ALN Policy Handbook

St Alban’s RC High School

ALN Policy Handbook

ORIGIN: TCBC: Version Sept 2015

COMMITTEE RESPONSIBLE: Wellbeing, Equality & Inclusion

LEAD MEMBER: ALNCO

DATE APPROVED: 09/10/2019

CHAIR OF GOVERNORS NAME: Father D Hayman

CHAIR OF GOVERNORS SIGNATURE:

REVIEW DATE: 09/10/2020

Contents Section heading Page

1. ALN Team Directory 1

2. LA Provision Map 3

3. Graduated Response-discrete service provision maps 6

4. Contacts Directory/Alternative Provision Handbook 13

5. ALN/EPS/ASD support referral pathways 26 September 2015

6. Outreach referral process 27

7. Early Years pathways 30

8. Flying Start pathways 38

9. COMiT 44

10. VI 51

11. Occupational Therapy referral form and guidance 52

12. ALN Link Officers 57

13. Exemplar ALN profile 62

14. GEMS: Gwent Education Minority-Ethnic Service 65

15. GEMS Referral Form

ALN Team Directory

Service Contact Details ALN Services 2nd Floor, Pearl House, Civic Centre, Pontypool, Torfaen, NP4 6YB Tel: 01495 766929

Hannah Matthews – Administrative Officer Email: [email protected]

Rhiannon Fritter – Administrative Officer Email: [email protected]

Della Norvill – Administrative Officer Email: [email protected] ALN Manager Tracy Tucker Tel: 01495 766998 Email: [email protected] Manager Vulnerable Groups Donna Lewis Tel: 01495 766974 Email: [email protected] ALN Link Officer (South) Sahdia Afzal Tel: 01495 766971 Email: [email protected] ALN Link Officer (North) Alyson Jones Tel: 01495 766973 Email: [email protected] Senior EP Alyson Costa Tel: 01495 742399 Email: [email protected] Senior EP Behaviour Julie Casey Tel: 01495 766963 Email: [email protected] Educational Psychologists Sam O'Shaughnessy Tel: 01495 766997 Email: samantha.o’[email protected]

Georgina Doutre Tel: 01495 766806 Email: [email protected]

Meinir Evans Tel: 01495 766996 Email: [email protected]

Janet Robins Tel: 01495 742834 Email: [email protected]

Jennifer Price - Administrative Support Tel: 01633 648413 Email: [email protected]

SPLD Team Janet Patrick Email: [email protected]

Judith Stevens Email: judith.stevens @torfaen.gov.uk

Alyson Smith Email: [email protected]

Ceri Williams Email: [email protected] Child Protection Officer Jacqui Watkins Email: [email protected] Senior Education Welfare Vicky Clode Officer Tel: 01495 766965 Email: [email protected] Education Welfare Officers Dave Morgan Tel: 01495 762113 Email: [email protected]

Cath Edwards Tel: 01495 766993 Email: [email protected]

Hannah Kethro-Moore Tel: 01495 766692 Email: [email protected]

Graham Garland Tel: 01495 766994 Email: [email protected]

Kate Flower Tel: 01495 766966 Email: [email protected]

Sarah O’Keeffe Tel: 01495 766197 Email: sarah.o’[email protected] Manager of the PRU Jackie Gwynne Tel: 01495 742 859 (Ty Glyn Site) Tel: 01495 742 882 (New Inn Site) Email:2 [email protected] Admissions Officer Kath Worwood Tel: 01495 766915 Email: [email protected] ASD Support Officer Cheryl Deneen Tel: 01495 766967 [email protected] Counselling Service Anna de Sousa Tel: 07904609462 Email: [email protected] Head of Pupil Support Tracey Pead Tel: 01495 742450 Email: [email protected]

LA provision Map

Tier 1 3 steps to practical parenting ALNco cluster meetings ASD Friendly Schools Attachment and early child hood adversity training Attendance and Input at Multi Agency Meetings (MATS) Basic level 1 CP training for all staff and governing bodies Sensory Impairment Service New AENCO training Providing advice and guidance to parents with regards to SEN and Statutory Assessment Providing guidance to other professionals on Statutory Assessment and Criteria for Assessment Providing Guidance to School on Exclusions Provision of CP website Resilience training Restorative practices training Solution focussed training Support for policy development Support for whole school initiatives to improve Support for writing IDPs Support in respect of sexualised behaviour Team Teach training Training in delivering assessments including (WRAT, BPVS, TVPS, SNAP profiling)

Well-being, Self-Evaluation Policy Whole School Approach to Positive Behaviour training Write Dance (INSET)

Tier 2 AEN Team advice & support e.g. clinics, group observations, group consultations etc. 3 Attendance and Input at Annual, Interim & Phase Transfer Reviews Attendance and Input at Pupil Exclusion Meetings Attendance Guidance at Pastoral Support Meetings Attendance, Input & initial monitoring of six week out of county placement meetings Circle of Friends Coleg Gwent partnership, two ESOL classes ComIT – small group EAL support, in- class partnership teaching Education Welfare Service (EWS) – advice & support Educational Psychology Service (EPS) – advice, support, group consultation etc. Family First GEMS group support General training and guidance for schools on bereavement Outreach referral Parent clinics Restorative practices – conflict resolution Sensory Impairment teams- (HI, VI, COMiT) - small group support Teaching talking – emerging language Training for parents on ASD (Help! courses) Truancy sweeps (all Wales initiative)

Tier 3 Advice guidance and support to family and school Alternative provision Assessing underlying cognitive functions e.g. executive functioning, memory skills and Applying results support to individual work Attendance and Input at Emergency Reviews Attendance and Input for Complex Cases at Complex Needs and Brighter Futures Meetings CAMHS ComIT – individual interventions Sensory Impairment team – individual interventions CSE support Support and advice from Educational Psychology Service (EPS) Support and advice from Education Welfare Service (EWO) GEMS individual support Haven Project Individual tuition for SpLD Issuing performance licenses, monitoring child employment and elective home education MIST

NEETs Forum Out-reach- individualised learning pathways Prosecution PRU referral Pupil Exclusion Hearings Regional Safeguarding Board Resource base provision Restorative justice mini/full conferences 4 Restorative Work from the Police SEBD/ASD Resource Base SNRBs SEN Tribunal Sexualised behaviour support Social Services Support in developing IDP actions for individuals Support to schools to develop plans to improve attendance Teacher Adviser individual referrals Training for parents on ASD (Early Bird plus) Visits with parents to potential new placements Work with teachers to support in managing challenging behaviour of individuals Working with team around an individual i.e. parents, schools etc. Youth Inclusion Support Panel Youth Offending Service

Tier 4

Child and Adolescent Mental Health Services Low incident-high cost residential placements

Graduated Response-LA

EAL -Graduated Response 5

Tier 4 – Specialist Services  Links to PREVENT etc. Haven Counselling project

Tier 3 – Intensive support  GEMS 1-1 individual pupil support  GEMS EP support

Tier 2 – Enhanced services  Consultations with schools groups of pupils/traveller  Signpost for advice community  School transfers moves in year moves  Specific case advice and support  Key stage transition support(links with enhanced  Training on specific issues behaviour support)  GEMS EAL support Group /in class support /partnership  School challenge/analysis and monitoring of data teaching visits schools  GEMS group support

Tier 1 – Universal Services  Reports to SMT /council  General advice and support to schools/parents/other agencies  Welsh Government returns/EIG reports  GEMS initial assessments/Language acquisition record.  Celebration of events – EID  Awareness raising training /core training for all schools–  Resources list  EAL policy for schools  GEMS monitoring visits (termly)  EAL education handbook and resources  LA links with team leader  School link meetings/monitoring visits (termly)  GEMS team meetings/Consortia leads meetings  Monitoring of attendance/attainment, exclusions data.

Admissions-Graduate Response

Behaviour-Graduated Response

Attendance Graduated Response

Tier 4 – Specialist Support  Prosecution  Issue of Fixed penalty notice.

Tier 3 – Intensive support  Challenge schools on incorrect use of  Attendance letters sent to parents/guardians. attendance codes  Provide advice and guidance to schools and  Arrange parent/guardian meetings. parents/guardians on individual cases.  Home visits and joint home visits with  Assessing reasons for absence. other agencies.  Making appropriate referrals to other agencies.  Deal with social issues and welfare  Analyse attendance data at pupil, group and concerns school level.  Provide licences for and monitor children  Working as part of a multi-agency team to in entertainment and employment. provide support  Support to schools to develop plans to to a family. improve attendance  Preparation of witness statements for admission to the courts of legal action.

Tier 2 – Enhanced services  . Attendance and input at multi-agency  Consortia working and attending meetings. meetings  Attendance at Governors meetings.  Attendance and input at schools pastoral  Chairing meetings. meetings.  Dealing with missing children in education  Year 6 transition visits.  Attendance and input at Families First meetings.  Home Visits for EOTAS.  Attendance and input at Social Care meetings.  Work with targeted schools.  Attendance and input with school for Record of  Presentation to parents for new intake pupils in Consultation meetings. Reception.  Truancy Sweeps.  Attendance and input at travellers meetings.  Attendance and input at annual reviews.  Involvement in producing and updating policies  Attendance and input at schools attendance panels. and plans. Tier 1 – Universal Services  Training on attendance codes  Celebration of attendance  Provide advice and guidance on Fixed Penalty

 Assist with children arriving late to school. Notices.

 Upgrading attendance policies.  Provide advice and guidance to schools, parents  Use of attendance audits. and guardians on school attendance related  Allocated visits to schools. issues.

 Governor training  Child employment and children in entertainment visits.

EPS-Graduated Response

Gypsy Traveller -Graduated response

Tier 4 – Specialist Services

Tier 3 – Intensive support  TTES 1-1 individual pupil support  Multiagency planning/meetings  Alternative EOTAS packages

Tier 2 – Enhanced services  Signpost for advice  Consultations with schools groups of pupils/traveller community  School transfers moves in year moves  Specific case advice and support  Key stage transition support (links with enhanced  Training on specific issues behaviour support)  GRT support Group /in class support /partnership teaching  School challenge/analysis and monitoring of data visits schools  GRT EWO support

Tier 1 – Universal Services  Reports to SMT /council  General advice and support to schools/parents/other agencies  Welsh Government returns/EIG reports  Awareness raising training /core training for all schools–  Celebration of events – GRT history month  GRT policy for schools  Resources list  GRT education handbook and resources  Community projects – woodlands Field Project  School link meetings/monitoring visits (termly)  GRT team meetings/Consortia leads meetings  Monitoring of attendance/attainment, exclusions data.

Looked After Children -Graduated response

Tier 4 – Specialist Services  Specialist placements – residential /OOC links with social care and family placement teams  Visit with social acer to specialist placements  Complex case panel Monitor pupils when OOC – preparation to bring back to county

Tier 3 – Intensive support  Placements in SNRB  Team around the child – intensive support plans in  Vulnerable children panel mainstream school  Individual Child sexual  Specialist support from LAC specialist/MIST exploitation/strategy meetings /CAMHS /Outreach for individuals  MIST steering Group  Specific interventions for LAC mental health  Emergency/Out of county pupil reviews worker.

Tier 2 – Enhanced services  Signpost for advice  Consultations with schools/social care  School transfers moves in year /in or out of county (LAC  Specific case advice and support admissions protocol)  Training on specific issues - corporate parenting  Key stage transition support(links with enhanced  Link with other services behaviour support)  Advice from CAMHS/mist/PRU/LAC mental health worker  School challenge/analysis and monitoring of data visits schools/social care

Tier 1 – Universal services  Key performance indicator data for social care/education  General advice and support to schools/social care/carers.  Corporate parenting panel  Awareness raising training /core training for all designated staff –  South East Wales Consortia LAC meetings  LAC policy for schools  Reports to SMT and social acer on  LAC education handbook – with attachment guidance  Monitor PDG spend  Designated teacher meetings and training  Statutory LAC responsibilities  Notifications from social care – initiate PEP  Maintain contact lists  Lac reviews/minutes  Welsh Government returns  Multiagency meetings  Monitoring of attendance/attainment, exclusions and school moves data

Directory of Services (Alphabetical)

Tracey Pead [email protected] ADDITIONAL Head of Pupil Support LEARNING NEEDS TEAM Tracy Tucker [email protected] Additional Learning Needs Manager

Donna Lewis [email protected] Manager Vulnerable Groups

Sahdia Afzal Additional Needs Link [email protected] Officer

Alyson Jones Additional Needs Link [email protected] Officer 01495 766929

ADVOCACY Special Needs Advisory Helpline 0845 120 3730 SUPPORT Project Helpline from mobile 0345 SNAP Cymru is a National 120 3730 Charity. It offers free and Office 02920 348 990 independent information, advice and support to help Email:enquiries@snapcymru. get the right education for org children and young people http://www.snapcymru.org with all kinds of special educational needs (SEN) and disabilities.

National Youth Advocacy Call on 0808 808 1001. Service email [email protected] We provide confidential https://www.nyas.net/nyas- advocacy representation to cymru vulnerable children and young people across Wales on behalf of local authorities

ANTI-BULLYING Torfaen Anti-Bullying www.antibullytorfaen.org.uk Strategy

Bullies Out provides much Email. [email protected] needed help, support and 02920 49 2169

information to individuals, http://www.bulliesout.com schools, youth and community settings affected by bullying. NSPCC/Childline Wales Contact: 01792 454723 Education Adviser. Advice and guidance for schools on tackling bullying. Safer Wales. Guidance Contact: 02920 461564 and training on tackling homophobic bullying. Stonewall Cymru. Contact: 02920 237744 Support in tackling homophobic bullying. Wise Kids. Workshops Contact: 01633 673339 and training on cyber bullying for young people, parents and professionals working with young people. Valleys Regional Contact: 01443 742704 Equality Council. Case work and support in tackling a variety of bullying. ASD Cheryl Deneen Children [email protected] and Young Peoples k Support Officer. Mediation 01495 766967 between families and schools; helps families understand diagnosis, provides specific support strategies; signpost to other services, meets with school staff and train professionals and parents. Offers support for transition across key stages in education. BEREAVEMENT/LOS Marie Curie Support Tel: 01495 740818 S through Terminal illness. Winston’s Wish, support 08452 03 04 05 and guidance to bereaved Email:[email protected]. children, their families and uk professionals. http://www.winstonswish.org.u k CRUSE [email protected] Bereavement Care offers http://www.cruse.org.uk/ support after the death of 0844 477 9400 someone close

Unicorn Project, support Based at St David’s Hospice. for children who have had Elaine Robinson 01633 a significant adult in their 851051 life that is terminally ill or Elaine.robinson@stdavidsfoun has died. dation.co.uk BRON AFON Go Girls/Brothers is a Maria Jones, Youth Projects COMMUNITY cross boundary Manager HOUSING partnership project with Email: INVESTMENT AND Charter Housing [email protected] INCLUSION TEAM Association working for Tel: 01633 620 125 young aged 15 to 25 from Website: Torfaen, Newport and https://www.bronafon.org.uk Caerphilly with the aim to increase their confidence and self esteem. Through issue based workshops and monthly support meetings, Go Girls/Brothers builds the resilience of young people enabling them to cope better with life’s challenges and take action to create positive change. CAMHS Ty Bryn Young Person’s Contact: 01633 436831 Unit CAREERS WALES Pontypool Contact: 0800 028 48 44 CCYP We provide information David Schofield Title: Centre and support including Manager Telephone: 01633 counselling and mentoring 875851 for all young people with Email: any issues which may ccyp.cwmbran@gmail.com concern them personally. One of our key objectives is to offer training.

CHANGING MINDS To improve the Tel: 01633 258741 opportunities for young Website: people with mental health http://www.changingmindsproj problems to better manage ect.org.uk life transitions and improve their resilience and self confidence. CHILDLINE ChildLine is a private and http://www.childline.org.uk confidential service for Call free on 0800 1111, have children and young people a 1-2-1 chat online up to the age of 19. You can contact a ChildLine counsellor about anything -

no problem is too big or too small.

CHILD DEVELOPMENT TEAM COMMUNITIES Provides individuals and FIRST organisations to get Blaenavon: 01495 742684 involved in local activities

including education and Penygarn: 01495 742679 training, health and fitness,

social enterprise and Thornhill: 01633 647699 employment. Also offers

opportunities to take part in Trevethin: 01495 742680 obtaining grants and

organising local events.

Community Learning Providing support for Community Learning Officer children, young people and Lynn Astley-Jones adults in order to increase 01633 647699 basic skills. Social Learning and Development Social Learning and Raising educational Development Officers attainment and attendance Debra Roberts levels at Secondary Emily Tulloch Schools in Torfaen by supporting young people. Digital Inclusion Provide residents with the Digital Inclusion Officer skills to engage online Lee Parker through the provision of 07816840919 informal/formal ICT sessions. Child Welfare Practitioner Offering support to children Child Welfare Practitioner up to the age of 11 and Amy James their families who may 07583858557 have additional needs I.e. Emotional, Social or behavioural. COUNSELLING: Counselling is for anybody Anna DaSousa SCHOOL who wants to talk to [email protected] COUNSELLING somebody else about a k. SERVICE situation in their lives they 07904609462 are not happy about. It is available to all young people who live in Torfaen

or who go to school in Torfaen OUTREACH TEAM The team offer support for For an initial discussion or to additional learning needs make a referral please contact such as: travel training; 01633 640854 or email transition support; [email protected] managing anxiety, specialist teaching For queries relating to team strategies; IDP support; teach training please contact family support using a Sarah Roberts on the above Person centred planning number or email approach. [email protected] DISABLED The Disabled Children’s Tel: 01495 762 200 CHILDRENS TEAM Team works with children (between the ages of Email: 0-18) and families where a socialcarecalltorfaen@torfaen. child has a severe gov.uk learning, physical, visual or Hearing disability that could cause significant difficulty in daily living. We also work with children who have life-threatening illnesses Crossroads South East Tel: 01495 769996 Wales supports the Email: parents and carers of careteam5@crossroads-se- young wales.org.uk People with disabilities or a (9am – 5pm, Mon – Thurs; serious illness. Support 9am – 4pm Fri) may be provided www.crossroads.org.uk within the child’s home, or support workers can take children out to enjoy activities. DRUG AID/CHOICES- Lighthouse: Support for Tel: 01495 742 323 LIGHTHOUSE anyone who uses or those living with the effects of drugs or alcohol in Torfaen.

EARLY YEARS Torfaen Family Tel: 0800 0196330 Information Service Email:[email protected] provides free information www.torfaen.gov.uk about services and activities for young people and families, eg schools, day nurseries, childminders, Sure Start

and Flying Start, holiday clubs and before and after school clubs, etc. Sam O'Shaughnessy - Area There is an early year’s Educational Psychologist process for Additional Learning Needs pupils who Email: may require additional samantha.o’shaughnessy@tor transition arrangements. faen.gov.uk

Families First have a commissioned Early Years For more information contact team. This is delivered in Lena Evans partnership between health [email protected] and education with support from Health Visitors, Midwives, and a Dietician, Speech and Language Therapy Service and five project workers. They work closely with Flying Start and the generic Early Years team.

EDUCATION Educational Psychologists Alyson Costa – Senior PSYCHOLOGY work closely with teachers Educational Psychologist SERVICE and parents, as well as Email: other professionals [email protected] involved in the care of children, to help children who are having difficulties Julie Casey – Senior with learning and general Specialist Educational development (including Psychologist for Behaviour reading, writing, spelling Email: and numbers), emotions [email protected] and behaviour, or difficulties with making Sam O'Shaughnessy - Area good relationships with Educational Psychologist other children and with Email: adults. samantha.o’shaughnessy@tor faen.gov.uk

Georgina Doutre – Educational Psychologist Email: [email protected]. uk

Meinir Evans - Area Educational Psychologist

Email: [email protected]

Janet Robins – Area Educational Psychologist Email: [email protected]

Jennifer Price – Administrative Support Tel: 01633 648413 Email: [email protected]

EDUCATION Education welfare officers Vicky Clode WELFARE SERVICE work with schools, pupils Tel: 01495 766965 and families to support Email: regular school attendance. [email protected]

Dave Morgan Tel: 01495 762113 Email: [email protected]

Cath Edwards Tel: 01495 766993 Email: [email protected]

Hannah Kethro-Moore Tel: 01495 766692 Email: [email protected] k

Graham Garland Tel: 01495 766994 Email: [email protected]. uk

Kate Flower Tel: 01495 766966 Email: [email protected]

ELECTIVE HOME Donna Lewis EDUCATION Additional Learning Needs

Link Officer for Vulnerable Groups

[email protected]

01495 766929

FAMILIES FIRST Torfaen’s Families First Tel: 01495 766403 / 766972 programme is a prevention and protection model to provide a whole family approach to service delivery. The emphasis is in supporting the Team around the Family concept and early intervention and prevention.

Aspire Home Family Links Contact: Lisa Charles Team. This provides [email protected] support to families of children aged 4 to 11. Their team of support workers deliver an effective multi agency support plan to prevent crisis and promote resilience, empowerment, stability and success.

The Family Achievement For more information contact Programme is a multi Simon Rushton disciplinary team focused Email:simon.rushton@torfaen. on the needs of young gov.uk people at Key Stage 3. It Tel: 01495 766 476 is made up of a Youth 07508 021147 Worker, Social Worker, Educational Psychologist, Basic Skills Co-ordinator and two family support workers.

FAMILY Torfaen Family Tel: 0800 0196330 INFORMATION Information Service Email:[email protected] SERVICE provides free information www.torfaen.gov.uk about services and activities for young people and families, eg schools, day nurseries,

childminders, Sure Start and Flying Start, holiday clubs and before and after school clubs, etc.

FLYING START For parents with a child For more information contact under the age of four living Emma Parker in catchment areas of Tel:01495 742 100 Penygarn, Trevethin, [email protected] Pontnewynydd, Woodlands School and Blaenavon. GEMS: GWENT GEMS supports pupils for For further information contact EDUCATION whom neither English nor the GEMS office on 01633 MINORITY-ETHNIC Welsh is their first 851502 or 01633 851505 or SERVICE language by working alternatively email Martin closely with schools, Dacey (Head of Service) for parents and school more information. governors to help pupils [email protected] improve their English language skills. Office Enquiries: 01633 851502 Claire Tyler: 01633 851505 HOPE GB Hope GB is a voluntary Email: (ASD SUPPORT support group which [email protected] GROUP) provides practical help and Tel: 01495 757274 or encouragement for people 07595455067 affected by autism, in Torfaen and further afield.

LLAMAU FAMILY The Service is aimed Penny Thomas Title: Family MEDIATION predominantly at 16 and Mediator Telephone: 07500 SERVICE 17 year olds but we are 814890 prepared to work with Email: [email protected] young people from either side of this age group, 14 - 25. We can work with any member of the young person's family, or support network. Mediation is a free and confidential service.

LOOKED AFTER Education Support Donna Lewis CHILDREN Additional Learning Needs Link Officer for Vulnerable Groups

[email protected]

01495 766929

MIDWIFE Sure Start support for Contact Kathryn Rees, Antenatal and Postnatal Teenage Midwifery Teenagers in Torfaen Coordinator for Torfaen Tel:07903 932640

MIST Referrals for this service Jenny Welham Title: Service are only through Health Manager Telephone: 01495 and Education. The 764680 service works Email: therapeutically with the jennifer.welham@actionforchil young people, utilising a dren.org.uk variety of individual psychological therapies and activity-based as well as practical support, befriending and learning support. OCCUPATIONAL The role of the children’s OT triage service on 01633 THERAPY SERVICE occupational therapist is to 431618 assess, evaluate, advise and/or provide intervention for children whose participation in activities of daily living (including self- care, play, leisure and school) is significantly compromised by physical, motor, sensory or learning difficulties. Occupational therapy is a specialist service and requests to the service will be triaged centrally.

PARENTING – Torfaen’s Multi-Agency Yvonne Hayes SUPPORT Parenting Coordinator Multi-Agency Parenting coordinates the delivery of Coordinator Parenting Programmes. Tel: 01495 766479 PLAY SERVICE Play support for children Julian Davenne aged 7-11. Torfaen play Play Service Manager service provides Tel: 01495 742952 community play Email: opportunities for children [email protected]. and young people aged 5 - uk 15 years in the form of after school clubs, half term and summer play

schemes. In addition to this support is provided for children and young people aged 5 - 18 years with disabilities to access community play provision.

PRIMARY MENTAL Advice, consultation, Telephone 01495 752349??? HEALTH TEAM training for primary care professionals in relation to children and young people’s emotional health and wellbeing.

PUPIL REFERRAL PROFESSIONAL Jackie Gwynne UNIT REFERRAL ONLY. The Tel: 01495 742 859 (Ty Glyn PRU works in partnership Site) with all Torfaen Primary and Secondary schools. Tel: 01495 742 882 (New Inn The PRU provides Site) education outside the school for pupils who might not otherwise receive a suitable education including pupils with medical needs, and aims to reinclude pupils in a mainstream setting wherever possible. RAINBOW GROUP - Support and befriending Tel: 01495 752333 GWENT WIDE group for young people Email Address: aged 16-25 who are gay, rainbowtorfaengroup@yahoo. lesbian, bisexual or co.uk sexually confused. Website URL: www.rainbow-club.org.uk

SERENNU The centre is a purpose Tel: 01633 748000 CHILDRENS built centre that provides CENTRE care, treatment and activities for children and young people with disabilities and developmental difficulties from Newport, South Monmouthshire and South Torfaen.

SEXUAL HEALTH Community Service Seran Davies Volunteers – Sex Matters Tel: 01495 750333

Email: [email protected] TAFARN NEWYDD Tafarn Newydd provides 01495 751567 (TOGS) multi-agency family support which promotes and enhances the development of children and young people with a diagnosed or emerging disability. The service devises individual play plans, organises play and developmental sessions (0-5 years) and Saturday short breaks for children and young people (8-18 years). There are support groups for the parents of newly diagnosed babies, coffee mornings, advice and signposting.

TORFAEN YOUTH The Youth Service For more information contact SERVICE provides a range of Barbara Howe Title: Youth opportunities for young Service Manager Telephone: people aged 11-25 across 01633 648124 Torfaen in their local Email:Barbara.howe@torfaen. community youth clubs, gov.uk out on the streets with the Service’s detached team, within local high schools and through our exciting youth activities and projects. We offer evening and weekend activity for young people to engage in, summer and school holiday programmes with lots of fun and challenging things to do.

TORFAEN YOUNG TYPSS is a multi- Service Manager PEOPLE’S SUPPORT disciplinary partnership, Chesney Chick SERVICE providing an integrated, Tel 01633 647526 (TYPSS) one stop provision for young people experiencing difficulties in negotiating the transition to adulthood and independence.

TORFAEN YOUNG Individual and group Nikki Prince-Iles CARERS support for young carers Tel: 01633 648113 aged 8-17 Email: [email protected]. uk WOMENS AID Offers women and Tel: 01495 742 052 childrens refuge, [email protected] parenting, play and k support. Mother and children only – 24 hour helpline MALE: Men’s advice line and Enquiries for male victims of domestic Helpline: 0808 801 0327 violence including violence [email protected] from a teenage child www.mensadviceline.org.uk towards their parent.

ALN & EPS Referral Flow Chart

Referral of pupils to the ALN service may take the following routes

ALN Link Meeting

Educational Out-reach SpLD ASD Support Psychology

Consultation with Individual Referral Recommendations Group Observation person most for concerned referral to other (Whole school, specialist Individuals, agencies Groups)

Out Reach Referral and Pathway

NEW PATHWAY TO TORFAEN OUTREACH EDUCATION PROVISION (PRU & Crownbridge)

PRU and Crownbridge out reach teams work much more closely together with the aim of constructing a more unified 'one stop' service to schools (within the resources available we have). In line with the thinking of the 3 school to school groups and consultation with all schools to date here is what it looks like so far:  Stage 1: Initial access: the service will be a direct pathway - school to service, using the initial referral procedure attached (first draft and will need to change as the service develops). At this stage the information gathered from the school will be short and simple - no appendix B  Stage 2: Scoping: At this stage a member of the team will be allocated by Outreach team Managers (Helen Palmer and Bethan Morgan). A meeting / conversation will take place with the school when all current and expected pupil records and documentation (e.g. IEP, IBP, PCP, attainment data, records / notes of support already accessed e.g. EP, CAMHs, school ALN provision mapping system etc.) Nothing additional will be expected by the team.  Stage 3: Planning: A PCP approach to identifying the pupil's needs and school's needs will arrive at an agreed action plan including; success criteria to identify when the joint support programme will end  Stage 4. Review: As the resources of both teams are finite the challenge is to support schools to build capacity within their own graduated ALN & EBD provision offer, to ensure all LA and TCBC support services are being accessed to the benefit of the pupil, to inform the on-going work of the EBD school to school group and LA ALN services e.g. identifying patterns and themes to help effectively focus use of scarce resources.

The opportunities offered by this new approach include; swift and easier access to the outreach service, schools not having to share information over again, SENCO and LA time being focused on pupil’s needs rather than appendix Bs and time spent sitting on panels.

Head of PRU and C/B school have begun to meet weekly with the lead EP (Alyson Costa) to monitor referrals and offer supervision to team managers, Tracey Pead monitors the changes to the service from an LA perspective, the EBD school to school steering committee will monitor the affect of the changes for schools, all of the above will identify themes for future consultation with schools. Crownbridge School (Lesley Bush) has agreed a work plan with the LA to add capacity to the school to school work by facilitating the work of the steering groups and feeding back to Heads and the LA.

TORFAEN OUTREACH EDUCATION SERVICE

01633 648054 Or email CROWNBRIDGE SCHOOL:

Team Manager: Helen Palmer [email protected]

PUPIL REFERRAL UNIT (PRU): Team Manager: Bethan Morgan [email protected]

INITIAL REFERRAL FORM

School & Person making referral and role:

Pupils name: D.O.B. & yr group

Education Psychologist:

Nature of referral: bullet point form identifying primary need of pupil, nature of support

Have parents given consent for outreach involvement?

Torfaen Education services already involved; Inclusion service, Comit, Counselling, ASD

Torfaen CC support & other services already involved; Social care, Family First, Community First, CAMHS

AIDE MEMOIRE

TORFAEN OUTREACH EDUCATION SERVICE CROWNBRIDGE SCHOOL & PUPIL REFERRAL UNIT

OUTREACH STAFF TAKING AN INITIAL REFERRAL  To be completed by outreach team staff at point of request (telephone, meetings etc.)  At this point the task is an information gathering exercise.  The aim is to ensure the information can be considered by Outreach Team Managers to allocate the work to the most appropriate service (C/B or PRU) and to undertake preliminary information seeking to inform the work.  All initial requests should initially be responded to ASAP. The follow - up scoping meeting /conversation with the schools should begin within a week.

ACTIONS:

To be undertaken in a ‘One Stop’ - timely, friendly and positive manner. The aim is that the person / school don’t need to tell their story over again. The information needs to be carefully extracted and captured. During the phone call explain the process including, what will happen to the referral and that a scoping meeting will be arranged ASAP, a week maximum. The referral form should be put in the central referral file. It will be checked daily and all referrals prioritised by team managers (BM & HP) at a management meeting that week. A regular leadership meeting (JG,LB) in partnership with an EP / LA partners will oversee the service including; moderating standards and judgements, taking on the role of ‘supervision’ of individual cases (as necessary), examining patterns, themes, planning interventions and evaluating the impact of the service, in partnership with pupils families, LA and stakeholders.

Early Years pathway

Helen Cole 0-4 Provision Manager [email protected]

Early Years Pathway

This pathway has been developed to:  Provide information on the range of services available in the early years.  Provide a continuum of service provision for families.  To enable agencies to signpost families to the most appropriate services.

The focus will be on providing services for all families with an emphasis on prevention and early intervention. The pathway has been divided into two sections:  Preventative services  Early Intervention services.

The pathway has been further divided into the following age groups:  Ante natal  0-9 months  9-16 months  16-24 months  24-36 months  36 -48 months

To ensure that families are signposted to the most appropriate provision there are various needs assessment tools that are used at different ages and stages. These are:  Warwick and Edinburgh Mental Well being Scale (WEMWBS)  Assessment of Need Tool. (Leeds @ Wrexham).  Torfaen Family Support Assessment  Oral Health Assessment  Brazelton Newborn Observation (NBO)  Edinburgh Post Natal Depression Scale (EPDS)  Home Safety Assessment  Schedule of Growing Skills  Well Comm Assessment  Childcare Baseline Assessment  Tool to measure Parenting Self-Efficacy (TOPSE) The outcomes identified are linked to the Core Aim 1 Plan (bold and italics) and the Early Years Team Plan demonstrating how the ‘golden thread’ runs through service provision. The strength in the performance management approach in Torfaen is the ‘golden thread’ which ensures that the various components link together, and ultimately that staff can see how their own work and that of their colleagues contributes to our priorities. Performance Matters, Education Service 2015.

The Flying Start outcomes have been provided by Welsh Government and these are consistent with the outcomes identified in the common outcomes framework- Children, Young People and Families are healthy, thriving and supported to reach their full potential and parents are enabled to support their children to reach their full potential.

The outcome indicators from the Core Aim 1 Plan are highlighted in green.

Preventative Services Age Activity Job Role Outcome-linked to Core Aim 1 Plan and Early Years Team Plan Ante Ante natal group support Flying Babies are born natal (Welcome to the World) Start/Families First healthy offered to every pregnant Midwives mother looking at: Community Health Flying Start children are  Nutrition Nursery Nurses healthy, thriving and  Smoking Cessation [CHNN] reaching their potential.  Emotional Health Teenage Midwifery  Parenting Co-ordinator Flying Start families are  Relationships Parenting Team capable and coping.  Domestic abuse Families First  Birth Project Workers %of low birth weight babies less than  Infant feeding 2500grams 1 to 1 support available

but access to the groups % of infant’s breastfed will be promoted and at 10days, 6 weeks and supported in the first 6 months. instance.

All antenatal parents Flying Start Health %of adults in Torfaen should have a home visit Visitors who smoke. by a Flying Start Health Visitor at 24-28 weeks where the health needs assessment will commence, plus bespoke advice re: the above including brain growth, early communication and lifestyle issues. 0-9 Weekly visits in the first 6 Flying Start Health Parents are able to months weeks following birth Visitors look after their covering nutrition, infant Flying Start children. feeding, safety, parenting, Community Health Young children (0-4 relationships etc. Nursery Nurses years) are free from Families First unnecessary Health Visitor accidents and

dangers. Flying Start children are healthy and thriving. Flying Start families are capable and coping. % of infant’s breastfed at 10days, 6 weeks and 6 months. Number of children and young people living in Torfaen attending A and E. Weaning Visit in the home Community Health Flying Start children are (Flying Start). Nursery Nurses healthy and thriving.

Flying Start Child Health Health Visitors Parents are able to Weekly Drop –In Clinic- Community Health look after their promoting and monitoring Nursery Nurses children. growth and development Parenting and Early Flying Start children are and immunisations. Language Teams healthy and thriving. % of children fully immunised at 4th birthday. Breastfeeding Support Flying Parents are able to Groups-Flying Start and Start/Families First look after their Families First Midwives children. Teenage Midwifery Flying Start children are Co-ordinator healthy and thriving. Health Visitors Flying Start children are (Flying Start and reaching potential. Families First) % of infant’s breastfed 6-12 weeks-Baby Club Parenting Team at 10days, 6 weeks and 0-9 [Baby Massage]- Flying Community Health 6 months. months Start and Families First Nursery Nurses (cont..) 0-4 months- Baby Club Parenting Team Parents are able to [Incredible Years Baby Community Health look after their Programme] covering Nursery Nurses children. sleep, safety, weaning, Families First Young children (0-4 play etc. Project Workers years) are free from unnecessary 6-9 months-Baby Club – Parenting Team accidents and Baby LAP, Baby Elklan Community Health dangers. Nursery Nurses Flying Start children are Language and Play healthy, thriving and Team reaching their potential. Flying Start families are capable and coping. 9 month 1:1 Home visit Health Visitors includes promotion on Community Health Flying Start children are Book Start , Language Nursery Nurses healthy, thriving and

and Play and Incredible reaching their potential. Years Toddler Group (Book Start Book Bag Number of children and given out) young people living in Parents as First Teachers Parenting Team Torfaen attending A Families First and E. Project Workers Children reaching developmental norms at 2 years.

Assessments:  Warwick and Edinburgh Mental Well being Scale (WEMWBS)  Assessment of Need Tool. (Leeds @ Wrexham).  Torfaen Family Support Assessment  Oral Health Assessment (4-6 months)  Brazelton Newborn Observation (NBO)  Maternal Mood Assessment, Clinical Interviews, Depression and Anxiety Assessments  Edinburgh Post Natal Depression Scale (EPDS)  Home Safety Assessment (5-7 months)  Schedule of Growing Skills (9 months) Age Activity Job Role Outcome-linked to Core Aim 1 Plan and Early Years Team Plan 9-16 9-16 months Incredible Years Parenting Parents are able to months Toddler Programme Team look after their Crèche Team children. Flying Start families are capable and coping. Flying Start children are reaching potential. Children reaching developmental norms at 2 years. 9 months plus-Stay and Play Parenting Young children incorporating Language and and Early exhibit positive Play. Language physical, emotional Teams and social skills. Language Flying Start children are and Play reaching potential. Team 15 month home visit promoting Flying Start Children reaching child development (early Health developmental norms at intervention as appropriate) and Visitors 2 years. attendance at playgroup. Assessments:  Oral Health Assessment and Toolkit (12 months)  Assessment of Need Tool. (Leeds @ Wrexham)-(12 months)

 Home Safety Assessment  Torfaen Family Support Assessment 16-24 18 month CHNN Visit for Well Community months Comm assessment, promotion Health of speech and language and Nursery Parents are able to promote playgroup collecting Nurses look after their outstanding FS1s. Behaviour children. discussed and encouraged to attend Family Links parenting Flying Start children are group oral health advice and reaching potential. assessment Children reaching Language and Play Groups and Early developmental norms at 1 to 1 support within the home. Language 2 years. Team Language and Play Team Family Links Nurturing Health – Parents are able to Programme-4 week workshop Flying Start look after their and follow on 10 week and Families children. programme. First Flying Start families are Parenting capable and coping. Team Number of children 0- Families First 18 on Child Protection Project Register Workers Crèche Team Assessments:  Assessment of Need Tool. (Leeds @ Wrexham)- review on 18 months visit  Torfaen Family Support Assessment  Oral Health Assessment (18 months)  Home Safety Assessment  Schedule of Growing Skills (24 months)  Well Comm Assessment (18 months) Age Activity Job Role Outcome-linked to Core Aim 1 Plan and Early Years Team Plan 24-36 Flying Start Childcare for 2-3 Childcare Young children months year olds-12.5 hours a week, 39 Providers exhibit positive weeks a year. Flying Start physical, emotional Advisory and social skills. Team Flying Start children are reaching potential. Children reaching developmental norms at 3 years.

Incredible Years Basic Health Parents are able to

Programme Visitors look after their Community children. Health Nursery Number of children 0- Nurses 18 on Child Protection Parenting Register Team Crèche Team Transition Meetings between All Childcare Young children early years settings and Providers exhibit positive Foundation Phase (3-4 year old Early Years physical, emotional provision) settings Support and social skills. Officer Foundation Flying Start children are Phase reaching potential. settings Health Visitors School Nurses 36-48 Education provision for 3 and 4 Registered Young children months year olds in maintained and non Education exhibit positive maintained settings. Providers physical, emotional and social skills.

Transition Meetings between Registered non maintained education Education Young children provider settings and Providers exhibit positive Foundation Phase (Reception) Early Years physical, emotional settings Support and social skills. Officer- Transitions Flying Start children are Foundation reaching potential. Phase settings Assessments  On entry and on exit to childcare baseline assessment (Flying Start and non maintained education provision-EYDAF from September 2015)  Schedule of Growing Skills [3 years]  Oral Health Assessment and Toolkit (2 years) for those not in playgroup and accessing Designed to Smile.  Assessment of Need Tool. (Leeds @ Wrexham)-review at 36 months  Torfaen Family Support Assessment  Well Comm Assessment (36 months)

Early Intervention Services Age Activity Job Role Outcome Ante Teenage Midwifery Co- Teenage Babies are born natal ordinator- 1to1 support for Midwifery healthy

vulnerable parents to be- Co-ordinator %of low birth weight Families First and Flying Start babies less than 2500grams Brazleton Neo Natal Health Parents are able to 0-9 Behaviour Assessment Tool Visitors look after their months Flying Start children. and Families First Sunshine Seekers Group for Health Visitor Young children exhibit mothers with Post Natal CPN positive physical, Depression emotional and social 1 to 1 support for depression skills. Flying Start from CPN. families are capable and coping. Age Activity Job Role Outcome 9-24 CHNN Individual packages of Health months care following needs Visitors Young children exhibit assessments-play/learning CHNN positive physical, and language delay and Clinical emotional and social families to be supported to Psychologist skills. access groups. Flying Start children are Talking Tots-following on from Early reaching potential. Well Comm assessment. Language Team Flying Start children are Speech healthy and thriving. Therapists Assisted Places Scheme- Childcare Flying Start families are Childcare fees providers capable and coping. registered to provide Children reaching Assisted developmental norms at Places 2 and 3 years. 24-48 1 to 1 support in childcare Clinical months following an assessment from Psychologist Number of children 0-18 the Clinical/ Education Flying Start on Child Protection Psychologist Childcare Register Providers Flying Start Advisory Teacher Early Years Support Officers Childcare Manager Assisted Places Scheme- Childcare Childcare fees Providers Flying Start Advisory Teacher

Early Years Support Officers Childcare Manager

MEND 2-4 Health Visitors CHNN Parenting Team Dietician Families First Project Workers

Chatterbox-Flying Start and Early Families First Language Team Speech Therapists On Play Therapy for children with Play Flying Start children are going complex medical needs. Therapist- reaching potential. ABUHB Children reaching developmental norms at 2 and 3 years.

Flying Start Early Language Development (ELD) Pathway

Recommendations from A review of practice in the implementation of the early language development support element within Flying Start.” May 2014 included:

 The delivery of universal ELD provision (e.g. LAP groups), whilst important, is not sufficient to reach all families and particularly those in high need groups. To ensure that more families access ELD activities, greater emphasis should be placed on embedding ELD across all entitlements and training key professionals such as family support workers. This requires ELD activities to be regularly delivered within other settings. This also requires clear and consistent modelling of good practice in adult-child interaction by staff.  The role of SLTs in shaping the delivery of ELD activities and providing advice and guidance to other professionals was considered to be important. Staff outlined the value of regular sessions to be able to raise queries and share experiences.  Flying Start staff reported that awareness and understanding of the ELD entitlement and the benefits of activities to develop ELD are low among parents, particularly among high need families who are less engaged in universal ELD activities.  Much of the activity highlighted by local authorities during the review focused on raising parental awareness of ELD activities. Less emphasis was placed on promoting the benefits of ELD to parents. The evidence suggested that a greater focus was placed on embedding messages within activities. This ‘soft promotion’ of ELD across entitlements was considered to be an effective approach to overcome parental reluctance to engage in ELD and should be further developed.  The multi-disciplinary approach adopted by local authorities was considered crucial to engaging families in ELD.  Clear referral processes are crucial to identifying the needs of children and targeting them with appropriate services. The ability of Flying Start staff to recognise ELD milestones and refer cases appropriately to SLTs is important. Similarly, the role of SLTs in advising other staff on the appropriateness of referrals for additional support is equally crucial.  Many staff proposed that engagement in ELD activity should begin earlier, ideally at the antenatal stage in order to build awareness and encourage participation in ELD.  The use of appropriate screening and assessment tools was considered important in terms of identifying children’s needs and providing evidence of progression.  Many local authorities suggested that staff should receive continued training or refresher courses to raise awareness of the importance of ELD.

These recommendations form the basis for the Flying Start Early Language Development (ELD) Pathway that has been developed.

Embedding ELD (Prevention): Early Language Development support in Flying Start is delivered by a multi agency team and Flying Start offers a range of activities that

promote early language development and this ensures that emphasis is placed on embedding ELD across all entitlements and training key professionals.

Assessments: All Flying Start eligible children are required to have a Well Comm Assessment at 18 months and a SOGs assessment at 2 years and 3 years. The Well Comm Assessment is carried out by the Community Health Nursery Nurses and the SOGs assessments are carried out by the Health Visitors at aged 2 years and the childcare providers or Health Visitors at aged 3 years. This ensures that appropriate screening and assessment tools are used to identify children’s needs and provide evidence of progression.  WellComm is a researched and validated assessment tool from GL Assessment. It was developed by the Sandwell Primary Care Trust. It can be used to identify children with speech and language delay. Well Comm can also be used to measure the impact of interventions.  Schedule of Growing Skills (SOGs) provides a standardised tool for development screening and encourages consistency in assessing the development of the pre-school child. It provides a reliable snapshot of a child’s development across nine key areas, including speech and language.

Early Intervention: The Early Language Development team, the Language and Play Team and the Flying Start Speech and Language Therapists facilitate early intervention support in line with the results of the assessments carried out.

Quality Assured: We need to ensure that the Well Comm and SOGs assessments are carried out consistently across all the Flying Start areas and all the Flying Start Teams. This can be achieved through: Well Comm  Initial training and a mandatory annual refresher, facilitated by the Flying Start Speech and Language Therapist, for all team members who carry out the assessment.  Mandatory supervision every 3 months facilitated by the Flying Start Speech and Language Therapist, for all team members who carry out the assessment.  Moderation observations carried out by the Flying Start Speech and Language Therapist, for all team members who carry out the assessment. SOGs  Initial 1 day training facilitated by staff members who have attended the Welsh Government recognised train the trainers training.  Mandatory moderation sessions carried out by the trainers. The pathway has been further divided into the following age groups:  Ante natal  0-9 months  9-16 months  16-24 months  24-36 months

Flying Start Language Development Pathway

Age Activity Facilitators Ante Family Links ante natal group-Welcome to the World- Flying Start natal support offered to every pregnant mother which Midwife includes positive contributory factors to early Flying Start Health language development including: Visitors  Emotional Health Community Health  Parenting Nursery Nurses  Relationships/attachment [CHNN]  Social and Environmental Issues Teenage Health Visitors give out Stage 1 at the 25 week Midwifery Co- antenatal appointment, where the parent should ordinator receive the pack and first set of cards as a minimum Flying Start (the under 2s can be given out at this point also). Parenting Team Also includes discussion on importance of antenatal Language and communication, attachment, brain growth etc. Play Team

0-9 Weekly Health Visitor visits in the first 6 weeks Health Visitor months following birth will include parenting, social and Community Health emotional health, parenting issues, infant massage, Nursery Nurse development, Brazelton New Born Baby Observations. Stage 2 resources should be given shortly after birth, and include the under 2s pack if this was not given at stage 1. CHNN visit 1:1 to support infant massage and promote Baby Group PAFT-promotes parent’s knowledge of their child’s development and age appropriate child development including current and emerging language and literacy and language promoting behaviours –children aged ante natal to 3 years. 0-4 months- Baby Club [Incredible Years Baby Flying Start Programme] covering sleep, safety, weaning, Parenting Team play/development etc. and Community Health Nursery Nurse 6-9 months-Baby Club Plus [Baby LAP/Baby Flying Start ELKLAN] Parenting Team Pilot to be undertaken for Baby ELKLAN programme and Community Term 1 15/16 – Review September 2015. Health Nursery Nurse

LAP Co-ordinator

Flying Start Speech and Language Therapist

9 month 1:1 Home visit includes promotion on Book Health Visitor Start , Language and Play and Incredible Years and Community Toddler Group (Book Start Book Bag given out) Health Nursery Nurse as necessary 9-16 9-16 months Incredible Years Toddler Programme Flying Start months Parenting Team

Flying Start 9 months plus-Stay and Play-includes activities to Parenting Team promote language development. and Flying Start Early Language Language and play will be delivered within stay and Team. play sessions. Flying Start Language and Play

16-24 18 months 1:1 home visit from Community Health Flying Start months Nursery Nurse promote speech and language and Community Health undertake Well Comm assessment- provide Nursery Nurse information on follow up support available which, Language and Play, Talking Tots and 1:1 visits with Flying Start Early Flying Start Early Language Team as appropriate: Language Team  Completed Well Comm Assessment must be sent to the Flying Start Speech and Language Flying Start Therapist within 2 weeks of the assessment Speech and being undertaken. Language  Flying Start Speech and Language Therapist Therapist enters the data onto a spreadsheet and allocates to appropriate service. Language and Play- children assessed as green signposted to LAP (information to Language and Language and Play Co-ordinator) Play Co-ordinator Talking Tots-children assessed as amber and red are Flying Start Early signposted to 1 to 1 Talking Tots group ((information Language Team. to Early Language Development Team Leader). Staff Flying Start undertake engagement activities, initially in the home Speech and with the family, and provide details of the relevant Language groups. All children attending group will have Therapist Individual Play Plans in place. Flying Start Speech and Language Therapist support IPP target setting for children assessed as ‘red red’ and support the Early Language team, liaising with the Health Visitor and Specialist Language Therapy as appropriate. If parents do not access Talking Tots Groups they Health Visitors are passed back to the Health Team to support Flying Start Early engagement. Language Team  Flying Start Speech and Language Therapist Flying Start

updates information on spreadsheet. Speech and Language Therapist

24 months 1:1 home visit including Schedule of Health Visitor with Growing Skills Assessment and Book Start Book Bag Community Health given out. Nursery Nurse as necessary 24-36 Health Visitors give out Stage 3 resources which months include the over 2s pack.

Transition into Flying Start childcare- Flying Start Flying Start Early Language Team provides information and IPPs Speech and for children who have accessed support. Language  Flying Start Speech and Language Therapist Therapist and Early Language Team Leader raise and Flying Start Early discuss children with Early Years Educational Language Team. Psychologist at ALN meeting if likely to require Childcare setting additional support in childcare and Foundation Phase.

Flying Start Childcare-Undertake baseline Flying Start assessment on entry and on exit. Provision of a Childcare language rich environment (assessed using ECERS) Providers and circle time activities. Each childcare setting has a Flying Start designated Communication Champion from the Advisory Teacher setting and a link worker from the Flying Start Early Early Years Language Development Team to identify and support Support Officer children with language delay. Staff to link with Flying Childcare Start Speech and Language Therapist for further Manager advice and support if necessary. Flying Start Early Language Team. All staff to undertake Elklan Training and Flying Start communication champions to access Learning Speech and Language and Loving It Training. Staff to attend Language informal training run by Flying Start Speech and Therapist Language Therapist e.g. Chatterbox Circle Time, IPP target setting, Introduction to signing. Childcare settings to receive and use I Can Resources.

3 year SOGs assessment carried out by childcare or health team.

Chatterbox: Children will be signposted to Chatterbox Health Visitor following t if concern highlighted regarding language Flying Start development following their 2 year SOGs Speech and assessment by the Health Visitor or by the Childcare Language setting as a result of the on entry assessment. Therapist Accessed via a referral form. Flying Start Early

Language Team. Planning for groups written and monitored by Flying Childcare setting Start Speech and Language Therapist. All children attending group to have Individual Play Plan in place. Staff to link with Flying Start Speech and Language Therapist for further advice and support if necessary.

Resources  Flying Start SLC Development Wheels - These are to be given to Flying Start Health Visitors (HV) and used when discussing Flying Start SLC development with parents. The development wheels are available in both English and Welsh and the appropriate language for the family being visited should be used.  Flying Start ‘Stages of Speech and Language Development’ Posters - These are designed to be put up in view of staff within Flying Start childcare settings. One English and one Welsh version of the poster should be displayed in each Flying Start childcare setting at all times.  “Learning to Talk”: A Flying Start Pack for Parents - These can be used by a range of people, but primarily given out by Flying Start HVs at the following stages: o Stage 1 should be at the 25 week antenatal appointment, where the parent should receive the pack and first set of cards as a minimum (the under 2s can be given out at this point also). o Stage 2 should be given shortly after birth, and include the under 2s pack if this was not given at stage 1. o Stage 3 should be given at 2 years of age, and include the over 2s pack.

Specialist Services

Gwent Communication Intervention Team (ComIT)

ComIT offer training on awareness rising of Speech, Language and Communication difficulties, including classroom strategies. (Key Stages). ComIT offer both individual and group support for pupils to develop their communication skills.

ComIT support is usually offered to pupils who are not currently supported by Speech and Language Therapy. Speech and Language Therapists and school staff can highlight pupils to the Teacher Adviser or ComIT who may benefit from participation in ComIT groups within their school.

Group Support is provided to schools usually for one term and ComIT leave the relevant resources used during the group with the school. A named person within the school must co-facilitate these initial groups in order to build capacity within the school. Following ComIT-facilitated groups, schools will be able to continue to run groups without ComIT support.

Occasionally, after the completion of ComIT-facilitated groups, requests for advice on individuals may be made via the Lead Teacher Adviser for individual ComIT support.

Individual support can be for general language skills as identified by school or to implement a programme from Speech Therapy (with their consent). ComIT is not an alternative to Speech Therapy. If a child has therapy needs, they must be referred to SALT. If they Do Not Attend (DNA) or are not appropriate for therapy, help with general language work only can be given.

When making a Speech and Language Therapy Service referral, using their specific referral form the following information is required:

• Reason for the referral • Impact difficulty on the child • Thoughts on how SALT can help the child • Details of any medical diagnoses or medication relating to the child • (For early years pupils) Details of SOG results/baseline assessments • Copies of relevant reports from any other organisation working with the child • Details of the child’s listening and attention skills • Details of who else is working with the child Speech and Language Therapy, Llanyrafon House, Llanfrechfa Grange Hospital, Cwmbran, NP44 8YN Contact details: 01633 74800

ComIT SCHOOLS PATHWAY FOR CHILDREN AND YOUNG PEOPLE WITH SPEECH, LANGUAGE AND COMMUNICATION NEEDS (SLCN)

UNIVERSAL TARGETED (SA/SA+ graduated) SPECIALIST (SA+/Statement) Tier 1 Tier 2 Tier 3 A skilled workforce provides communication-rich Children and young people with recognised SLCN, which impact on their ability to Children and young people with recognised SLCN, environments, effective teaching and learning strategies and access the curriculum, receive interventions delivered by the skilled workforce in which require specialist services (ABUHB Speech and support to families/carers of all children. Processes of early schools, with involvement from parents Language Therapy), receive specialist assessment and identification of SLCN are implemented. intervention where appropriate in a timely manner.

Schools will: Schools will: Schools will:  Use the National Literacy Framework  Use the ComIT Toolkit (Checklist & Small Group Work)  Refer to ABUHB SLT service, using evidence (Communication Matters – Oracy)  Use Teaching Talking (Language Records, Detailed Profiles and Small from work at Tier 1 and Tier 2 to support the  Self-assess and act upon training needs using the Group Work) referral ComIT SLCN Self-Analysis Tool and Action Plan  Use specific Elklan strategies  Provide school-based follow-up/integration of process*  Implement/act on the SLCN Self-Analysis and Action Plan* strategies in the classroom to support ABUHB SLT interventions  Write and adhere to a school Communication  Use specific interventions for SLCN (e.g. Talkabout, Vocabulary Enrichment Policy Programme, Narrative Development Framework) ComIT may:  Access accredited SLCN training – Elklan (10  (Following all of the above & where access criteria below apply)  Provide a ComIT STA to support delivery of week, 2 day, Communication Friendly Schools Use ’Request for Advice’ (RfA) form to seek support for individuals with ABUHB SLT programme in school, status – fee applies) SLCN. This may trigger contact by ComIT Speech and Language Therapist supporting pupils 1:1 on a weekly basis for (SLT)/Advisory Teacher (AT)  Access ComIT Training (Introduction to SLCN, up to 2 terms, with support of school staff  Follow-up ComIT interventions on a regular basis (twice weekly minimum) ComIT Toolkit, General Classroom Strategies, ABHUB SLT Service will: ComIT will (following a Request for Advice): Sounds So Simple – no cost)  Provide specialist SLT assessment and  Offer ComIT SLT/AT visit, during which they may advise for 1-1 or group  Implement SLCN early identification tools interventions, where appropriate, in line with work on specific needs. ABUHB SLT Referral Criteria (see ABUHB (Teaching Talking Screening, ComIT Checklists) ComIT will:  Use detailed ComIT Checklists and ComIT SLT advice to inform SLT website)  Engage schools in SLCN Self-Analysis process interventions carried out by ComIT Specialist Teaching Assistant (STA) for  Provide a SLT programme to schools/ComIT  Provide a Communication Policy framework up to 2 terms. team where appropriate  Provide accredited and non-accredited SLCN  Adhere to ComIT Parent Strategy, e.g. engage with parents through SLCN Delivery of provision at Specialist (Tier 3) occurs training (e.g. Elklan, ComIT Training courses) workshops concurrently with provision at Universal (Tier 1) Access criteria for ComIT support at Tier 2 and Targeted (Tier 2) 1. Where there has been a lack of progress in speech, language and/or  Accessed by: communication (SLC) following SLC small group work carried out by school staff   School staff Phase Leader/Head Teacher and/or ComIT STA co-hosting a group Accessed by: /SENCO Local Authority Professional Lead 2. Where Aneurin Bevan University Health Board (ABUHB) SLT service have School staff complete ABUHB SLT Referral Form for ComIT ComIT discharged at Specialist level (Tier 3) for ongoing Targeted (Tier 2) support (available via www.sltgwentabhb.wales.nhs.uk)  SLCN Self-Analysis process * (because of satisfactory achievement of targets at specialist level or non ABUHB SLT Service (which may then be attendance at SLT appointments (DNAs) supported by ComIT) 3. Where there is a significant delay in a child’s language skills and these are in line with their general cognitive level (identified by Teacher Assessment, standardised cognitive test results). Delivery of provision at Targeted (Tier 2) occurs concurrently with provision at Universal (Tier 1)

Accessed by: 45  School staff Phase Leader/Head Teacher/SENCO Local Authority Professional Lead for ComIT ComIT  ABUHB SLT/Educational Psychologist (EP)/Local Authority Advisory Teacher (LA AT)/Hearing Impairment Advisory Teacher (HI AT)/Visual Impairment Advisory Teacher (VI AT) may recommend that school submit a Request for Advice to ComIT.

[Type text]

Speech and Language Service Referral Flow Chart

Parent/Carer School Health Services

With parental permission

Speech and Language Therapy Service (SALT)

Speech and language assessment

Discharged SALT Group SALT from SALT Support individual support

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HEARING IMPAIRMENT SERVICE – REFERRAL PROCESS

Enquiry from

Parents/Professionals New referrals from Health Board Audiology Department.

Parents/Professionals sign posted to Audiology via School Nurse or GP referral Home visit School visit NATSIP Eligibility

Criteria Discharged normal hearing Level of Support Allocated

Pupil discharged from active caseload. Normal hearing/no hearing aid worn for one year Parents/professionals to contact if Report to [email protected] any further concerns School/Parents/LEA

Tel: 01633 624270

[email protected]

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Specific Learning Difficulties (SpLD) Team

Tutors have been allocated a specific number of children to consider for SpLD tuition from September 2015. Additional referrals can be made directly to the Head of Pupil Support or directly to your allocated tutor. Assessments will then be undertaken by the SPLD tutor and support arrangements actioned.

The link SpLD teacher will discuss the children that receive tuition with individual schools on a regular basis, reviewing progress and support arrangements.

Torfaen SpLD Service Staffing Structure

 Tracey Pead- Head of Pupil Support  Janet Patrick-specialist SPLD teacher (50%FTE)  Alyson Smith specialist SPLD teacher (60% FTE  Judith Stevens specialist SPLD teacher (92% FTE)  Ceri Williams- specialist SPLD teacher (80% FTE)

The team will be reviewed during this current academic year to ensure that we are as effective as possible in meeting the needs of pupils with specific learning difficulties.

New practices and procedures are being introduced, schools will be kept updated and all resources will be placed into the ALN folder available on School Secure

N.B. Tuition will be introduced as a block of 1.5 terms initially and reviewed Tutors will plan for 6 weekly intervals with the class teacher and report on progress towards targets Tuition may be within class Tuition may be in small groups, withdrawal or small groups within class Tutors will expect to plan with the class teacher and use the Literacy Framework to track progress Whole-school training will be available, including specific training for LSAs Progress will be reviewed after this time and future action planned

Plan

 Referrals for tuition will be through the SpLD tutor and not through the EPS.  To continue to support individual pupils but to review progress of pupils supported in February.  In discussion with ALNcos and evidence based on teacher assessments and data available we will prioritise the screening of Year 5 pupils in primary schools and Year 7 pupils in secondary schools from this September  The screen will consist of NRT results; BPVS; WRAT administered by the tutors.  Identified pupils may be supported in a number of ways:  by individual programmes  by working groups with the tutor

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 by working groups with an LSA supported by advice and guidance from tutor  by differentiated materials and specific strategies employed in the classroom

Tuition may be within class .Tuition may be in small groups. Tuition may be individually or small groups within class.

To enable us to build capacity within schools the SpLD team will work to train LSAs and teachers to deliver structured programmes to ensure continuity and progression when the SpLD tutor is not in your school. This will upskill your staff and enable more effective use of the SpLD tutors and give more capacity to meet the needs of more pupils

To build this capability we will deliver specific training sessions for LSAs either: - Be-spoke sessions within school e.g. staff meetings, training days - Designated training sessions 1 per term

We will review this process in consultation with Head teachers - Review sheet - half-termly planning sheet for use by tutors and LSAs - Pupil progress tracking spread-sheet - Literacy Framework tracking sheets with identified targets

Resources for pupils and staff are available in the Torfaen ALN folder in School Secure

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SPLD Referral flowchart

School identifies pupils for potential pupils for tuition

School discuss potential pupils for assessment with SpLD tutor

School collate basic evidence School gains parental consent for tutor to carry out assessments

SpLD tutor assesses pupil and advises next steps This may be…… Tutor advice and guidance to class- 1.5 term support with teacher tutor started (Could be group; in LSA support- advice, class) guidance training given Review after 1.5 terms Programme instigated

Assessment completed and results shared with school and parents ( If requested)

Tuition “block” starts 1.5 terms 6 weekly planning actioned HOPS collates review SPLD tutor provides review reports and tracks report on pupil at end of block, progress of all SPLD pupils including future planning

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GWENT Visual Impairment Service Referral

Enquiry

Referral/Questionnaire

/Authorisation RQA

Decision HOS

No Action Action Explanation

provided

Assessment & Eligibility Criteria

Guy Brewer Acting Head VI

Report Report Service BrewerNo Further Action Intervention Needed Brecon House Llantarnam Park Tel: 01633 624270

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Guidance for Individuals Requesting Occupational Therapy for Children and Young People:

The role of the children’s occupational therapist is to assess, evaluate, advise and/or provide intervention for children whose participation in activities of daily living (including self-care, play, leisure and school) is significantly compromised by physical, motor, sensory or learning difficulties. Occupational therapy is a specialist service and requests to the service will be triaged centrally (see attached flow chart) to determine the level of risk to the child/ young person and family, and whether occupational therapy has the potential to reduce this risk.

Your request for occupational therapy must include:  Clear indication of the everyday activities that are of concern to the child/ young person, family or person making the request (please avoid general terms such as ‘fine motor skills’). The request should include the impact of these issues on the child’s participation in everyday activities and independence at home, in school and in the wider community  Consideration of the developmental level of the child/young person in relation to the areas of concern i.e. are the child/young person’s skills out of line with their overall level of development  The anticipated benefits of occupational therapy for the child or family. The triage process will review whether an occupational therapist is the most appropriate professional to address the risks identified  Information on actions already taken to address these concerns prior to making the request and whether these actions have been successful  Consideration of whether the child and/or family are motivated to make changes to address these concerns  Details of any previous involvement by an occupational therapist (health or social services)  Relevant supporting information, including recent developmental and educational reports, plus details of other professionals/agencies who are currently supporting the child and family

Key Points: . Requests that do not include all necessary information, as outlined above, cannot be triaged by the occupational therapy service . Children whose occupational therapy needs centre on the provision of equipment or home adaptation should be directed to the occupational therapist based within the relevant social services Children with Disabilities Team . The outcome of the triage process will be communicated with the person requesting occupational therapy . Where occupational goals are identified, there will be an expectation that the family and/or school will work in partnership with the OT in the delivery of advice and/or a time-limited programme. Without this commitment from the family and/or school, occupational therapy intervention will not be offered

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Flowchart demonstrating occupational therapy process following

OT: 0001

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Occupational Therapy Service for Children Request for Occupational Therapy Complete all sections Forms with missing information cannot be accepted and will be returned causing delay Personal Details Name of child D.O.B. Address and Telephone Number postcode

Next of kin/carer Telephone Number Name of GP and Telephone Number surgery School/nursery with Telephone Number contact name

Home language English Welsh Other (please specify) Interpreter required Language of interpreter

General development and learning Please attach the following if appropriate Y N Up to date reports e.g. recent clinic letters, medical reports Last 2 IEPs Educational Psychology Report SOGS Other (please specify)

Areas of concern: Describe the everyday activities causing concern at this time for the child and/or family and how you are hoping an OT might help you with this?

Effect on child in the home and community: How are the concerns highlighted above affecting the child’s participation in everyday activities and independence?

How concerned are parents /carers about Very concerned A little concerned Not concerned these issues? Effect on child at pre-school/ school: How are the concerns highlighted above affecting the child’s access to the curriculum,

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engagement and performance in educational and school-based activities? Comment on child's insight, awareness of difficulties, and motivation to change

How concerned are school staff about Very concerned A little concerned Not concerned these issues? Efforts to address the concerns: What has already been tried to address these concerns, by whom, and how has this improved the situation?

If previously discharged from OT – please state discharge reason and when the child was discharged. What has changed since discharge?

Are there any factors that may limit the child and family being able to attend an appointment if offered?

Does the child have a confirmed diagnosis? Please provide details below

What support is the child receiving now/ or has in the past: Current Past Current Past Paediatrician Social services Educational psychologist Mental health services Child development advisor Others (specify): Physiotherapy Speech and Language Therapist

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Any other information that you think would be helpful for us to know related to this request:

Consent: Parents/ guardians must consent to this referral Who has parental responsibility for the child? Have the parents/ guardians agreed to this referral? Yes No Is there any risk to OT staff that they should be aware of – please Yes No specify below

Referrer Details; Name of referrer (print) Designation of referrer (print) Address Email Telephone number Signature of referrer Date

Return Form By post: F.A.O Occupational Therapy, Therapy Services Booking Centre, ABUHB Headquarters, St Cadocs Hospital, Lodge Road, Caerleon, NP18 3XQ Please ensure that correct postage is applied as we are unable to collect items from the post office with insufficient postage.

By fax: 01633 431720

By E-mail: [email protected] In the subject line you must enter: Request form OT children

FAILURE TO FOLLOW THE ABOVE INSTRUCTIONS WILL RESULT IN DELAYS IN PROCESSING

If you have any difficulty completing the request for Occupational Therapy form please phone the OT triage service on 01633 431618 Lines are open between 2-4pm on Mondays only.

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ALN Link Officers Process with Schools

Activity Date By whom Data Profiles / list of vulnerable pupils will be September and February SJ/TT produced and sent to ALN Link Officers for designated schools for internal process.

Internal meeting arranged to discuss data Mid September and Mid ALN LOs profiles. Identify pupils of concern under level 1 February & 2 – level 1 – monitoring stage, level 2 may require further meetings for the individual pupil and a learning pathways plan.

Planning meetings arranged in designated Before October half term ALN LOs schools to discuss and identify ALN pupils After February half term causing concern and/ or requiring a learning pathways plan through existing plans with schools. (this will be through IDPs under the new code) and Identifying multi-agency involvement May need additional planning meeting this will depend on the need of the schools Complex cases will be discussed at the ALN Any names to be added to ALN LOs /ALN team meeting for problem solving team agenda one week before AEN Manager discussion as well as identifying one case Team Meeting, including Case study once a month which will be discussed in Study reports. more detail at the time meeting with lessons learned forming part of this discussion.

In some cases ALN Manager will take to ALN To be added to agenda one ALN Manager Leads if identified strategic gaps and areas of week before ALN Leads Team development / good practice. Case Studies Meeting

Any identified concerns / information sharing To be send to ALN Manager ALN LOs / within schools will needs to be shared at the one week prior to the Wider ALN Manager Wider Group Meetings. A referral form will Group Meetings need to be completed with evidence.

57 [Type text]Workflow Diagram for ALN Link Officers Process with Schools

PROCESS

ALN Link Meetings with Feedback to designated schools – Identify schools learning pathways

Identify with other agencies what support Develop IDPs needed Young Person and identify multi-agency involvement

ALN Leads Meeting identify strategic gaps / areas of Feedback to Schools development / Good practice

Complex cases discussed at ALN Team meeting for problem solving OUTCOMES

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ALN LINK OFFICER MEETING FORMS

School Name: ALN Link Officer:

Pupil Name NCY Level Main Discussion Points Actions By 1 or 2 whom

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Record of Work - ALN Link Officer

ALN Link Worker

School Name Meeting Date Agencies Identified Package Review Date Identified Involved Date support

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ALN Service

SCHOOLS INFORMATION SHARING FORM

Please complete and return to Team Manager one week prior to the Torfaen wider Group Meeting

School Name Information Sharing Evidence Officer

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ALN Service

ALN Learning Case Study Pupil Name: DOB: School/NC Year: ALN Officer :

Context (short description of issue)

Chronology (with dates)

Issues/shortcomings

Areas for development

Critical learning points

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ALN TEAM SCHOOL ALLOCATION / ROLES 2015/16

TRACY TUCKER – ALN Manager Donna Lewis– ALN Link Officer for (0.8) vulnerable Groups (1.0)

Management of ALN Link Officers Management of the Traveller / AEN Admin Team Service Manage Move Process / Exclusions LAC / Traveller / EAL pupils in Early Years Individual schools in and out of Pupil Referral Unit County Crownbridge / SNRBs Lead officer for EHE Pupils Complex Case work Attendance and multi professional Attendance and multi professional meetings meetings

Additional Temp Post – ALN Link Officer – (0.6)

Out County Reviews (excluding LAC)

YGG School Cluster

Sahdia Afzal – ALN Link Officer Support for ALN Manager Alyson Jones– ALN Link Officer (0.49) (0.8)

Cwmbran High Cluster West Mon Cluster

Croesyceiliog School Cluster St Albans Cluster

Ponthir / Henllys Abersychan Cluster

Facilitate Stakeholder Group for Facilitate Stakeholder Group for schools / Governors Parents

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LIST OF TOFAEN SCHOOLS

School Officer School Officer West Mon School Alyson Jones Cwmbran High School Sahdia Afzal New Inn Primary Alyson Jones Blenheim Road Primary Sahdia Afzal Griffithstown Primary Alyson Jones Coed Eva Primary Sahdia Afzal George Street Alyson Jones Woodlands Primary Sahdia Afzal Primary Penygarn Primary Alyson Jones Nant Celyn Primary Sahdia Afzal St Albans School Alyson Jones Greenmeadow Primary Sahdia Afzal Cwmbran RC Primary Alyson Jones Croesyceiliog School Sahdia Afzal St Davids Primary Alyson Jones Llantarnam Primary Sahdia Afzal Padre Pio Primary Alyson Jones Maendy Primary Sahdia Afzal Abersychan School Alyson Jones Llanyravon Primary Sahdia Afzal Abersychan School Alyson Jones Pontnewydd Primary Sahdia Afzal Blaenavon Primary Alyson Jones Henllys Primary Sahdia Afzal Garnteg Primary Alyson Jones Ponthir Primary Sahdia Afzal Cwmffrwdoer Primary Alyson Jones Ysgol Gyfun Gwynllyw Gemma Cording (temporary secondment until 31st March 2016) Victoria Primary Alyson Jones Ysgol Brynonnen Gemma Cording (as above) Brynteg Nursery Alyson Jones Ysgol Panteg Gemma Cording (as above) PRU Tracy Tucker Ysgol Gymraeg Gemma Cording Cwmbran (as above) Crownbridge Tracy Tucker SNRBs Tracy Tucker

Donna Lewis – will support LAC/EAL/Traveller Pupils for all schools in Torfaen

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GEMS: Gwent Education Minority-Ethnic Service

GEMS’ primary objective is to raise the achievement and attainment of black and minority ethnic (BME) learners (aged 4-19) across the authorities of Newport, Blaenau Gwent, Torfaen, Monmouthshire and Caerphilly. GEMS is hosted by Newport and has service level agreements with the other 4 authorities.

Our address is:

GEMS The Information Station- Newport City Council Queensway Newport South Wales NP20 4AX

Who are we?

Head of GEMS: Martin Dacey (Responsible for the strategic management of GEMS).

Achievement Team Leaders: There are currently 5 full-time equivalent Achievement Team Leaders with TLRs. They are Heather Eynon (Monmouthshire and Duffryn High School), Emma Keen (Lliswerry High and Torfaen), Berna Pullen (Maindee Primary), Esther Lewis (Caerphilly and Pillgwenlly) and Ilona Dziedzic (Blaenau Gwent and St Joseph's High).

Teachers: Approximately 30 teachers work for GEMS, some of them part time. Some are wholly or mostly allocated to one school whilst others are wholly or partly peripatetic. Teachers work across schools in Newport, Blaenau Gwent, Caerphilly, Monmouthshire and Torfaen. Timetables are renewed termly to meet pupil requirements.

Bilingual Teaching Assistants work with teachers or independently to support children in their first language. They also help schools to work with parents and the community. There are currently approximately 30 BTAs. Creusa Alessandrini (BTA level 4) coordinates a project run by BTAs which offers workshops to schools focussing on different nationalities and cultures. If schools in the 5 LAs are interested in accessing the GEMS BTA Project “See the World Through Our Eyes” please click on the link below.

How Can GEMS Support Schools Across The Gwent Area?

GEMS can provide home language support if we have staff who speak the requisite languages. Home language support may only be available for a limited time and is subject to availability.

GEMS can advise teaching staff on strategies, resources, assessment and general good practice for learners.

GEMS can provide free training on a variety of issues concerning BME learners.

GEMS can provide a resource lending service to all schools (Please telephone Claire Tyler on 01633 851501 or 01633 851505).

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GEMS will advise on school policies and action plans related to the needs of pupils who have English as an additional language (EAL), including new arrivals.

GEMS can work in partnership with designated staff to ensure that the needs of BME learners are met.

GEMS can supply specialist advice and/or support prior to any Estyn inspection.

GEMS have experienced staff to support with regards to any pastoral and/or home based issues that may arise.

Please contact the GEMS office on 01633 851502 or 01633 851505 or alternatively email Martin Dacey (Head of Service) for more information.

[email protected]

Office Enquiries Kay Mayers 01633 851502 Claire Tyler 01633 851505

Rhys Woodsford 01633 851504

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Version 1 Raising the achievement of minority ethnic pupils/ Yn codi cyrhae ddiad GWENT EDUCATION MINORITY-ETHNIC SERVICE disgyblion o leiafrifoeddy ethnig.

EAL REFERRAL FORM

SCHOOL:

Address:

Telephone:

Headteacher/ Person making referral:

Name of Pupil Year DOB Country of Home New to Group Origin Language English (Y/N)

Any Further Known Information (previous schooling, time in country, family background, AEN, Level of English):

Date of Referral:

Date Assessment Due (For GEMS Information only):……..

Please return a typed form by email to Claire Tyler at [email protected]