Communication & Interaction Team (Autism/SLCN)

Size: px
Start display at page:

Download "Communication & Interaction Team (Autism/SLCN)"

Transcription

1 Communication & Interaction Team (Autism/SLCN) Service Design 2012/2013

2 Contents Introduction to the Communication & Interaction (C&I) Team 3 What Does the C&I Team Do? 4 What Do We Mean By Communication & Interaction? 5 Who Do We Work With? 6 How To Access Our Service 7 Where To Find Us 8 Training Opportunities 9 The Devon Inclusion Award for Communication & Interaction 10 Supporting the Work With Parents 11 Core Activities: Autism 12 Core Activities: Speech, Language & Communication Needs 15 Quality Assurance 17 Contact Us 19 The information in this document aims to give an overview of the Service the C&I Team offers. However, in the changing educational climate some things may change depending on the local and national position. When this occurs we aim to keep you informed with up to date information, so please check our website. 2

3 Introduction The C&I Team is a Specialist Support Service consisting of highly qualified and experienced Specialist Teachers, a Pre-5 Specialist and Specialist Support Assistants who support the work with children and young people who have autism and/or speech, language and communication needs (SLCN). We work in partnership with schools and other settings to promote presence, participation and achievement and to secure better outcomes for children and young people with C&I needs across Devon. This is done through helping staff in schools and settings to understand the learning, emotional wellbeing and behaviour of children and young people to develop strategies to support them more effectively, enabling them to reach their potential. The C&I Team works with learning communities, schools and settings as well as individual children and their families. Where possible, this is done in partnership with other agencies in health and social care. As a result of C&I Team involvement: Staff in schools/settings will be more able to meet the needs of children with C&I needs Schools/settings will increase in confidence so that children and young people with C&I needs are included and can achieve within their local mainstream school Parents/carers will gain a better understanding of the needs of their child and will have confidence that their needs are being met There will be increased participation and achievement for children and young people Schools and settings will build capacity through wider workforce development leading to an increase in local provision 3

4 What Does the C&I Team Do? The work of the C&I Team is focused on sharing specialist knowledge, skills and experience to support schools and settings to fully include children and young people who require additional support as a result of Communication & Interaction needs. Intervention is offered through developing an individualised approach towards; Support, advice & training to promote supportive settings so that children and young people with C&I needs are included and can achieve within their local school to support the work with individual children and young people whose difficulties may be impacting on their social and emotional wellbeing to support through multi agency working, using a collaborative approach, to ensure that every child reaches their full potential to contribute to whole school development through a wide range of training packages in relation to autism and SLCN to build confidence and capacity in mainstream schools through wider workforce development activities and support to increase provision 4

5 What Do We Mean By Communication & Interaction? Most children and young people with special educational needs have strengths and difficulties in one, some or all of the areas of speech, language and communication and their needs may be both diverse and complex. The range of difficulties will encompass children and young people with speech and language delay, impairments or disorders and those who have autism. The definition of SLCN often used in education excludes those whose SLCN coexists with a learning disability or sensory difficulty, and this is the case here. For the purpose of clarity and to focus resources accurately, the range of needs that the C&I Team accept referrals for consists of the following; Autism (including Asperger Syndrome): Persistent deficits in social communication and social interaction across contexts, not accounted for by general developmental delays Restricted, repetitive patterns of behaviour, interests, or activities Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities) Symptoms together limit and impair everyday functioning Specific Language Difficulties: Specific Language Impairment (SLI) is a term used to describe difficulties with learning and using language, when these difficulties are not associated with general learning difficulties, or other conditions, such as cleft palate, cerebral palsy, hearing impairment, etc Language and communication needs are the primary area that is impacting on curriculum progress, participation and social interaction, whilst other aspects of learning are at a comparatively higher level Social Communication Disorder: Persistent difficulties in the pragmatic, social uses of verbal and nonverbal communication in naturalistic contexts and these affect the development of social reciprocity and relationships Persistent difficulties in the acquisition and use of language (spoken and written) for narrative and conversational discourse Symptoms must be present in early childhood (but may not become fully manifest until speech, language, or communication demands exceed limited capacities) Low social communication abilities resulting in limitations in effective communication, social participation, academic achievement or occupational performance Based on the DSM V proposed amendments 5

6 Who Do We Work With? The C&I Team may carry out work on behalf of Devon Local Authority in a range of settings, including; Maintained mainstream schools In Devon where there are children and young people who have a statement of Special Educational Need (SEN), in which autism/slcn has been identified as a need. Support can also be provided in relation to individuals at school action and school action plus who meet our criteria and who may be considered vulnerable (usually raised by the County Special Education Team - CSET). Academies Where there is a child or young person with a statement of SEN and where autism/slcn has been identified as a need. Early year s settings Where there is a child who has a statement of SEN indicating autism/slcn as a need or where there is a child who has significant difficulties in this area and who is currently under assessment (usually raised by CSET). Independent schools Where there is a child or young person with a statement of SEN, issued by Devon County Council, and where autism/slcn has been identified as a need. The C&I Team may also attend annual reviews to monitor placement, on request from CSET. Out of authority schools Where there is a child or young person with a statement of SEN, issued by Devon County Council, and where autism/slcn has been identified as a need. The C&I Team may also attend annual reviews to monitor placement, on request from CSET. In addition to the core delivery commissioned by Devon Local Authority, the C&I Team can be accessed by academies, independent schools, out of authority schools and other organisation, as well as private, voluntary and independent early years settings (PVIs). There will usually be a charge for the services required, which will be tailored to the specific needs of schools/settings and can include activities such as; Whole school improvement activities Training and staff development Consultation work around individual children and young people Recommendations, reports and advice Support for the statutory assessment process Supporting through the Inclusion Award process C&I Team involvement can start at any age as long as there is an identified need, in accordance with eligibility criteria, but may cease if any of the following apply; The individual has developed coping strategies and independent learning skills enabling them to access the curriculum within their local school Support from the C&I Team is no longer meeting needs and a more specialist placement needs to be considered The child or young person leaves Devon County The young person is over statutory school leaving age and not going into a college or sixth form The individual does not have a statement of SEN and attends an academy 6

7 How to Access Us The C&I Team will consider referrals that come directly through schools and settings and these will be processed centrally. A referrals meeting is held every third week, during term time. Once a referral is received and accepted, a Specialist Teacher will arrange an initial visit to the school or setting in order to identify current issues and concerns and how these can be supported. For a referral to be accepted, under Devon Local Authority provision, we would need to see a combination of the following; A formal diagnosis of autism has been made by a multi-agency team Indication of a specific language impairment or evidence of specific language difficulties as the primary need Social communication disorder has been identified through multi agency assessment There is a statement of SEN identifying autism/slcn support as part of provision to meet need There are significant needs in relation to communication and interaction, i.e. those that can t be met through universal and targeted interventions at school action and school action plus Educational Psychologist involvement has taken place Assessment by a Speech & Language Therapist, as part of a multi-agency team, has taken place (although this does not necessarily mean the referral will be accepted) When referrals are accepted, the initial visit will give us an indication of how much and what type of support we can provide. Priorities for the team s involvement will include children and young people who, due to their C&I need; are at risk of exclusion, non-attendance and significant lack of progress have significant difficulties accessing and achieving in their school or setting have significant transitions coming up, e.g. between settings and key stages are leaving statutory education and may be moving on to further/higher education (FE/HE) or work have been raised by the County Special Education Team (CSET) have been identified as being vulnerable through multi-agency assessment low social communication abilities result in functional limitations in effective communication, social participation and academic achievement A copy of our referral form can be accessed via the Babcock LDP website by following the link; and then selecting the Communication & Interaction (autism/slcn) strand. 7

8 Where Are We? The C&I Team is organised geographically, across Learning Communities, to ensure equity of service and to enable local access to support. This way of working also enables strong relationships to develop between local services and multi-disciplinary teams. We are based in three areas; North Devon, East & Mid Devon and South Devon. 8

9 Training The C&I Team can offer training in a range of areas, at all age ranges and levels. Training can be offered through set modules or bespoke, tailor made packages, depending on the requirements of individual schools, settings and other provision, e.g. child-minding, care settings. Training can be exclusive to autism or SLCN or can focus on communication and interaction, generally. Although not an exhaustive list, sessions that we are often requested to deliver include; Autism SLCN Early Years Autism Awareness Autism & Adolescence Exploring Sensory Issues in Autism Understanding & Managing Challenging Behaviour in Autism Supporting Social Skills Development through Social Narratives Supporting Early Language & Communication for Children with Autism Using ICT to Support Pupils with Autism Developing Social Use of Language for Children with Autism Speech, Language & Communication Needs: An Overview SLCN in the Primary/ Secondary School SLCN: Improving Language & Literacy Vocabulary Development across the Curriculum SLCN: Developing Sentence Skills SLCN: Social Aspects of Language Child-minding: Supporting Early Language & Communication Child-minding a Child with Autism: Overview & Strategies Developing Early Play Skills in Children with Communication & Interaction Needs 9

10 The Devon Inclusion Award The Devon Inclusion Award is an incremental self-evaluation process, which focuses on specific areas of special educational need, including behaviour, dyslexia, and C&I. The C&I Team manage and administer the Inclusion Award for C&I (Autism/SLCN). The Inclusion Award is achievable at different levels and aims to: Increase understanding of inclusion as an on-going process Foster inclusion (in terms of presence, participation and achievement) Strengthen school self-evaluation, improvement and staff development Recognise and celebrate good inclusive practice Use learner participation as a stimulus to school improvement Provide clear judgements to inform the completion of school self-evaluation The Inclusion Award is practical and asks schools to reflect, examine and make judgements through sets of questions on the key themes (all related to OfSTED criteria). The methodology is simple, easy to use and is designed to be collaborative. 10

11 Contributing to Parent/Carer Support The C&I Team may identify a way of contributing to the support that schools and settings provide to parents/carers of a child or young person who has C&I needs. This may involve meeting with parents/carers on the school site and/or offering further advice in relation to particular C&I issues for their child. In collaboration with schools and professionals from other disciplines, the C&I Team will also be involved in organising and delivering parent programmes such as Cygnet (in this case, specifically targeted towards families of children and young people with a diagnosis of autism). Parent programmes will be delivered in collaboration with schools and settings and will offer indirect support to them in terms of improving parental confidence and fostering positive relationships. The C&I Team are a school based service, therefore, any direct involvement with parents/carers will be carried out in consultation with the school/setting. 11

12 Core Activities: Autism Core Principles of Good Practice Examples of C&I Team Support to promote supportive settings A whole school/setting approach with full support from the senior management team Contribute to county initiatives, e.g. Devon Inclusion Award for C&I Contribute to whole school planning Work with Headteachers and SENCos Training (bespoke and standard packages) An approach that takes into account the characteristics of autism in order to understand what may underlie behaviour Observation and Consultation - providing detailed information about an individual s needs Supporting detailed planning and target setting School/setting training general and individualised for the needs of the individual Flexibility of staff to respond to individual needs of each child whilst providing a structured approach to teaching Person centred planning, including supporting with IEPs/provision maps Training on specific teaching techniques and approaches An approach that uses the child s interests and strengths rather than focusing on difficulties Promote positive aspects of individual s abilities, skills and behaviour to ensure these are utilised in any specific plans Knowledgeable and skilled staff who are confident in supporting children with additional needs Support school/setting staff formally and informally through training, telephone advice, sharing of resources, etc Problem solving around individual issues Access to peers at an appropriate developmental level with peer integration fostered through positive experiences Develop social skills groups and advise on how to implement them Advise on social skills development Advise on structured play opportunities and train staff in how to develop these 12

13 A relevant curriculum (National Curriculum and EYFS) with opportunities to develop communication, social skills and the ability to think and behave more flexibly Curriculum modification as appropriate for the needs of each individual Support development of social skills and interaction through play plans, social skills opportunities, etc A structured approach to teaching employing predictability, routine and consistency in teaching new skills Develop bespoke visual strategies that relate to the individuals needs Share and model specific intervention techniques with school/setting staff Use of positive behaviour support (PBS) strategies to focus on positive aspects of behaviour so that this can be encouraged Develop individual reward systems based on individuals own strengths and interests Support in auditing the environment to measure the possible impact on behaviour/sensory issues A small steps approach to more complex tasks, i.e. breaking down tasks into their component parts that retain meaning Support schools/settings in breaking down tasks in relation to individual learning styles and cognitive abilities Train school/setting staff in backward chaining and forward chaining, as appropriate to individual needs Promote naturally occurring reinforcers, i.e. resulting from completion of tasks (first, then) and/or using the child s special interests Ensure motivators are used to support the individuals enthusiasm and desire to participate, making sure these occur naturally Develop the use of motivators as part of core activities in supporting families Effective partnerships with parents/carers and families Support effective home/school/setting relationships through meetings in school, etc Support transition into school and/or between EY settings primary/secondary Attend CAF and other meetings, as appropriate Attend annual reviews, as appropriate Telephone support, as required Involvement with local parent groups 13

14 Support for families to develop their knowledge, skills and understanding for supporting their own children Deliver parent programmes for the families of children with autism, e.g. Cygnet, Earlybird, Earlybird+ Contribute to the development of home based targets with parents/carers Support the development of plans in relation to home based activities Share resources and offer advice through multi agency working Access and support from other relevant professionals (e.g. speech therapy, occupational therapy, physiotherapy) as appropriate Liaise with other agencies involved with each individual Support settings/teams to integrate targets set by other professionals into individual planning Contribute to wider workforce development Multi agency involvement in planning approaches and delivery of services Contribute to the multi-agency assessment Work with other agencies to develop county services and ensure equity of access for all families Support third tier organisations (e.g. NAS local groups, parent groups, Barnardo s) to support the development of local provision 14

15 Core Activities: SLCN Core Principles of Good Practice... Examples of C&I Team Support to promote supportive settings Supportive settings that are able to identify children and young people who are experiencing difficulties in SLCN and support them accordingly Contribute to county initiatives e.g. Devon Inclusion Award for C&I Provide individualised and standard training packages Work with heads/sencos/staff on whole school issues related to SLCN Advise on evidence based SLCN resources, strategies and interventions Promote the Speechlink Multimedia Ltd website, and its support materials for use in schools Effective knowledge and understanding regarding typical speech, language and communication development Provide training, publication and website information with reference to resources, e.g. Speech and Language Link assessments and websites for support materials Act as a signpost to S&LT services Demonstration of positive practice in supporting those with SLCN Observe staff informally to identify/advise on effective SLCN strategies and encourage effective inclusive practice Recognition of the links between SLCN and behaviour, emotional and social development and an effective response to this Raise awareness of the links between SLCN and behaviour Advise on resources, e.g. the Speechlink assessment package in this area Clear roles, identified responsibilities and services to support those with SLCN are embedded in practice Promote inclusive practice through feedback to schools/settings re: SLCN provision Work with school teams on whole school development issues Recognition that those with SLCN may also have SEN and will possibly need additional support to access learning opportunities Promote understanding through visits and training Advise SENCos and other staff on targeted support and how to use it effectively 15

16 Take into account the impact of the environment on speech, language and communication development Support schools and settings to audit the environment to identify how they can become more communication friendly Promote awareness of recent statistics on the scale and impact of SLCN Construct individualised access to the curriculum and set appropriate targets for those with SLCN (literacy and numeracy areas in particular) Advise on curriculum assessment, planning, design and the use of specialist resources Contribute to Annual Reviews and target setting Advise on communication targets following observation, assessment and follow up work for individual children and young people in supporting families Effective partnerships with parents/carers and families Support effective home/school/setting relationships through meetings in school, etc. Support transition into school for vulnerable pupils and/or between settings, e.g. primary/secondary Attend CAF and other meetings, as appropriate Attend annual reviews, as appropriate Telephone support, as required Adopt a sensitive approach towards parents/carers/families and assist them in accessing voluntary and public sector agencies who may provide additional support Support a positive relationship between schools/settings and families Work with other agencies to support vulnerable children and young people Act as a signpost to S&LT services through multi agency working Developing the workforce where professional development in SLCN can be achieved in a range of ways Share information on professional development in relation to training, distance learning courses, current research in inclusive practice Access and support from other relevant professionals, e.g. speech and language therapists, as appropriate Liaise with other agencies involved with each individual Support settings/teams to integrate targets set by other professionals into individual planning Contribute to wider workforce development Multi agency involvement in planning approaches and delivery of services Contribute to multi agency assessment Work with other agencies to develop practice 16

17 Quality Assurance The C&I Team is quality assured through self-evaluation, action planning and an annual evaluation of the impact of the service provided. Feedback from schools will form an integral part of the continuing development of the service. The C&I Team works in accordance with Babcock LDP s equal opportunities policy. In particular, we ensure that our services are available equitably, irrespective of where children and young people live in the county, or which school they attend. The C&I Team is continually developing through the changing face of education and listening to what schools and settings want is a priority. The team also cross references with significant documents to ensure that national policies, trends and initiatives are included in the development of the service on offer. Some key documents taken into consideration include; DfE (2001), SEN Code of Practice DfE (2008), Quality Standards for Special Educational Needs (SEN) Support & Outreach Services DfE (2008), Better Communication An Action Plan to Improve Services for Children & Young People with Speech, Language & Communication Needs The Communication Trust (2008), The Speech, Language & Communication Framework (SLCF) DfE & DoH (2002), Autism Good Practice Guidance Autism Education Trust (2011), Educational Provision & Outcomes for People on the Autism Spectrum Autism Education Trust (2011), What is Good Practice in Autism Education? All Party Parliamentary Group on Autism (2012), The Right Start: Reforming the System for Children With Autism 17

18 18

19 Contact Us For more information, to make a referral or to discuss training requirements please contact; Amber Burton Professional Lead for Communication & Interaction Babcock Learning & Development Partnership Web: 19

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

SPECIAL EDUCATION NEEDS POLICY

SPECIAL EDUCATION NEEDS POLICY SPECIAL EDUCATION NEEDS POLICY 1. Philosophy and definition All students at the Academy are entitled to support for their learning needs enabling them to develop skills, knowledge and understanding to

More information

Ashleigh C OF E (VC) Primary School Maintained

Ashleigh C OF E (VC) Primary School Maintained TITLE: S.E.N.D. POLICY DATE ADOPTED: 21 st March 2016 REVIEW SCHEDULE: ANNUAL DATE OF NEXT REVIEW: MARCH 2017 Ashleigh C OF E (VC) Primary School Maintained Special Educational Needs & Disabilities (SEND)

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

PARTNERSHIP WORKING BETWEEN EDUCATION AND SPEECH AND LANGUAGE THERAPY

PARTNERSHIP WORKING BETWEEN EDUCATION AND SPEECH AND LANGUAGE THERAPY PARTNERSHIP WORKING BETWEEN EDUCATION AND SPEECH AND LANGUAGE THERAPY East Dunbartonshire Council (EDC) works closely with NHS Greater Glasgow and Clyde to provide a supportive educational context for

More information

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

The Ashwood Academy. Special Educational Needs Policy

The Ashwood Academy. Special Educational Needs Policy The Ashwood Academy Special Educational Needs Policy The Special Needs Coordinator Is Thomas Laugharne. Thomas completed the National Award for Special Educational Needs in 2014 This policy should be viewed

More information

DUNDEE CITY COUNCIL - EDUCATION DEPARTMENT

DUNDEE CITY COUNCIL - EDUCATION DEPARTMENT DUNDEE CITY COUNCIL - EDUCATION DEPARTMENT POLICY STATEMENT ON PROVISION FOR CHILDREN AND YOUNG PEOPLE WITH SOCIAL COMMUNICATION DIFFICULTIES INCLUDING AUTISTIC SPECTRUM DISORDER This policy statement

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

St Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015

St Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015 St Mary s College Crosby Special Educational Needs and Disability Policy (P46) Date of Policy September 2014 Date of Review September 2015 Introduction The College is committed to giving all pupils the

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

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

1. Basic information about the school s special educational provision

1. Basic information about the school s special educational provision KNOTTINGLEY HIGH SCHOOL & SPORTS COLLEGE SPECIAL EDUCATION NEEDS POLICY Reviewed and Revised: September 2009 1. Basic information about the school s special educational provision a) Objectives To enable

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

Surrey County Council policy for dyslexia

Surrey County Council policy for dyslexia www.surreycc.gov.uk Making Surrey a better place Surrey County Council policy for dyslexia Contents 1. Introduction 2. Purpose 3. Definition 4. Assessment 5. Intervention 6. Roles and responsibilities

More information

SEN Information Report

SEN Information Report SEN Information Report 2014-15 SENCO: Mrs Mary Hull SEN Governor: Mrs Sally Dyson Contact: mhull@tgs.kent.sch.uk (01732 365125 EXT230) Dedicated SEN time: Full Time SENCO Local Offer Contribution: http://www.kent.gov.uk/education-and-children/special-educational-needs

More information

Ellis Guilford School and Sports College. Special Education Needs Policy. Reviewed: January 2015

Ellis Guilford School and Sports College. Special Education Needs Policy. Reviewed: January 2015 Ellis Guilford School and Sports College Special Education Needs Policy Reviewed: January 2015 Next Review: January 2016 Contents 1. National Context 2 2. Local Offer 2-3 3. Definition of SEN(D) 3 4. Links

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

INCLUSIVE EDUCATION IN DEVON DYSLEXIA GUIDANCE ON IDENTIFICATION, ASSESSMENT AND INTERVENTION

INCLUSIVE EDUCATION IN DEVON DYSLEXIA GUIDANCE ON IDENTIFICATION, ASSESSMENT AND INTERVENTION INCLUSIVE EDUCATION IN DEVON DYSLEXIA GUIDANCE ON IDENTIFICATION, ASSESSMENT AND INTERVENTION July 2011 1 CONTENTS 1.0 Introduction 3 Page 2.0 Definition 3 3.0 Perspectives on Reading and Spelling 4 4.0

More information

South Molton Community College Special Educational Needs Information Report (School Offer) 2015-16

South Molton Community College Special Educational Needs Information Report (School Offer) 2015-16 South Molton Community College Special Educational Needs Information Report (School Offer) 2015-16 Part of the Devon Local Offer for Learners with Special Educational Needs (SEN) The SEN Faculty have written

More information

GUIDANCE CRITERIA FOR ADDITIONAL NEEDS AND STATUTORY ASSESSMENT

GUIDANCE CRITERIA FOR ADDITIONAL NEEDS AND STATUTORY ASSESSMENT Children, Schools & Families Directorate Tel 020 7974 6500 Fax 020 7974 6501 Email SEN.Enquiries@camden.gov.uk GUIDANCE CRITERIA FOR ADDITIONAL NEEDS AND STATUTORY ASSESSMENT FOR CHILDREN AND YOUNG PEOPLE

More information

SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY

SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY September 2015 Person responsible: SENCO Date approved: Review date: July 2016 Approved by: Buile Hill Visual Arts College Special Educational Needs and

More information

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 39 Support pupils with communication and interaction needs

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 39 Support pupils with communication and interaction needs OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools Unit 39 Support pupils with communication and interaction needs UNIT SUMMARY Who is this unit for? This unit is for those who provide support

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

Putting NICE guidance into practice

Putting NICE guidance into practice Putting NICE guidance into practice Implementation pack: Developing a multi-agency local autism team Local autism team information sheet This information sheet has been produced by collating the information

More information

Register of Students with Severe Disabilities

Register of Students with Severe Disabilities Department of Education Learners first, connected and inspired Register of Students with Severe Disabilities Department of Education Register of Students with Severe Disabilities 1. Eligibility Criteria

More information

LONDON BOROUGH OF HAVERING CHILDREN S SERVICES POLICY FOR SPECIAL EDUCATIONAL NEEDS

LONDON BOROUGH OF HAVERING CHILDREN S SERVICES POLICY FOR SPECIAL EDUCATIONAL NEEDS LONDON BOROUGH OF HAVERING CHILDREN S SERVICES POLICY FOR SPECIAL EDUCATIONAL NEEDS PART 2: ARRANGEMENTS FOR CHILDREN AND YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS 1. INTRODUCTION 1.1 The arrangements

More information

SEND Policy. Principles of SEN at Charlton School, criteria for identification and processes for action. Aim

SEND Policy. Principles of SEN at Charlton School, criteria for identification and processes for action. Aim SEND Policy Sponsorship & Review 1 Sponsor Curriculum Leader Inclusion D Walker 2 Reviewed January 2015 3 Revised January 2015 References Disability Discrimination Act Introduction Principles of SEN at

More information

SEND Information Report

SEND Information Report OAKWOOD PARK GRAMMAR SCHOOL: AN EXCEPTIONAL LEARNING EXPERIENCE. SEND Information Report OAKWOOD PARK GRAMMAR SCHOOL IS COMMITTED TO: High quality teaching that engages and challenges all students to become

More information

Name of SENCO responsible for managing setting for children & young people with SEN: Mrs Rachael Waterson

Name of SENCO responsible for managing setting for children & young people with SEN: Mrs Rachael Waterson SEND Information Report and Policy (which is part of The Norfolk Local Offer for Learners with Special Educational Needs 2015-16) Links to the Norfolk Local Offer (website details can be found under our

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

Section 139A Learning Difficulty Assessments Statutory Guidance. For local authorities

Section 139A Learning Difficulty Assessments Statutory Guidance. For local authorities Section 139A Learning Difficulty Assessments Statutory Guidance For local authorities April 2013 Contents Summary 3 1 About this guidance 3 2 Expiry or review date 3 3 What legislation does this guidance

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

SPEECH, LANGUAGE & COMMUNICATION Pocketbook

SPEECH, LANGUAGE & COMMUNICATION Pocketbook SPEECH, LANGUAGE & COMMUNICATION Pocketbook By Victoria Mason & Emela Milne Cartoons: Phil Hailstone Contents Page Introduction to SLCN Defining SLCN, typical language development, who has SLCN?, prevalence,

More information

Planning and Developing Special Educational Provision

Planning and Developing Special Educational Provision Planning and Developing Special Educational Provision A Guide for Local Authorities and Other Proposers For further information: SEN and Disability Division Department for Education Caxton House 6-12 Tothill

More information

Kenyngton Manor Primary School School Offer

Kenyngton Manor Primary School School Offer Kenyngton Manor Primary School School Offer Questions 1 How Kenyngton Manor know if children need extra help? What should I do if I think my child may have special educational needs? 2 How will Kenyngton

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

characterised by short-term difficulties in understanding, temporary drop in self-esteem and minor emotional problems.

characterised by short-term difficulties in understanding, temporary drop in self-esteem and minor emotional problems. CLIFF PARK ORMISTON ACADEMY SPECIAL EDUCATION NEEDS POLICY 1. Philosophy and definition All pupils at Cliff Park Ormiston Academy are entitled to support for their learning needs enabling them to develop

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

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

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

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

Barnsley Educational Child and Community Psychology Service. Dyslexia Practice Guidelines

Barnsley Educational Child and Community Psychology Service. Dyslexia Practice Guidelines 1 Barnsley Educational Child and Community Psychology Service Dyslexia Practice Guidelines Overview 2 The purpose of this paper is to provide an overview of the shared rationale for dyslexia within Barnsley

More information

PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice

PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice Awarding body: Institute of Education, University of London / City University London Teaching Institutions:

More information

National Competencies for staff skills audit. Not yet developed Developing Established

National Competencies for staff skills audit. Not yet developed Developing Established National Competencies for staff skills audit Not yet developed Developing Established Competency Skill Evidence The Individual Pupil (Core competencies) 1 You can identify the key strengths and challenges

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 & Disability Policy

Special Educational Needs & Disability Policy Special Educational Needs & Disability Policy Date Review Date Special Needs Co-ordinator (SENCO) Nominated Director 23/12/15 01/12/16 Stacey White Director of Education This policy is written in line

More information

Children s Speech & Language Therapy Services

Children s Speech & Language Therapy Services Service Specification No. Service Commissioner Lead Children s Speech & Language Therapy Services Commissioning Lead, Planned, Children & Maternity Services (Stoke Clinical Commissioning Group) Provider

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

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

Cedars Manor Primary School. Additionally Resourced Mainstream School (ARMS) Admissions Guidance. Specialist provision for Hearing Impaired Pupils

Cedars Manor Primary School. Additionally Resourced Mainstream School (ARMS) Admissions Guidance. Specialist provision for Hearing Impaired Pupils Cedars Manor Primary School Additionally Resourced Mainstream School (ARMS) Admissions Guidance Specialist provision for Hearing Impaired Pupils Cedars Manor Primary School Whittlesea Road Harrow, Middlesex,

More information

SALISBURY SIXTH FORM COLLEGE SPECIAL EDUCATION NEEDS POLICY

SALISBURY SIXTH FORM COLLEGE SPECIAL EDUCATION NEEDS POLICY SALISBURY SIXTH FORM COLLEGE SPECIAL EDUCATION NEEDS POLICY Approved by P & P Committee Approval Date Review Period 3 years Review Date July 2015 SEND reform (including reduction in funding) The Government

More information

Belmont Public Schools Special Education Programs

Belmont Public Schools Special Education Programs Belmont Public Schools Special Education Programs Preschool Program School: Belmont system wide Population Served: Special Education Students Aged 3 5 Grade: Pre K Program Description: This program is

More information

The Chalfonts Community College Special Educational Needs and Disability (SEND) Annual Information Report September 2015.

The Chalfonts Community College Special Educational Needs and Disability (SEND) Annual Information Report September 2015. The Chalfonts Community College Special Educational Needs and Disability (SEND) Annual Information Report September 2015. The Chalfonts Community College is a much larger than average sized secondary school.

More information

NASAT: Assessment, Recording & Reporting Policy (Draft) Policy Date January 2013

NASAT: Assessment, Recording & Reporting Policy (Draft) Policy Date January 2013 NASAT: Assessment, Recording & Reporting Policy (Draft) Policy Date January 2013 Background Assessment is an integral part of both teaching and learning. Reporting is the process of providing information

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

Clewer Green CE Aided First School

Clewer Green CE Aided First School Clewer Green CE Aided First School Inspiring Children If my teacher believes in me I know I can do it Mia, Year 4 Hatch Lane, Windsor. SL4 3RL Tel: 01753 864544 Email: clewergreen@rbwm.org.uk Website:

More information

Supporting children with speech, language and communication needs:

Supporting children with speech, language and communication needs: Supporting children with speech, language and communication needs: implementing Bercow This paper will set in context the Bercow Review of Provision for Children and Young People (0 19) with Speech, Language

More information

SEND / Local Offer Information. St. Thomas Aquinas Catholic Primary School

SEND / Local Offer Information. St. Thomas Aquinas Catholic Primary School SEND / Local Offer Information St. Thomas Aquinas Catholic Primary School Welcome At St. Thomas Aquinas Catholic Primary School we believe that each individual is created by God and is unique and 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

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

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

Manchester City Council Report for Resolution

Manchester City Council Report for Resolution Manchester City Council Report for Resolution Report to: Subject: Report of: Young People and Children Scrutiny Committee 4 September 2012 Impact of the proposals outlined in the Special Educational Needs

More information

Manor Primary School SEND Information Report

Manor Primary School SEND Information Report Manor Primary School SEND Information Report Special Educational Needs Provision at Manor Primary School All schools in Devon have the same duties related to special educational needs and disabilities,

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

Section 1 Becoming a Dyslexia Friendly School

Section 1 Becoming a Dyslexia Friendly School Section 1 Becoming a Dyslexia Friendly School Equalities Statement SBC welcomes and values the diversity of Swindon communities, and commits itself to ensuring that no one will receive less favourable

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

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

St. Mark s Church of England Primary School SEN&D Policy

St. Mark s Church of England Primary School SEN&D Policy St. Mark s Church of England Primary School SEN&D Policy Issued on 04/09/14 This policy is written in line with the requirements of:- Children and Families Act 2014 SEN Code of Practice 2014 SI 2014 1530

More information

The Alderbrook School Offer 2015/16

The Alderbrook School Offer 2015/16 The Alderbrook School Offer 2015/16 Introduction Alderbrook is an inclusive mainstream secondary school which welcomes pupils with a range of special educational needs and disabilities (SEND). At present,

More information

What is a SEND Local Offer? SEND Offer Statement Communication and Interaction (including ASD across the spectrum)

What is a SEND Local Offer? SEND Offer Statement Communication and Interaction (including ASD across the spectrum) What is a SEND Local Offer? A SEND Local Offer is information for parents/carers of children who have Special Educational Needs (SEN). The offer outlines the support and provision that they can expect

More information

Learning Support Assistant

Learning Support Assistant Learning Support Assistant Reviewed: February 2014. Reports to: Lead / Principle Teaching Assistant. Purpose of Role: To work under the direct instruction of teaching staff, usually in the classroom with

More information

Pupil Support Resources Group Guidelines August 2015. Introduction

Pupil Support Resources Group Guidelines August 2015. Introduction Additional Support for Learning Manager: Andrew Facherty Administrator: Caroline Lawless Sealock House, 2 Inchyra Road, Grangemouth, Falkirk FK3 9XB t 01324 506649 f 01324 506689 e Andrew.Facherty@Falkirk.gov.uk

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

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

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

Navigate the changes in special educational needs and disability (SEND) provision

Navigate the changes in special educational needs and disability (SEND) provision How to Navigate the changes in special educational needs and disability (SEND) provision For parents and carers supporting children affected by literacy difficulties including dyslexia. www.dyslexiaaction.org.uk

More information

Children s Centre Activities and Services

Children s Centre Activities and Services Children s Centre Activities and Services Enfield Children s Centres Activities and services that Enfield Children s Centres offer, including descriptions. Please find your local children s centre at www.enfield.gov.uk/if

More information

1. What kinds of special educational needs do we provide for in our school?

1. What kinds of special educational needs do we provide for in our school? North West Specialist Inclusive Learning Centre Special Educational Needs Information Report September 2016 1. What kinds of special educational needs do we provide for in our school? The North West Specialist

More information

CITY OF LONDON SCHOOL FOR GIRLS SPECIAL EDUCATIONAL NEEDS POLICY

CITY OF LONDON SCHOOL FOR GIRLS SPECIAL EDUCATIONAL NEEDS POLICY CITY OF LONDON SCHOOL FOR GIRLS SPECIAL EDUCATIONAL NEEDS POLICY INDEX 1. Overview 2. Definition of Special Educational Needs 3. Assessment and Identification of Students during the Admissions Process

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

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

Postgraduate Certificate / Postgraduate Diploma / Masters in Special and Additional Learning Needs

Postgraduate Certificate / Postgraduate Diploma / Masters in Special and Additional Learning Needs Postgraduate Certificate / Postgraduate Diploma / Masters in Special and Additional Learning Needs Cass School of Education and Communities, University of East London In collaboration with The Institute

More information

LEEDS EAST PRIMARY PARTNERSHIP. Speech, Language and Communication Policy

LEEDS EAST PRIMARY PARTNERSHIP. Speech, Language and Communication Policy LEEDS EAST PRIMARY PARTNERSHIP Speech, Language and Communication Policy 1. MISSION STATEMENT Leeds East Primary Partnership recognises that language and communication underpin all aspects of learning.

More information

ACCESS TO THE CURRICULUM Development Lead Officer Resources Success Criteria. Senior psychologist Principal psychologist

ACCESS TO THE CURRICULUM Development Lead Officer Resources Success Criteria. Senior psychologist Principal psychologist APPENDIX 3 : ACTION PLAN Accessibility strategies will be developed over a three year period. To ensure consistency and articulation with the Council s Children Service Planning cycle, this Action Plan

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

GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT LEARNING, TEACHING AND ASSESSMENT STRATEGY

GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT LEARNING, TEACHING AND ASSESSMENT STRATEGY GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT LEARNING, TEACHING AND ASSESSMENT STRATEGY 2014-15 1. Introduction Glasgow Kelvin College strives to provide learning which is inclusive, respects learners, is

More information

JOB PROFILE For a Special Education Needs Coordinator (SENCO)

JOB PROFILE For a Special Education Needs Coordinator (SENCO) SAINT CECILIA S, WANDSWORTH JOB PROFILE For a Special Education Needs Coordinator (SENCO) DATE September 2013 JOB CONTEXT Saint Cecilia's, Wandsworth is a co-educational voluntary aided Church of England

More information

Speech, Language and Communication Needs

Speech, Language and Communication Needs Speech, Language and Communication Needs A strategy to meet the needs of Glasgow s children and young people Education Services 2011 Rationale The ability to communicate is an increasingly essential life

More information

Supporting pupils with Speech, Language and Communication Needs. Nasen Leadership Conference

Supporting pupils with Speech, Language and Communication Needs. Nasen Leadership Conference Supporting pupils with Speech, Language and Communication Needs Nasen Leadership Conference 5 th February, 2016 What we will cover Speech, Language and Communication Needs Quick recap Strategic approaches

More information

Wigan Dyslexia Policy. Guidance for a Graduate Approach

Wigan Dyslexia Policy. Guidance for a Graduate Approach Wigan Dyslexia Policy Guidance for a Graduate Approach 1. Introduction Pupils experiencing difficulties with the acquisition of key literacy skills are often referred to as having a Specific Literacy Difficulty

More information

Northamptonshire s Special Educational Needs Descriptors

Northamptonshire s Special Educational Needs Descriptors Northamptonshire s Special Educational Needs Descriptors The Entitlement of Students in Mainstream Schools and Early Years Settings Published September 2014 SEN Descriptors September 2014 Page 1 Contents

More information

Reculver Church of England Primary School

Reculver Church of England Primary School those who hope in the LORD will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint. Isaiah 40:31 connect nurture aspire learn excel

More information

Trinity School: SEN offer: January 2015

Trinity School: SEN offer: January 2015 SCHOOL NAME: Trinity School, Heathway, Dagenham, Essex, RM10 7SJ Tel: 020 8270 1601 Fax: 020 8270 4969 Email: office@trinity.bardaglea.org.uk Headteacher: Peter McPartland Schools must set out the information

More information

Higher level teaching assistant. Professional standards for higher level teaching assistants

Higher level teaching assistant. Professional standards for higher level teaching assistants Higher level teaching assistant Professional standards for higher level teaching assistants Foreword Schools are changing. Headteachers and teachers know that the school workforce needs to be able to

More information

Mark College Local Offer

Mark College Local Offer Mark College Local Offer Name of site Address Contact names Mark College Blackford Road, Mark, Somerset, TA9 4NP Chris Sweeney (Principal) / Polly Adams (Vice Principal) Telephone number 0845 277 4679

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

WYKE PRIMARY SCHOOL SPECIAL EDUCATIONAL NEEDS AND DISABILITIES SEN INFORMATION REPORT 2014 2015

WYKE PRIMARY SCHOOL SPECIAL EDUCATIONAL NEEDS AND DISABILITIES SEN INFORMATION REPORT 2014 2015 Introduction WYKE PRIMARY SCHOOL SPECIAL EDUCATIONAL NEEDS AND DISABILITIES SEN INFORMATION REPORT 2014 2015 Welcome to our SEND information report which is part of the Dorset Local Offer for learners

More information

Our Ofsted rating? Overall Grade: Requires Improvement. The school has the following strengths

Our Ofsted rating? Overall Grade: Requires Improvement. The school has the following strengths St Ignatius College HOW WE SUPPORT CHILDREN/YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS OR DISABILITIES What is the school s vision and mission statement? At St Ignatius College, we aim to find God in

More information

Churchill School. Job Description: Occupational therapist

Churchill School. Job Description: Occupational therapist Job Description: Occupational therapist Responsible to: Headteacher Job Purpose/ Summary of Role: To provide a high quality specialist Occupational Therapy service to a caseload of children with Autism

More information