Focus for Next Issue — Literacy

NEWSLETTER – ISSUE 11 July 2015

Welcome to this edition of SEND Bytes, which is devoted to Page 1: Welcome Post 16.

Page 2: SEND (Post 16) Team In our recent survey our regular readers indicated that this Post 16 SLD provision was a phase that they wanted more information on. We will aim to have a special interest in our cycle of themes and so Page 3: Post 16 LD provision Early Years will feature during the academic year 2015-16. Post 16 ASD provision We know the emphasis that the 2014 Code of Practice Page 4: Godalming College places on preparation for adulthood beginning from the very earliest stages and so Post 16 provision in education, East Surrey College employment or training is critical if as a country we are to Page 5: Brooklands College reverse the previous negative track record in this area for young people with SEND. Page 6: ITS As ever we are grateful to all our contributors: to the SEND (Post 16) Team for an Page 7: Reigate Valley College overview of their work supporting transitions from secondary school to the next Post 16 Providers phase; to the FE Local sector colleges; specialist Post 16 provision attached to Page 8: Preparing for Adulthood some of our special schools specialising in meeting the needs of students with LD, ASD and SLD; Intertraining Services and their apprenticeships offer; the Page 9: Questions that students importance of apprenticeships within a PRU offer from Reigate Valley College and their parents might and the experience and thoughts of James Howe a student now at Surrey ask University. In addition please see forthcoming training opportunities, contact Page 10: The Surrey details and the information about the annual Surrey Opportunities Fair on 13th Opportunities Fair October at Epsom Downs Racecourse. Autism Education Trust Our next edition in October will have “Literacy” as its focus, so please let us know Post 16 Training if your setting has a piece of good Quality First Teaching practice or an Programme intervention that has worked that you are happy to share. Page 11: Links We are pleased to report that the distribution list for SEND Bytes continues as it Page 15 Back Issues of SEND reaches well over a thousand settings, services and officers. Bytes As we hurtle towards the end of term we would like to wish all our readers a Page 16: SEND Teaching School pleasant and restful summer break.

Focus for next issue — Literacy If you have any Good Practice you wish to share in relation to Literacy, please send them to [email protected] by Thursday 24th September

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Post 16 Provision

Outcomes are discussed with the young person/ SEND (Post 16) Team parent/carer to ensure that the provision needed can be put in place to support them to achieve those

outcomes and prepare successfully for transition to Surrey County Council’s SEND (Post 16) Team’s role education, training or employment. is to support young people who are in Education to The SEND (Post 16) Team work with professionals prepare them for a successful transition to adulthood. from Schools and Learning, Health, Social Care, The SEND (Post 16) Caseworkers work in schools Education Providers and the Youth Support Service to and colleges and offer young people and their ensure inclusion and participation for young people parents/carers information, advice and guidance on with special educational needs and disabilities. The post 16 options in Surrey. Team is part of Commissioning for Young People This year the Team have been focusing on Services who maintain links with general further transferring Statements to the new Education, Health education providers to commission local and national and Care Plans for Year 11 and Year 14 students plus educational provision for post 16 young people with any students in Years 13, 15 and 16 who are SEND in Surrey. changing educational placement in September 2015. SEND (Post 16) Caseworkers will be attending annual The EHCP Transfers are holistic, young person reviews for young people with Education, Health & centred assessments with a focus on identifying the Care Plan in 2015-16. The Team will also be young person’s current special educational needs, responsible for the Transfer of Learning Difficulty their current support requirements and future support Assessments to Education, Health & Care Plans next needs at colleges and sixth forms post 16. year for young people who will be remaining in Education in September 2016. Information on the LDA SEND (Post 16) Caseworkers are trained to support Transfers will be sent out to post 16 Educational young people and they ensure that the young Providers this summer. person’s voice is heard at their Transfer Review Meetings and that their views are recorded on their Information on SEND Support is available on: EHC Plan. The young person’s story, their vocational https://www.surreysendlo.co.uk/information/3-send- aims, aspirations, skills and achievements are support included in their EHC Plan.

6th form, they are discussed by senior teachers and Post 16 SLD provision educational psychologists at panel meetings where current reports and parents’ preference are taken into All six of the SLD schools in account. If the SLD school has a place in the sixth Surrey with secondary form class and the reports indicate that an SLD sixth provision have post 16 classes form is appropriate, then it may be offered to that and it is unusual for students student . attending these schools to leave before the end of the Each of the SLD schools has their curriculum offer at year in which they are 19. KS5 on their website for parents to view ahead of the visit. The curriculum in the 6th form focuses on Often students from the LD schools, who are not preparing students for the transition to adulthood so ready to undertake a course at a local sector college, that literacy and numeracy are taught more in join the SLD sixth forms. Where this is felt to be the practical settings, there is an increased focus on best route for any student, it is discussed with parents working independently, college links, work experience at their annual review meeting in year 8 or 9 and th and working with outside agencies. All SLD 6 forms parents are encouraged to visit the SLD schools, meet work hard to prepare their young people for moving on the staff and students in the same year group and to college or appropriate social care provision and discuss the curriculum offer. Where students are supporting parents to find the right next step for their moving schools and seeking a place in an SLD school son or daughter.

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Accreditation routes reflect preparing for work, Post 16 LD provision personal and social skills, independent living and functional skills. Applicants being considered for placement at Woodfield post 16 A typical week would consist of would be students with an Education, Health and Care Plan  Shopping to buy ingredients for lunch which they identifying language and associated then cook learning difficulties; a complexity of  using the gym at the YMCA need that has been agreed by  work experience county, school and Pathways, going  travel training to mainstream college at 16 is not  residential experience appropriate at this particular stage.  fund raising events  choices, decisions and research for outings and This provision is seen, therefore, as a ‘stepping stone’ leisure facilities towards independent learning.  writing their own termly newsletter.

In all these situations and more, the students are Our Centre aims to provide a secure, calm and adult actively encouraged to apply their skills and learn environment for students to continue to develop their from these real experiences. Speech and Language skills, enabling them to make a positive contribution Therapy will be at the core of this provision and is to and function successfully within society. supported throughout the curriculum.

Post 16 ASD provision

There are several options for Post 16 specific ASD provision in Surrey .

Freemantles and Linden Bridge schools both have Post 16 departments offering similar curricular activities. Five main areas are addressed comprising of skills for working life, social and communication skills, independence skills, entry level qualifications and physical and emotional Well- Being. Both schools offer residential learning programmes and A new specific ASD provision is opening at work experience opportunities as appropriate to the Brooklands College in September. Information about learners’ needs. this is available on their website and can be accessed through direct application to the college. Both schools can be accessed through application based on EHCPs and allocation via the local education authority placement.

Visits to the Post 16 departments can be made by prior arrangement by telephoning the schools . Students with ASD are also welcome to apply to the Local college placements and other special schools SEN provision at other FE colleges. Information is are available with mixed SEN placements but offer a provided on their websites. similar curriculum for students with ASD.

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Godalming 6th Form College

Currently, or in the past, we have supported We support students with a wide variety of learning individual students with mild to severe sensory needs and/or disabilities. impairment, physical disability and those with specific As a mainstream 6th Form college the majority of medical needs. The type of support given varies students we support have specific learning needs according to their needs. such as dyslexia or dyspraxia. Most of these students We also provide general class support, provided by cope well through differentiated teaching provided by our Learning Facilitators, for some of our Level 2 and their subject teachers. We also provide Drop In study 14-16 courses. support for all students and group/1-1 support as appropriate for students with specific needs. Much time is spent assessing and applying for appropriate exam arrangements for students with We are now supporting an increasing number of learning needs/disabilities. We have three members students with ASD/ (High functioning) or similar of our team who are qualified to assess students with difficulties. For these students we provide mentoring specific learning needs. support and safe place to study when not in class. We also provide lunch clubs where they can socialise ESOL support is also provided by two members of or take part in activities such as; Art, Creative Writing our team. This may include group or 1-1 support as or Games Club. These students also have access to well as access to Drop In study support. Drop In study support, group/1-1 support sessions and for high needs students support in class. We currently have 10 members of staff in the Learning Support Department; including the Learning We support students with mental health needs, Support Manager, 2 specialist teachers and 7 another growing area of need. The support given to Learning Facilitators. these students includes; mentoring, Drop In study support and counselling if required. Julie Rashbrooke

Learning Support Manager

East Surrey College

East Surrey College SEND have had the Funds raised from this business were then opportunity to develop many business and reinvested for future projects. workplace skills throughout the year. They have established a greetings card business; which sees In addition the East Surrey College students were them involved in a full range of business activity delighted to work with Headley Court, Help for from initial concept stages of design, through to Heroes Rehabilitation Centre to support their production and marketing. Remembrance Day Poppy appeal. Students used the components supplied, and working as a team The students enjoyed the chance to develop their assembled a batch of red poppies which went on to communication and customer service skills when be sold within the community as part of the they setup pop-up shops to sell their products. The nationwide campaign. events also allowed the students to work in real life situations of working with money in the If you would like to find out more about the exciting workplace. The success of these events prompted work that takes place at East Surrey College then bespoke orders which they then fulfilled within tight please visit www.esc.ac.uk where you can find deadlines much to the satisfaction of the customers further information and details of forthcoming concerned. events.

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Ashford & St Peter’s support young people with learning disabilities to help with life & work skills

19/06/15 For the past several years, EmployAbility, Surrey Choices Seven students with learning disabilities from Brooklands has worked in partnership with Brooklands College and College celebrated with a lunch together and a cake Ashford and St Peter’s Hospitals to support students with baked by one of the students, Simon Cassidy after learning disabilities, who are looking to gain work completing a six month work placement at Ashford and St experience as part of their LEAP Pathway Entry 3 course. Peter’s Hospitals as part of their Learning for Employment Speaking about the placements, Gwen Atkinson said: “It’s And Progression (LEAP) Pathway Entry 3 course. always fantastic to see the change in the students after They were joined by Ashford and St Peter’s Learning and they’ve finished their placements. They start off shy and a Development Lead Gwen Atkinson and Deputy Director of little unsure of themselves and blossom into these HR Phil Spivey. Also attending were EmployAbility, Surrey amazing young people with great confidence.” Choices’ Employment Support Officer Jessica Lewsey Jessica Lewsey added: “We work closely with Brooklands and Employment Development Officer Runnymede and College to make sure that from the student’s enrolment in Spelthorne Miriam Lloyd and Brooklands College’s September they are prepared for the placement when it Audrey Hayes who all provided job coaching and learning starts in January. This includes helping them with their support on site throughout the project. applications forms, applying for the DBS checks and The students presented Gwen Atkinson with a card and preparing them for interviews. We also provide them with gift as a ‘thank you’ for her help and support. James travel training to make sure the students are able to travel Bearfoot-Fallon said: “Thank you, it was a good independently to their placement. opportunity to work at St Peter’s, we learned new skills “During their 18 weeks work experience with the Trust and now we’re all grown up!” they have excelled in their challenging roles and have Speaking about the placement Brooklands College been able to complete job tasks given to them to a very student, Catriona Penfold said: “It has been a wonderful high and exacting standard. They have also overcome a experience and I’ve learnt all sorts of skills. Over the lot of personal anxieties and fears, with all of them weeks I’ve been gradually improving on the skills I wasn’t becoming a real asset to the Project. so good at, so now I’m more confident. I’ve made friends “We wish our Students the best of luck in their quest for with co-workers and I will definitely miss this place, gaining employment skills for their working life!” everyone has been lovely.” All students are completing the Learning for Employment One of the other students, Daniel Way added: “It’s been and Progression Pathway Entry 3 course within the enjoyable and busy. It has really helped me be more Supported Learning Department at Brooklands College, talkative and confident.” Weybridge. The seven students were placed in various departments EmployAbility, Surrey Choices through the Employment at St Peter’s Hospital in negotiation and with the support Works Programme provides work experience from Employability, Surrey Choices who work with and opportunities with an EmployAbility, Surrey Choices host alongside both employers and colleges in securing employer, in this case Ashford and St Peter’s Hospitals, student work experience placements. The seven students where students are given the opportunity to work were placed in various departments at St Peter’s Hospital: alongside departments within the hospital over a six Catriona Penfold - Central Booking Office/Quality month period which involves up to two work experience Department; opportunities. James Bearfoot-Fallon - Portering/Transport; Daniel Way - Facilities Helpdesk/Central Booking Office; Lorraine Crossland Thomas Truscott-Smith – Food Services on Aspen Ward/ Head of Faculty, Learning & Development Facilities Helpdesk; Annabelle Da Silva - Catering in Aspects Restaurant/First Steps Nursery; Jordan Jennings - Portering; Simon Cassidy - Transport/Catering in Aspects Restaurant

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Learning Support

Our team of Learning Support Tutors specialise in English and Maths and also help those who are dyslexic. They make the learning of English and Maths very different from sitting behind a desk at Inter Training Services (ITS) works in partnership school. Apprentices have described these one-to- with some of the best hairdressing salons in Surrey, one sessions as “more enjoyable than I thought” North Hampshire and East Berkshire to deliver high and “she makes it relevant for my work so I quality Apprenticeships that lead to career understand it better.” progression and sustainable employment. Case study Learner Support Katrina started her Intermediate Apprenticeship Throughout their learning journey, all Apprentices having GCSE grade E in English and Maths. She will receive the support they need to achieve and received monthly visits from a Learning Support progress. Tutor during her 22 month Apprenticeship, to help her work through the areas she found particularly The information, advice, guidance and support for challenging. Katrina has recently achieved learners provided by ITS aims to: Functional Skills Level 1 in both English and Maths. Her Learning Support Tutor said: “Katrina has  Enable enquirers to make informed decisions changed into a completely different person. Her about their career paths through impartial and confidence has grown considerably and she is now objective information, advice and guidance that hoping to start an Advanced Apprenticeship soon, is based on individual needs and circumstances which will require her to achieve Level 2 Functional (this may involve signposting them to alternative Skills. This is something that she wouldn’t even options elsewhere as appropriate) have contemplated at the start of her training.”

 Assist prospective learners with the application Coaching Support process and identify support needs using a risk assessment so that they are on a programme Apprentices sometimes need another kind of that suits their abilities and career ambitions. support to make their dream of becoming a hairdresser a reality. For young people struggling  Ensure learners are clear about the expectations with a disruptive home environment, low self- of their employer and ITS so that they know how esteem, bereavement or relationship issues, there is to successfully complete the programme. coaching support. Apprentices are guided through a process beginning with the need to look at their  Engage learners in the planning of their present position. It’s the opportunity to explore individual learning journey (ILJ) in conjunction feelings and work out what is troubling them with the with their employer and ITS to help them to help of objective, non-judgmental input from a become more independent learners professional.

 Provide the learning experiences needed to Case Study achieve the target qualifications, their aspirations and career goals. Jon was a ‘Maths phobic’ and couldn’t even bear to hear the word ‘Maths’ let alone put his head down  Empower learners to make decisions about their and do calculations. He knew he had to complete futures based on a sound knowledge of further the Maths but just couldn’t bring himself to work on learning, career prospects and employment the tasks he had been set by his Learning Support opportunities available. Tutor. Jon met with the Life Coach twice, and almost immediately after the second meeting, he was able Some Apprentices need some extra help to to work independently on his Maths tasks. overcome obstacles that could affect their progress and success so we make sure the right support is in place, for as long as it is needed. For more details of how ITS works to support Apprentices please go to www.its-ltd.net or call us on 02392 591666.

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Apprenticeships - students focus on what they need to achieve and give them a goal and a sense of purpose. Reigate Valley College We have seen students access Apprenticeships in a A unique part of our timetable at number of different areas including hospitality, Reigate Valley College is a day a construction, salon services, tree surgery and childcare. week Work Experience. Perhaps one of our biggest success stories was a student for whom we sourced a work experience It is our belief that a work ethic is a major contributing placement in a car audio and security company. The factor to the Post 16 success of our students. student showed an aptitude for this area of work and Approximately 25 percent of our students will go on to was offered work at the weekends and during the an Apprenticeship when they leave RVC usually offered school holidays. Such was his commitment he was by their work experience provider. then offered a specialist apprenticeship in auto In our experience even those students that are of low electrics. academic ability can thrive and achieve in the The incentives offered to employers by the National workplace. Apprenticeships are an ideal way for them to Apprenticeship scheme make it easier for us to learn and earn and we have seen many students offered approach them and we have always had very positive apprenticeships by their work experience placements. experiences with the scheme particularly the National We have found that this early access to a potential Apprenticeship Helpline 0800 015 0400 or 0247 future pathway with the `carrot’ of a potential 6826482. apprenticeship when they leave us can help the Lucy Mortimer

Post 16 Providers

Colleges Tel Email Contact Guildford College 01483 448585 [email protected] Kim Greenfield/Jo Walters

Brooklands College 01932 797797 [email protected] Lorraine Crossland

East Surrey College 01737 788445 [email protected] Gwen Hurrion

North East Surrey College 020 8394 3038 [email protected] Janice Davis/Lynn Simmons

Reigate College 01737 221118 [email protected] Susan Carnell

Godalming College 01483 423526 [email protected] Julie Rashbrooke

Esher College 020 8398 0291 [email protected] Min Payne

Strodes College 01784 437506 [email protected] Nick Levy

Woking College 01483 761036 wokingcoll@woking.ac.uk Geoff Faulkner

Special Schools Tel Email Contact Carwarden House 01276 709080 [email protected] Jarlath O’Brien

Clifton Hill 01883 347740 [email protected] Andrea Ashton-Coulton

Freemantles 01483 545680 [email protected] Justin Price

Linden Bridge 020 8330 3009 [email protected] Rachel Watt

Pond Meadow 01483 532239 [email protected] David Monk

Portesbery 01276 63078 [email protected] Matthew Sartin

The Ridgeway 01252 724562 [email protected] Darryl Morgan

Walton Leigh 01932 223243 [email protected] Linda Mardell

Woodlands 01372 377922 [email protected] Adrienne Knight

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Preparing for Adulthood  Open days also allow you and your parents to A student’s view talk to staff regarding your needs and to try and put together an ideal plan.

James Howe, student at Education, Health and Care Plans – EHC North East Surrey College of Technology, Epsom Before now a young person with an identified special educational need would have been issued with a

variety of documentation as part of their support plan, Member of National South one of these is a ‘Statement of Special Needs’ this East 7 Programme & Surrey was a formal document detailing a child's learning Local Offer Focus Group difficulties and the help that will be given, this was then reviewed annually up to the age of 19 and thereby ceases to be a child.

However, with the new legislation passed in 2014 the support given legally has to be extended until the age Introduction of 25, this is the role of an ‘Education, Health, and Care plan’. As the name suggests it empowers the In this article I wish to discuss the importance of spirit of ‘co-production’ to provide a multiagency making the right choices in the transition period in approach to the care of a young person. your child’s education. Who should you talk to? How is the EHC Plan Developed?

In order to make the right decisions for your child’s Professionals and the family together will consider future you need to be clearer about who should be what outcomes they would like to see for the child or involved in order to make better decisions. young person. This plan identifies what is needed to achieve those outcomes. As part of the ‘Children’s and Family’s Act 2014’, the Local Authority will most likely provide your care and Who will have an EHC Plan? has to be involved in the decision making. However there are many different people who are involved in The Department for Education has stated that a child the process, these include your carers, the school and or young person who currently has a ‘Statement of must include the Local Authority. SEN’ (the original documentation used before the reforms) will have an EHC Plan. What should you talk about? EHC Plans will be issued when the special When discussing the progression options for your educational needs of a child cannot be reasonably young person there are a few things you should make provided for with resources normally available to sure you ask about. mainstream early year’s provision, school and post 16 institutions. Future plans – by the age of 16 young people will need to start thinking about what they want to do with Requesting an EHC Plan Assessment their lives. Whether that be going in to employment or further education, just because they have a disability If your child has SEN and you do not feel that they are or an additional need it shouldn’t mean that they are getting the support they require, then the first step cut off from doing what they want to do. would be to raise your concerns with your child’s school, early year’s provider or college and they will  FE colleges should be able to devise a course be able to advise you and/or make a referral for an and learning plan to best meet their needs and EHC assessment. aspirations. This will help them to strive and achieve Analysis of the problem http://www.educationandemployers.org/wp-content/  Many colleges hold taster days which allow uploads/2014/06/sen-transitions-wave-3-dfes.pdf prospective students to experience a typical day and look at the types of topics that the course Using figures gathered by IPSOS Mori in 2004 we can covers. start to work out what the main type of special education need that young people were presenting in Year 11 Cont/…….

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All participants of this survey had awareness and The EHC Plan will allow the professionals to have a learning difficulties at school. Around one-fifth had better understanding of the needs of a young person communication and interaction difficulties, or and be able to work together alongside the family in behaviour, emotional and social development order to make the best decisions for the child now and difficulties, and six per cent had sensory and physical in the future. difficulties (Table 2.2). Conclusion Table 2.2: Main SEN difficulty at school When discussing and planning for the future, try and make some guesses as to what you want to do. These Disability type No % decisions are by no means finalised, you have the Cognition and learning 532 55 ability to adapt and change your support requirements Communication and interaction 203 21 should the needs of your child change. Having this centralised documentation in which agencies feed into Behaviour, emotional and social 145 19 you allows the support to be better tailored specifically development for the young persons needs and future aspirations. Sensory and/or physical 73 6 If you wish to contact me about any of the issues I Total 953 100 have discussed, or about my involvement in developing and adapting Surrey’s Local Offer, please These different groups will need various types of email me at [email protected] professionals to support them, Healthcare, learning support, etc. James Howe

Questions that students and their parents might ask about Post 16 provision

 What support does the setting offer students with SEN and their parents?

 Who are the SEND support team at the setting?

 How do I access SEN support?

 How can I let the staff at the setting know that I have a question or am concerned about my son or daughter’s progress?

 How is extra support allocated to students?

 How are the staff at the setting helped to work with SEND students and what training do they have?

 How will teaching be adapted to meet my learning needs?

 How will the setting measure my progress? How will I know about this?

 How does the setting support students when they are moving onto from college eg to university?

 If I have medical needs, how will they be supported?

 What training do staff have to support students with medical needs?

 Who has responsibility for students with medical needs?

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The Surrey Opportunities Fair 2015 13th October 2015 – Epsom Downs Race Course

This annual event, regularly attended by several of Surrey’s special schools, provides hands-on opportunities to explore a range of career and options for Post-16 study. Last year over 42 schools and 1,700 young people explored vocational opportunities in a wide range of Colleges, work-based training providers and employers. This is the ideal opportunity to demonstrate impartial guidance for careers and post-16 study and provides students with an opportunity to interact with a high number of professionals and post-16 vocational teachers. For example, students from West Hill school had the opportunity to talk to different FE College staff about a range of vocational courses including horticulture, hair and beauty, animal care and engineering. Students can attend as a school group or, from 3.30 onwards, as individuals with their parents. The event is funded by Surrey County Council and is organised in partnership with Babcock 4S and the Association of Learning Providers in Surrey.

To book your school’s place or to discuss any aspect of the event please email [email protected]

Beverley Johnston 14-19 Consultant, Babcock 4S

Autism Education Trust (AET) Post 16 Training Programme There are approximately 500,000 (or 1 in 100) on the Continuing Professional Development can play a key autism spectrum in the UK with a very wide range of role in supporting your organisation to provide its best abilities and needs. All professionals working in Post endeavours in meeting the needs of young people on 16 Education settings should be prepared to support the autism spectrum. The training uses a range of young people on the autism spectrum — and all staff teaching tools including video, case studies, problem- should have a basic awareness of autism and the solving scenarios, presentations and practical needs of individuals. resources and activities. The AET post 16 programme – making sense of The Autism Education Trust website contains a lot of autism, supported by the Department for Education, useful information (http://www.aettraininghubs.org.uk/ offers nationally delivered face-to-face training for post-16/training-hubs/) however a summary of the professionals working with young people over the age courses are: of 16 through the training hubs. The programme will form an essential part of your

For more information on any of the courses or to book on the next session please contact the SEND Teaching School [email protected] Tel: 07747 595 155 www.sendteachingschool.co.uk

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Additional & Special Educational Needs: Head: Beverley Clarke [email protected] ADHD: ADDISS - ADHD information services www.addiss.co.uk ADHD: ADDmire for professionals working in the West Surrey area http://www.addmire.org.uk ADHD: CHADD - Children & Adults with Attention-Deficit/Hyperactivity Disorder www.chadd.org ADHD & Learning Disabilities: LD online www.ldonline.org Alcohol abuse: FASD Foetal Alcohol Spectrum Disorder - ‘All About Me!’ booklet from [email protected] Alcohol Education Trust: www.alcoholeducationtrust.org | www.talkaboutalcohol.com Aphasia: National Aphasia Association www.aphasia.org Acquired brain injury: Outreach lead [email protected] Advice: Surrey SEND Information, Advice and Support Service (SSIASS) (formerly Surrey Parent Partnership) www.surreyparentpartnership.org Area Education Officer (AEO): NW : Mark Scarborough [email protected] NE : Kerry Randle [email protected] SW : Paula Evans [email protected] SE : Sue Roch [email protected] Area Lead for Psychology & Assessment (ALPA): NW : Susan Harris [email protected] NE : Sally Grimstone [email protected] SW : Shungu Mgadzah [email protected] SE : Liz Hunt [email protected] Arthritis: Arthritis Care www.arthritiscare.org.uk Asperger’s: Asperger’s Foundation www.aspergerfoundation.org.uk Autism: Support & Advice is available from the SEND team at Babcock 4S and Autism Outreach Services - Primary: NW & SW [email protected] / NE & SE [email protected]. Secondary: SE & NE [email protected] / SW & NW [email protected]. Autism: Autism Education Trust - supporting effective education practice www.autismeducationtrust.org.uk Autism: Autism Research Centre (arc) www.autismresearchcentre.com Autism: Global Autism Collaboration (GAC) www.autism.org Autism: IDP -Supporting pupils on the autism spectrum resources www.aet-idp.org.uk/ Autism: NAS National Autistic Society www.autism.org.uk Autism: NAS National Autistic Society Surrey Branch www.mugsy.org/cgi-bin/tp.pl Autism: NICE National Institute for Clinical Excellence guidelines on autism. http://guidance.nice.org.uk/CG170 Autism: The Transporters help children recognise emotions www.thetransporters.com/index.html Autism: Webinars about autism www.autism.org.uk/news-and-events/nas-conferences/webinars.aspx Babcock 4S website: Babcock 4S Behaviour support: Babcock 4S consultant [email protected] Behaviour: Behaviour2Learn to support the development of positive behaviour www.behaviour2learn.co.uk Behaviour and attendance DfE guidance: http://education.gov.uk/schools/pupilsupport/behaviour Brain Injured Children: BIBIC British Institute for Brain Injured Children www.bibic.org.uk Brain related conditions support: Cerebra www.cerebra.org.uk Brain & Spine Foundation helping people affected by brain and spine conditions: www.brainandspine.org.uk CAMHS Child and Adolescent Mental Health Services www.healthysurrey.org CAMHS Primary Mental Health Team (PMHT) Advisory Line: North Sector - 01784 884817 (Woking, Runnymede, Spelthorne, West Elmbridge) East Sector - 01737 287002 (East Elmbridge, Epsom, Mole Valley, Reigate & Banstead, Tandridge) South Sector - 01276 605376 (Surrey Heath, Guildford, Waverley) CAMHS Youth Advisors (CYA): email: [email protected] Tel: 07896 248 244 Carers: Surrey Young Carers (for young carers of siblings and parents with disabilities): 01483 568269 [email protected] Action for Carers Surrey (for parent carers of children with disabilities): 01483 302748 [email protected] www.surrey-youngcarers.org.uk CASPA Implementation Officer: [email protected] Child Exploitation & Protection: CEOP ceop.police.uk

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Children’s Health: Royal College of Paediatrics and Child Health www.rcpch.ac.uk Communication: Ace Centre - aiding communication in education acecentre.org.uk Communication: The Communication Trust – Every child understood: www.thecommunicationtrust.org.uk/ Communication: ICAN - Helps children communicate: www.ican.org.uk Communication: Talking Point – the first stop for information on children’s communication: www.talkingpoint.org.uk Communication: Talk Gym - developing good communication skills www.btplc.com/Betterfuture/ConnectedSociety/ LearningandskillsFreeresources/TalkGym/Default.aspx DeafBlind: SENSE – for deafblind people www.sense.org.uk Disability Help & Advice: SCOPE: www.scope.org.uk Domestic Abuse: Surrey Against Domestic Abuse www.surreyagainstda.info/ Down's Syndrome Association: http://www.downs-syndrome.org.uk/ Drug Education support: Babcock 4S consultant - [email protected] Dyslexia: Dyslexia Research Trust www.dyslexic.org.uk Dyslexia: The Dyslexia-SpLD Trust interventionsforliteracy.org.uk Dyslexia Courses for Teaching Professionals: www.arkellcentre.org.uk Dyspraxia Foundation: www.dyspraxiafoundation.org.uk/ Dyspraxia Foundation Surrey Support Group: www.dyspraxiafoundation.org.uk/groups/ Early Years and Childcare Service: www.surreycc.gov.uk/learning/early years and childcare service Tel: 01372 833833 Education, Health and Care Plans (EHCP) Pathfinder trials exemplars: www.sendpathfinder.co.uk/infopacks/ EHCP Co-ordinators: NE E&E 01737 737936 Joy Rimell NE ELM 01372 832092 Vanessa Miller / 01372 832224 Charlotte Byers NE SPEL 01372 832109 Gulden Walmsley NW: 01483 518110 [email protected] SW: 01483 517890 [email protected] SE: 01737 737990 [email protected] Equality Act revised guidance: DfE updated their advice on the Equality Act 2010 to schools in June 2014 - https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools Family Voice Surrey: http://www.familyvoicesurrey.org/ Freemantle's Outreach Training: September message 2014 Hearing: Action on Hearing Loss (RNID): www.actiononhearingloss.org.uk Hearing: BATOD The British Association of Teachers of the Deaf: www.batod.org.uk Hearing: NDCS National Deaf Children ‘s Society: www.ndcs.org.uk Hearing & Blindness: SENSE – for deafblind people www.sense.org.uk Hyperactivity: HACSG The Hyperactive Children’s Support Group www.hacsg.org.uk ICT/Computing Babcock 4S Team: Dave Robinson Team Leader [email protected] Tim Barette Primary T&L consultant [email protected] Steve Clarke Secondary T&L consultant [email protected] Carine Jacquel Secondary T&L consultant [email protected] Phil Mackley Secondary T&L consultant [email protected] Ingrid Lucas ICT Project Officer [email protected] Inclusion Development Programme (IDP): www.idponline.org.uk Information: Surrey SEND Information, Advice and Support Service (SSIASS) (formerly Surrey Parent Partnership) www.surreyparentpartnership.org KIDS: Working with disabled children, young people and their families www.kids.org.uk Language Impairment: NAPLIC National Association for Professionals concerned with Language Impairment in Children: www.naplic.org.uk/ Learning Difficulties: CLDD Complex Learning Difficulties and Disabilities Research Project briefing packs complexld.ssatrust.org.uk/project-resources/cldd-briefing-packs.html Learning Difficulties Review: Proposals to better meet the needs of Surrey pupils with SEN: Surrey SEN Room on Fronter (for access to PLS/Fronter contact [email protected]) Learning Disabilities and ADHD: LD online www.ldonline.org Learning Disabilities: BILD British Institute of Learning Disabilities: www.bild.org.uk/

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Learning and Language and Behaviour Support—Specialist Teaching Team: NW : Karen Woosnam [email protected] NE : Jo Kenyon [email protected] SW : Jackie Foley [email protected] SE : Jane Holmes [email protected] Literacy: Interventions for Literacy interventionsforliteracy.org.uk/schools Local Offer - Surrey SEND: www.surreysendlo.co.uk Mental Health: Child and Adolescent Mental Health Services (CAMHS) www.surrey-camhs.org.uk To subscribe to Newsletter contact [email protected] Mental Health: CAMHS Youth Advisors (CYA) [email protected] or call 01483 519571 Mental Health: Mindfull endorsed mental health site for 11-17 year olds www.mindfull.org Mental Health: TaMHS (Targeted Mental Health in Schools) Primary Mental Health Worker contacts - NW : Louise Paque [email protected] NE : Louise Paque & Rebecca Robertson [email protected] / [email protected] SW : Jane Slater & Jill Pretorius [email protected] / [email protected] SE : Rebecca Robertson [email protected] NAS National Autistic Society www.autism.org.uk NAS National Autistic Society Surrey Branch www.mugsy.org/cgi-bin/tp.pl NICE National Institute for Health and Care Excellence www.nice.org.uk/ NICE National Institute for Clinical Excellence guidelines on autism. http://guidance.nice.org.uk/CG170 No Child Left Behind: Babcock 4S consultant: [email protected] AEO Pupil Premium Lead: [email protected] Physical and Sensory Support - PSS: http://www.surreycc.gov.uk/learning/teachers-and-education-staff/services-for- children/physical-and-sensory-support-pss Physical & Sensory support: Surrey contact: [email protected] or Tel 01372 833774 Provision: Accessing provision for children and young people with SEND The Right Provision at the Right Time (April 2014) PSHE support: Babcock 4S consultant [email protected] PSHE: National PSHE CPD Programme - Accredited training for PSHE professionals www.pshe-cpd.com or contact [email protected] Psychiatrists: The Royal College of Psychiatrists www.rcpsych.ac.uk/ Pupil Premium - No Child Left Behind: Babcock 4S consultant: [email protected] AEO Pupil Premium Lead: [email protected] Resources: CLDD Complex Learning Difficulties and Disabilities Research Project briefing packs complexld.ssatrust.org.uk Resources: LDA Leading Development Aids www.ldalearning.com/ Resources: Speechmark practical resources for education, health and social care www.speechmark.net Safeguarding: Surrey Safeguarding Children Board www.surreycc.gov.uk/safeguarding SEAL: Social and Emotional Aspects of Learning (SEAL): www.sealcommunity.org SEN: Area Special Needs Managers - NW : Carole Gill [email protected] NE : Penny Easton penny,[email protected] SW : David Griffiths [email protected] / [email protected] SE : Gavin Spiller [email protected] SEN: Children with special education needs; an analysis—2012 www.gov.uk/government/publications SEND support: Babcock 4S consultant: [email protected] [email protected] SEND: Surrey SEND Information, Advice and Support Service (SSIASS) (formerly Surrey Parent Partnership) www.surreyparentpartnership.org SEND 14: www.surreysendlo.co.uk SEND 14 - files to download: https://www.surreysendlo.co.uk/information/10-send-resources SEND Pathfinder: DfE Mott MacDonald www.sendpathfinder.co.uk SEND Pathfinder Information Packs: & Resources www.sendpathfinder.co.uk/infopacks/ SEND Resources: Beating Bureaucracy Toolkit: www.routledgeeducation.com/resources/fulton SEND Resources/Training: Inclusion Development Programme (IDP) www.idponline.org.uk/ SEND Resources: NASEN: www.nasen.org.uk

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SEND Gateway: Online resource for all education professionals working with children and young people with SEND www.nasen.org.uk/latestnews/?news=221 SEND Teaching School: [email protected] / www.sendteachingschool.co.uk Sex & Relationship Education: A Programme for Learners with ASD www.fionaspeirs.co.uk Social and Emotional Aspects of Learning (SEAL): www.sealcommunity.org Social, Emotional and Behaviour Difficulties (SEBDA): Working together with children http://sebda.org/ Speech Teach UK for parents and professionals supporting children with speech difficulties www.speechteach.co.uk Speech, Language and Communication: Afasic: supports parents and represents children and young people with speech, language and communication needs (SLCN) www.afasic.org.uk Speech, Language and Communication Needs: How can you tell and what can you do? Publication available from [email protected] Speech & Language Therapists, Virgincare: resources for both parents and schools www.surreychildrenstherapies.co.uk Speech & Language Therapists, Royal College: www.rcslt.org Specialist Teaching Team - Learning and Language and Behaviour Support NW : Karen Woosnam [email protected] NE : Jo Kenyon [email protected] SW : Jackie Foley [email protected] SE : Karen Kelland [email protected] Surrey Local Offer Website: www.surreysendlo.co.uk Surrey SEND - files to download: https://www.surreysendlo.co.uk/information/10-send-resources TaMHS (Targeted Mental Health in Schools): Primary Mental Health Worker contacts - NW : Louise Paque [email protected] NE : Louise Paque & Rebecca Robertson [email protected] / [email protected] SW : Jane Slater & Jill Pretorius [email protected] / [email protected] SE : Rebecca Robertson [email protected] TaMHS Babcock 4S support: [email protected] Teaching School, SEND: [email protected] / www.sendteachingschool.co.uk Training: Babcock 4S courses www.babcock-education.co.uk/4Scpd Training: Inclusion Development Programme (IDP) www.idponline.org.uk/ Training: SCERTS course at Linden Bridge [email protected] Training: SENJIT – Special Educational Needs Joint Initiative for Training www.ioe.ac.uk Training: Social Stories (Accredited) training at Freemantles [email protected] Virgincare: Speech & Language therapists resources for parents and schools www.surreychildrenstherapies.co.uk Young Carers: Surrey Young Carers (for young carers of siblings and parents with disabilities):01483 568269 [email protected] Action for Carers Surrey (for parent carers of children with disabilities): 01483 302748 [email protected] www.surrey-youngcarers.org.uk

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SEND Bytes back issues

Click on the link below

SEND Bytes Issue 10 - May 2015.pdf New ways of working arising from SEND 14 legislation

SEND Bytes Issue 9 - February 2015.pdf Preparing for adulthood from the earliest stages

SEND Bytes Issue 8 - December 2014.pdf Mental Health and Wellbeing

SEND Bytes Issue 7 - October 2014.pdf SEND 14

SEND Bytes Issue 6 - July 2014.pdf: Children and young people with Physical, Sensory and Medical Needs

SEND Bytes Issue 5 - May 2014.pdf: Developments in SEN and new ways of working within the legislation for September 2014

SEND Bytes Issue 4 - March 2014.pdf: Support for children and young people with Speech, Language and Communication Needs

SEND Bytes Issue 3 - January 2014: Learners with Social, Emotional and Behaviour Needs

SEND Bytes Issue 2 - October 2013.pdf Local Offer and draft Code of Practice

SEND Bytes Issue 1 Summer 2013.pdf: Local Offer from September 2014

Back issues of SEND Bytes can be found in the Surrey SEN Room on Fronter (for access to PLS/Fronter contact [email protected])

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Please contact [email protected] or visit our website www.sendteachingschool.co.uk to enquire further about these courses or to discuss your SEND training needs.