Care and support for adults Includes adult social care, information for carers and help to live at home The sooner the Special Educational Need (SEN) is identified the sooner arrangements for meeting the identified needs can be put into place. If you are still unhappy after speaking to staff you can make a complaint or follow the disagreement resolution process. Our Early Years Specialist Advisory Teachers offer a wide menu of support to our Early Years Settings through the Universal Offer. This support includes pupil specific observations and assessments, consultations and coaching, collaborative working and awareness raising training modules. For children starting Reception, requests for our involvement should be made at least one term prior to starting school for us to be able to contribute to transition planning.

All early years settings, schools and colleges should use their 'best endeavours' to make sure that a children and young people with SEN gets the support they need. For younger children, aged 0-4 years who attend school nurseries, private, voluntary and independent provisions, including childminders - Early Years Inclusion Funding is available, which is commonly referred to as Early Intervention Allowance (EIA). You can find out more about the provisionfor younger children on Doncaster'sLocal Offer.The threshold for an SEND Early Notification is generally agreed to be that the child has severe, complex and enduring special educational needs which may require support arrangements which are in excess of those through reasonable adjustments. Advise on appropriate activities and techniques, providing example resources where appropriate, and modelling and evaluating their use. Section 2 gives practical advice and activities for supporting the development of skills that may be more difficult for babies with Down syndrome to develop independently. As part of this duty, Health professionals will share information about the named child with the Early Years SEND Team, who will then consider how supported early education will be provided. We are part of Sefton’s Early Years’ Service, we work in close partnership with wider services across Sefton including the Special Educational Needs Inclusion Service (SENIS). The Early Years SEND Team support children from birth to 5 years. The team support early years settings and schools to follow and implement the Graduated Approach in accordance with the SEND Code of Practice.

This process is a way to plan and assess support put in place to help children. The support is implemented to help children and young people make good progress in their learning and development. It is a four part cycle and the educational setting should: Providing assessment and advice around evidenced-based interventions through a cycle of Assess- Plan-Do-Review.Contribute to the multi-professional assessment of children’s needs, including children with complex learning difficulties and neurodevelopmental needs. The Early Years team work closely with specialised Educational Psychologists. Educational Psychologists have qualifications in psychology and educational psychology. They are interested in how children learn. They use knowledge of child development and psychological theory to help find solutions in relation to a child’s needs. Anyone, including a parent who has concerns about a young child, can request our involvement by completing a ‘ Request for involvement’ form. Parental consent must always be obtained before we can become directly involved. Signed parental consent must always be obtained before we can become directly involved. Unfortunately, we are unable to accept verbal consent only. Mainstream schools can receive money forSENsupport and resources whenmore expensive provision is necessary -the local authority can provide top-up funding. An initial developmental assessment to decide whether Portage is the most appropriate service for a child.

b) give the child’s parent an opportunity to discuss their opinion with an officer of the group or trust. We also provide a number of bespoke courses to support practitioners, teachers, teaching assistants and SENDCos across the city, in many aspects of SEND. We also offer support with filling in paperwork and support young people to express their views, wishes and feelings, both on a one to one basis and at meetings with schools and the Local Authority. Where a setting or professional identifies that a child continues to make less than expected progress, despite carefully planned adaptations and interventions, consideration should be given to involving the Early Years SEND Team and/or other external agencies. They must work in partnership with parents to establish the support the child needs. We can accept referrals made by parents if the parent feels support or advice is needed. Top Tip - A child does not need a diagnosis to get support in school. If the school and parent identify needs before a diagnosisthe support can be provided by school straightaway. What SEND might my child have? Communication and interactionAn extensive programme of training for practitioners from Early Years Foundation Stage through to Post-16 provision in areas of SEND including the Autism Education Trust Training Provide an allocated amount of time to individual schools/settings to support them in the identification of SEND priorities and actions required to improve outcomes for children. The amount of involvement we have depends on the nature and purpose of the work. It may be that only short term input is required. Alternatively, we can remain involved with a child until the end of the first term in their Reception year of mainstream school. This means we are able to help support a child’s transition into school. Are you a parent with concerns about your child or would you like an informal chat about what to expect from our service?