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SEND Support

SEND Support

About SEND support and the Graduated Approach

SEN Support is the category of support for children/young people with SEN but without EHC Plans. It focuses the system on the result of the support provided to that individual child/young person, rather than how children/young people access support according to the category they fit into. It places emphasis on a Graduated Approach (assess, plan, do and review).

  • Assess – the child/young person’s difficulties must be assessed so that the right provision can be made. This should include asking parents/carers and/or the child/young person their views, talking to any professionals involved and looking at records and other information.
  • Plan – the education setting needs to agree, with your involvement, the outcomes that SEN Support is intended to achieve – in other words, how they will benefit for any support they receive. Everyone involved will have a say in deciding what support will be provided and when it should be reviewed.
  • Do – the education setting will put the planned support in place. The class teacher (or equivalent) remains responsible for working with the child/young person on a daily basis, but the SENCO and any other supporting staff will work closely to monitor the effectiveness of the support.
  • Review – At the agreed time the support should be reviewed to see if it having a positive effect, whether the outcomes have been, or are being, achieved and if or how any changes should be made.

SEN Support will be implemented and after a period the effectiveness of the provision/strategies will be reviewed. If adequate progress is made changes may be required to enable continued progress. If adequate progress is not made different provision/strategies will be planned, implemented and reviewed again (see the Assess Plan, Do, Review cycle pdf on the right).

Graduated approach - Principles and Processes   Graduated Approach - Intervention Guidance 

Graduated Approach - Transitions Toolkit               Ordinarily Available Provision

 

SEN Support plan

In Buckinghamshire we have developed an SEN Support Plan document for the purpose of identifying the SEN of children/young people, monitoring their progress towards desired outcomes and tracking resources utilised within the educational setting.

Many people will be familiar with IEPs (Individual Education Plans) or Provision Maps – this document contains the same type of information, but much more in addition. In Buckinghamshire we recommend that schools and other educational settings use this document for children/young people who have SEN which require targeted support over an extended period and/or require support from external specialists for example, specialist teacher, educational psychologist etcetera.

Documents to support Early Years Practitioners can be found on the Early Years Website

Buckinghamshire SEN Support Plan form

 

High Needs Block Funding

It is expected that most children and young people will have their needs met within setting’s existing resources, however settings may request High Needs Block Funding (HNBF) for specific short term targeted interventions to support an individual’s SEN where support is required above the £6,000 delegated funding. HNBF will not be agreed in the first instance for any longer than two academic terms. Should an extension be required, evidence of impact to date must be submitted via ‘Assess, Plan, Do, Review’ processes.

Requests for an extension to HNBF must be accompanied by provider/school/setting/college evidence of how funding given to date has been used and the impact it has had for the outcomes of the individual. Information supporting how any extension to HNBF will be used must also be provided. The setting should demonstrate that they have taken purposeful, relevant and sustained action to meet the individuals SEN before making a request for additional funding. The setting must clearly detail what the request is for, the cost of this and how the interventions will be measured.

High Needs Block Funding Guidance June 2022 [PDF 268 KB]

Form to request High Needs Block Funding

Complete and return the form above to request High Needs Block Funding for a pupil or student who does not have either a Statement or EHC Plan. Return it along with relevant documentation to: Integrated SEND Service, Walton Street,  Offices, Aylesbury HP20 1UZ

 

When to request an Education, Health and Care Needs Assessment

If you and the professionals who support your child believe s/he requires support which is over and above that ordinarily available from mainstream resources, a request may be made for an EHC Needs Assessment. The request will usually be made by your child’s education setting, but parents can make the request themselves.

The legal test for an EHC Needs Assessment is from section 36 of the Children and Families Act 2014

More about EHC plans

 

Role of the SENCO and EHCCO

Special Educational Needs Coordinators (SENCOs) work in educational settings and Education, Health and Care Coordinators (EHCCOs) support them. A parent/carer should always speak to the SENCO for help and guidance at first, as they work with the EHC Coordinators and can go to them for advice if needed. Learn more about these different roles and how they work.

The Autism Toolbox for parents and carers

Our Autism Toolbox brings together advice, local support, services and resources for parents and carers of autistic children.

 

Nurture Groups

If you have any questions please contact the Buckinghamshire Nurture team at nurturegroup@buckinghamshire.gov.uk  

About Nurture Groups

Nurture groups were first devised by Marjorie Boxall in the early 1970s.

They consist of small ‘classes’ in mainstream schools for pupils with social and emotional needs. The Nurture programme is a targeted intervention for children and young people who may have ‘missed out on’ early family / home experiences that promote positive development. The aim of Nurture is to enable children to better manage without the support of the nurture group within 2 to 4 terms.

The Six Principles Of Nurture

  1. Children's learning is understood developmentally
  2. The classroom offers a safe base
  3. The importance of nurture for the development of wellbeing
  4. Language is a vital means of communication
  5. All behaviour is communication
  6. The importance of transition in children's lives

The six principles of nurture were developed by educational professionals Eva Holmes and Eve Boyd (1999).

Background and theoretical underpinnings

Nurture is underpinned by Maslow’s hierarchy of needs theory and Attachment theory. The practices within Nurture groups are based on building positive and affirming attachments with children.

Through these attachments, practitioners are able to alter how children view themselves so that they develop a clearer understanding of themselves and are more able to regulate their responses to stressful situations.  Nurture practitioners model appropriate behaviour and social skills to children and provide a ‘secure base’ within the school setting.

Educational Psychologists’ involvement

  • Providing initial training to school staff wishing to become Nurture practitioners and refresher training to existing practitioners
  • Offering supervision sessions each term to existing Nurture practitioners
  • Offering CPD events to Nurture practitioners to continue their knowledge and skills development

Boxall profile

As part of the programme, Nurture practitioners should assess pupils with the Boxall profile before joining a Nurture group and at the end of their time in the group. The Boxall Profile is a two-part assessment tool designed to track the progress of cognitive development and behavioural traits of children and young people through their education.  It identifies the levels of skills the children and young people possess to access learning.

In setting up a Nurture group, schools will now need to set up an account to access the Boxall Profile online. For more information about this please see: Boxall Profile.

For more information about Nurture Groups please see the NurtureUK website.

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