

Worcestershire s All-Age Autism Strategy Worcestershire Health and Well-being Board 2015-2018 Worcestershire s All-Age Autism Strategy Find out more online: www.worcestershire.gov.uk/healthandwellbeingboard Foreword I am pleased to introduce

More information

Wigan Educational Psychology Service

Wigan Educational Psychology Service Wigan Educational Psychology Service Therapeutic and Direct Intervention Approaches Assessment Staff and Whole School Support Training Service Overview Wigan Educational Psychology Service (EPS) offers

More information

St. George s College Academic Support Policy and Special Educational Needs and Disability Policy (SEND Policy)

St. George s College Academic Support Policy and Special Educational Needs and Disability Policy (SEND Policy) St. George s College Academic Support Policy and Special Educational Needs and Disability Policy (SEND Policy) Mission Statement We are an independent Roman Catholic selective co-educational College which

More information

SCAN Program (Supporting Children with Additional Needs)

SCAN Program (Supporting Children with Additional Needs) NOVEMBER 2013 SCAN Program (Supporting Children with Additional Needs) Grant program guidelines The aim of the SCAN Program (Supporting Children with Additional Needs) is to improve access to funded preschools

More information

Halton SEND Service. Speech, Language and Communication Strategy

Halton SEND Service. Speech, Language and Communication Strategy Halton SEND Service Speech, Language and Communication Strategy Purpose The purpose of this strategy is to address the needs of children and young people with speech, language and communication difficulties

More information

Intensive Positive Behaviour Support Service (ipbs)

Intensive Positive Behaviour Support Service (ipbs) Community Children s Healthcare Partnership Intensive Positive Behaviour Support Service (ipbs) In partnership with Exceptional healthcare, personally delivered What is the Intensive Positive Behaviour

More information

Assess any child registered with a Solihull GP referred for communication and/or feeding/drinking difficulties

Assess any child registered with a Solihull GP referred for communication and/or feeding/drinking difficulties Solihull Community Children s Services Name of service Paediatric Speech & Language Therapy Service manager Sarah Jones Contact details Paediatric Speech & Language Therapy Heart of England Foundation

More information

PROVISION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE LONDON BOROUGH OF HOUNSLOW

PROVISION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE LONDON BOROUGH OF HOUNSLOW PROVISION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE LONDON BOROUGH OF HOUNSLOW A guide for parents/carers of children who have a Statement of Special Educational Needs and may need specialist

More information

Nationwide providers of specialist care and rehabilitation

Nationwide providers of specialist care and rehabilitation Valuing People VP Community Care Nationwide providers of specialist care and rehabilitation 9 YEARS OF SPECIALIST CARE VP Community Care An introduction to what we do Registered with the CQC, we support

More information

LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON

LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON Last reviewed Wednesday 25 th November 2015 Mission Statement Diversity Passion Identity Understanding LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON The International

More information

Special Educational Needs Wales. Information for families. Wales. 1 Special Educational Needs Wales

Special Educational Needs Wales. Information for families. Wales. 1 Special Educational Needs Wales Special Educational Needs Wales Information for families 1 Special Educational Needs Wales Wales Introduction All parents want their children to do well at school. Some children may need more support than

More information

A Policy for Inclusion at Alma Primary School

A Policy for Inclusion at Alma Primary School Inclusion Policy A Policy for Inclusion at Alma Primary School This policy should be read alongside: Every Child Matters DfEE Circular 10/99 Social inclusion Pupil Support Related school policies; Equal

More information

How to Support Children with Autism Spectrum Disorders Education Bureau 2015

How to Support Children with Autism Spectrum Disorders Education Bureau 2015 How to Support Children with Autism Spectrum Disorders Education Bureau 2015 Introduction Parents always wish to provide their children with the best living and learning environment in order to nurture

More information

HOLY TRINITY PEWLEY DOWN SCHOOL, GUILDFORD SEN POLICY

HOLY TRINITY PEWLEY DOWN SCHOOL, GUILDFORD SEN POLICY Opening Statement HOLY TRINITY PEWLEY DOWN SCHOOL, GUILDFORD SEN POLICY At Holy Trinity Pewley Down School the provision for children with SEN is an integral part of our school ethos. It is based on a

More information

Partnership commissioning arrangements for children and young people in Hertfordshire

Partnership commissioning arrangements for children and young people in Hertfordshire Partnership commissioning arrangements for children and young people in Hertfordshire DRAFT Summary of Commissioning Strategy for D R A F T Early Intervention and Prevention 2012-2013 2012-2013 What is

More information

Brayton Church of England Voluntary Controlled Primary School SEN information report

Brayton Church of England Voluntary Controlled Primary School SEN information report Code of Practice 6.74 Brayton Church of England Voluntary Controlled Primary School SEN information report The governing bodies of maintained schools and maintained nursery schools and the proprietors

More information

NCSE POLICY ADVICE Supporting Students with Autism Spectrum Disorder in Schools. A Guide for Parents/Guardians and Students

NCSE POLICY ADVICE Supporting Students with Autism Spectrum Disorder in Schools. A Guide for Parents/Guardians and Students NCSE POLICY ADVICE Supporting Students with Autism Spectrum Disorder in Schools A Guide for Parents/Guardians and Students NCSE 2016 The word parent in this document should be taken to include guardians

More information