inclusion and engagement support team launch presentation
TRANSCRIPT
Introduce the team members• Joanne Lingard- Jo has worked in mainstream settings as a class
teacher, SENCO, inclusion manager and in a variety of leadership roles. She
has experience working in several different Local Authorities.
• Nicola Fielding- Nicola has worked across mainstream, special and
alternative provision settings as a class teacher, SENDCo and in leadership
roles. She has worked in the SEND team for the Local Authority for the last 3
years.
• Morag Waring– Morag has worked in mainstream settings across several
Local authorities. She has been as a class teacher, worked in a variety of
leadership roles and is an experienced SENCO.
All the team have a passion for improving outcomes for
pupils with SEND and supporting settings to achieve this.
Mission and Aims
Our mission is to provide both direct support to children/young people with an EHCP
and to staff in their setting, to secure positive experiences and outcomes for children
and young people with an EHCP and ensure their inclusion in a mainstream setting.
This is in line with UNESCO sustainable development goal 4; To ensure the pupil’s needs are met so that challenging behaviours are reduced and they become successful ‘life long learners’
Our aim is to sustain culture change by:
• Empowering mainstream settings to make necessary adjustments to ensure
placements are inclusive for CYP with SEND.
• Embedding the principles of inclusion, supporting setting staff to be skilled,
confident and resilient so that they can identify, assess and meet needs through a
graduated approach leading to improved outcomes for young people with an
EHCP.
DFE Exclusion guidance• Disruptive behaviour can be an indication of unmet needs.
• Under the Equality Act 2010 (the Equality Act), schools must not discriminate against, harass or victimise pupils because of ... disability... For disabled children, this includes a duty to make reasonable adjustments to policies and practices and the provision of auxiliary aids.
• The head teacher and governing board must comply with their statutory duties in relation to SEN when administering the exclusion process. This includes having regard to the SEND Code of Practice. Exclusion guidance in the COP is chapter 11 p. 262.
• It is unlawful to exclude for a non-disciplinary reason. For example, it would be unlawful to exclude a pupil simply because they have additional needs or a disability that the school feels it is unable to meet.
(Statutory guidance p.9)
• The rules governing exclusions in England are contained in the s52 Education Act 2002.
• The exclusion rates for certain groups of pupils are consistently higher than average. This includes: pupils with SEN; As well as having disproportionately high rates of exclusion, there are certain groups of pupils with additional needs who are particularly vulnerable to the impacts of exclusion. This includes pupils with EHC plans and looked after children. The head teacher should, as far as possible, avoid permanently excluding any pupil with an EHC plan or a looked after child.
• Schools should engage proactively with parents in supporting the behaviour of pupils with additional needs…
• Where a school has concerns about the behaviour, or risk of exclusion, of a child with additional needs, a pupil with an EHC plan or a looked after child, it should, in partnership with others (including the local authority as necessary), consider what additional support or alternative placement may be required.
(Statutory guidance p.11)
Stages of [email protected]
• Setting to complete Inclusion and Engagement Support Team Referral form and email to
team mailbox. The Parental Consent form must also be completed. The case will then be
allocated to one of the team.
• The referral form asks detailed questions prior to any contact with the team, this is so that
we can focus on completing more direct work.
• Stage 1: Telephone/video conferencing call following referral. Outcome of the call might
be signposting to relevant services and training. Strategies will be advised and signposted
to relevant GEMs.
• Stage 2: Inclusion teacher to attend Circle of Adults Meeting with pupil voice,
parents/professionals involved- school to facilitate and co-ordinate. This meeting will
involve all adults and services involved with the child/YP and outcomes and actions will
be agreed.
• Stage 3: Inclusion teacher / Learning Mentor carry out school visit. The visit may include:
• Observation of child/YP
• Meeting with school staff
• Discussion around SEND provision, interventions and outcomes
• Following the visit a written action plan highlighting support/strategies and next steps in
line with APDR cycles and EHCP outcomes will be produced.
• Stage 4: Direct work with the child/young person
• Direct work with individual school staff modelling interventions and strategies.
• Signposting parents to support agencies and training. Parental GEMs.
• Stage 5: Review meeting
• Circle of Adults Meeting with parents/professionals involved at initial stages and any new
services that may have become involved.
• Review actions and outcomes and outline long-term support to continue from school and
agencies.
In addition we are going to trial GEMs (Good Engagement Methods) clinics as twilight
sessions from October with a variety of focus derived from referral needs.
Points to note• There is no charge for this service currently however we only support CYP with existing
EHCPs in mainstream settings.
• We see that we sit alongside the already excellent support available to schools from the
pupil referral units and special schools but we focus on EHCP pupils only.
• There are only 3 of us so far to cover the whole of Lancashire, but there are plans to
employ 2 more learning mentors. This a new service and we will begin with the model
presented however we envisage amendments to suit schools needs as we go along and
welcome your feedback and support.
• Referrals will only be accepted directly from schools, not other agencies and must have
the parental consent form and ‘wet’ signature completed.
• The referral forms can be found on the Local offer within the SEND Specialist teachers
pages under IEST (Inclusion and Engagement Support Team)
• Timescales will vary depending on capacity and need for the service. However we aim to
be in touch with school within a week of receiving the referral.
• Some referrals may initially be signposted to additional resources/services such as;
Lancashire Emotional Health in Schools and Colleges (LEHSC) and Emotionally-Based
School Avoidance strategy (EBSA) or LCC training such as Good Autism Practice.
• No we do not have a magic wand- but what we do have are the knowledge and skills to
work with your already skilled teams to ‘fine tune’ provision and work with the CYP and
their families to get the best outcomes for all.
Sign up to the SENDCO Network
https://www.lanca
shire.gov.uk/send
-specialist-
teaching-service/
Emotionally-Based School Avoidance: Lancashire Strategy Launch Event via SENDCO Seminar
• Elaine Looney (Lead Specialist Educational Psychologist) will discuss Emotionally Based School Avoidance (EBSA) and a LA-wide strategy to support Lancashire schools in responding to this issue.
• This full-day training event will cover the following:
o What is Emotionally Based School Avoidance (EBSA)? Introduction to knowledge & psychological theorywhich relate to 'Barriers to School Attendance'
o How do we support pupils who exhibit EBSA? Training for schools in the use of evidence-based assessment & intervention resources to respond to this issue
o Overview of Lancashire EBSA strategy & toolkit with free access to a range of resources included as part of the training
2nd November 9:30am-3:30pm Booking via LPDS website
SENDCOs: New to Post
The SENDCO Induction Programme aims to support a SENDCO at the beginning of their new role and provide early help and guidance to get started. It consists of 6 weekly live webinars.
Session 1 - Welcome to your role: Local Offer - Tuesday 14 Sep 2021, 3:00 PM - 5:00 PMSession 2- Implementing the Graduated Approach - Tuesday 21 Sep 2021, 3:00 PM - 5:00 PSession 3 - Provision Mapping - Tuesday 28 Sep 2021, 3:00 PM - 5:00 PMSession 4 - Writing an IEP - Tuesday 05 Oct 2021, 3:00 PM - 5:00 PM.Session 5 - Co-production Parent and Pupil voice - Tuesday 12 Oct 2021, 3:00 PM - 5:00 PMSession 6 - Annual Reviews - Tuesday 19 Oct 2021, 3:00 PM - 5:00 PM
Booking via the LPDS website