SEN Support Toolkit

1. Toolkit Home

This toolkit is designed to help Special Educational Needs Co-coordinators (SENCOs) and other school staff navigate the range of resources and support available. Feedback has told us that it’s not always easy to find what you need, or to be confident that what you have found is the best available. We hope that you will find the toolkit a useful source of both signposting and support whether you are new in post, or an experienced professional. You can work through it consecutively or jump straight to the section that answers your query today.

Early intervention is in everyone’s best interest, so this toolkit is focused on supporting school staff to meet the needs of pupils who may have special educational needs or disabilities (SEND) but do not have an Education, Health and Care plan (EHCP), eg those identified at SEND Support (SEND K). You may find resources which help even where a plan is in place, but it is our intention that this toolkit supports settings in fully exploring SEN support options appropriately. Where a statutory assessment remains needed, having worked through this toolkit will ensure that you have a quality evidence base for assessment. In some cases, it may enable your setting to meet needs in a timely manner without the assessment being needed.

This toolkit works hand in hand with our new SEN Support Line where experienced professionals are available to discuss issues, work collaboratively to find solutions and offer further advice and signposting.

You can access them via the webform HERE

If you have feedback or find things that you feel are missing, please do let us know via naomi.carter@hants.gov.uk as we will be constantly reviewing and adding to the content to ensure that it best meets the needs of SENCOs.

Quick Links

Communication & Interaction

Cognition and Learning

Social, Emotional and Mental Health

Sensory and/or Physical


Strategic Knowledge Base	Local Authority Support	Understanding need	Wider guidance	Other Vulnerabilities

Specific Interventions	Working in Partnership	Transitions	SEN Finance	Next Steps

2. Strategic Knowledge Base

There is a lot of strategic information available to education professionals in supporting children and young people with vulnerabilities including SEND. These should be taken into account as you consider individual needs and provision. This section gathers together many of those which relate to Special Educational Needs and provides you with links in one place. It is not intended to be a comprehensive list of all guidance.			Things to Consider Are you confident and knowledgeable about the content of these documents? Is your school / setting meeting its responsibilities in these areas? Does your school regularly consider its strengths and weaknesses around inclusion and implement an action plan for continuous improvement? Do you have questions or queries? Contact the SEN Support Line using this link. Quick Links Communication & Interaction Social, Emotional & Mental Health Cognition & Learning Sensory and/or Physical
Document	Owner	Link
SEND Code of Practice	Departments for Education and Health & Social Care	SEND Code of Practice 2015
SEND Review: Right Support, Right Time, Right Place	Department for Education	SEND Review
SEND and AP Improvement Plan	Department for Education	SEND improvement plan
SEN Support Guidance	Hampshire County Council	SEN Support Guidance
SEND Banding Framework	Hampshire County Council	SEND Banding Framework
HCC Criteria for Assessment	Hampshire County Council	SEN criteria
High Quality Inclusive Teaching	Department for Education	Element Videos - Evidence Based Education From exclusion to inclusion - Education Development Trust (edt.org)
Principles of Inclusion		Section 1.3 within SEN Support Guidance
The Equality Act (A summary and how it applies to schools)	The Good Schools Guide	Adjustments for pupils with SEN: What is reasonable? \| The Good Schools Guide

3. Local Authority Support

There is a wide range of support available through your local authority to help you ensure that you are meeting the needs of children experiencing vulnerability as a result of special educational needs.			Things to Consider Have you used your knowledge of the child and their needs to consider which of the above services might be able to provide support and advice? Have you contacted those services which might be appropriate and ensured their advice is implemented effectively? After input from a service have you reviewed the needs of the child to see if implementing their advice has changed anything? Do you have questions or queries? Contact the SEN Support Line using this link. Quick Links Communication & Interaction Social, Emotional & Mental Health Cognition & Learning Sensory and/or Physical
Service	Support Available	Access
Hampshire Inspection and Advisory Service (HIAS)	A wide range of support at strategic / school level through Leadership and Learning Partners, Inspectors and training.	With or without a Service Level Agreement. Their main webpage can be found HERE. Information and advice can also be found via the HIAS Moodle which is free to access, includes pages on SEN and can be found HERE.
Hampshire and Isle of Wight Educational Psychology (HIEP)	School level and individual case support from HCPC registered Educational Psychologists.	Through a service level agreement for most services. Their main webpage can be found HERE. Schools without an SLA may find limited availability.
Specialist Teacher Advisory Service (STAS)	STAS is a specialist multi-disciplinary team supporting children and young people who are deaf or have hearing loss, have a vision impairment or physical disability, or have speech, language, communication and interaction needs.	Access to referrals, assessment and resources can be found via their webpage HERE.
Primary Behaviour Service (PBS)	Support for Hampshire primary schools with children who have social, emotional and mental health needs that result in challenging behaviour in school.	More information about the service and how to access it can be found HERE.
Ethnic Minority and Traveller Achievement Service (EMTAS)	Removing barriers and inequalities in attainment and achievement for young people from Black, Minority Ethnic and Traveller heritages, including those learning English as an additional language (EAL).	Included for HCC schools and available on a pay as you go service for academies within Hampshire. More details can be found HERE.
Outreach – led by special schools and education centres	Local authority commissioned support to mainstream schools.	See Section 3.1 for details of the offer local to you.
Inclusion Support Service (ISS)	Working with schools and other agencies to ensure that children have access to education. Advice and guidance about suspensions and exclusions, children missing in education and elective home education.	More information and contact details can be found HERE.
Hampshire and Isle of Wight Virtual School and College	Focused on the education and welfare of looked after children, previously looked after children and all children with a social worker, wherever they may be placed. The Virtual School website has a range of resources including information on Personal Education Plans (PEPs), tools to support child centred planning and attachment and trauma.	Their full website can be found HERE.
Services for Young Children	Inclusion support and training in relation to Early Years children.	Support and training options \| Children and Families \| Hampshire County Council (hants.gov.uk)
SENCO Networks	Led by HIAS, an opportunity to network with other SENCOs and hear about the latest developments.	The main HIAS webpage can be found HERE.
SENCO Circles	Led by HIEP, an opportunity for group supervision and peer support led by an Educational Psychologist.	The main HIEP webpage can be found HERE.
Special Educational Needs Service	The opportunity to discuss your query or concern with a SEN Caseworker.	Contact your named SEN caseworker if you know them, alternative contact details can be found HERE.

3.1. Outreach Providers

The local authority commission special schools and education centres to provide support to mainstream schools. This resource is free for you to access. If you need support please contact the school that is most relevant and local to you.

The Outreach Framework for schools can be found HERE. This outlines the objectives to be achieved. Each school may have a different balance of activity. Please discuss your requirements with the appropriate provider to understand what support they are able to offer.

Special School Outreach Providers

Special School	District	Phase	Specialism	Contact

Maple Ridge	Basingstoke	Primary	MLD/ASC	Outreach Service \| Maple Ridge Primary School


Waterloo	Havant	Primary	SEMH	The Waterloo School - Outreach
Riverside	Havant	Primary	MLD/ASC	Outreach Service \| Riverside Community Special School
Prospect	Havant	Secondary	SEMH	02394 006226
Henry Tyndale	Rushmoor	All through	MLD/ASC	Outreach \| Henry Tyndale School
Norman Gate	Test Valley	Primary	MLD/ASC	Outreach - Outreach, Andover Hampshire (normangate.hants.sch.uk)
Wolverdene	Test Valley	Primary	SEMH	01264 362350

Shepherds Downs	Winchester	Primary	LD/ASC	Outreach \| Shepherds Down
Osborne	Winchester	Secondary	LD/ASC	Outreach Support – Osborne School Official Website (osborneschoolwinchester.com)
Heathfield	Fareham & Gosport	Primary	MLD/ASC/PD	Outreach \| Heathfield Special School (heathfieldhants.co.uk)
Baycroft	Fareham & Gosport	Secondary	MLD/ASC	Outreach - Baycroft School
Forest Park	New Forest	All through	LD	School to School Outreach \| Forest Park Primary
Oak Lodge	New Forest	Secondary	MLD/ASC	Outreach \| Oak Lodge School
Hollywater	East Hants	All through	LD/ASC	01420 474396

Education Centre Outreach Providers

Education Centre	District	Contact Details

Ashwood	Basingstoke	01256 474005
The Key	Gosport , Fareham, Havant and East Hants	TheKeyEducationCentre - Outreach Services
Greenwood	New Forest	02380 423827
Rowhill	Test Valley	01252 367500
Smannell Field School	Test Valley	01264 335640
The Bridge Education	Eastleigh	02382 515567

Early Years SEN Hubs

Early Years SEN Hub	District	Contact Details
The Aviary Nursery	Winchester & Eastleigh	Aviary Nursery \| Children and Families \| Hampshire County Council (hants.gov.uk)
Bushy Leaze Nursery School	East Hampshire	Home \| Bushy Leaze Children and Families Centre
Haven Nursery School	Fareham & Gosport	Home \| Haven Nursery School (haven-sch.org)
Lanterns Nursery School	Winchester & Eastleigh	Home \| Lanterns Nursery School and Extended Services
Pebbles (KIDS) Nursery	Basingstoke & Deane	Basingstoke Nursery \| KIDS
Farnborough Grange Infant and Nursery School	Hart & Rushmoor	Home \| Farnborough Grange Nursery/Infant Community School
Peripatetic Hub Model (no physical building)	New Forest, Test Valley and Havant	Contact via Services for Young Children Inclusion Team on childcare@hants.gov.uk

4. Understanding need

Schools have a responsibility to support all children and young people (CYP). Mainstream schools “must use their best endeavours to make sure that a child with SEN gets the support they need – this means doing everything they can to meet CYP’s SEN” (SEND Code of Practice 2015 ). The Hampshire Principles of Inclusion can be found within section 1.3 of the SEN Support Guidance SEN Support Guidance . All teachers are teachers of CYP with SEND. The basis of all inclusion is a universal offer of high-quality, inclusive teaching. Further guidance on what this looks like can be found in The Inclusive Classroom: High Quality Teaching in every setting \| Whole School SEND If a CYP experiences difficulties when receiving consistently high-quality teaching then there may be an underlying need, however, schools should always consider if, how and to what extent teaching, adult behaviours, provision or environment could be adapted to better meet the needs of the CYP. Understanding the CYP and their specific needs is key to being able to support them to succeed at school. Developing a detailed evidence base to identify a child’s strengths and difficulties can help to determine what strategies might be most helpful in providing for their needs. An evidence base also allows you to objectively review the progress that the CYP is making, and whether any interventions or changes are having the desired impact. A lack of progress and / or low attainment may indicate a CYP has SEND but this is not necessarily the case, as rates of learning, personal development and maturity are not linear and this must be taken into account when making comparisons. Schools should be looking to gather a detailed understanding of a child’s needs based on a staged approach which includes the following process; Assess The process of identifying a child’s strengths and difficulties. Schools can draw on a wide range of assessment approaches. These might include standardised; psychometric; dynamic; criterion-referenced and observational approaches. At times, schools may consider involving professionals, who bring additional expertise (e.g. EPs, SaLTs, Specialist teachers), while routine discussion with parents/ carers can lead to a more rounded understanding of a child’s context. Plan The process of determining and agreeing next steps. Schools identify an evidence-informed intervention and should confirm who will deliver this, how often, in what context (e.g. whole class, small group or 1:1), with what intended learning objectives and for how long. Reflecting this in a plan (an individual learning/ education/ behaviour plan or similar) confirms these arrangements and provides an opportunity for schools to discuss these with parents/ carers and children (as appropriate). Do The process of delivering the intervention. Best outcomes will be achieved where an intervention is delivered in line with its evidence base. If the intervention indicates weekly, small group for 30 mins over a 10-week period, then wherever possible this should be achieved. Review The process of reviewing a child’s progress. At the end of an agreed period of intervention, a further process of assessment should be completed to understand the child’s response to intervention. This is an opportunity to review the plan, celebrate achievements, discuss progress with parents/ carers and consider and agree next steps. A range of useful links are included in the table below:			Things to Consider Do your assessments provide an understanding of a child's strengths and difficulties? Is there a clear understanding of why a child is underachieving or not making expected progress? Have external professionals been involved over time, and their assessments considered in a school's approach? Are the interventions that have been used evidence based? Has the integrity of the intervention been maintained? Have parents / carers been involved and their views collected at different stages? Has a plan been developed, implemented and reviewed that responds to these issues? Where a child has not responded well to intervention is there evidence that reviews have fed into "other" interventions being delivered? Do you have questions or queries? Contact the SEN Support Line using this link. Quick Links Communication & Interaction Social, Emotional & Mental Health Cognition & Learning Sensory and/or Physical
Document	Owner	Link
SEN Support Guidance	Hampshire County Council	SEN Support Guidance
Teacher Handbook – Whole School SEND	NASEN	Teacher Handbook: SEND \| Whole School SEND
Special Educational Needs in mainstream Schools Guidance Report	Education Endowment Foundation	Special Educational Needs in Mainstream Schools \| EEF (educationendowmentfoundation.org.uk)
What works – Whole School SEND	NASEN	What works \| Whole School SEND
SEN Support and the Graduated Approach	NASEN	nasen_graduated_approach.pdf (openobjects.com)
Costed Provision Map Template	NASEN	Costed provision map template: Inclusive Practice \| Nasen

4.1. Baseline Assessments

To give a better overview of their needs and to help support them with their learning, it may be helpful for students to complete a range of baseline assessments . All the assessments below are classed as "open" which means that you do not have to have any specific training to administer them. Whilst some of the assessments listed below can be accessed free of charge, others require purchase from the provider. Details can be found by following the given links.

Assessment	Link
All about me	https://www.pookyknightsmith.com/download-all-about-me-sheet-to-enable-child-centred-meetings/
Autism Progression Framework	https://www.autismeducationtrust.org.uk/sites/default/files/2021-09/Progression_Framework_accompanying_documents.pdf
British Picture Vocabulary Scale £	https://www.gl-assessment.co.uk/assessments/products/british-picture-vocabulary-scale/
Cognitive Ability Tests (CATS) £	https://www.gl-assessment.co.uk/assessments/cat4/
Detailed Assessment of Speed of Handwriting (DASH) £	https://www.pearsonclinical.co.uk/store/ukassessments/en/Store/Professional-Assessments/Motor-Sensory/Detailed-Assessment-of-Speed-of-Handwriting/p/P100009284.html
Sandwell Early Numeracy Test £	https://www.gl-assessment.co.uk/assessments/products/sandwell-early-numeracy-test/
Strengths and Difficulties Questionnaire (SDQ)	https://www.sdqinfo.org/a0.html
Suffolk Reading Scale £	https://support.gl-assessment.co.uk/knowledge-base/assessments/srs-support/administration/introduction-to-suffolk-reading-scale-digital/
Test of Abstract Language Comprehension (TALC) £	https://www.elklan.co.uk/Shop/TALC_1
Progression Tools (to identify children who may be struggling to develop their speech, language and communication skills) £	Early Years https://speechandlanguage.org.uk/shop-for-educators/progression-tools-early-years-set Primary Years www.speechandlanguage.org.uk/shop-for-educators/progression-tools-from-the-communication-trust-for-primary-years-set/ Secondary Years www.speechandlanguage.org.uk/shop-for-educators/progression-tools-from-the-communication-trust-for-secondary-years-set/

5. Wider Guidance

The local authority is here to support you in managing and meeting SEN needs in school. however, there are a wide range of resources which are available from other organisations and which constitute best practice. It is not our intention to replicate this guidance, but here we offer links for you to access it without the need to search in multiple locations. Suggestions for additional content are always welcomed.			Do you have questions or queries? Contact the SEN Support Line using this link. Quick Links Communication & Interaction Social, Emotional & Mental Health Cognition & Learning Sensory and/or Physical
Provider	Useful For	Link
National Association for Special Needs (NASEN)	The DfE preferred partner for SEN – resources, training and CPD.	Home page \| Nasen
Universal SEND Services	A programme offering support to schools funded by the DfE.	Universal SEND Services \| Whole School SEND
Education Endowment Fund (EEF)	Evidence based reports and evaluations including SEN.	Education Endowment Foundation \| EEF
The Children’s Commissioner for England	Resources, commissioners reports and direct feedback from pupils.	Homepage \| Children's Commissioner for England (childrenscommissioner.gov.uk)
Family Information and Services Hub (including Local Offer)	A place to find services and advice aimed at parents.	Family Information and Services Hub (hants.gov.uk)
Council for Disabled Children	The umbrella body for the disabled children’s sector including resources and e-learning.	https://councilfordisabledchildren.org.uk
Index for Inclusion	A guide to school development led by inclusive values	Index for Inclusion
International Bureau of Education (UNESCO)	A resource pack for supporting inclusion and equity in education.	REACHING OUT TO ALL LEARNERS: a resource pack for supporting inclusion and equity in education \| International Bureau of Education (unesco.org)
Anna Freud National Centre	Resources, training and networks in relation to mental health.	Anna Freud National Centre for Children and Families
Southampton University	A toolkit on inclusion and use of Resourced Provision for children with SEN in mainstream schools	Inclusive Provision Toolkit
Networking Opportunities	Places to share with other SENCos, to build knowledge and provide peer support.	SEND Network \| An online community for SEND professionals (send-network.co.uk) SSAT \| Special Schools and SEND Network (ssatuk.co.uk) Tes SEND Show

6. Other Vulnerabilities

Children and young people may also be experiencing other vulnerabilities which may or may not be linked to special educational needs. In considering the whole child, and meeting their needs in full, it is important to consider all vulnerabilities which may be present and work to mitigate their effects where possible. Vulnerabilities which are not directly SEN related may be impacting a child or young person’s ability to attend school or to learn. If you are concerned about the welfare of a child then please click HERE. Below are links to services which support other vulnerabilities.			Things to Consider Are there other vulnerabilities for this child or young person which may be exacerbating or simulating special educational needs? Are you doing everything that you can to support all aspects of this child's life and development? Do you have questions or queries? Contact the SENC Support Line using this link. Quick Links Communication & Interaction Social, Emotional & Mental Health Cognition & Learning Sensory and/or Physical
Issue	Useful For	Link
Attendance	Emotionally based school avoidance guidance, school attendance guidance, contacts and referral information.	EBSA-good-practice-guidance.pdf (hants.gov.uk) (for schools) EBSA-Parents-and-Carers-Information.pdf (hants.gov.uk) (for parents) Legal intervention \| Hampshire County Council (hants.gov.uk) Exclusion, Reduced Hours Provision, Attendance & Alternative Provision (sharepoint.com)
Breakout Youth	A range of support services to young people and professionals on LGBTQ+ issues	Breakout Youth: LGBTQ+ Support Hampshire & Isle of Wight
Bullying	Information and support about bullying	Bullying \| Children and Families \| Hampshire County Council (hants.gov.uk) Anti-Bullying Alliance
Crime	Support services for offenders children and families and providing resources to support offenders children and their families	NICCO
Exclusion	Inclusion Support Service - guidance on the role and use of exclusions and reduced hours provision	Exclusion, Reduced Hours Provision, Attendance & Alternative Provision
Family Support Services (Early Help)	Supporting and coordinating early help offers for families.	Early help services in Hampshire \| Children and Families \| Hampshire County Council (hants.gov.uk)
Financial hardship	How the school can adapt and support families that are experiencing financial hardship.	Supporting families in times of financial hardship: a guide for schools \| CPAG
Gypsy, Roma, Traveller, Showmen and Boaters	Support from the Ethnic Minority, Traveller Achievement Service	EMTAS
Family Information and Services Hub	Information about what is going on in your area, details on how to access services, organisations and activities in Hampshire, and the advice and support that is available.	Family Information and Services Hub (hants.gov.uk)
Forces Children	Includes the Thriving Lives toolkit which helps schools support Service children	SCiP Alliance
Hampshire Safeguarding Children Partnership	A statutory body offering resources, training and toolkits around safeguarding.	Homepage - Hampshire SCP
Health	Child and Adolescent Mental Health Services Autism Assessments Service Guides A range of advice (aimed at families) on all aspects of health	CAMHS (hampshirecamhs.nhs.uk) Autism Assessment Form Autism Pathway Hampshire Service Guide North East Hampshire Service Guide Home :: Healthier Together (what0-18.nhs.uk)
Intersectionality	A report into the challenge of intersectionality for children and families with SEND	SNJ Report: The casual bias and daily discrimination faced by disabled children and their families from ethnic and marginalised communities - Special Needs Jungle
Looked after children	Focused on the education and welfare of looked after children, previously looked after children and all children with a social worker, wherever they may be placed. The Virtual School website has a range of resources including information on Personal Education Plans (PEPs), tools to support child centred planning and attachment and trauma.	The virtual school website can be found HERE.
Mental Health and wellbeing	Advice, guidance and referral links for mental health concerns.	Professionals – CAMHS (hampshirecamhs.nhs.uk) Primary Behaviour Service - Wellbeing Support Service (hants.gov.uk) Children and Young People’s Safe Haven – Havant & East Hants Mind (Havant, East and South East Hants only) I'm worried about my child :: Healthier Together (what0-18.nhs.uk)
Public Health	A comprehensive set of public health resources by school phase	Healthy Schools in Hampshire \| Health and social care \| Hampshire County Council (hants.gov.uk)
Young Carers	A guide to supporting young carers in school settings	Supporting Young Carers in Schools: A Step-by-step Guide for Leaders, Teachers and Non-teaching Staff - Resources - Carers Trust Supporting young carers in education \| Learning resources \| National Improvement Hub
War and Conflict	A resource to support children displaced by war or conflict	Thinking about war & conflict when directly affected (phoenixgrouphq.com)

7. Specific Interventions

The SEN Banding Framework (Special Educational Needs and Disabilities (SEND) Banding Framework | Family Information and Services Hub (hants.gov.uk)) gives an indication of the needs that should be met, and the level of provision that should be available at SEN support. It is organised into each need type.

There are an unlimited number of potential interventions which schools could utilise in response to specific needs but in the following pages we list some starting points for identifying appropriate interventions.

We recommend that:

Interventions are carefully considered in the light of the information and advice in Section 5 – Understanding Need
Schools make use of evidence-based approaches where there is a clear record of that intervention having a positive impact.
A clear baseline is established and progress is reviewed against clear target criteria over an agreed period of time.
That all interventions are applied in exactly the manner as prescribed – you have to follow the model in full to see the impact e.g. if it says 30 minutes per day, you must do it for 30 minutes every day.

Do you have questions or queries?

Contact the SEN Support Line using this link.

Quick Links

Communication & Interaction

Social, Emotional & Mental Health

Cognition & Learning

Sensory and/or Physical

7.1. Communication and Interaction

Approaches and strategies can be found in the SEN Support Guidance document and LA support in Section 3 of this toolkit (Online Training - SEN Toolkit resources: Local Authority Support (mylearningapp.com)). Additional resources, advice and consultation options are listed below:

		Do you have questions or queries? Contact the SEN Support Line using this link. Quick Links Communication & Interaction Social, Emotional & Mental Health Cognition & Learning Sensory and/or Physical
Title	Link
Specialist Teacher Advisory Service	STAS Moodle - registration required but free to access
Solent Therapies	Therapies :: Healthier Together (what0-18.nhs.uk)
Health Service Information	Service Information Sheet Hampshire Service Information Sheet North East Hampshire
Solent Developmental Checklist	School Action (what0-18.nhs.uk)
Outreach from Special Schools	Online Training - SEN Toolkit resources: Outreach Providers (mylearningapp.com)
I CAN, the children's communication charity	ICAN CHARITY
Autism Assessment Pathway	Autism Assessment Pathway
Ambitious about Autism	Ambitious about Autism \| National charity for autistic children and young people
National Autistic Society	National Autistic Society (autism.org.uk)
Afasic, a voice for life	Home - Afasic
Selective Mutism Information and Research Association	Selective Mutism Information & Research Association (SMIRA)
Elklan Training	Elklan Training Ltd
Raising Awareness of Developmental Language Disorder (RADLD)	RADLD - Raising Awareness of Developmental Language Disorder - RADLD
NAPLIC - A national organisation of teachers, speech and language therapists and other professionals	NAPLIC \| DLD resources for schools and families
Salvesen Mindroom Research Centre	Learning About Neurodiversity at School (LEANS) \| Salvesen Mindroom Research Centre (ed.ac.uk)
ACE Centre (Alternative methods of communication and symbol resources)	https://acecentre.org.uk/
Call Scotland (Information and resources on different methods of communication)	https://www.callscotland.org.uk

7.2. Cognition and Learning

Approaches and strategies can be found in the SEN Support Guidance document and LA support in Section 3 of this toolkit (Online Training - SEN Toolkit resources: Local Authority Support (mylearningapp.com)). Additional resources, advice and consultation options are listed below:

		Do you have questions or queries? Contact the SEN Support Line using this link. Quick Links Communication & Interaction Social, Emotional & Mental Health Cognition & Learning Sensory and/or Physical
Title	Link
Evidence based literacy interventions	Literacy \| EEF (educationendowmentfoundation.org.uk)
Evidence based maths interventions	Early numeracy approaches \| EEF (educationendowmentfoundation.org.uk) Improving Mathematics in Key Stages 2 and 3 \| EEF (educationendowmentfoundation.org.uk)
Widget pictorial resources	Widgit Online
Evidence for impact	Effective educational intervention database - Evidence 4 Impact
British Dyslexia Association	Dyslexia - British Dyslexia Association (bdadyslexia.org.uk)
ACE Centre (Assistive Technology and Augmentative and Alternative Communication)	https://acecentre.org.uk/
Call Scotland (info and downloads on alternative methods of communication and apps for specific learning needs)	https://www.callscotland.org.uk
How can cognition and learning needs be supported by further cycles of assess, plan, do, review? (Warwickshire County Council)	https://www.warwickshire.gov.uk/cognition-learning/can-cognition-learning-needs-supported-cycles-assess-plan-review/4

7.3. Social, Emotional and Mental Health

Approaches and strategies can be found in the SEN Support Guidance document and LA support in Section 3 of this toolkit (Online Training - SEN Toolkit resources: Local Authority Support (mylearningapp.com)). Additional resources, advice and consultation options are listed below:

		Do you have questions or queries? Contact the SEN Support Line using this link. Quick Links Communication & Interaction Social, Emotional & Mental Health Cognition & Learning Sensory and/or Physical
Title	Link
Consultation with the Multi Agency Safeguarding Hub (MASH)	Multi Agency Safeguarding Hub \| Children and Families \| Hampshire County Council (hants.gov.uk)
Mental health support	Children and Young Families \| Health and social care \| Hampshire County Council (hants.gov.uk)
School nursing	Health for Kids \| School Nurses \| Hampshire
Child and adolescent mental health services (CAMHS)	CAMHS (hampshirecamhs.nhs.uk)
Hampshire Wellbeing Service	Wellbeing Support Service
PACE trauma informed approach	What is meant by PACE? - DDP Network
Nurture principles	What is nurture? - NurtureUK
Emotionally based school avoidance	EBSA-good-practice-guidance.pdf (hants.gov.uk)
Simon says - child bereavement charity	Home - SimonSays
The Reading Agency	Reading Well for teens \| Reading Agency
Barnardo's	Believe in children \| Children's charity \| Barnardo's (barnardos.org.uk)

Beacon House - working with individuals who have experienced trauma and loss	Home (beaconhouse.org.uk)
BRAAIN (ADHD, Autism and Special Needs information network)	ADHD, Autism & Special Needs Information Network \| BRAAIN
Winston's Wish (supporting Grieving Children)	Winston's Wish - giving hope to grieving children (winstonswish.org)
Hampshire Youth Access	Home - HYA (hampshireyouthaccess.org.uk)
The SEMH Handbook - From Barking and Dagenham	SEMH Handbook (canva.site)
Supporting SEMH - 5 Good Communication Standards	RCSLT-supporting-SEMH-5-good-communication-standards.pdf

7.4. Sensory and/or Physical

Approaches and strategies can be found in the SEN Support Guidance document and LA support in Section 3 of this toolkit (Online Training - SEN Toolkit resources: Local Authority Support (mylearningapp.com)). Additional resources, advice and consultation options are listed below:

		Do you have questions or queries? Contact the SEN Support Line using this link. Quick Links Communication & Interaction Social, Emotional & Mental Health Cognition & Learning Sensory and/or Physical
Title	Link
Specialist Teacher Advisory Service	Specialist Teacher Advisory Service \| Children and Families \| Hampshire County Council (hants.gov.uk)
School Nursing	Health for Kids \| School Nurses \| Hampshire
The Rainbow Centre - Cerebral Palsy	The Rainbow Centre - Conductive Education
The Dyspraxia Foundation	Home (dyspraxiafoundation.org.uk)
The Elizabeth Foundation - a deafness charity	Home page - The Elizabeth Foundation for Preschool Deaf Children (elizabeth-foundation.org)
Royal National Institute for the Blind	Young people \| RNIB
National Deaf Children's Society	National Deaf Children's Society \| Supporting deaf children (ndcs.org.uk)
British Association of Teachers of Deaf Children and Young People	Home - BATOD
Auditory Verbal	Auditory Verbal (avuk.org)
Solent Therapy Service	Home \| Solent NHS
Royal National Institute for the Deaf	RNID - National hearing loss charity
Acquired Brain Injury - the Children's Trust	What is acquired brain injury (ABI)? \| The Children's Trust (thechildrenstrust.org.uk)

8. Working in Partnership

Working collaboratively with parents is always the goal, but sometimes it’s not straightforward. Parents/carers and schools may have different views about how a CYPs needs are best met as they will be experiencing them in different contexts. A rounded understanding will help the school to best support the CYP and ultimately benefit the CYP, family and school. Helping parents and carers to understand what is available and offered under SEN Support is a key part of successful communication which reduces pressure to apply for statutory assessment where this is not needed to meet need.			Things to Consider Are your parents and carers fully engaged with the school at all levels of SEN? Have you listened to, and understood, the challenges from the parent / carer perspective? Have you explained your perspective in a way that is easy to understand? Have you considered any additional needs of the parent / carer themselves? Have you considered using a person centred approach? Do you have questions or queries? Contact the SEN Support Line using this link. Quick Links Communication & Interaction Social, Emotional & Mental Health Cognition & Learning Sensory and/or Physical
Document	Owner	Link
Working in Partnership with parents and carers	NASEN	Working in Partnership
SEN Support Guidance	Hampshire County Council	sen-support.pdf (hants.gov.uk)
SEN Support in Schools	Hampshire County Council	Special Educational Needs (SEN) support in schools \| Children and Families \| Hampshire County Council (hants.gov.uk)
SEND: Guide for parents and carers	Department for Education	SEND: guide for parents and carers - GOV.UK (www.gov.uk)
SEN Support in Mainstream Schools	Special Educational Needs and Disabilities Information and Support Service (SENDIASS)	hampshiresendiass.co.uk
Info for parents	Hampshire Parent Carer Network	Hampshire Parent and Carer Network (hpcn.org.uk)
SEND Code of Practice (page 104)	Department for Education	SEND_Code_of_Practice_January_2015.pdf (publishing.service.gov.uk)

8.1. Voice of the Child or Young Person

Gathering children and young people’s views When considering how to gather the views of children and young people that you are working with, there are several guiding principles that are helpful to hold in mind, including: Ensure that a trusted adult works with the child/young person to gather their views. Work together in a place that the child/young person feels comfortable. Consider whether the child/young person needs rest breaks or to do the activities in multiple sessions. Be flexible about the activities, considering the child/young person’s development stage, interests and communication preferences (e.g. Makaton/ InPrint, Talking Mats). Letting the child/young person know what their views are going to be used for and how. This might need to include who might read them and timescales for changes/responses. Photos and pictures Take pictures together of things they do and don’t enjoy – toys, games, activities, places and people! Ask the child/young person to draw what they like doing/ their favourite toys/people etc. Create a painting/picture/collage of their favourite things from magazines, pictures etc. Or ask them to make a picture of their best day ever (and use questions below to add details e.g., what would you be doing? Who would be there? Where would you go?) Could they draw a map of the classroom/school and show you where their favourite things are? Talking to the child/young person This will depend on the pupil’s age and their language skills. Some children/young people prefer to chat while doing something – drawing, playing a game, out for a walk. Questions might include: What do you like best? What don’t you like? How do grown-ups help you? Where is your favourite place to be? What are you good at? What do you find hard? Who are your favourite people? What has been your best day? What would be your best week at school be like? Talking to adults can sometimes be hard, could you: Use puppets or favourite soft toys to ‘talk’ with the child? Give them a choice e.g., sort picture cards or photos of activities into ‘I like’ or ‘I don’t like’ piles. Print out a list of photos of activities at home/preschool/school/college and circle their favourite in a colour they like etc. Below are some resources which Hampshire and Isle of Wight Educational Psychology have provided to support working with children and young people. Please note that some open within your browser and others are downloads.		Do you have questions or queries? Contact the SEN Support Line using this link. Quick Links Communication & Interaction Social, Emotional & Mental Health Cognition & Learning Sensory and/or Physical
Document Name	Link
Child View Collection Sheet (Primary)	Child View Collection Sheet (Primary)
I Like Sheet (Early years and infant)	I Like Sheet (Early years and infant)
My Lessons (Primary)	My Lessons (Primary)
My Lessons (Secondary)	My Lessons (Secondary)
My Perfect Week (Secondary)	My Perfect Week (Secondary)
Questionnaire (Secondary plus)	Questionnaire (Secondary plus)
Relationship Circle (Junior and Secondary)	Relationship Circle (Junior and Secondary)
Story of You (Junior and Secondary)	Story of You (Junior and Secondary)
How I feel in school	How I feel in school
What's important to me (Early Years)	What's important to me (Early Years)

9. Transitions

Transition into school, out of school and between schools can be points where any SEN vulnerabilities are felt more acutely. Supporting children, young people, families and professionals through these key times can help ensure that needs are met in the best way and outcomes are maximised. Within your context it may be appropriate to create an enhanced transition package which includes parents as well as students. This can be time saving for you as a SENCO but also open up a line of communication with new parents. There are a lot of websites which offer advice on transition, some starting points are offered in the table below.			Do you have questions or queries? Contact the SEN Support Line using this link. Quick Links Communication & Interaction Social, Emotional & Mental Health Cognition & Learning Sensory and/or Physical
Document	Owner	Link
Starting School	Hampshire County Council	Starting school \| Hampshire County Council (hants.gov.uk)
Guidance on Promoting Good Practice in Transition from Primary to Secondary School	Hampshire and Isle of Wight Educational Psychology	HIEP-Transition-guidance-for-primary-transition.pdf (hants.gov.uk) Transition \| Hampshire County Council (hants.gov.uk)
Supporting School Transitions for School Staff	Young Minds	Supporting school transitions \| Resources \| YoungMinds
Transitions	Mentally Healthy Schools	Transitions : Mentally Healthy Schools
Supporting children's transition to secondary school	Anna Freud Centre	Supporting children's transition to secondary school \| Childrens mental health and wellbeing in schools \| Anna Freud Centre
EEF Blog: Supporting pupils through transitions – a trio of challenges	Education Endowment Foundation	EEF Blog: Supporting pupils through transitions – a trio of… \| EEF (educationendowmentfoundation.org.uk)
Preparing for adulthood guides and toolkits	Council for Disabled Children	Preparing for Adulthood: Guides and Toolkits
Preparing for Adulthood: All Tools & Resources	National Development Team for Inclusion	Preparing for Adulthood: All Tools & Resources - NDTi

9.1. Reception Class - an inclusive start to school

Reception Class – an inclusive start to school - Toolkit

A summary of services available to support the transition process to Reception class and to provide further, follow-up training as required.

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

10. SEN Finance

Funding for pupils, including the majority of those with SEND, is included in the main budget share received by schools. The following link will take you to a document which explains to parents the nature of bands and funding for SEN support in mainstream schools. Funding of SEN in Mainstream Schools Any further queries should be directed in the first instance to the finance / business staff in your school who will be able to provide more detailed information specific to your setting.						Do you have questions or queries? Contact the SEN Support Line using this link. Quick Links Communication & Interaction Social, Emotional & Mental Health Cognition & Learning Sensory and/or Physical

11. Next Steps

We endeavour to meet the needs of the CYP through SEN support in addition to universal high-quality teaching, however you can also: Talk through a case with an experienced SEN leader employed by the local authority via our SENCO Helpline. Raise an enquiry with them by completing this form (HERE), and they will aim to respond within 72 hours. Consider an application for an Education, Health and Care needs assessment. Further information on this pathway for parents can be found here - Pathway for special educational needs support \| Children and Families \| Hampshire County Council (hants.gov.uk) This toolkit focuses on information and guidance that can be quickly accessed and read. There also exists a wealth of high quality information in the form of books and podcasts. A few are highlighted below and recommended by our local authority professionals.		Do you have questions or queries? Contact the SEN Support Line using this link. Quick Links Communication & Interaction Social, Emotional & Mental Health Cognition & Learning Sensory and/or Physical
Further Reading	Link
Great Expectations by David Bartram	Great Expectations: Leading an Effective SEND Strategy in School : David Bartram, David Bartram: Amazon.co.uk: Books
The Perfect SENCO by Natalie Packer	The Perfect SENCO (Perfect series) : Natalie Packer, Jackie Beere: Amazon.co.uk: Books
A Strengths Based Framework for Learners with SEND by Judith Carter	SEND Assessment: A Strengths-Based Framework for Learners with SEND (The Essential SENCO Toolkit) : Carter, Judith: Amazon.co.uk: Books
SENCO Talks	SENCO Talks: How to support Additional Educational Needs on Apple Podcasts
SEND Network	Podcasts \| SEND Network (send-network.co.uk)
The SENDcast	The SENDcast - The Podcast for Special Educational Needs (SEN)
A selection of SEND Podcasts	Best Senco Podcasts (2023) (player.fm)
SEN in mainstream and adaptive teaching	New EEF podcast: SEN in mainstream & adaptive teaching \| EEF (educationendowmentfoundation.org.uk)

12. Glossary

Abbreviation	Full Text
CAMHS	Child and Adolescent Mental Health Services
CYP	Child or young person
EBSA	Emotionally Based School Avoidance
EMTAS	Ethnic Minority and Traveller Achievement Service
HIAS	Hampshire Inspection and Advisory Service
HIEP	Hampshire and Isle of Wight Education Psychology
ISS	Inclusion Support Service
LCHI	Low Cost High Incidence (in relation to funding)
MASH	Multi-agency safeguarding hub
MLD	Moderate Learning Difficulties
PBS	Primary Behaviour Service
PD	Physical disability
SEMH	Social, emotional and mental health
SEN(D)	Special Educational Need (or Disability)
SENCo	Special Educational Needs Co-Ordinator
SLD	Severe learning difficulties
SpLD	Specific learning difficulties
STAS	Specialist Teacher Advisory Service

Site:	HIAS SEN Moodle
Course:	Hampshire SEN Support Toolkit
Book:	SEN Support Toolkit

Printed by:	Guest user
Date:	Tuesday, 5 November 2024, 6:51 AM

SEN Support Toolkit

Table of contents

1. Toolkit Home

Quick Links

2. Strategic Knowledge Base

Things to Consider

Do you have questions or queries?

Quick Links

3. Local Authority Support

Things to Consider

Quick Links

3.1. Outreach Providers

Special School Outreach Providers

Education Centre Outreach Providers

Early Years SEN Hubs

4. Understanding need

Things to Consider

Do you have questions or queries?

Quick Links

4.1. Baseline Assessments

5. Wider Guidance

Do you have questions or queries?

Quick Links

6. Other Vulnerabilities

7. Specific Interventions

Do you have questions or queries?

Quick Links

7.1. Communication and Interaction

Do you have questions or queries?

Quick Links

7.2. Cognition and Learning

Do you have questions or queries?

Quick Links

7.3. Social, Emotional and Mental Health

Do you have questions or queries?

Quick Links

7.4. Sensory and/or Physical

Do you have questions or queries?

Quick Links

8. Working in Partnership

Things to Consider

Do you have questions or queries?

Quick Links

8.1. Voice of the Child or Young Person

Gathering children and young people’s views

Photos and pictures

Talking to the child/young person

9. Transitions

Do you have questions or queries?

Quick Links

9.1. Reception Class - an inclusive start to school

Reception Class – an inclusive start to school - Toolkit

10. SEN Finance

Do you have questions or queries?

Quick Links

11. Next Steps

Do you have questions or queries?

Quick Links

12. Glossary