We held consultations with schools, governors and families early in 2018 and laid out our plan to focus on identifying children and young people’s needs earlier. We want to be able to intervene so that children’s needs are understood earlier, responded to more quickly and escalate less.
You told us:
(You wanted) Earlier intervention/faster agreement with AfC to support a child.
Intervention support, upskilling teacher/TAs
Could there be a centralized team of experts shared between schools and extend into other areas?
Early intervention packages at KS2.
More awareness of what support is actually out there.
They (providers) need to be able to speak to people at AfC for help and guidance quickly.
Early intervention is vital. Good if children are picked up before school/nursery.
Support and training for preschools/ nursery settings for early identification and intervention and engaging parents.
We have a renewed focus on system wide support for education providers across all stages so that they feel competent and confident to identify and meet the needs of children with special educational needs. We will redeploy existing resources and invest in new additional resources so that we have the capacity to effectively support providers to do this, including:
- Establishing our inclusion one stop shop telephone helpline and making it easier for schools to access support by maintaining and publishing our support map
- Develop support networks on social emotional and mental health (SEMH) needs, with training provided by AfC’s School Inclusion Service, the Educational Psychology Service and the Emotional Health Service (clinical psychology)
- Expand the Inclusion Service to include secondary behaviour specialists in addition to the current primary expertise, offering advice, training, coaching and the coordination of multi-agency networks.
- Set up early intervention panels for Early Years, Primary and Secondary to consider individual cases where class teacher, SENCO, SEN Threshold Guidance and other interventions have been tried without enough success, and an escalation of support is seen as required. The panels will be able to assign a range of additional interventions to support the school and young person, without the need to request or wait for Statutory Assessment or EHCP. If a Statutory Assessment is requested or recommended, then the intervention evidence gathered should enable comprehensive and efficient assessment.
Possible interventions will include support from specialist inclusion, educational psychology, clinical psychology, and therapy staff. Resources funded by the Early Years Inclusion Fund may be considered, as will outreach support provided by specialist resource provisions and special schools.
We have also added a SEND Learning and Resources Library to the Local Offer to give education providers and professionals easy access to and raise awareness of the vast amount of quality SEND training, development opportunities and resources that are available online and in the wider community.
Our new support plan will be carefully assessed and evaluated across the year, so that we can respond to needs emerging, redirect resources appropriately and also inform future commissioning plans.
Achieving for Children will be working with settings and schools to help them identify suitable children and young people for consideration for additional intervention through panels when the panels start in the autumn term.