Halton SEND Service. Speech, Language and Communication Strategy
|
|
- Brenda Fowler
- 7 years ago
- Views:
Transcription
1 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 across Halton. It provides advice and guidance on the range of support available within the borough and explains how settings can access services and understand how speech, language and communication support fits within a graduated response to supporting children and young people with additional needs. Rationale Developing children and young people s language and communication skills are of fundamental importance. The ability to communicate is an essential life skill for all children and young people and it underpins a child s social, emotional and educational development. 1 Halton recognises the importance of this and of supporting children with identified speech, language and communication needs. Children and young people s speech, language and communication needs are highlighted as a priority in the Halton Children s Joint Strategic Needs Assessment (JSNA) A key finding of the JSNA is that: A significant number of children have delays in their early development. This means they are behind where they should be with reading and writing as well as their speech, language and communication skills when they start school. This puts them at a disadvantage from the start. 1 The Bercow Report A Review of Services for Children and Young People (0 19) with Speech, Language and Communication Needs, 1
2 Defining terms Communication and interaction is defined as one of the four broad areas of need within the SEND Code or Practice, The Code of Practice defines children with speech, language and communications needs as follows: 6.28 Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. 2 Aims and principles All children and young people should expect to be educated within their local mainstream provision. Therefore, all mainstream settings should have the confidence, capacity and competence to provide for pupils with additional needs and disabilities with resources allocated to ensure value for money. In order to achieve this, Halton aims to equip its practitioners with the necessary skills to identify and support children and young people with language or communication difficulties. Through providing a range of services to settings, Halton aims to ensure that schools can target support appropriately so that children who need specialist support are directed to the correct services. The strategic direction should be for a graduated model of delivery which enables better coordinated universal provision. It should also provide a wider range of evidence based, targeted interventions with the support of specialist provision, to be delivered by schools. The role of the specialist teacher for communication and interaction is to support schools and settings, together with speech and language therapy 2 SEND Code of Practice,
3 services, to achieve this. Halton has a range of commissioned services and avenues of support available to settings to enable them to provide the necessary targeted support. The role of these commissioned services is to improve outcomes for children and young people with speech, language and communication needs. These commissioned services operate in addition to the existing speech and language therapy services delivered by Health providers within Halton. Prevalence Children with communication and interaction as their primary need account for a high proportion of all SEND within Halton. The figures below show the proportion of children on the SEND register with speech, language and communication needs are listed as the most common primary need type: 25.3% of pupils in primary school 14.1% of pupils in secondary school 11.4% of pupils in special school 3 Additional pupil funding arrangements for pupils with communication and interaction needs make up 52% of all Education Health and Care Plans, Statements and Enhanced Provision awarded within Halton. 4 It is the greatest area of need within Halton. Children with a primary need listed as autism spectrum condition account for 26% of all local authority issued funding, pupils with speech, language and communication needs account for 14% and children with social communication needs account for 12%. 3 Information from the school census on pupils with special educational needs (SEN), and SEN provision in schools. 23 rd July See: 4 Communication and interaction primary need includes: autism spectrum disorder, social communication difficulties, speech, language and communication needs and severe speech, language and communication needs. Percentages of pupils with EHC, statement and enhanced provision are correct August
4 Pre NC Percentage of SEND Support Enhanced, Statements and EHC Plans by year with SLCN or Communication and Interaction needs Communication and Interaction % Speech and language % The percentage of children and young people requiring additional funding from the Local Authority for either SLCN or associated communication and interaction needs is high across all ages and phases of education. 5 Communication and interaction as a collective group have been included because children and young people with a primary need of autism spectrum condition or social communication difficulties are likely to also have difficulties with an aspect of their speech, language or communication skills. Children and young people with leaning needs may also have associated difficulties around their speech, language or communication skills. If the data included these children and young people, then the figures would be considerably higher. A larger proportion of these children and young people will require speech, language or communication support at universal, targeted or specialist level. 5 Additional funding is listed as pupils with Enhanced Provision, Statement or Educational, Health and Care Plan. Data correct August
5 SLCN support services Halton commissions speech and language therapy services at universal, targeted and specialist levels. These services are specifically designed to support the educational development and inclusion of children with SLCN in Early s settings, schools and Special Educational Needs Resource Bases, through supporting the daily communication partners of the child (e.g. families, Early s practitioners). A referral for therapy services will be triaged into services as follows: Universal Targeted Specialist Involvement from Communicate (0-7 years) and Together Trust (age 8+). This includes general training opportunities and general advice on quality first teaching methods, communication friendly classrooms and developing communication and language across the setting. Communicate and Together Trust will hold at least termly meetings with each setting to help further tailor the support available. Involvement from Communicate (0-7 years) and Together Trust (age 8+) via a referral to Bridgewater SLT services. Through a named child referral request, schools and settings can also request the support and involvement from the specialist teacher for communication and interaction. She will provide advice, strategies and support to children or young people and settings. Targeted level support includes individuals and groups of children and young people with identified SLCN but who do not meet the criteria for specialist services. Specialist services provided by Bridgewater SLT services. Aimed at supporting children with complex needs or individual difficulties e.g. specific language impairment, significant phonological disorder. Continuum of support 5
6 Universal support Universal support is classed as the support that should be available to promote the inclusion of all pupils through quality first teaching. Quality first teaching should be teaching that is targeted at the child s area of weakness and should be aimed at developing effective inclusion for all pupils. Such teaching will, be based on clear objectives that are shared with the children and revisited at the end of the lesson; carefully explain new vocabulary; use lively, interactive teaching styles and make maximum use of visual and kinaesthetic as well as auditory/ verbal learning. Approaches like these are the best way to reduce, from the start, the number of children who may need extra help with their learning or behaviour. 6 At universal level work may include promotion of best practice and encouraging language development and maximise a child or young person s potential. This work could include providing general advice and training to settings and signposting to other avenues of support. Work at universal level may include some direct work with families and children and young people. For instance; a check in session delivered by a commissioned service where a parent or practitioner can raise a question about an aspect of a child s language or communication needs, or a link meeting with a speech and language therapist in a school. See also The Graduated Approach and Dimensions for Learning document which details advice and strategies for supporting children and young people with communication and interaction needs. 7 Targeted Targeted support is for children and young people whose needs cannot be met without additional intervention and support. At this level, support should be centred around an evidence based intervention programme targeted at their area of need and is designed to narrow the attainment gap with their peers. 6 Adapted from (DCSF, 2008) Personalised learning- a practical guide
7 These children may be identified as having special educational needs and may be placed on the setting s SEND register but access to these interventions should not automatically trigger placement on the SEND register. More detailed advice on when a child or young person should be placed on the SEND register can be found in section 6 of SEND Code of Practice, Children in receipt of targeted support are likely to have mild to moderate speech, language and communication difficulties but do not meet the threshold for more specialist support. Halton Borough Council, together with commissioned speech and language therapy services, provides a range of training opportunities for practitioners including; Communication Counts, Hanen and Elklan. The aims of these training courses are to upskill practitioners and provide specific, professional, accredited training focused on the development of language at a targeted level. See also The Graduated Approach and Dimensions for Learning document which details advice and strategies for supporting children and young people with communication and interaction needs at targeted level. 8 Specialist Specialist support for pupils may include specific, ongoing therapy provided by a speech and language therapist. Support at a specialist level is for children with complex or individual speech and language needs who require intensive support from a variety of professionals. These children and young people may have specific speech and language needs such as a specific language impairment or significant speech sound disorder. These children and young people are likely to have needs which cannot be met without additional support and may require additional funding within their school or setting to support them. These children may be supported with enhanced provision or an education, health and care plan. Eligibility for additional funding provided through an application for enhanced provision must be submitted to STAMP Enhanced Provision Panel. Statutory assessment which may lead to an Education, Health and Care (EHC) plan which details the specialist provision 8 7
8 required for a child and young person can be applied for by a practitioner from the setting who is working with the child or young person or by a parent/ carer in their own right. 9 See also The Graduated Approach and Dimensions for Learning document which details advice and strategies for supporting children and young people with communication and interaction needs at specialist level. 10 The role of the Specialist Teacher for Communication and Interaction The role of the specialist teacher for communication and interaction is as follows: To promote the inclusion of pupils with additional needs in the area of communication and interaction. To develop and further increase the capacity of settings in identification and assessment of pupils who may have communication and interaction needs and support settings to ensure that these identified needs are met. To develop effective links with commissioned services and providers of speech, language and communication needs services to ensure coordinated and effective service delivery. Take a lead role within the SEN Service in delivering training around speech, language and communication needs. To support the resource base provision within Halton to act as centres of excellence in providing support and securing good quality outcomes for pupils with SLCN. 9 See Halton Local Offer for a more detailed description of the assessment process
9 Support from Specialist Teacher for Communication and Interaction Progress is less than expected Progress is less than expected Progress is less than expected Progress is less than expected *Quality First Teaching targeted at area of need *Class Teacher together with SENCO assesses whether the child has SEN Consultation with parent/ carer and pupil *Cycles of SEN Support Assess, Plan, Do, Review *School can request consultation with Specialist Teacher for advice and strategies *Further advice and support could be sought from external agencies Progress is made and class teacher is satisfied that the child or young person s needs are met If concerns are around speech, language or communication needs, consider discussing with school link Speech and Language Therapist. Progress is made. At the review meeting with parents or carers and the child/young person, the decision may be to cease the SEND support plan and remove the child from the SEND register. Progress is made. The strategies have been successful in ensuring the effective inclusion of the pupil. *Speech and Language Therapy Service may become involved at any point or prior to this cycle commencing. 9
10 Specialist resource bases When a child or young person s speech and language development is severely disordered, a decision can be made to place then in one of Halton s specialist SLCN resource bases. Halton has six resource bases which operate within mainstream schools. The aim of the resource bases is to provide expert support with small pupil adult ratios within a mainstream setting. Placements are reviewed by the Local Authority, together with other professionals, the parent/ carer and child or young person on an annual basis. This is to ensure that the placement accurately reflects the child or young person s needs and to ensure effective transition at critical points such as the end of a key stage. There are two Reception and Key Stage 1 bases which operate on an assessment basis with intensive support from speech and language therapy service and an Education Psychologist. These children attend the base on a part-time basis enabling them to experience mainstream education with a high level of support. Mainstream support staff from the child s home school; attend the resource base on a regular basis in order to support the transfer of specialist intervention transfers with the child into their mainstream setting. Children in the resource base will also be supported with specialist support from Bridgewater speech and language therapy service and Communicate. Placement in the Reception and Key Stage 1 resourced provision can be made through either the multi-disciplinary Early s Transition Panel or as a result of an application being submitted to STAMP Enhanced Provision Panel. In some special circumstances, places can be allocated through Provision and Placement Panel. Decisions around placement can only be made if there is assessment and recommendation provided by professionals for example, an Education Psychologist or Speech and Language Therapist, and in consultation and agreement with the child or young person and their parent/carer. This is vital for panel members to make an informed decision. There are two Key Stage 2 and two Key Stage 3-4 bases within Halton. Decisions around placement are generally the result of an application being submitted to STAMP Enhanced Provision Panel or Provision and Placement Panel as detailed above. Pupils generally are in receipt of enhanced provision and do not necessarily require an education health and care plan to access the resource base. 10
11 Conclusion The approaches detailed within this strategy are designed to ensure that support is allocated efficiently and appropriately to meet the needs of children and young people with SLCN. Halton has high aspirations for all of its children and young people and this strategy seeks to support the priorities as outlined by Halton Children s Trust. Halton Children s Trust Priorities (HCTP) Halton Children s Trust has 3 main areas for improvement. 1. Working together to deliver services in a joined up way to make sure children and their families get the right help at the right time Early Help & Support. 2. Working together to plan and fund outcome focused services for children and families that deliver high quality services that are value for money Integrated Commissioning. 3. Working together to focus services towards the needs of our most vulnerable children, young people and families to close the gap by improving health, education, social and cultural outcomes. 11
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 informationSt 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 informationChildren & 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 informationCriteria for undertaking an Education Health and Care needs assessment
Criteria for undertaking an Education Health and Care needs assessment Essex County Council May 2016 Review date: December 2016 Page: 1 of 10 Contents 1.0 INTRODUCTION... 3 2.0 WHO IS THIS GUIDANCE FOR?...
More informationSpecial 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 informationSENCo (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 informationSPECIAL 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 informationNavigate 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 informationThe 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 informationGUIDANCE 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 informationSEN 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 informationDuncombe School Special Educational Needs and Inclusion Policy
Duncombe School Special Educational Needs and Inclusion Policy Date Policy Reviewed Policy Reviewed By Reason/Outcome Next Review Due April 2013 Sue Howes Review Spring 2014 March 2014 Sue Howes Review
More informationFrom 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 informationAnnual 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 informationMinsthorpe 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 information1. 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 informationParents views: A survey about speech and language therapy
Parents views: A survey about speech and language therapy 1 Executive summary NDCS carried out a survey to find out what parents think about the speech and language therapy services that their children
More informationThe 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 informationMiddleham 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 informationJanuary 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 informationLC 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 informationLeeds 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 informationAshleigh 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 informationSchool Assessment, Recording and Reporting Process
Next review: July 2015 RADLETT LODGE SCHOOL ASSESSMENT, RECORDING AND REPORTING PROCEDURES Aim To assess and report on all aspects of our pupils development to facilitate consistency, progress, planning,
More informationReading s Autism Strategy for Children, Young People and Adults
Reading s Autism Strategy for Children, Young People and Adults 2015-2018 Contents Introduction... 2 Developing Reading s Autism Strategy... 2 The Structure of this Strategy... 3 What is Autism?... 4 What
More informationSouth 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 informationLEARNING 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 informationThe importance of supporting children and young people s communication skills and what The Communication Trust does to enable this Shona Crichton,
The importance of supporting children and young people s communication skills and what The Communication Trust does to enable this Shona Crichton, Professional Advisor, The Communication Trust Our vision......is
More informationSPECIAL 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 informationStages of the Code of Practice
www.neelb.org.uk Web Site Download CASS Special Educational Needs (SEN) May 2012 Stages of the Code of Practice The Five Stage Approach In recognising that there is a continuum of needs, the Code sets
More informationBabington Community College. Special Educational Needs and Disability Information Report. 1. Ethos and Values
Babington Community College Special Educational Needs and Disability Information Report 1. Ethos and Values Babington Community College is an Outstanding School (OFSTED 2013). Our vision is for all of
More informationSpecial Educational Needs& Disability Policy Revised in line with the new Code of Practice 2014-2015
Cranbury College Special Educational Needs& Disability Policy Revised in line with the new Code of Practice 2014-2015 Created by: Sheila Honeybourne Assistant Head teacher/sen Manager working in partnership
More informationTUNBRIDGE 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 informationSt 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 informationOCR 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 informationResource document for school governors and schools. Summary of Special Educational Needs (SEN) Code of Practice for Wales
Resource document for school governors and schools Summary of Special Educational Needs (SEN) Code of Practice for Wales Teifion Rees SEN Governor Cwrt Sart Comprehensive School April 2004 1 Acknowledgements
More informationPROGRAMME 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 informationTrinity 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 informationSupport 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 informationSpecial 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 informationSEND 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 informationSt 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 informationGMS 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 informationSEND / 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 informationSs John Fisher, Thomas More High School Assessment, Reporting and Recording Policy
Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy Compiled by: CHA (members of SLT) Approved by: Curriculum Committee Date: May 2015 Revision Date: May 2016 Introduction
More informationOCCUPATIONAL THERAPY POLICY
INTRODUCTION ST CATHERINE S SCHOOL AND SIXTH FORM CENTRE OCCUPATIONAL THERAPY POLICY St Catherine s School and Sixth Form Centre is a residential school providing intensive integrated programmes of care,
More informationPolicy statement: Assessment, recording and reporting achievement.
Policy statement: Assessment, recording and reporting achievement. In partnership with the home and the local community, the school has a responsibility to fulfil the demands of the national curriculum
More informationQueenswood School Local Offer
Queenswood School Local Offer Name of site Address Contact name Queenswood School and associated children s homes Callow Hills Farm, Hereford Road, Ledbury, Herefordshire, HR8 2PZ James Imber Telephone
More informationLocal offer to Students with. Special Educational Needs. and their Parents
Local offer to Students with Special Educational Needs and their Parents Local Offer to Students with Special Educational Needs and their Parents Thornleigh Salesian College School is committed to meeting
More informationSpecial Educational Needs and Disability Policy 2014 Notre Dame Catholic College. Contact details Mrs L Martin (NASENCO award) Special Education Needs
Special Educational Needs and Disability Policy Notre Dame Catholic College Contact details Mrs L Martin (NASENCO award) Special Education Needs Co-ordinator (SENCO) Senior Leadership Team advocate: Mr
More informationSt. 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 information3. Name, qualifications and contact details for the Dartmoor Federation Special Educational Needs Coordinators (Senco)
Dartmoor Federation Special Educational Needs and Disability Report 2014-15 1. The Kinds of SEND for which provision is made within the Dartmoor Federation: Dartmoor Federation will do its best to ensure
More informationCambridgeshire Area Special Schools
` Cambridgeshire Area Special Schools A Specification www.cambridgeshire.gov.uk CONTENTS Children, Families and Adults Services SECTION 1 - INTRODUCTION... 4 1.0 BACKGROUND... 4 SECTION 2 EXPECTATIONS...
More informationAssessment, Recording and Reporting Policy
St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an
More informationAdditional 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 informationOur 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 informationSpecial Educational Needs
Special Educational Needs Code of Practice LEAs, Head Teachers and Governors of Schools, early education practitioners and other interested parties. Date of Issue: November 2001 Ref: DfES/581/2001 Related
More informationAsset 1.6 What are speech, language and communication needs?
1 of 5 The National Strategies Asset 1.6 What are speech, language and needs? a) Summary of key points Taken from the Primary and Secondary Inclusion Development Programme (IDP): Dyslexia and speech, language
More informationManchester 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 informationThe role and responsibilities of the designated teacher for looked after children. Statutory guidance for school governing bodies
The role and responsibilities of the designated teacher for looked after children Statutory guidance for school governing bodies The role and responsibilities of the designated teacher for looked after
More informationChamberlayne College for the Arts. Tickleford Drive, Weston, Southampton, SO19 9QP. SEN and Disability Local Offer
Chamberlayne College for the Arts Tickleford Drive, Weston, Southampton, SO19 9QP SEN and Disability Local Offer September 2014 Tel: 023 8044 7820 Web: www.chamberlayne.org School Ethos Statement At Chamberlayne
More informationSpecial Educational Needs and Disability Policy
Special Educational Needs and Disability Policy Core Principles BCA fully endorses the 2014 Special Educational Needs and Disability Code of Practice: 0 to 25 years 2014. All young people are entitled
More information(Arrangements made to support children and young people with Special Educational Needs or Disabilities)
West Sussex Alternative Provision College and The (Arrangements made to support children and young people with Special Educational Needs or Disabilities) FROM THE PARENT CARER S POINT OF VIEW: 1. How does
More informationDisability and Discrimination Statement
Disability and Discrimination Statement 1. Introduction The Longsight Community Primary welcomes people with disabilities and will comply with the requirements of the Disabilities Discrimination Act 1995
More informationBelmont 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 informationEvaluation Case Study. Leadership development in special schools
Australian Government Department of Education and Training More Support for Students with Disabilities 2012-2014 Evaluation Case Study Leadership development in special schools Output 7: Supporting school
More informationOur 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 informationSt. George s College Special Educational Needs and Disability Policy (SEND)- Academic Support
St. George s College Special Educational Needs and Disability Policy (SEND)- Academic Support Mission Statement We are an independent Roman Catholic co-educational school which welcomes those of other
More informationEducational Psychology for Schools
Educational Psychology for Schools An introduction to FocusPsychology & our services 0845 130 5837 Company Background Formed in 2006 as FocusPsychology Ltd Provided psychological assessment reports to
More informationThe 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 informationStarting School. Guidelines for Parents/Guardians of Children with Special Educational Needs
Starting School Guidelines for Parents/Guardians of Children with Special Educational Needs NCSE 2016 The word parent in this document should be taken to include guardians of children. Contents Introduction
More informationSpecial Educational Needs Policy. Loreto College, St. Stephen s Green
Loreto College St. Stephen s Green Introduction This policy is drawn up in the context of The Education Act (1998) and takes cognisance of The Equal Status Act (2000), The Equality Act (2004), The Education
More informationSALISBURY 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 informationDisability and Discrimination Statement
Disability and Discrimination Statement Policy Data Sheet Policy Name: Document Reference: Disability and Discrimination Statement BLSch012 Version Number: 1 Ratified By Principal: Chair of Governing Body
More informationChanges to services and provision for children and young people with special educational needs and disabilities (SEND) in South Gloucestershire
South Gloucestershire Council 03 September 2014 Frequently asked questions and answers for parents and carers. Changes to services and provision for children and young people with special educational needs
More informationPolicy Title: Students with a Disability: Meeting their Educational Needs Published: 2008
Policy Title: Students with a Disability: Meeting their Educational Needs Published: 2008 Identifier: SWD200810 Legislation: Education Act 2004 Discrimination Act 1991 Disability Discrimination Act 1992
More informationEaton Bank Academy. Special Educational Needs and Disabilities. Approved by FGB February 2015 Next review due February 2017
Eaton Bank Academy Special Educational Needs and Disabilities Approved by FGB February 2015 Next review due February 2017 1 SEND Policy December 2014 COMPLIANCE This policy complies with the statutory
More informationParent Forum July 2014
Parent Forum July 2014 Update on the Special Educational Needs and Disability Reforms In Derbyshire : Update Support & Aspiration Project Board established, membership includes representatives from Health,
More informationIndividual Education Planning
SPECIAL EDUCATION SUPPORT SERVICE building on ability Individual Education Planning Special Education Support Service Aims: To enhance the quality of teaching and learning with particular reference to
More informationSure Start children s centres statutory guidance. For local authorities, commissioners of local health services and Jobcentre Plus
Sure Start children s centres statutory guidance For local authorities, commissioners of local health services and Jobcentre Plus April 2013 Contents Summary 3 Sure Start children s centres statutory guidance
More informationMaking Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview
Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview Introduction This report summarises the responses to the consultation on the Government s proposal to introduce foreign
More informationSpecial Educational Needs
Special Educational Needs Code of Practice LEAs, Head Teachers and Governors of Schools, early education practitioners and other interested parties. Date of Issue: November 2001 Ref: DfES/581/2001 Related
More informationBedford Borough English as an Additional Language (EAL) Strategy (2015-2018)
Bedford Borough English as an Additional Language (EAL) Strategy (2015-2018) 1 Bedford Borough English as an Additional Language (EAL) Strategy 2015-18 Vision In Bedford Borough we are ambitious for ALL
More informationThe special educational needs and disability review
The special educational needs and disability review A statement is not enough This review was commissioned to evaluate how well the legislative framework and arrangements served children and young people
More informationSEN Code of Practice Top Ten need to know impacts on your school. www.focuspsychology.com 0845 130 5837
SEN Code of Practice Top Ten need to know impacts on your school 0845 130 5837 Psychological Services for Schools The future of community focused psychology Embedded & Integrated Support Enhancing resilience,
More informationSEND in the Early Years. Julia Lumb Senior Portage and Early Years Support Teacher Early Years Learning and Childcare Service
SEND in the Early Years Julia Lumb Senior Portage and Early Years Support Teacher Early Years Learning and Childcare Service May 2016 Aims of the Session To share our Early Years SEND practices / experiences
More informationCIRCULAR TO BOARDS OF MANAGEMENT AND PRINCIPAL TEACHERS OF NATIONAL SCHOOLS
Circular SP.ED 08/02 CIRCULAR TO BOARDS OF MANAGEMENT AND PRINCIPAL TEACHERS OF NATIONAL SCHOOLS Applications for full-time or part-time resource teacher support to address the special education needs
More informationExploring interventions for children and young people with speech, language and communication needs: A study of practice
Exploring interventions for children and young people with speech, language and communication needs: A study of practice Sue Roulstone 1, Yvonne Wren 1, Ioanna Bakopoulou 2, Susan Goodlad 3, and Geoff
More informationPostgraduate 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 informationSEN Information Report. Our Mission Statement Haymerle School is a safe, caring and stimulating environment where all are empowered:
SEN Information Report Our Mission Statement Haymerle School is a safe, caring and stimulating environment where all are empowered: To have high expectations and celebrate achievements; To develop lifelong
More informationBeaumont College. SEN and Disability Local Offer
Beaumont College SEN and Disability Local Offer Accessibility and Inclusion The College provides an accessible learning and living environment for students aged 16 25 years (Day learners) and 18 25 years
More informationPlanning 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 informationImplementing a new 0 to 25 special needs system: LAs and partners
Implementing a new 0 to 25 special needs system: LAs and partners Duties and timescales - what you must do and when March 2015 Contents Summary 4 Delivering cultural change through working with children,
More informationDulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School
Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School Ethos and Policy points Dulwich College Seoul (DCSL) believes that every student attending DCSL has the right
More informationLocal offer - education framework
South Gloucestershire Council February 2014 Local offer - education framework Changes to services for children and young people with special educational needs or disabilities Background The government
More informationHOLY FAMILY PRIMARY SCHOOL MAGHERAFELT
HOLY FAMILY PRIMARY SCHOOL MAGHERAFELT SPECIAL NEEDS & INCLUSION POLICY STATEMENT Rationale Holy Family Primary School is committed to the provision of a broad and balanced curriculum, which offers equal
More informationDraft/Support & Aspirations: Response by Norfolk SEN Network
Draft/Support & Aspirations: Response by Norfolk SEN Network Q1. How can we strengthen the identification of SEN and impairments in the early years, and support for children with them? Meeting the needs
More informationEducational psychology in Scotland: making a difference
Educational psychology in Scotland: making a difference An aspect report on the findings of inspections of local authority educational psychology services 2006-10 Contents Page Foreword 1. Introduction
More informationStatistical First Release
Statistical First Release Special Educational Needs in England: January 2014 Reference SFR 26/2014 Date 4 September 2014 Coverage England Theme Children, Education and Skills Issued by Department for Education,
More informationMatching Provision to Need A tool to support schools
Matching Provision to Need A tool to support schools 5 14 years version A TOOL TO SUPPORT SCHOOLS WHEN IDENTIFYING AND MAPPING PROVISION FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND)
More information