Who are the other people providing services to children with SEND in this school?

At Boundary Primary School we have a number of links to outside agencies who may help with the children at our school and their families.

School nurse

Our school nurse works closely with pupils, parents, carers and teachers, offering support and advice on a range of issues. She plays a vital role in children’s development, carrying out screening programmes, managing medical conditions and acting as a point of contact on child protection issues.

Educational Psychologist

Our educational psychologist helps children who are experiencing problems within school with the aim of enhancing their learning. Challenges may include social or emotional problems or learning difficulties. Work is with individual children or groups, advising teachers, parents, social workers and other professionals.

Work involves an assessment of the child using observation, interviews and test materials. Educational psychologists offer a wide range of appropriate interventions, such as learning programmes and collaborative work with teachers or parents. They also provide in-service training for teachers and other professionals on issues such as behaviour and stress management.

Blackpool Inclusion Team (Special Educational Needs Assessment Advice Team)

Blackpool Inclusion Team are trained to undertake a wide range of diagnostic tests to support our school in the identification of children with special educational needs and consequent decisions about their support and provision (including staff training). They carry out 1:1 assessment.

Blackpool’s Inclusion Team – Communication and Interaction

The 2014 SEND Code of Practice states that:

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.

What is SLCN? Speech refers to:

• Saying sounds accurately in the right places in words
• Using sounds to make words
• Speaking fluently without hesitating, prolonging or repeating words or sounds
• Speaking with expression, in a clear voice, using pitch, volume and intonation (prosody) to support meaning

Language refers to:

• Speaking (expressive) and understanding (receptive) language
• Using words (vocabulary) with the correct meaning and context (semantics) to build up sentences in the right order (syntax/grammar)
• Joining sentences to build up conversation (narrative)
• Understanding and making sense of what people say

Communication refers to:

• How we interact with others
• Using language to represent thoughts, concepts and feelings
• Using language to question, clarify, describe etc.
• Non-verbal rules: good listening, eye contact, taking turns, changing language to suit the social situation (friends or head teacher)
• Being able to understand another person’s intention or point of view

How do we identify that a child has needs related to Speech, Language and Communication Needs?

If schools have concerns about a child or young person’s speech, language and communication the school SENCo will satisfy themselves that there is suitably differentiated curriculum in the classroom. They should check that the aspects of a Communication Friendly Classroom are in place.

The school SENCo with the class teacher will carry out some initial screens to identify the area of need. The school SENCo will make a referral to a speech and language therapist for further assessment. The school can then make a request for involvement from the Advisory Teacher for SLCN, including all the information they have already gathered.

Speech Therapy

Speech and language therapists both NHS and Speech Bubble work closely with children who have various levels of speech, language and communication problems, and with those who have swallowing, drinking or eating difficulties. Therapists assess a child’s needs before developing individual treatment programmes to enable each child to improve as much as possible. Treatment plans often involve other people with whom the child has a close relationship, e.g. family, carers or teachers.

SLTs usually work as part of a multidisciplinary team, alongside other health professionals such as doctors, nurses, psychologists, physiotherapists and occupational therapists. They may also liaise with professionals in education and social services.

Blackpool’s Inclusion Team – Cognition and Learning

The 2014 SEND Code of Practice states that:

‘Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.’

‘Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.’ Dyslexia SpLD Trust.

These children may have greater difficulty in acquiring basic literacy or numeracy skills or in understanding concepts. They may also have Speech and language delay, low self- esteem, low levels of concentration and underdeveloped social skills.

Children with a learning difficulty are at increased risk of developing a mental health problem and may need additional support with social development, self –esteem and emotional well-being.

Blackpool’s Inclusion Team – Social Emotional & Mental Health (SEMH)

The 2014 SEND Code of Practice states that:

‘Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools’. Mental Health and Behaviour Guidance (DfE).

How do we access the SEMH advisory service?

If schools have concerns about a child or young person’s SEMH the school SENCo will collate information and have a discussion with the Advisory Teacher or make a request for involvement.

What will the advisory service do?

The Advisory Teacher will liaise with the school regarding support in school and, if required, referral to other professionals. The Advisory Teacher works closely with the Primary Mental Health Worker and joint consultations can occur. All young people who have an EHCP that specifies statutory involvement and support from the Local Authority advisory service will be monitored and, if required, the Advisory Teacher will attend the annual review.

CAMHS

Are a team of specially trained workers whose job it is to improve the mental health of children and young people by helping them with the things that make them worried, upset or angry. They can help when a child’s behaviour, thoughts and feelings become difficult for them to cope with.

Blackpool’s Inclusion Team- Vision Impairment and Hearing Support
Sensory and/or Physical Needs

The 2014 SEND Code of Practice states that:

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time.

Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support.

NB: Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health (see the References section under Chapter 6 for a link).

Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

Blackpool Council’s Sensory Service aims to ensure that deaf and visually impaired children and young people (0-19 years) receive an appropriate inclusive education that enables them to fulfil their potential and develop into independent adults.

The core work of the Inclusion team is to provide training, advice and support for school staff to:

• enable students to develop specialist skills eg Braille, to help them access the curriculum independently
• monitor progress of pupils to ensure that student’s individual needs are met, in accordance with the Disability Discrimination Act
• undertake specialist assessments (hearing assessment and functional vision assessments)
• maintain records and provide reports as necessary
• undertake specialist assessments of language and literacy development which monitor progress, inform planning and Pupil Plans, and facilitate successful transition
• provide advice on alternative methods of communication
• provide advice on the differentiation and adaptation of teaching materials
• liaise with Paediatric and Orthoptic departments to ensure an effective exchange of pupil information
• liaise with other agencies across Children’s services, including health and voluntary agencies
• advise on technology which can improve access to the curriculum or the environment and deliver training for its use eg magnification software and radio aid systems etc
• develop visually impaired pupils’ mobility and rehabilitation skills to ensure safe access to the school and outside environment
• modification of Braille or large print materials where needed
• provide advice, support and information to parents and carers which promote principles of good practice
• promote a positive image of deafness and visual impairment and encourage self advocacy skills.

Blackpool's Behaviour Assessment Team

The behaviour assessment Team work with colleagues in primary schools to support the management of children with challenging behaviour within their own schools. To enable pupils with emotional and behavioural difficulties to be supported within their mainstream schools. The Behaviour Assessment Team is committed to focusing on preventative work to ensure that needs are identified as quickly as possible and that early action is taken to meet those needs. Developing approaches that embed co-operative multi-disciplinary working between all agencies.

Typical work activities include:

• Consulting and advising school staff
• Promoting an understanding of the context and environment which influence a child’s well- being
• Observing children in the contexts in which they play and learn
• Assessments/interviews with children to gain understanding as to why the problem behaviours are being exhibited
• Developing and supporting strategies to improve behaviour – providing ‘in class’ modelling and support when required
• Writing recommendations on action to be taken and contributing professional advice
• Attending meetings involving multi-disciplinary teams, and parents/carers, on how to best meet the social, emotional and behavioural needs of the

Social Communication Team

• To advise and support schools staff on specific and appropriate targets and strategies for pupils with diagnosis of Autistic Spectrum Disorder (ASD), Asperger Syndrome or with Social and Communication Difficulties
• To liaise with professionals/parents/carers
• To monitor/review progress (Review and Individual Pupil Funding meetings)
• Support transitions, especially KS2 to KS3
• Provision of recommendations regarding future placements and

Occupational Therapy

The role of the Occupational Therapist (OT) is to work with children who have difficulties with the practical and social skills necessary for their everyday life. An Occupational Therapist will aim to enable the child to be as physically, psychologically and socially independent as possible.

Doctors / paediatricians

Paediatricians are doctors who look at specific health issues, diseases and disorders related to stages of growth and development. This is an area of medicine where the doctor works closely with the patient and their family.

Grange Park Children’s Centre

Grange Park Children’s Centre provides many activities and courses in local venues such as church halls and schools and organises regular fun events in the local community. The Centre’s Family Support and Outreach Team provide support for families as required and work in partnership with other agencies including health workers, domestic violence support, Jobcentre Plus and housing.

Activities and services:

• Family Support
• Outreach and home visiting
• Breast Feeding Support
• Play & Learning Opportunities
• Access to Good Quality Play
• Family Learning
• Parenting Courses
• Speech & Language
• Adult Education & Employment Support

Portage

Blackpool Portage Service provides support and guidance to parents primarily in their own homes. It serves the youngest, most disabled children in Blackpool and provides individualised programmes of learning. Portage workers can support children into school/settings with transition plans and offer advice to parents re a variety of issues to support the process. The Portage Service takes place in the child’s home in partnership with the parents who are recognised as their children’s primary educators and facilitators of their overall development. It is part of the SESS team and close partnerships are forged with all those working in the early years’ sector.