Ordinarily Available Provision 2022-2025 (Enfield)

Ordinarily Available Provision

Resources, approaches and reasonable adjustments that the Local Authority expects to be made available for children

and young people with special educational needs and

disabilities across mainstream schools in Enfield

Information for teachers and support staff working in schools

September 2022 to 2025

(to be reviewed in 2024)

www.enfield.gov.uk

Contents

Introduction to Ordinarily Available Provision 2022 Page 3

The Inclusion Charter Page 4

Expectations for Educational Settings in Enfield: 1. Assess Plan Do Review cycle and the Graduated Approach Page 5 2. Partnership with children and young people and their parents/carers Page 5 3. Staff skills and training Page 7 4. Transition and transfer Page 8

Ordinarily Available Provision and Support in Broad Areas of Need:

Funding and the use of funding Page 74 Glossary Page 75 Appendix 1: Directory of services and organisations Page 79

Introduction to Ordinarily Available Provision 2022

This guidance has been co-produced with SENCO representatives from schools, parents/carers and a wide range of education, social care and health services. This document has also been written with reference to the work published on Ordinarily Available Provision by other authorities. Thank you to all who participated in this process and to Bristol, Cornwall, West Sussex and Portsmouth County Councils.

This document has been produced at a time when Enfield’s SEND Partnership Strategy, Inclusion Charter and All Age Autism Strategy were all in development and therefore there is purposeful and natural alignment across these documents with this guidance.

Our vision is for all our children and young people with Special Educational Needs and Disabilities to have high aspirations and to achieve positive lifelong outcomes.

In practice, this means making sure all our children and young people with SEND are safe, healthy, happy and included in their educational setting and communities. We want our children and young people to discover and achieve their goals and we want to empower them to be at the heart of decision making, so that they can make positive choices about their lives and futures.

As our children and young people grow up, we want them to feel confident and prepared for adulthood and their independence, with the skills and opportunities they need to thrive. Together, our collective ambition is to make Enfield an inclusive borough where “SEND is everyone’s business”. An inclusive Enfield is a place where diversity and difference are understood and celebrated, and where barriers are minimised or removed.

Vision Statement: Enfield’s SEND Partnership Strategy (2023 – 2027) The SEN Code of Practice states that, where possible, children and young people (CYP) should attend mainstream schools7 in their local area and should be encouraged to feel included and part of their local community.

All parents/carers of CYP with SEND have the right to choose a mainstream school place for their child. The culture and ethos of all mainstream schools has to be welcoming for all CYP, including those with SEND and their families. Therefore, it is the responsibility of every school to create an environment and community where all CYP feel safe, healthy, happy and included.

This guidance outlines the ordinarily available provision that the local area expects to be made available to support the inclusion of children and young people (CYP) with special educational needs and/or disabilities (SEND) in all mainstream schools8. This is commonly referred to as SEND support or the school/setting based stages of the graduated response, which schools should provide from their notional funding in meeting their obligations set out in the SEND Code of Practice (2015)9.

Enfield is a needs-led borough, and any provision or support should be provided in line with the needs of the CYP and is not dependent on any formal diagnosis.

For further information about services and provision in Enfield please visit our Local Offer website. https://www.enfield.gov.uk/services/children-and-education/local-offer

1. This applies to local authority maintained, free schools, faith schools or academies.
2. Reception age to Year 11 (4-16 years).
3. SEND code of practice: 0 to 25 years - Gov.UK (www.gov.uk)

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The Inclusion Charter

Enfield has developed an Inclusion Charter in partnership with schools and partners across the local area. Education settings are invited to sign up to The Charter and demonstrate their commitment to promoting more inclusive Enfield for CYP with SEND across the following 8 principles:

Enfield Inclusion Charter

A charter for early years settings, schools and colleges committed to providing an inclusive education for children and young people in Enfield.

Signing the Inclusion Charter is a commitment to:

Provide clear, visible and strong leadership for inclusion

Ensure that everyone takes responsibility for including children and young people with special educational needs and disabilities

Understand that all behaviour happens for a reason

Listen and respond to children and young people’s opinions and ideas when making any decision which impacts on their lives

Celebrate difference and diversity

Work with families, professionals and practitioners across our community to help all children and young people to thrive

Ensure that everyone is comfortable to be open and honest about what support they need to help children and young people in their care

Support children and young people to prepare for their adulthood from the early years and throughout their childhood and adolescence, so they can shape their future in the way they want.

The Charter has been developed by children and young people, headteachers, teachers, parents and carers, council officers, health partners and voluntary sector organisations.

www.enfield.gov.uk

10 https://traded.enfield.gov.uk/thehub/information/enfield-inclusion-charter

Expectations for educational settings in Enfield

1. The Assess, Plan, Do, Review (APDR) Cycle and The Graduated Approach

The APDR cycle is used to regularly monitor and review the impact of interventions and strategies that have been implemented to meet a CYP’s SEND. The regular review of support ensures that provision does not remain the same over time and that interventions that are not effective are discontinued or adapted to ensure impact. The cyclical process allows for an increasing understanding of the CYP’s needs. It allows staff to evaluate what teaching approaches and support works best for the CYP, ensuring that they can be included and make progress across the curriculum.

Where expected progress is not seen at the review stage, increasing specialist expertise should be sought for the subsequent cycle. This is known as the Graduated Approach (SEN Code of Practice, 2015 p100).

In schools, the APDR cycle will be documented on school support plans e.g. Individual Education Plans, Learning Support Plans or equivalent documentation.

2. Partnership with children and young people and their parents/carers

We have introduced a new Council-wide Youth Participation Policy to support our workforce to include children, young people and families in service design, commissioning, delivery, and evaluation, in a way that is meaningful to them. One of the important networks we will be doing this through is our new ‘All About Us’ SEND youth participation groups.

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The Graduated Approach (APDR)

PLAN With the child/ young person, their parents/ carers and key members of staff, plan interventions and/or strategies that can be used to address needs identified at the assessment stage. Identify expected outcomes.

Assess Use of screening tools, observations and informal/ formal assessments to identify strengths and needs which lay the foundation for forward planning. This may involve external agencies. These assessments may form the baseline for measuring progress and outcomes.

Review With the child/ young person, their parents/ carers and key members of staff, celebrate any success(es) and plan next steps where outcomes have not been met. Refer to baseline assessments to highlight progress made.

DO Implement interventions and/or strategies as agreed at the planning stage. Regular monitoring and record keeping should be in place.

Partnership with CYP

CYP’s voices are at the centre of decision making with their views actively sought and valued.

This can be done in a variety of ways:

• CYP are involved in the graduated approach. They assess, plan, do and review their own learning.

CYP are helped to value their progress and achievements and to recognise and understand their own barriers to learning.

CYP understand, identify and contribute towards the targets they intend to achieve. The school’s support plans should be used to document the assess, plan, do, review approach.

Partnership with parents and carers

Parents and carers and CYP have a participatory role in all decision making. This can be at different levels to fulfil a variety of purposes relating to the development of provision for CYP with SEND, which can include the following:

• Parents/carers and schools meet regularly to exchange information about the CYP.

Home school diaries/planners/book bags/texts/emails are used to support communication between home and school.

School support plans are used to record information relating to identified SEND interventions in place over time. Parents and carers are fully involved in setting and reviewing targets and outcomes.

Schools discuss the SEND Code of Practice with families and fully explore what can be provided at SEND support in the local mainstream setting.

• Parents and carers are signposted to Enfield’s local offer.

Schools work closely with parents/carers and parent advocacy groups (SENDIASS) to create a shared understanding of needs and implement effective approaches to ensure outcomes are met.

The school SEN Information Report is published on its website and the views of parents and carers are sought to inform this.

3. Staff skills and training

Schools have a planned programme of ongoing Continued Professional Development (CPD) in relation to SEND for the whole setting.

Teaching and non-teaching staff are supported by senior leaders to access appropriate continuing professional development opportunities for SEND, to develop their knowledge, skills and confidence. This enables them to use effective strategies in interventions so that CYP can make and sustain progress.

CPD may include face to face and online training, working with external specialists and the sharing of best practice within and between schools and settings through forums and networks, e.g. Enfield’s SENCO Coffee Morning, Inclusion briefings, SEN Service briefings, Designated Safeguarding Lead Network and Senior Mental Health Leads Network etc.

Staff collaborate and have effective links with other relevant outside agencies school staff know when to refer to extra support. Advice received from other professionals is used to inform teaching and learning.

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4. Transition and transfer

Change can be a difficult experience for many of our CYP with SEND especially if they have needs or past experiences that would affect their capability to understand and make sense of a new or unfamiliar routine, manage uncertainty or deal with loss or absence of something or someone.

Routine and life transitions can include:

• Moving around the setting.
• Preparing for weekends and the start of holidays and beginning of term.
• Moving from lesson to lesson.
• Changing from structured to unstructured times.
• Moving from break to lesson times.
• Moving from one activity to the next within a lesson.
• Changes of staff - permanent and temporary.
• Special events: visitors, visits, celebrations.

Life events: birth of a sibling, loss and bereavement, puberty, change in parenting arrangements (e.g. change in parents’ relationship status or contact visits).

Supportive strategies can include:

A key person who has the capacity to notice changes in a CYP’s emotional state and provide a supportive space to understand and value their concerns.

• Safe spaces are available within the classroom or an identified area of the setting when needed.
• Structured alternatives for unstructured times, e.g. games club, use of library for vulnerable CYP.
• Visual timetables.
• Signalling change in advance to prepare the CYP, use of countdown reminders and/or timers.
• Transition objects.

Transfer and Phase Transitions including change, entry and exit to educational settings. Parents and carers of children with SEND are often concerned about the move to secondary school and the increased demands that secondary schools will have on their child.

It is expected that primary and secondary schools work in partnership to plan the transition. Strategies can include:

Sharing of information about the CYP strengths, needs and interests, strategies and approaches to support a successful transition. This information is available for the CYP’s parents and carers, other colleagues within the setting and receiving or previous settings as required.

Promote a sense of belonging to the new school by becoming familiar with the environment and encouraging attendance at social and extra-curricular activities.

Standards and expectations of the new school are communicated to CYP at their level of understanding. Providing detail about the transition and what will happen afterwards

• Communication passports.

Additional visits to the new school with familiar adults and/or peers who are also transitioning there. These should include opportunities to meet with key staff and navigating key places in the school

• Creating Social StoriesTM.
• Setting up buddy systems to support orientation in the first weeks of the new term.
• Home school partnership and communication.

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Ordinarily Available Provision for Different Areas of Special Educational Need

The next section covers Ordinarily Available Provision under the main categories of SEND. There is an additional section that covers medical needs.

Fictious case studies are used to illustrate different needs and the support that could be put in place. However, presentations of CYP with SEND are unique and vary greatly. Often a CYP’s needs are interrelated requiring a carefully considered and matched provision to the identified needs as part of the assess, plan, do, review process.

Cognition and Learning

Speech, Language and Communication

Visual Impairment

Needs

Autism

Deafness and

Hearing Loss

Physical Disability

Social, Emotional

and Medical

and Mental

Needs

Health

Cognition and Learning Cognition and Learning

Child or Young Person’s Voice

‘When teachers highlight the important words in the lesson.’

‘Printed sheets help me so I do not have to rush copying off the board.’

A secret way I can ask for help – I don’t like to put my hand up.’

‘I find long instructions difficult to remember, when teacher’s shorten them it really helps.’

‘I like talking through my answers I find it better than writing it down.’

‘Let us ask questions – check that we are doing it right.’

‘Give us time to listen and time to answer questions.’

Illustration by a pupil at Enfield Grammar School

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Learning Introduction

It is important that everyone in the school community has an understanding of how children learn and know how crucial effective adult support is for children to learn and develop. Children start to learn from the day they are born. As they grow they are subject to many experiences and with sensitive and intuitive support they develop the cognitive, social and emotional skills to make sense of the world around them. This in turn allows them to be able to acquire and develop increasing knowledge for everyday living as well as for academic life.

Every child’s life experiences will be different and these will affect their future learning in different ways. For example, some children’s learning can be influenced by biological or neurological factors which may mean that they learn at a different rate or need a different approach for them to acquire basic learning skills. Other children’s learning will be Influenced by environmental factors perhaps when their opportunity to experience the wider world around them might be influenced by family finances or time, or if adults in the child’s world are unable to provide consistent and sensitive support to allow them to develop, which can in turn impact on neurological development. Whatever the challenges might be, acknowledging and accepting the impact of different experiences that children may arrive at school with, and indeed continue to experience, is crucial to ensure inclusive practice in the classroom. With this understanding and the right support in school, all children can make progress with learning, even if it is only in small steps.

Children learn best through the provision of high quality and appropriate amount of adult support (mediation) so that they can access appropriate learning experiences (tasks) in order to help them develop ‘tools of the mind’ (learner skills). Therefore, when thinking about how to support learning it is it important to consider the interaction between these three aspects of the learning situation:

Tasks

Learner

skills

Learning

Mediation

Learner Skills:

Cognitive skills are one aspect of the learning process, other key skills include: Physical skills, emotional skills and communication skills (see different sections). The cognitive aspects of learning can be broadly considered to fall into 3 groups of skills:

• Perceptual Skills –

These are skills that we need to process sensory information in the world around us, including visual-spatial perception and auditory perception, but also perception of things that are more abstract such as quantity (magnitude) and time.

For example; being able to accurately perceive auditory information is crucial for phonological processing and reading development.

• Conceptual Skills –

These are skills that we need to help us process, understand and think about our experiences and develop academic knowledge, such as memory skills, language skills, comparison and grouping skills, the ability to make inferences and reasoning skills.

For example, being able to make connections between different bits of information are crucial to make inferences about a character’s thoughts and actions in a story.

• Regulation Skills (sometimes called ‘Executive Functions’) –

These are skills we need to control our thinking processes and make learning efficient, such as controlling our attention and impulses, working memory, planning and organisation, regulating our emotions and thinking flexibly. For example, being able to ‘hold in mind’ and manipulate numbers (working memory), is crucial to be able to carry out mental calculations in maths.

Mediation Techniques:

In order to effectively support the development of cognitive and other learning skills, school staff need to assess which learning skills need to be supported to enable children to access classroom tasks. This support is sometimes called mediating learning and involves the adults acting as ‘bridge’ between the child and the task, aiming to equip the child with the ‘tools of the mind’ to work with increasing independence.

Appropriate Tasks:

The final piece of the ‘jigsaw’ is to make sure that children are provided with classroom learning tasks that differentiated so that they are within their ‘zone of proximal development (ZPD)’. This means that in order to stretch and develop learning skills tasks need to present some aspect of challenge but be motivating and relevant and drawing on some existing skill and knowledge. Learners need to know what the relevance of the task is and how it fits with other learning they have done in school. By carefully presenting tasks by clearly explaining what the child has to do, why they need to do it and how it links to other lessons and learning staff are providing good mediation for learning in the classroom.

Overall, some challenges that children and young people face with learning can affect them in general ways (across all or many subjects) or specific ways (in specific subjects only such as literacy difficulties -specific learning difficulties -SpLD). General learning difficulties exist on a spectrum from moderate (MLD) to severe (SLD) and where significant physical disabilities and communication impairments are also present children are considered to have profound and multiple learning difficulties (PMLD) where the highest level of mediation and specialist provision mediation will be required. Some children will respond quickly and need support only for a short time, others will require more long term or intensive support to ensure progress over time.

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Whole School Approaches

Learner Skills

Staff plan and deliver lessons with a knowledge and understanding of individual CYP’s perceptual (e.g. visual-spatial, auditory etc), conceptual (e.g. ability to make connections) and regulation (e.g. impulse control, planning, emotion regulation etc) skills.

Mediation Techniques

There are adaptations to the physical learning environment informed by awareness of CYP’s perceptual, conceptual, and regulation needs, e.g. whole class visual schedules, tinted whiteboard, seating, visual and practical learning resources, visuals for key vocabulary etc.

Teaching Assistants/Learning Support Assistants have access to planning in advance of lessons and are deployed effectively to support individual and groups of CYP with clear guidance of how to mediate learning.

Staff plan for CYP to work in different groupings (independent, pairs, small group or whole class) to develop independent learning skills, interpersonal skills and opportunities for social learning and peers to act as mediators.

All staff are trained and skilled in supporting CYP to develop general and specific learning needs across the cognitive aspects of learning (perceptual, conceptual and regulation skills). This will include how to effectively mediate learning with the aim of increasing independence. See examples below:

• Mediating perceptual skills

Staff will make sure that the CYP can accurately perceive information and help them to practice. For example; listening to and practising rhymes or songs or matching letters to sounds through fun and motivating games.

• Mediating Conceptual skills

Staff will make sure that the child has all the vocabulary and factual knowledge to be able to complete a task. For example; pre-teaching vocabulary, explaining new facts in a variety of ways, using real life experiences and visual materials. Making sure the child can see how different lessons or bits of learning link together. For example, helping them recall what they did in a previous lesson, or using a visual organiser to show how lessons link together in an overall topic

• Mediating regulation skills

Staff will make sure that there are not too many steps to a task to be done at once, or helping the child break down a more complex task into smaller ‘chunks’. For example, using a writing frame to help structure and plan a piece of longer written work or helping a child to rehearse ideas verbal and dictate them to a scribe or using IT. Making sure that the learning environment helps the child to focus and maintain attention on the task. For example, minimising noise or movement or allowing for concentration breaks.

Appropriate Tasks

Tasks are relevant, builds on previous learning and is differentiated so that CYP are challenged sufficiently but are working within their ‘zone of proximal development’ and can make expected progress.

Self-esteem, resilience and ambition are promoted through opportunities to engage in learning tasks and activities that CYP can succeed in and their achievements are celebrated.

Effective use of IT equipment and technology assigned the task as an alternative or augmentative communication approach.

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External Agency Support (See Appendix 1 for referral contact details)

Educational Psychology Service Special School Outreach Services Enfield Advisory Service for Autism SEND/Inclusion Professional Learning Programme Early Years Area SENCO Team Child Development Team for under 6s (diagnosis of Global Developmental Delay)

Additional Resources

Bennett, J. (2014). Dyslexia Pocketbook Second Edition. Teachers’ Pocketbooks Bird, R. (2021). The Dyscalculia Toolkit: Supporting Learners Difficulties in Maths 4th Edition. Sage Publications Ltd Hornigold, J. (2015). Dyscalculia Pocketbook. Teachers’ Pocketbooks www.bdadyslexia.org.uk www.thedyslexia-spldtrust.org.uk www.helenarkell.org.uk www.interventionsforliteracy.org.uk Greg Brooks What Works 5th Edition https://www.lexiauk.co.uk/

Needs Speech, Language and Communication Needs

Child or Young Person’s Voice

The teacher gets cross with me because he thinks I don’t do what he tells me to - but I didn’t understand him and I couldn’t remember what he said.

Good eye contact and good body language is good for listening and talking.

Lego Group helps me to improve my vocabulary and take turns.

Colourful Semantics helps me with my talking and writing.

Illustration by a pupil at Prince of Wales Primary School

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See also Deafness and Hearing Loss, Autism and Social, Emotional and Mental Health

It is important that everyone in the school community has an understanding of how to support CYP develop speech, language and communication skills as they are so embedded in our learning and everyday life. Speech language and communication skills underpin the basic skills of life and are necessary for understanding and achieving in all areas of the curriculum. More than 10% of CYP have long term SLCN which create a barrier to communication and learning. Without support in the education setting CYP will struggle to understand instructions, access the curriculum, manage their behaviour and achieve in school to their full potential.

The consequences of not getting this support right are far reaching and can result in: lower academic achievement, risk of developing SEMH needs, social isolation, school exclusion and a higher risk of being involved in criminality. Whole School Approaches

When planning to meet the needs of CYP who have speech, language and communication needs, consider the following:

Providing resources to support with learning new vocabulary (word walls in classroom, word mats on tables, vocabulary sent home before the start of topic so family can talk about it at home) are used to enhance learning and enrich language development.

• Good language models are used by all staff, including using clear sentences

Visually displaying listener expectations e.g. good sitting, good listening and good looking alongside a hierarchy of what to do if you are stuck (i.e. look at the display, check the materials available on the table, look in the text, ask your talk/work partner, ask the teacher).

Actively encourage the asking of questions from all students after direct teaching input and positively support students to ask for help and clarification in order to normalise the asking of questions. Praise the use of questioning from students.

Using visual aids to support understanding e.g. pictures/photos to reinforce understanding of rules around the school.

• Explicitly teaching children what learning strategies are and when to use them (a meta-cognitive approach).
• Preparing CYP for any planned changes in timetables, both verbally and visually.

Teachers should be able to loan stationary or other equipment required to CYP for their lessons as CYP who are unprepared for lessons may have an underlying difficulty with organisation or lack of resources/support from home rather than just being forgetful.

• Explicitly teaching the language of exams and assessments as these may be worded in complex ways.

Information on CYP’s needs, what helps and relevant targets e.g. communication passports or pupil profiles is shared with all staff working with them.

• Using talking Mats to gain CYP’s views and to help with achieving outcomes that are important to them.

Using talking Mats to gain CYP’s views

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External Agency Support (See Appendix 1 for referral contact details)

Enfield School-age Speech and Language Service (Reception to end of Secondary) – Complete Speech and Language Service referral form submitted with the application for a statutory needs assessment of special educational needs.

Speech and language clinical lead pathways e.g. developmental language disorder (Reception to end of Secondary) - Discussion with relevant Clinical Lead Speech and Language Therapist prior to submitting Speech and Language Service referral form.

Speech and language health pathways e.g. speech sound problems and stammering (Reception to 18 years) – Complete and submit the Speech and Language Service referral form.

Enfield Communication Advisory Support Service (ECASS) (Primary and Secondary Schools) - All schools can access the universal pathway within the 5 strands. Targeted schools can access universal and targeted offer from strands 1 - 4.

Whole school training “An Introduction to Developmental Language Disorder” is available to all schools without charge from the Clinical Lead Speech and Language Therapist for DLD.

Additional Resources

Primary

Parsons, S. & Branagan, A. (2016). Language for Thinking: A structured approach for young children Second Edition. Routledge

Parsons, S. & Branagan, A. (2021). Word Aware 1: Teaching Vocabulary Across the Day, Across the Curriculum Second Edition. Routledge

Secondary

Branagan, A., Cross, M. & Parsons, S. (2020). Language for Behaviour and Emotions: A Practical Guide to Working with Children and Young People. Routledge

Joffe, V. L., & Hudspith, P. (2011). Narrative Intervention Programme. Routledge Joffe, V. L., & Hudspith, P. (2011). Vocabulary Enrichment Programme. Routledge

Primary and Secondary

Blank, M. Rose, S. A. & Berlin, L. J. (1978). The language of learning: The preschool years. New York: Grune and Stratton

Dunn Buron, K. & Curtis, M. (2021). The Incredible 5 Point Scale: Assisting Students in Understanding Social Interactions and Managing their Emotional Responses Second Edition – Revised. 5 Point Scale Publishing

Gray, C. (1994). Comic Strip Conversations: Illustrated Interactions that teach conversation skills to students with autism and related disorders. Future Horizons

Kuypers, L. (2011). The Zones of Regulation: A curriculum designed to foster self-regulation and emotional control Think Social Publishing Incorporated www.blacksheeppress.co.uk https://michaelpalincentreforstammering.org/ www.radld.org www.ican.org.uk https://dldandme.org www.slcframework.org.uk www.youtube.com/RADLD https://www.beh-mht.nhs.uk/services/school-age-speech-and-language-service/537

Autism Autism

Child or Young Person’s Voice

Quotes inspired by the Autism Education Trust’s 8 Promises, created by the AET’s Young Experts Panel

“My skills and interests might be very different to yours. Help me to do what I’m good at and tell me when I’m doing well.”

“I know all about the planets as they are my passion but I need lots of help with other areas of learning and other subjects.”

“Please be aware of my differences when you are helping me. I don’t always like people too close.”

“I might not be able to tell you about myself in words but you can ask my family and friends.”

“I need to know why I am learning something and how it will help me in my future.”

“I wish everyone knew about autism and understood me better.”

I like simple drawings.

I like pressure from tight

I notice emergency

I sometimes get angry and worry that people vehicles and they all sound hugs.

don’t understand

different.

that.

“Sometimes I want to work or play with my friends but I don’t know how to join in.”

“I need people I can trust to help me feel safe, happy and ready to learn.”

Illustrations by a pupil at Bowes Primary School

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It is important that everyone in the school community understands autism through training and learning opportunities for staff and CYP. Autistic people have differences in the way they process information and things around them. The Autism Education Trust (AET) describes these processing differences as affecting three key areas of development:

Social understanding

Flexibility, information

Sensory processing

and communication.

processing, and

and intergration

understanding.

Differences in these areas give rise to strengths and challenges and they will affect each autistic CYP differently. There is no ‘typical’ autistic person. Schools can learn more about this on the AET’s website (www.autismeducationtrust.org). Autism is not an illness, disease or mental health condition. Many autistic people have unique strengths and skills because they see things differently. Gradually, society’s perception of autism is changing and we are moving away from terms such as ‘disorder’ and ‘impairment’ and to talk about autism more positively. Many autistic people are proud to be called autistic and wish for people to understand, accept and embrace their differences.

When planning to meet the needs of autistic CYP, consider four important themes:

1. Understanding and listening to each unique CYP.

2. Building relationships with and around each CYP.

3. Making reasonable adjustments to the environment.

4. Providing a curriculum that can be adapted for the learning and development needs of autistic CYP.

Schools can learn about these through the Autism Education Trust training modules which are freely available to all Enfield staff through the Enfield Advisory Service for Autism. It is highly recommended that all school staff access relevant training modules every 2 years as these are updated in line with current research.

Autism Whole School Approaches

The Autism Education Trust Schools Competency Framework (2021) shows these themes and the eight principles of Good Autism Practice for schools to embed.

The AET Eight Gap Principles

This is how the Eight Principles of Good Autism Practice are embedded in the four themes.

Implement good autism practice and strategies so that learning and support needs are addressed as soon as possible to help each individual feel understood and well supported. Do not wait for a CYP to receive a formal diagnosis of autism.

Listen to the views of the CYP themselves, and their families, about what is working for them and do not to make assumptions about how autism might affect them and their learning.

• Recognise that autistic CYP can be very talented but need the right support and environment to shine.

Understand that autistic CYP can find school very overwhelming, confusing and stressful; they may find it difficult to understand social and behaviour expectations and feel they do not ‘fit in’.

Help autistic CYP understand what is expected of them and help them to feel included rather than punishing them for not conforming. Small adjustments to approaches and expectations can make a big difference to an autistic CYP’s chances of fitting in and succeeding, e.g. allowing small variations to clothing, or letting a CYP eat lunch in a quieter place.

Consider what can be done to alleviate stresses and challenges for autistic CYP who find school so challenging that they may refuse to attend. Seek advice on ways to re-integrate and include these CYP at the earliest opportunity.

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External Agency Support (See Appendix 1 for referral contact details)

Diagnosis

For children under 6 years old, neurodevelopmental assessments for autism are carried out by the Child Development Team. As part of this process your child will be assessed by a paediatrician, and may be seen either virtually or in person by other professionals such as speech and language therapists and clinical psychologists.

Referrals must be sent to the General Development Service, St Michael’s Site, Gater Drive, Enfield, EN2 0JB.

The most common referrers are: - The child’s GP - The child’s health visitor - The child’s speech and language therapist - The Special Educational Needs Coordinator (SENCo) at the child’s school or nursery For CYP over 6 years old, an autism diagnosis referral should be made to CAMHS via their referral form. The CYP will be assessed by a professional who is qualified in diagnosing autism, and usually includes a psychiatrist and a clinical psychologist or educational psychologist. They will use information about the CYP, gathered from a range of sources including the CYP themselves, parents/carers, school staff and others who know the CYP well. See Making a referral to CAMHS (www.behcamhs.nhs.uk).

Pre-diagnosis and CYP without a diagnosis

The strategies listed above can be implemented at any time and can be useful for all CYP. Do not wait for a formal diagnosis before seeking advice and/or providing appropriate support. For helpful advice before referring or while waiting for a diagnosis, you can contact EASA (admin@enfieldasa.org.uk) , or visit the National Autistic Society website: Diagnosis (autism.org.uk)

Advice and Support

The Enfield Advisory Service for Autism (EASA) www.enfieldasa.org.uk comprises a multidisciplinary team which provides training, advice and support to Enfield educational settings and families. They work in close partnership with other Enfield services such as Enfield SEN, Educational Psychology Service (EPS), the Speech and Language Service, the Occupational Therapy Service, and the Early Intervention Support Service (EISS). They also work with the Enfield branch of the National Autistic Society, other voluntary sector organisations, and are a strategic partner of the Autism Education Trust.

Additional Resources

The Autism Education Trust has a website with a wealth of supportive documents and advice on Good Autism Practice www.autismeducationtrust.org.uk. Their work is informed by international research and a panel of young autistic experts.

The National Autistic Society website is also very useful, with resources, case studies and explanations of different types of support: https://www.autism.org.uk

Child or Young Person’s voice

“When you did not a have a ‘good day’ what helped you to feel better?”

‘…that I get to spend time with one of my 5 trusted adults.’

‘Speaking to a teacher.’

‘Call my friend as he calms me down.’

‘Go to the adults who will listen to me and sometimes I will have a fidget toy to help me - a squishy toy is best.’

‘My teachers and friends remind me not to give up, so I keep trying.’

‘Going for a walk or finishing somewhere to sit – sometimes outside.’

‘Go to my corner, colour or read or sometimes do my work there.’

Illustration by a pupil at Enfield County School

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It is important that everyone in the school community has a trauma informed understanding and approach to supporting CYP’s social emotional and mental health (SEMH) development and behaviours of concern. Schools will recognise, and respond to, the need for pastoral support for pupils with SEND, taking into consideration individual needs and other relevant contextual circumstances.

Whole School Approaches

When planning to meet the needs of social, emotional or mental health needs of CYP, schools are invited to consider the following:

Assigning a Senior Mental Health Lead who can work with the school community to develop and implement a whole school approach to mental health and wellbeing with support from the Senior Leadership Team. This is aligned with Promoting Children and Young People’s Mental Health and Wellbeing (Public Health): A Whole School and College Approach and integrates a trauma informed and relationship-based approaches7.

A trauma responsive mental health lead supports schools to be curious and make meaning of children’s presenting behaviour or distress. A trauma responsive approach avoids pathologizing and labelling children and young people’s behaviour and asking instead what has happened to you rather than what is wrong with you.

Strengthening a trauma informed response to emotional, mental health and behaviour by accessing Enfield’s Trauma Informed Practice in Schools and Settings (E-TIPSS) programme. E-TIPSS embraces the Attachment Regulation Competency (ARC) framework (Blaustein & Kinniburgh, 2019). This approach is grounded in the understanding that challenging behaviour, emotional distress and impairment are responses to early trauma8. The CYP’s brain is wired to be in survival mode with behavioural responses of ‘Flight, Flight, Freeze or Fawn’ when they experience fear or perceive threat or danger.

ARC provides a staged and clear model for schools to intervene and address CYP’s need for; a sense of relational and physical safety, skills to regulate their emotional/physical experience and then to address gaps in competencies needed for healthy development.

ARC is organised around three primary domains of intervention and identifies 8 key intervention areas (illustrated below).

5 Senior Mental Health Leads can access DfE training and local support from the Enfield Senior Mental Health Lead Network 6 Short Film on impact of childhood trauma (UK Trauma Council)

In a whole school setting, this integrative framework would encourage ordinarily available provision that incorporates the following:

 Structures, routines and rhythms as children do better when they have a clear understanding of rules and when there is a degree of predictability in adults and environmental responses.

 Identified staff (caregivers) in the school who can provide safe relationship-based care for CYP.

This would require staff with a capacity to observe and make sense of the emotional messages or needs underlying CYP’s behaviours and respond appropriately and in doing so provide ‘attuned’ support ensuring CYP also regularly experience fun interactions.

For adults to provide this role, they will need to:  Be aware of their own cultural and racial lens.

 Be aware of their own push buttons or triggers.

 Consider their own resources to manage their own distress or stress.

 Be able to make meaning of CYP’s emotional states and behaviours.

 Understand the physiological difficulties of CYP and that they may not be able to modulate their behaviour when in a dysregulated state.

Staff often will need reflective supervision and/or support so that they can develop self-monitoring skills and resources, which is especially needed with working with CYP who are presenting with emotional distress and challenging behaviour.

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Recognition of the traumatic experience that many parents/carers have had as a consequence of previous school placement that may be inappropriate or has difficulties in meeting their child’s needs (this can include being bullied, socially isolated and in some circumstances physically restrained). This may impact on how they may relate to staff in new schools.

 Education and support for CYP to identify and manage their emotional regulation (or modulation), e.g.

developing a vocabulary of emotions and physical states, education about the human alarm response and trauma triggers, learning to maintain manageable levels of arousal and to expand their comfort zone, normalising the experience of mixed emotions.

A system of whole school supportive interventions for frequently dysregulated CYP, e.g. a hall pass, a safe place for regulation and restoration, developing a Positive Behaviour Support Plan (PBS), a trauma informed approach to positive handling, e.g. Creating Optimally Safe and Inclusive Environments (COSIE) – delivered by SWERRL.

 Education and support for CYP to develop the skills to build, maintain and repair connections with others as part of conflict resolution process, e.g. circle of friends, restorative practice.

CYP supported to develop executive functioning skills, including the ability to evaluate situations, inhibit responses and make thoughtful decisions/choices.

CYP to develop a positive sense of self through exploration and celebration of positive attributes, likes, values, opinions, family norms and culture. Language and communication used across the school to be consistently delivered in positive, kind and curious way towards all CYP to supports engagement and self- worth.

These components would be integrated into a trauma responsive behaviour policy that seeks to understand and make sense of behaviours of concern, ensure there is an effective response approach and ensure that exclusions of CYP with SEND is avoided for any reason related to their disability.

Enfield promotes the Thrive Framework (Wolpert et al, 2019) so that children with SEMH needs and their families receive the right support in the right place at the right time. The local offer is organised to the Thrive needs based categories: Getting Advice, Getting Help, Getting More Help and Risk Support. This includes promoting accessible digital advice and support.

In addition to the SEND Code of Practice, SEMH needs are also considered through Keeping Children Safe in Education: Statutory Guidance for Schools and colleges (2022) and Mental Health and Behaviour in Schools Guidance.

7 5 Ps Approach & Solution Circles & Interactive Factors Framework

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What we see

What may help

(Some of these presentations may overlap within and across sections)

(Organised under ARC categories)

Teaching practical ways to practice coping and calming skills, e.g. deep breathing, muscle relaxation (squeezing and releasing a ball), distraction activities such as drawing, listening to music, doing puzzles.

[timing of Getting Help interventions to be considered in context of Risk Support].

Competency

Supporting the CYP to repair connections with others and problem solve as part of conflict resolution process, e.g. Restorative Practice.

Provide limited choices so CYP start to develop a sense of agency within a specified scope of options.

Having conversations about CYP hobbies, interest and views to support development positive sense of self.

Thrive Framework

• Getting Advice: COSIE training
• Getting Help: Early Help
• Getting Risk Support: Mash / Swerrl

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External Agency Support (See Appendix 1 for referral contact details)

• Enfield Educational Psychology Service
• SWERRL (Strengthening Wellbeing, Emotional health, Relationships and Readiness for Learning)
• Secondary Behaviour Support Service
• EYSI
• Early Help
• Local Offer – SEMH section
• My Young Mind Enfield (Enfield Mental Health Support Team in schools) – offer available for specific schools.
• Enfield CAMHS

Additional Resources

Anna Freud National Centre for Children and Families

https://www.annafreud.org/ Beat – National Information and Helpline encourages and empowers young people presenting with eating disorders to get help quickly https://www.beateatingdisorders.org.uk/ Childline is the UK’s free, confidential helpline for children and young people https://www.childline.org.uk/get-support/1-2-1-counsellor-chat/ 5 Ways for Wellbeing Film Developed by Enfield Children and Young People 5 Ways for Wellbeing film Good Thinking – London’s digital wellbeing service and provides a range of resources for young people to help improve mental wellbeing including NHS approved apps.

https://www.good-thinking.uk/ Healthy London Partnership Eating Disorder Guidelines for Education Professionals https://www.healthylondon.org/wp-content/uploads/2021/10/Eating-Disorder-Guidelines-for-Education- Professionals-2021.pdf Kooth – Free safe and anonymous online mental health wellbeing community app https://www.kooth.com/ MindEd – Free educational resource on CYP mental health https://www.minded.org.uk/ Papyrus – UK charity for the prevention of young suicide https://www.papyrus-uk.org/ The Mix – UK support service for young people https://www.themix.org.uk/ Young Minds – UK Mental health charity for children, young people and their parent https://www.youngminds.org.uk/

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Physical Disability and Medical Needs Physical Disability and Medical Needs

Child or Young Person’s Voice

‘I am diabetic. I have an alarm which beeps to remind me to go to welfare to check my levels. The welfare staff help me check my levels and take my insulin.’

‘My friends help me to play and my teachers help me in class.’

‘It makes me feel good and safe that people at school care about me.’

‘I like my teachers reading books to me.’

‘The teaching assistant walks me to the toilet and waits outside in case I hurt myself. The welfare staff take me and collect me from my class, we go in the lift.’

‘I have a spinal injury. Sitting with a pillow on my chair and walking around for a few minutes relieves the pressure in my back; I don’t feel so achy.’

Illustration by a pupil at Carterhatch Infant School It is important that everyone in the school community has an understanding about some of the physical and medical conditions of the CYP in the school so that reasonable adjustments can be made to the physical environment and to teaching and learning. Some CYP with physical disabilities will require additional support and equipment to enable them to access the same opportunities as their peers. Others will need access to staff who have been trained to manage medical conditions; these pupils will have medical health care plans.

A CYP has a physical disability if they have an impairment that has a substantial and long-term negative effect on their ability to do normal daily activities. This can be a result of a congenital or progressive medical condition, injury or disease. Some CYP with physical disabilities may be very cognitively able so the level and type of support must be tailored to a person-centred needs analysis.

• All schools have an accessibility plan which outlines how CYP can access the curriculum and access the school building. In addition, schools have Equality Objectives that aim to eliminate discrimination, harassment and victimisation; advance equality of opportunity between different groups and foster good relations between different groups. Whole School Approaches

When planning to meet the needs of CYP who have a physical disability or medical needs, consider the following:

• Adjustable height work surfaces especially in specialist areas e.g. science labs, food tech, music suites.
• Allow flexibility around uniform requirements.

Where specialist equipment has been provided e.g. hoists it should be stored safely, maintained and be easily accessible for when students require it.

Ask the child/young person how they would like to be supported and within the guidelines try to accommodate this whilst also striving for independence e.g. a buddy to support them.

• Plan to manage evacuation procedures.
• Plan how to access school trips.
• Special access arrangements onto the school site for parents at drop off and pick up times.
• Help parent/carer with applying to the LA for transport if required.
• Peer awareness of inclusivity and diversity.

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External Agency Support (See Appendix 1 for referral contact details)

Enfield PE Team paula.felgate@enfield.gov.uk Occupational Therapy Service Physiotherapy Service Waverley Outreach Educational Psychology Service Dietician

Additional Resources

Supporting pupils with medical conditions at school

https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3

Advice around Specific Physical Conditions

Hypermobility advice: Joint Hypermobility Strategies & Advice | NHS GGC Coping at school | Hypermobility Syndromes Association (HMSA) Additional support around cerebral palsy and hemiplegia (affecting one side of the body) Support services | Disability charity Scope UK (Cerebral Palsy) https://contact.org.uk/help-for-families/information-advice-services/health-medical-information/hemiplegia-support/ Education | Contact Education | Muscular Dystrophy UK Faq’s about physical disability and educational settings - Shine (shinecharity.org.uk)

Advice for inclusive PE and physical activity

Inclusion - Association for Physical Education - Association For Physical Education | P.E. (afpe.org.uk) Sainsbury’s Active Kids for All Inclusive Training | Programmes (activityalliance.org.uk) Inclusive PE Training Portal: About the Programme

Designing wheelchair accessible playgrounds

Inclusive & Wheelchair Accessible Playground Equipment for Schools (actionplayandleisure.co.uk) Accessible Playground Equipment | Flights of Fantasy

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Hearing Loss Deafness and Hearing Loss

Child or Young Person’s Voice

“It’s fun and joyful going to a school with other deaf children. I like how they teach you how to sign, good eye contact, good listening and respect. I’m very proud because I can sign and talk…I can do both.”

I explain how best they can communicate with me by getting my attention, speaking clearly, facing me so I can lip read, then I explain that I use British Sign Language.”

“All deaf people and types of deafness are different. Also, that how they became deaf will be different.”

“Sometimes when the teacher turns away or I need to watch videos and told to take notes I can’t because I need to watch the Communication Support Worker. Sometimes it’s too loud in the canteen or class and I miss information. Some teachers go too fast. I can’t have time to think so I need more time.”

“I miss important information. At times I do not understand my subject teacher. Sometimes my teachers carry on talking with their backs turned to me. Some teachers do not use the radio aid correctly. Some teachers use subtitles when they show video clips. I always sit near the front in a good position to see the teacher. I sometimes miss what my friends are saying. I value sitting at the front. I like it when the Teacher of the Deaf or the Communication Support Worker repeats what the teacher says because this helps me with my work. The Teacher of the Deaf helps me when I don’t understand – this makes learning easier for me.”

Illustration by a pupil in Brimsdown Primary School’s Hearing Impairment Resource Base

Hearing Loss Introduction

See also Speech, Language and Communication Needs

It is important that everyone in the school community understands deafness/hearing loss so that staff can ensure that these CYP are maximising their learning opportunities within the learning environment. The term deafness is used to describe sensori-neural, conductive or a mixed hearing loss. This can be a mild, moderate, severe, or profound level of deafness in one or both ears.

Deafness is not a learning disability and deaf pupils have the potential to attain and achieve the same as any other pupils, given the right support and access to the curriculum. Deafness may impact on a CYP attention & listening, language development, self-esteem and social & emotional wellbeing. Whole School Approaches

When planning to meet the needs of CYP who are deaf or hearing impaired, consider the following:

Supporting communication in the classroom:

• Facing the student when speaking to them.
• Speaking clearly and at a steady pace.
• Locating the speaker during class discussion (point to whoever is talking).
• Repeating back comments made by students in the class.
• Encouraging children to ask for repetition or clarification as necessary.
• Using visual supports (e.g. objects, symbols, pictures, photos, diagrams, natural gesture, signing, written words).
• Having a balance between listening periods and individual or small group activities.
• Outlining the main topic at the beginning of a lesson and summarising the main points at the end.
• Ensuring that video clips are subtitled.
• Providing vocabulary support (pre-teaching topic words, providing definitions for complex words during the class).

Speaking directly to the student even if an interpreter, Communication Support Worker or Teacher of the Deaf is present.

Creating an acoustically friendly environment:

• Ensuring hearing aids are worn consistently.

Ensuring that the classroom is adapted to maximise listening access (e.g. consistent use of hearing equipment and radio aids if issued, background noise is reduced, the child is seated close to the main speaker).

Keeping background noise to a minimum (turning off electrical equipment that is not being used, putting rubber stoppers on the bottom of chairs/table legs, closing doors).

Reducing reverberation by using materials which absorb sound waves (e.g. using fabric in classroom wall and table displays, having as many carpeted areas as possible).

• Ensuring the child is seated closest to the main sound source.

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Creating a visually friendly environment:

• Using visual supports (as mentioned above).
• Having good lighting to make it easier to pick up on visual cues.

Avoiding standing in front of a window or light source as this will cast shadow on your face and make it more difficult to pick up on visual cues.

Being mindful that it can be more difficult to lip read someone if their mouth is covered or if they have a beard/ moustache.

Promoting emotional wellbeing and identity:

• Encouraging open conversations about deafness.
• Reading books about children who are deaf.
• Ensuring language used is always positive (i.e. deafness as opposed to hearing impairment).
• Raising deaf awareness (through assemblies and class discussions).

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External Agency Support (See Appendix 1 for referral contact details)

Advisory Teachers of the Deaf (0 – 19 years) - Referrals can be made by a range of professionals, including school SENCos, Audiologists, GPs, Speech and Language Therapists, Health Visitors (with parental consent). Parents can also access advice or support from the service directly.

Speech and Language Therapy – Deafness/Hearing Loss (0 – 19 years) Referrals can be made by a range of professionals, including school SENCos, Teachers of the Deaf, Audiologists and other medical professionals. It is asked that the referrer makes contact with the service to discuss a potential referral in the first instance. Once discussed, a referral form is completed. Children with moderate-profound hearing loss are seen by the deafness service. Children with mild hearing loss are usually supported by the School-age Speech and Language Service.

Deaf Child and Adolescent Mental Health Service (Deaf CAMHS) (0 – 18 years) Referrals can be made by a range of professionals, including CAMHS, Paediatricians, Audiologists, Social Services, GPs. Self-referrals are accepted but families are encouraged to discuss their concerns with local professionals prior to completing a referral form if possible.

National Deaf Children’s Society Helpline (NDCS) (0 – 25 years) Helpline provides free independent information, advice and guidance on a range of topics relating to childhood deafness.

Website: https://www.ndcs.org.uk/our-services/services-for-families/helpline/ Tel: 0808 800 8880 SMS: 0786 00 22 888 Sign Video with BSL interpreter (via website) Live chat function

Paediatric Audiology Services (0 – 18 years)

If you are concerned about a child’s hearing, speak to the school SENCo. The SENCo can advise parents/carers. A referral to audiology can be made by the child’s GP.

Additional Resources

Websites:

https://www.ndcs.org.uk/information-and-support/being-deaf-friendly/information-for-professionals/here-to-learn/ watch-our-here-to-learn-videos/

- Videos about how to support children with deafness/hearing loss, including communication approaches, managing the environment, adapting resources, working with others and social and emotional development.

https://www.ndcs.org.uk/documents-and-resources -Resources for children of all ages, deaf-friendly teaching advice, lesson plans for teachers, factsheets about different types of deafness, books/comics for children who will be getting hearing aids/cochlear implants/grommets, supporting communication, information about hearing technology, applying for additional support etc.

https://www.childline.org.uk/info-advice/bullying-abuse-safety/deaf-zone/bsl-videos/ - British Sign Language advice videos covering a range of important topics, such as bullying, family relationships, staying safe and contacting Childline.

https://thelisteningroom.com/ - Activities and resources to support speech, language and listening development.

https://www.cochlear.com/uk/en/home/ongoing-care-and-support/rehabilitation-resources - Activities to support speech, language and listening development post cochlear implantation.

https://www.twinkl.co.uk - Deaf education resources https://www.british-sign.co.uk/ - Online introductory British Sign Language course.

https://letssign.co.uk/product-category/free-resources/ - Free British Sign Language resources.

https://www.bslzone.co.uk - Programmes in British Sign Language (which can be viewed with subtitles).

https://www.efolio.soton.ac.uk/blog/usaistrainingportal/ - Free e-learning about cochlear implants.

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Visual Impairment Visual Impairment

Child or Young Person’s Voice

‘An embosser is very useful for lessons since the lesson or a particular part of it is brailled for me and I can get involved with everything everyone else is.’

‘The laptop is also very useful in lessons since it has a screen reader installed on it so it allows me to access it very well.’

‘I have a lot of adapted resources to help me out in lessons which helps since it they are very useful and allows me to access lessons easier.’

‘The braille note is very useful in lessons and it helps me very much.’

Illustration by a pupil at St Monica’s RC Primary School

Visual Impairment Introduction

It is important that everyone in the school community understands vision impairments and the impact that these have on learning so that staff can ensure that CYP with vision impairments are maximising their learning opportunities within the learning environment. Young children with early onset severe vision impairment can experience delayed motor, language, emotional, social and cognitive development, with lifelong consequences. School-age CYP with vision impairment may also experience lower levels of educational achievement.

Vision impairment is the term used to describe a loss of sight that cannot be corrected using glasses or contact lenses. There are two main categories of vision impairment for which a CYP may be registered with a Certificate of Vision Impairment (CVI):

• Registered sight impaired (SI), which means the level of sight impairment is moderate

Registered severely sight impaired (SSI), which means a severe sight impairment where activities that rely on eyesight become impossible

CYP with visual impairments will experience varying degrees of sight loss; the majority will have some sight. These impairments may be caused by conditions, such as amblyopia (also known as ‘lazy eye’), strabismus (crossed eyes), brain or eye injuries, or a birth defect. Whole School Approaches

When planning to meet the needs of CYP who have a visual impairment, consider the following:

When developing colour schemes for walls and furniture, good contrast and clear edges will help people who are partially sighted.

• Signage and notices around the school should be sufficiently in sufficiently sized print and in bold colours.
• Keeping corridors and passageways clear of obstructions.
• Lighting should be consistent throughout school buildings.

Steps in stairways should be highlighted in some way (consider an environmental audit from a Habilitation Specialist).

• Vision impairment awareness sessions should be part of schools’ overall equality and diversity programmes.
• Students must be able to sit in the position that best suits their vision, usually at the front.

All school staff, including teachers, teaching support staff and non-teaching staff must have an appropriate level of training (either in teaching students with visual impairment or in visual impairment awareness).

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Visual Impairment

Visual Impairment

External Agency Support

Joseph Clarke Outreach Service (Whitefield Academy Trust, Macdonald Road, Walthamstow, London E17 4AZ, email: jcservice@whitefield.waltham.sch.uk, Phone: 020 8531 8361)

Additional Resources

RNIB - https://www.rnib.org.uk/

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Funding and the use of funding

Each school receives funding for SEND according to proxy indicators of need in the school’s population as a whole, e.g. social deprivation and prior attainment. Some CYP with a higher level of need receive additional funding that is linked to the needs and provision outlined on their Education, Health and Care Plan.

SEN funding is received by mainstream schools and academies is divided into three sections:

Schools will need to carefully consider how the funding should be best used to meet the CYP’s outcomes instead of routinely allocating a 1:1 TA/LSA to them. This may include training for staff working with the CYP, educational resources that will enhance the accessibility of the curriculum and/or more specialised teaching support for group interventions.

In most instances it is unlikely that a 1:1 TA/LSA will be necessary to meet a CYP’s special educational needs. However, there may be some cases where there is a high level of physical need, attachment and/or safeguarding need which will require higher levels of staffing. CYP who have experienced developmental trauma, had disrupted attachments and/ or have severe communication needs may need the opportunity to develop attuned relationships within the classroom setting. For these CYP, it is recommended that a close relationship with one or two consistent TAs/LSAs is encouraged. It is important that these staff understand that the children or young people may need to go back to a dependent relationship before they are able to develop the independence that we are working towards.

In making these decisions, schools should remember that it is essential that they promote Preparation for Adulthood outcomes (i.e. Employment, Independent Living, Community Inclusion and Health) in their provision for CYP with SEND so that we all work together in encouraging and supporting them to become increasingly independent as they enter adulthood. This begins from the Early Years with promoting independence with dressing and toileting as well as developing language to express their needs and develop friendships. If we perpetuate dependence on a continued TA/ LSA presence, we are not preparing CYP with SEND to become independent adults. For further information on best practice for using school funding for SEND refer to ‘Good Practice Guide for Schools for using EHCP funding.’

Glossary

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Appendix 1 – Services, contact details and referral pathways

With thanks to Michelle Williams, St James’ CE Primary School who collated this information.

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www.enfield.gov.uk