SEN Support Toolkit

Service

Summary of Support / Contact

Cost / Webpage

SEN Service

The SEN Service can offer funding and signpost support for individual pupils.

Pippa Damant

pippa.damant@hants.gov.uk

Depends on child

SEN Service webpage

Primary Behaviour Service - Lennox Centre & Robin's Oak

Consultations - 1 hour sessions to discuss the pupil and the presenting behaviours. These are a collaborative approach between school staff and PBS to find strategies that can meet needs moving forward. Pupils with EHCPs can have follow up consultations if needed.

Bespoke training sessions for staff are available on request.

Matt Gaston

matthew.gaston@hants.gov.uk

N/A

Primary Behaviour Service

Primary Behaviour Service - The Hive and Harewood Centre

For pupils already with an EHCP:
 - PBS consultations for school staff once attending school setting.
- Staff can access PBS twilight training offer.
- Schools can make referrals for in school training.

For pupils without an EHCP during the summer term prior to starting school:
- Transition support from early years setting to school for pupils identified by SfYC using RAG system - usually TPA attendance and possible PBS referral for in school support.

For pupils without an EHCP already attending school:
- PBS consultations
- Possible individual pupil referral leading to outreach work in the school and home setting.
- We try hard to support Year R pupils to stay in their mainstream school setting but for a very small number of pupils support may include an in reach placement at a PBS centre.
- PBS twilight training for staff.
- Whole school training on request from schools.

Elissa Whitby

pbs.thehive@hants.gov.uk

harewood.pbscentre@hants.gov.uk

N/A

https://pbs.hants.gov.uk/

Shepherds Down School Outreach

Offer only available to schools within HCC Team 2 which includes Winchester, Eastleigh, Chandlers Ford, Hedge End, West End, Bursledon, Hamble & the surrounding area.

Outreach objectives:
- Building capacity within mainstream schools
- Building confidence in meeting pupils SEND
- Supporting placement.

Interventions:
- Consultation with SENCo / Yr R staff
- Advice on setting up an enabling environment
- Individual pupil observation & advice via referral process
- Advice & modelling approaches
- Visit to Outreach providers setting for bespoke Open morning session where mainstream staff can
  observe  good SEN strategies & approaches in practice
- Twilight training for mainstream staff on Creating an Enabling Environment for SEND.

Laura Watts

Becs Vince

L.Watts@shepherdsdown.hants.sch.uk       

B.Vince@shepherdsdown.hants.sch.uk

HCC funded – free to schools at the point of contact

Outreach | Shepherds Down

Hollywater School - Outreach

Outreach support: observations, support, strategies, in-house observations, access to training and resources.

Sarah Kitching

s.kitching@hollywater.hants.sch.uk

HCC funded – free to schools at the point of contact

Hollywater School

Outreach practitioner – Maple Ridge School

Services reach out to primary and infant/junior schools in the Basingstoke and Deane area.

Schools sign a one-time agreement and send a referral if they have a child with a SEN need that they require support with. Consultation and a visit will follow to offer strategies and problem solve.

Support and training can be provided to staff working with Year R children, developing strategies and confidence in meeting needs.

Jacqui Brown

j.brown@mapleridge.hants.sch.uk

HCC funded – free to schools at the point of contact

Home | Maple Ridge Primary School

TOP (Thomas Outreach Program) Practitioner – Maple Ridge School

The TOP program supports children in the year before they are due to start school. Children who meet the criteria for TOP will have social communication difficulties or an Autism diagnosis, but will meet most other milestones in their development.

The program of support is delivered within the home and includes: modelling play skills, social skills and developing strategies to support understanding and communication.

The program also supports the child within their pre-school provision by modelling appropriate levels of communication, language and play in order that the staff can meet the needs of the child.

If a mainstream place is allocated, a TPA meeting is set up and TOP support continues for the child into their first term in Year R. This will be used to ensure strategies and support are embedded at both home and pre-school to ensure successful transition and to ensure school confidence.

Jacqui Brown

Jane Eales

outreach@mapleridge.hants.sch.uk

Early Years Advisory Team

The Early Years Advisory team work with Year R teams in mainstream and special schools. The focus is around children's learning and development and support for practice and provision. This includes support around inclusive practice (however the team does not work with individual children).

Centrally funded support provided to schools with Year R children:

• Termly EYFS networks for special schools
• Termly Early Years Resourced Provision networks
• Termly networks for Year R practitioners and their SENDCos, around supporting children with vulnerabilities
• A suite of resources and training modules to support transitions for children on the SfYC Moodle
• EYFS profile events - these support the requirements around the statutory EYFSP assessment for children with SEND and their transition into Year 1
• Resourced for transitions for children with SEND on the SfYC Moodle transition tile
• District teams who share resources, articles and signpost to materials around current inclusion / SEN issues, to Year R teachers in the locality. 

 Additional charged activities include:

• Training around inclusive practice and provision in Year R
• Bespoke training tailored to the themes of clusters of schools or individual schools e.g. Children needing support for self-regulation in Year R and Creating inclusive environments
• Bespoke support visits tailored to the needs of the school
• EYFS review visits, which include discussions on inclusive practice.

 Lisa Sancisi

lisa.sancisi@hants.gov.uk

HEYTC@hants.gov.uk

Core, funded resources available to all and some additionally chargeable pieces

Course: Help for Year R Teachers

Course: Transitions

Services for Young Children Inclusion Team

Current portage caseload support on transition, includes an offer of one school visit in the autumn term.

Inclusion Setting Support Officers provide early years SEND support and advice to teachers in Year R via the advice line and bookable surgeries.

Transition to school pilot currently running in the Havant district only.

SEND specific resources and training on SfYC Moodle - including Autism Education Trust training, MAKATON, Sleep workshop, Portage workshop, behaviour, sensory needs, speech and language, SEMH. 

There are also bespoke in-house SEND support and training tailored to meet individual school needs, as well as an outreach offer to Year R classes.

Basingstoke, Dean and North Test Valley – Leigh Drury

Fareham and Gosport – Marg Dunne

Havant and East Hants – Vicky Gilbertson

New Forest and South Test Valley – Denise Phillips

Eastleigh and Winchester – Geraldine Stygal

Hart and Rushmoor – Danielle Wickens

Leigh.Drury@hants.gov.uk;

margaret.dunne@hants.gov.uk;

Victoria.Gilbertson@hants.gov.uk;

denise.phillips@hants.gov.uk;

Geraldine.Stygal@hants.gov.uk;

Danielle.Wickens@hants.gov.uk;

heytc@hants.gov.uk for further information about support and training

Costed

Young Children Inclusion Team

Henry Tyndale School

Training access provided throughout the year

Mehal Shah

Kelly Wilkie

co-heads@henrytyndale.hants.sch.uk

HCC funded – free to schools at the point of contact

Henry Tyndale School

Hampshire & IoW Educational Psychology (HIEP)

HIEP has a wide range of support they can offer to reception staff:
1. Individual coaching and supervision.
2. Supervision groups with staff teams to help manage feelings and share strategies.
3. Whole class strengths-based observation and coaching - working with staff on what's working well and building good practice.
4. Person Centred Planning Meetings (PCPs) including transition meetings. These allow a full understanding of a child and their situation and help staff and family plan next steps.
5. Applying psychology to whole class approaches, e.g. trauma informed practice.
6. Supporting staff to develop approaches that support children with language needs, through training or coaching.
7. Using the implementation framework to support change at whole school level around inclusion or at reception level, embedding change over time, including our Inclusive Circles which involve staff across settings.
8. Various central training offers that staff can book onto which apply  to reception children, e.g. the course on PLAY, THOMAS training for young children with social communication needs/autism and SWAN (School Wide Advocate for Neurodiversity) training.
9. EP casework utilising observation and consultation with family and school staff based on the plan, do, review cycle.
10. Supporting staff to use practical tools which will support their assessment, for example the Play Profile.

West – Dr Anna Nolan

East – Dr Rachel Ingram

North – Dan Taylor

South – Dr Jamie Coe

anna.nolan@hants.gov.uk;

rachel.ingram@hants.gov.uk;

dan.taylor@hants.gov.uk;

jamie.coe@hants.gov.uk

SLA required for use of time. Central courses are costed

Educational Psychology