Isle of Wight SEN Support Toolkit
| Site: | HIAS SEN Moodle |
| Course: | Isle of Wight SEN Support Toolkit |
| Book: | Isle of Wight SEN Support Toolkit |
| Printed by: | Guest user |
| Date: | Wednesday, 15 January 2025, 12:44 PM |
1. Home
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This toolkit is designed to help Special Educational Needs Co-ordinators (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 everything that is 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), ie 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, but do look through the toolkit first. 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. |
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Quick Links
Social, Emotional and Mental Health
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2. Strategic Knowledge Base
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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. |
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Document |
Owner |
Link |
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SEND Code of Practice |
Departments for Education and Health & Social Care |
Things to ConsiderAre 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. Looking for training and development?Use this link to find Isle of Wight specific training opportunities for schools. Quick Links |
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SEND Review: Right Support, Right Time, Right Place |
Department for Education |
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SEND and AP Improvement Plan |
Department for Education |
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SEN Support Guidance |
Hampshire Inspection and Advisory Service |
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SEND Banding Framework |
Isle of Wight Council |
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High Quality Inclusive Teaching |
Department for Education |
Element Videos - Evidence Based Education From exclusion to inclusion - Education Development Trust (edt.org) |
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Principles of Inclusion |
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Section 1.3 within SEN Support Guidance |
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3. Local Authority Support
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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. The table below summarises these services and provides a link to more information. |
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Service |
Support Available |
Access |
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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. |
Things to ConsiderHave 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. Looking for training and development?Use this link to find Isle of Wight specific training opportunities for schools. Quick Links |
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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. |
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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. |
The STAS website can be found HERE. |
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Schools Speech and Language Support Team (SSLST) |
The SSLST works directly with students and also provides relevant support and training to school staff. All schools have a termly planning meeting. |
The SSLST website can be found HERE. Schools can contact their SSLST link worker or email schoolsSLST@iow.gov.uk to book a virtual drop in slot. |
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Primary Behaviour Service (PBS) |
Support for 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. |
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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). |
A Hampshire service but with lots of useful information and links via their website which is available to all. EMTAS - Ethnic Minority and Traveller Achievement Service | Hampshire County Council (hants.gov.uk) |
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Outreach |
Outreach support to mainstream schools. |
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Education Inclusion Service (EIS) |
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 about school attendance can be found HERE. More information about elective home education can be found HERE. Additional support is available for schools who purchase a Service Level Agreement. Further information can be found be contacting to service directly on eis@iow.gov.uk |
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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. |
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Services for Young Children |
Inclusion support and training in relation to Early Years children. |
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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. |
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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. |
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Special Educational Needs Service |
The opportunity to discuss your query or concern with a SEN Caseworker. |
Special Education Needs (SEN) Contact information (iow.gov.uk) |
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Learning and Development |
Training courses including those run by the Schools Speech and Language Support Team.
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iwc.learningpool.com: Log in to the site To access, select the Manual login and sign in with your workplace email and the password Welcome! If you have previously signed in, you will have changed your password. If you have forgotten this, select ‘Forgotten username or password’ and follow the instructions to reset your password. For any support contact learning.development@iow.gov.uk |
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3.1. Outreach
The Specialist Outreach Service houses the cognition and learning team, based and staffed from within Medina House School and the Autism Outreach Team, based and staffed from the Local Authority SEN service. This is offered to subscribing schools.
SOS outreach comprises a joint approach by the school and from the LA. More information can be found HERE.
4. Understanding Need
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Schools have a responsibility to support all children and young people (CYP) and it is clear that 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, however, 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; · AssessThe 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. · PlanThe 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). · DoThe 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. · ReviewThe 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: |
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Things to ConsiderDo 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? |
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Document |
Owner |
Link |
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SEN Support Guidance |
Hampshire Inspection and Advisory Service |
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. Looking for training and development?Use this link to find Isle of Wight specific training opportunities for schools. Quick Links
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Teacher Handbook – Whole School SEND |
NASEN |
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Special Educational Needs in mainstream Schools Guidance Report |
Education Endowment Foundation |
Special Educational Needs in Mainstream Schools | EEF (educationendowmentfoundation.org.uk) |
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What works – Whole School SEND |
NASEN |
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SEN Support and the Graduated Approach |
NASEN |
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Costed Provision Map Template |
NASEN |
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4.1. Baseline Assessments
It may be helpful for students to complete a range of baseline assessments to give a better overview of their needs and to help support them with their learning. 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.
5. Wider Guidance
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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 and will offer meaningful advice and guidance. 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
Social, Emotional & Mental Health
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Useful For |
Link |
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National Association for Special Needs (NASEN) |
The DfE preferred partner for SEN – resources, training and CPD. |
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Universal SEND Services |
A programme offering support to schools funded by the DfE. |
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Education Endowment Fund (EEF) |
Evidence based reports and evaluations including SEN. |
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The Children’s Commissioner for England |
Resources, commissioners reports and direct feedback from pupils. |
Homepage | Children's Commissioner for England (childrenscommissioner.gov.uk) |
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Family Information and Services Hub (including Local Offer) |
A place to find services and advice aimed at parents. |
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Council for Disabled Children |
The umbrella body for the disabled children’s sector including resources and e-learning. |
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Index for Inclusion |
A guide to school development led by inclusive values |
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International Bureau of Education (UNESCO) |
A resource pack for supporting inclusion and equity in education. |
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Anna Freud National Centre |
Resources, training and networks in relation to mental health. |
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Southampton University |
A toolkit on inclusion and use of Resourced Provision for children with SEN in mainstream schools |
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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) |
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6. Other Vulnerabilities
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Children and young people where there are concerns about SEN need 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. Below are links to services which support with other vulnerabilities that may be experienced. |
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Issue |
Useful For |
Link |
Things to ConsiderAre 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 SEN Support Line using this link. Looking for training and development?Use this link to find Isle of Wight specific training opportunities for schools.
Quick Links
Social, Emotional & Mental Health
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Attendance |
Emotionally based school avoidance guidance, school attendance guidance, contacts and referral information. |
EBSA-good-practice-guidance.pdf (for schools) EBSA-Parents-and-Carers-Information.pdf (for parents) |
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Breakout Youth |
A range of support services to young people and professionals on LGBTQ+ issues |
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Bullying |
Information and support about bullying |
Bullying: For Practitioners : Isle of Wight Safeguarding Children Partnership (iowscp.org.uk) |
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Crime |
Support services for offenders children and families and providing resources to support offenders children and their families |
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Exclusion |
Education Inclusion Service - guidance on the role and use of exclusions and reduced hours provision |
Reduced Hours Provision - data collection (Page 1 of 9) (office.com) |
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The Targeted Early Help Offer |
Supporting and coordinating early help offers for families. |
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Family Information Hub |
Information on a range of information, advice and support available in your area. |
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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 |
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Gypsy, Roma, Traveller, Showmen and Boaters |
Support from the Ethnic Minority, Traveller Achievement Service |
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Forces Children |
Includes the Thriving Lives toolkit which helps schools support Service children |
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Isle of Wight Safeguarding Children Partnership |
A statutory body offering resources, training and toolkits around safeguarding. |
Isle of Wight Safeguarding Children Partnership : Isle of Wight Safeguarding Children Partnership (iowscp.org.uk) |
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Health |
Child and Adolescent Mental Health Services
A range of advice (aimed at families) on all aspects of health |
Isle of Wight NHS Trust - Child & Adolescent Mental Health (iow.nhs.uk)
IOW Referral and Assessment Pathway |
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Intersectionality |
A report into the challenge of intersectionality for children and families with SEND |
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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. |
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Mental Health and wellbeing |
Advice, guidance and referral links for mental health concerns. |
Isle of Wight NHS Trust - Child & Adolescent Mental Health (iow.nhs.uk) Primary Behaviour Service - Wellbeing Support Service Local Support — Isle of Wight Community Mental Health
(iwmentalhealth.co.uk) I'm worried about my child :: Healthier Together
(what0-18.nhs.uk) |
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Young Carers |
A guide to supporting young carers in school settings |
Supporting young carers in education | Learning resources | National Improvement Hub |
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War and conflict |
A resource to support children displaced through war and conflict |
Thinking about war & conflict when directly affected (phoenixgrouphq.com) |
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7. Specific Interventions
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There are a nearly unlimited number of potential interventions which schools could utilise in response to specific needs. In these pages we list a few key starting points for identifying some which might be useful. We recommend that:
The SEN Banding Framework (2908-IOW-Final-SEND-Banding-Framework.pdf) gives an indication of the needs that should be met, and the provision that should be available at the level of SEN support. This can give helpful guidance for each need type. |
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Do you have questions or queries?Contact the SEN Support Line using this link. Looking for training and development? Use this link to find Isle of Wight specific training opportunities for schools. Quick Links |
7.1. Communication and Interaction
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Approaches and strategies can be found in the SEN Support Guidance document and LA support in Section 3 of this toolkit. Additional resources, advice and consultation options are listed below: |
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Title |
Link |
Do you have questions or queries?
Contact the SEN Support Line using this link. Looking for training and development?Use this link to find Isle of Wight specific training opportunities for schools. Quick Links
Social, Emotional & Mental Health
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Specialist Teacher Advisory Service |
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Schools Speech and Language Support Team |
Schools speech and language support team (iow.gov.uk) | |
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NHS Children's Therapies |
Isle of Wight NHS Trust - Children's Occupational Therapy Service (iow.nhs.uk) |
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Solent Developmental Checklist |
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Outreach from Special Schools |
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I CAN, the children's communication charity |
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Ambitious about Autism |
Ambitious about Autism | National charity for autistic children and young people |
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National Autistic Society |
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Afasic, a voice for life |
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Selective Mutism Information and Research Association |
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Elklan Training |
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Raising Awareness of Developmental Language Disorder (RADLD) |
RADLD - Raising Awareness of Developmental Language Disorder - RADLD |
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NAPLIC - A national organisation of teachers, speech and language therapists and other professionals |
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Salvesen Mindroom Research Centre |
Learning About Neurodiversity at School (LEANS) | Salvesen Mindroom Research Centre (ed.ac.uk) | |
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ACE Centre (Alternative methods of communication and symbol resources) |
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Call Scotland (Information and resources on different methods of communication) |
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7.2. Cognition and Learning
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Approaches and strategies can be found in the SEN Support Guidance document and LA support in Section 3 of this toolkit. Additional resources, advice and consultation options are listed below: |
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Title |
Link |
Do you have questions or queries?Contact the SEN Support Line using this link. Looking for training and development?Use this link to find Isle of Wight specific training opportunities for schools.Quick Links Social, Emotional & Mental Health
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Evidence based literacy interventions |
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Evidence based maths interventions |
Early numeracy approaches | EEF (educationendowmentfoundation.org.uk) Improving Mathematics in Key Stages 2 and 3 | EEF (educationendowmentfoundation.org.uk) |
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Widget pictorial resources |
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Evidence for impact |
Effective educational intervention database - Evidence 4 Impact |
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British Dyslexia Association |
Dyslexia - British Dyslexia Association (bdadyslexia.org.uk) |
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ACE Centre (Assistive Technology and Augmentative and Alternative Communication) |
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Call Scotland (info and downloads on alternative methods of communication and apps for specific learning needs) |
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How can cognition and learning needs be supported by further cycles of assess, plan, do, review? (Warwickshire County Council) |
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7.3. Social, Emotional and Mental Health
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Approaches and strategies can be found in the SEN Support Guidance document and LA support in Section 3 of this toolkit. Additional resources, advice and consultation options are listed below: |
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Title |
Link |
Do you have questions or queries?
Contact the SEN Support Line using this link. Looking for training and development?Use this link to find Isle of Wight specific training opportunities for schools. Quick Links
Social, Emotional & Mental Health
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Raising concerns about a child |
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Mental health support |
Supporting Your Emotional Wellbeing : Isle Of Wight Family Centres Local Support — Isle of Wight Community Mental Health (iwmentalhealth.co.uk) |
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School nursing |
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Child and adolescent mental health services (CAMHS) |
Isle of Wight NHS Trust - Child & Adolescent Mental Health (iow.nhs.uk) |
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Anna Freud Centre |
Mental Health Resource for Schools & Colleges | Anna Freud Centre |
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Wellbeing Service |
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PACE trauma informed approach |
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Nurture principles |
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Emotionally based school avoidance |
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Simon says - child bereavement charity |
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The Reading Agency |
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Barnardo's |
Believe in children | Children's charity | Barnardo's (barnardos.org.uk) |
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National Autistic Society |
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Beacon House - working with individuals who have experienced trauma and loss |
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BRAAIN (ADHD, Autism and Special Needs information network) |
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Winston's Wish (supporting Grieving Children) |
Winston's Wish - giving hope to grieving children (winstonswish.org) |
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Supporting children and young people with SEMH: the five good communication standards |
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The SEMH Handbook - from Barking and Dagenham |
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7.4. Sensory and/or Physical
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Approaches and strategies can be found in the SEN Support Guidance document and LA support in Section 3 of this toolkit. Additional resources, advice and consultation options are listed below: |
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Title |
Link |
Do you have questions or queries?
Contact the SEN Support Line using this link.
Looking for training and development?Use this link to find Isle of Wight specific training opportunities for schools. Quick Links
Social, Emotional & Mental Health
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Specialist Teacher Advisory Service |
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School Nursing |
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The Rainbow Centre - Cerebral Palsy |
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The Dyspraxia Foundation |
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The Elizabeth Foundation - a deafness charity |
Home page - The Elizabeth Foundation for Preschool Deaf Children (elizabeth-foundation.org) |
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Royal National Institute for the Blind |
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National Deaf Children's Society |
National Deaf Children's Society | Supporting deaf children (ndcs.org.uk) |
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British Association of Teachers of Deaf Children and Young People |
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Auditory Verbal |
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NHS Children's Therapies |
Isle of Wight NHS Trust - Children's Occupational Therapy Service (iow.nhs.uk) |
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Royal National Institute for the Deaf |
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Acquired Brain Injury - the Children's Trust |
What is acquired brain injury (ABI)? | The Children's Trust (thechildrenstrust.org.uk) |
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8. Working in Partnership
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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. |
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Document |
Owner |
Link |
Things to ConsiderAre 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. Looking for training and development?Use this link to find Isle of Wight specific training opportunities for schools. Quick Links
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Working in Partnership with parents and carers |
NASEN |
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SEN Support Guidance |
Hampshire Inspection and Advisory Service |
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SEND: Guide for parents and carers |
Department for Education |
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SEN Support in Mainstream Schools |
Special Educational Needs and Disabilities Information and Support Service (SENDIASS) |
SEND IASS | Advice and guidance for parents of children with special educational needs / learning disabilities on the Isle of Wight (iowsendiass.co.uk) |
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Info for parents |
Parents Voice |
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SEND Code of Practice (page 104) |
Department for Education |
SEND_Code_of_Practice_January_2015.pdf (publishing.service.gov.uk) |
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8.1. Voice of the Child / Young Person
Gathering children and young people’s viewsWhen 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:
Photos and pictures
Talking to the child/young personThis 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:
Talking to adults can sometimes be hard, could you:
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
Social, Emotional & Mental Health
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Document Name |
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| 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) | |
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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) | |
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How I feel in school |
How I feel in school | |
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What's important to me (Early Years) |
What's important to me (Early Years) | |
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9. Transitions
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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. |
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Document |
Owner |
Link |
Do you have questions or queries?
Contact the SEN Support Line using this link. Looking for training and development?Use this link to find Isle of Wight specific training opportunities for schools. Quick Links
Social, Emotional & Mental Health
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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 |
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Supporting School Transitions for School Staff |
Young Minds |
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Transitions |
Mentally Healthy Schools |
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Supporting children's transition to secondary school |
Anna Freud Centre |
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EEF Blog: Supporting pupils through transitions – a trio of challenges |
Education Endowment Foundation |
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Preparing for adulthood guides and toolkits |
Council for Disabled Children |
Preparing for Adulthood: Guides and Toolkits
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Preparing for Adulthood: All Tools & Resources |
National Development Team for Inclusion |
Preparing for Adulthood: All Tools & Resources -
NDTi
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10. SEN Finance
Isle of Wight SEN funding in mainstream schoolsSEN funding formula for mainstream primary and secondary schoolsThe following information has been written for an audience of parents and carers, but may nonetheless be useful for SENCOs who are not yet familiar with school funding for SEND. How is funding made available to meet the needs of children with SEN in mainstream schools?All maintained schools (including mainstream academies) receive an annual budget at the beginning of each financial year (1 April). The allocation for all children, including those with SEN, is mainly based on the number and age of the children within the school. In addition, further funding is allocated within the annual budget of all schools, to cover the cost for extra provision for the majority of children with SEN including those on SEN Support. It is for each school to determine how to meet the children’s needs, but it can be used to provide additional support over and above the usual staffing arrangements, to purchase resources or to access professional advice. This funding forms a notional SEN allocation of up to £6,000 per child or young person with SEN. What is the formula for funding SEN in mainstream schools?The funding formula for annual budgets uses data about low attainment and social deprivation, as decided by the Department for Education (central government). This low attainment and social deprivation data gives a profile for each school, enabling the local authority to share the available funds between the annual budgets of all schools, based on their profiles. How are different types of need recognised?All types of need are covered by this funding model which results in the allocation of a sum of money which is part of the whole school budget. This can be used to address the needs of children, in any category, as identified, assessed and prioritised by the school. Will I know if my child is receiving additional help?Your child’s headteacher, or a member of the teaching staff, will discuss with you how the school proposes to meet your child’s needs. You will be kept fully informed of your child’s progress. How is the money used?The money goes directly to the school’s budget. It is provided as a whole-school resource which allows the school flexibility to: · respond promptly and efficiently · organise additional resources · achieve the greatest progress for all children with SEN. How can I be sure that the school is appropriately identifying and funding the needs of my child?Teachers will discuss your child’s needs with you and agree a way forward. You will be consulted and kept fully informed of any developments. These procedures are reinforced by the national Special Educational Needs and Disability Code of Practice: 0 to 25 years, which offers helpful advice to schools and parents on identifying and assessing SEN. This Code is available from the Department for Education (DfE). The SEN funding arrangements support the Code by ensuring that schools have the resources they need to help children experiencing difficulties. When is an Education, Health and Care (EHC) plan required?In most cases the arrangements made by the school will ensure that your child gets all the necessary help. For a very small number of children (approximately two per cent of the total school population) more help may be needed and a statutory assessment suggested. This is only required for children who have the most significant and longterm special educational needs. An EHC plan will be required if a child needs a special school or a place in a special provision in a mainstream school. How are children with EHC plans affected by the SEN funding formula?Schools must provide the identified support for all children who have significant and complex needs and for whom provision is detailed in an EHC plan. Arrangements must be flexible enough to support specific interventions for these children. Where children have been assessed as requiring Education, Health and Care (EHC) plans, the school is required to fund the first £6,000 of the cost of the provision required by the EHC plan (from its annual budget). When the EHC plan costs more than £6,000, additional specific funding of the amount by which the cost exceeds £6,000 will be allocated to the school as a top-up. The top-up will be paid from funds which the local authority manages centrally on behalf of schools, and only applies for pupils who have been assessed for EHC plans, as determined by the local authority. All EHC plans will be reviewed within the normal annual review arrangements. Children’s needs do change and it is possible that, at the annual review meeting, the school will wish to discuss the possibility of changing the level or type of additional support offered. Under some circumstances, a child may no longer require an EHC plan, for example, where a child makes progress and the outcomes of the EHC plan have been met. The proposal to cease to maintain the EHC plan would be discussed with you and no decision would be taken without you having the opportunity to have your views carefully considered. When a child’s EHC plan is ceased the school will continue to be responsible for monitoring progress and ensuring that the child’s needs are met. How can I find out more?School staff who want further information should contact the
school finance officer who will be able to direct you to more detailed
information. Or you may wish to visit the Department of Education site The
notional SEN budget for mainstream schools: operational guidance - GOV.UK
(www.gov.uk)
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Do you have questions or queries?Contact the SEN Support Line using this link. Looking for training and development?Use this link to find Isle of Wight specific training opportunities for schools. Quick LinksSocial, Emotional & Mental Health
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11. Next Steps
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If you have worked through this toolkit and endeavoured to meet the needs of the CYP through SEN support in addition to universal high-quality teaching then next steps may include:
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. |
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Further Reading & Podcasts |
Link |
Do you have questions or queries?Contact the SEN Support Line using this link. Looking for training and development?Use this link to find Isle of Wight specific training opportunities for schools. Quick Links
Social, Emotional & Mental Health
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Great Expectations by David Bartram |
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The Perfect SENCO by Natalie Packer |
The Perfect SENCO (Perfect series) : Natalie Packer, Jackie Beere: Amazon.co.uk: Books |
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A Strengths Based Framework for Learners with SEND by Judith Carter |
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SENCO Talks |
SENCO Talks: How to support Additional Educational Needs on Apple Podcasts |
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SEND Network |
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The SENDcast |
The SENDcast - The Podcast for Special Educational Needs (SEN) |
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SEN in mainstream and adaptive teaching | New EEF podcast: SEN in mainstream & adaptive teaching | EEF (educationendowmentfoundation.org.uk) | |
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A selection of SEND Podcasts |
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12. Glossary
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Abbreviation |
Full Text |
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CAMHS |
Child and Adolescent Mental Health Services |
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CYP |
Child or young person |
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EBSA |
Emotionally Based School Avoidance |
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EIS |
Education Inclusion Service |
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EMTAS |
Ethnic Minority and Traveller Achievement Service |
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HIAS |
Hampshire Inspection and Advisory Service |
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HIEP |
Hampshire and Isle of Wight Education Psychology |
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LCHI |
Low Cost High Incidence (in relation to funding) |
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MASH |
Multi-agency safeguarding hub |
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MLD |
Moderate Learning Difficulties |
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PBS |
Primary Behaviour Service |
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PD |
Physical disability |
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SEMH |
Social, emotional and mental health |
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SEN(D) |
Special Educational Need (or Disability) |
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SENCo |
Special Educational Needs Co-Ordinator |
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SLD |
Severe learning difficulties |
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SpLD |
Specific learning difficulties |
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SSLST |
Schools Speech and Language Support Team |
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STAS |
Specialist Teacher Advisory Service |
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