Surrey Inclusion and Additional Needs service offer

The purpose of this document is to help schools and settings understand our service offers available to support schools to meet pupils' needs as they emerge. It is to be used as a resource guide for settings to support their graduated response and a Healthy Schools Approach. Whilst Occupational Therapy and physiotherapy do not sit within Surrey County Council (SCC) Inclusion and Additional Needs team, they are a commissioned service, and a valuable part of the support offered to schools.

Support with using this document

Universal

Whole school approaches that will meet the needs of all children as set out in the Surrey Healthy Schools Self Evaluation Tool Taking a Surrey Healthy Schools Approach (Healthy Surrey).

School SEND support

These sections focus on screening tools and interventions that schools can use to support children with additional needs

Specialist SEND support

These sections focus on the support available from specialist teams to enable schools to meet needs of children and young people with SEND at a pre to statutory level.

Universal/ whole school (across all categories of need)

Surrey Healthy Schools programme

• The Surrey Healthy Schools approach aims to empower schools to identify strengths and areas for development. It provides opportunities for training and effective communication from across the Local Authority and wider.
• The Surrey Healthy Schools approach applies evidenced based practice promoting positive physical, emotional, and mental health and wellbeing. It will also support to ensure accessibility to learning for all pupils regardless of their additional needs and culture.
• Schools with a commitment to pupil voice have reported many positive outcomes including a reduction in exclusions, better behaviour, better relationships across the school community, and improving attainment and attendance.
• Free Surrey Healthy Schools approach training available for all Surrey maintained and academy schools.
• The Surrey Healthy Schools Self Evaluation Tool is available for all Surrey Schools Taking a Surrey Healthy Schools Approach (Healthy Surrey). The Self Evaluation tool supports the development of effective high to quality teaching and learning.

High Quality Teaching (HQT)

• High Quality Teaching: Supporting Inclusion in the Classroom
• We know that most children can be fully included, both social and academically, through the provision of high-quality teaching across settings. Without this universal approach to teaching and learning the success of further interventions is likely to be limited.
• In addition to this whole school approach additional training and support can be provided to newly qualified teachers.
• Schools should ensure that within their High Quality Teaching they are considering accessibility and learning approaches to meet the needs of pupils with English as an Additional Language (EAL) or those from an ethnic minority background, including Gypsy, Roma and Traveller (GRT) families or they should seek support to do so.
• Information for Gypsy, Roma and Traveller (GRT) families
• Race Equality and Minority Achievement (REMA)
• Training provided by Specialist Teachers for Inclusive Practice (STIP) and REMA: Surrey Education Services (SES) training

Relational and Restorative Practice

• Restorative and Relational Practice supports schools in finding inclusive and effective approaches to transform and manage a range of behaviours. This positively impacts on attendance, attainment, reducing exclusions and transforming a school culture.
• Relational and Restorative Practice: A Whole School Approach (Surrey Education Services)

School Support

Critical Incident Support

• Critical incidents and bereavement are a tragic reality facing schools. By their very nature they stretch and sometimes overwhelm normal coping strategies and throw systems into confusion. Educational Psychologists are available to complement the school's response and provide specific guidance to those co to ordinating that response.
• Contact Area Schools officer to coordinate the appropriate response.
• The Surrey Healthy Schools Self Evaluation Tool provides signposting for proactively planning for a range of incidents including bereavement, as well as policy support: Taking a Surrey Healthy Schools Approach (Healthy Surrey).

School Planning Meetings

Primary

• The school's link STIP will be available to meet with the school SENCo to review our work and plan future support. These are offered termly to all maintained and academy mainstream schools.
• REMA provide GRT support for maintained primary schools.
• The Speech and Language Therapy Team are available for termly planning and advice meetings to discuss pupils Speech Language and Communication needs (SLCN).

Secondary

• The Speech and Language Therapy Team are available for termly planning and advice meetings to discuss pupils SLCN.

Communication and Interaction

Decision making guide

Are there concerns that a child might have needs relating to speech, language and communication? If yes, then follow this guidance.

1. Ensure the following:
   • High Quality Teaching in place regarding language and communication.
   • Staff receive appropriate continuing professional development (CPD) related to language and communication. You can use the recommended audit tools to support this.
   • There is a whole school approach to language and communication.
   • You have spoken to the parents to get their views on the child's speech, language and communication.
2. Screening (assess)
   • For language and communication concerns use an appropriate screening tool. If there is not a screening tool in place look at the recommended tools in the section below.
   • If the child's first language is not English then a REMA referral/ advice/ first language assessment is advised, in addition be mindful of cultural differences that might influence assessment results and how you carry out the assessment.
   • For Speech concerns complete a Surrey Speech screen and take to the termly planning meeting.
   • Where a child has anxiety speaking beyond immediately family/ home environment raise concern with link therapist.
   • Concerns about eating, drinking and swallowing, complete dysphagia referral form and send to speechandlanguageservice@surreycc.gov.uk.
3. Support
   • Implement any recommendations from the screening tool or use the resources in this document that are suggested to meet the needs identified from the screening tool.
   • If there is advice needed around the screening tools to use and/or the results from the screening tool you can seek advice from your Specialist Teacher for Inclusive Practise (STIP) or Speech and Language Therapist (SLT) link.
4. Next Steps
   • If you have implemented the recommendations as part of an assess, plan, do response and on reassessment there is limited or no progress then discuss with your link SLT at the termly planning meeting. It will be important to have the progress information to support any decision making about additional support needed.
5. If concerns are around social communication or social interaction differences as part of an autism profile, then seek support from Educational Psychology.

Universal / whole school approaches

Contact Race Equality and Minority Achievement (REMA) for support if English is not the child's first language and/ or if a child is ascribed as Gypsy, Roma or Traveller heritage to determine how any needs relating to their first language and culture are impacting the child's presentation.

Audit Tool (recommended for all settings)

1. The Speech, Language and Communication Framework
   • The Speech, Language and Communication Framework (SLCF) is a free online professional development tool, accessible to all, which sets out the skills and knowledge that everyone working with children and young people should have in order to support children and young people's speech, language, and communication (SLC)
   • Speech, Language and Communication Framework from Speech and Language UK: Changing young lives
2. Communication Supporting Classroom Observation Tool. Research agrees that the three areas that underpin an effective Communication Friendly Classroom are the right:
   • Communication environment
   • Communication (adult) strategies
   • Communication opportunities

Interventions

Word Aware is a structured whole school approach to promote the vocabulary development of all children. Focussed on whole class learning, the resource is of particular value for those who start at a disadvantage, including children with Developmental Language Disorder, Special Educational Needs and those who speak English as an additional language, but it will extend the word learning of all students.

Teaching Children to Listen in Primary Schools: a practical approach by Liz Spooner and Jacqui Woodcock is a whole school approach to teaching children to listen.

Training Support

Speech and Language

Use of language/ interaction

School SEND Support

If English is not the child's first language you need to access a First Language Assessment through the Race Equality and Minority Achievement (REMA) service to determine whether it is EAL or Special Educational Needs (SEN). Also please use all screening tools with caution where EAL and/or cultural factors might influence the outcome of the tools.

Screening Tools: Primary

Wellcomm Early Years and WellComm Primary

• WellComm Early Years and the new WellComm Primary toolkits enable you to identify children needing speech and language support quickly and easily, which can make a crucial difference to their confidence and attainment
• The activities can be used at home too so that effective support is provided and may not require a child to be referred to a Speech and Language Therapist.
• Both toolkits come with an age to appropriate 'Big Book of Ideas' providing a total of over 150 instant, play to based activities so you can take action straight away.

Speech Link/ Language Link

• Online packages combine a standardised assessment, planned interventions, resources and measured outcomes. Empowering schools to take control of their own SLCN needs, Junior Language Link improves children's understanding to boost their literacy skills, enabling them to access the curriculum.
• There is an Infant, Junior and Secondary version of Language Link and Speech Link for those with speech delay.

Talkboost

• Speech and Language UK produce a series of trackers that can support with identifying needs.

Communication Trust Progression Tools

• The Progression Tools aim to support teaching staff to identify children who may be struggling to develop their speech, language, and communication skills. This tool highlights children and young people's language skills at the following key ages of development: 4, 5 to 6, 7 to 8, 9 to 10 in early years and primary school, as well as 11 to 12, 13 to 14, and 16 to 18 in secondary school.
• They can also be used to track progression of these skills over time or following interventions.
• The Tools are based on theoretical information on typical language development and the Universally Speaking booklets.

Verbo

• An online Toolkit empowering education staff to develop the communication skills of all children from age two through to young adulthood. Screeners for different ages, from age two up to post-16. These automatically generate targets with associated recommended content. Staff can select targets to work towards goals.
• Verbo website

STIP Phonological Awareness Assessment

• This assessment will help Surrey schools identify whether a pupil is experiencing difficulties with hearing and distinguishing sounds (Phonological Awareness). Weak phonological skills are a primary cause for reading difficulties.
• The assessment should be used in conjunction with the STIP Phonological Awareness Resource Pack which is just going through accessibility checks and will be available via your link STIP shortly.

Screening Tools: Secondary

The following screening tools suitable for use in primary school settings, can also be used in a secondary schools:

• Speech Link/ Language Link
• Communication Trust Progression Tools
• Verbo

Approaches

Focused stimulation is a technique used to help stimulate child language acquisition. The idea with focused stimulation is to target a particular word, phrase, or grammatical form, and to use it repeatedly while interacting with the child Using focused stimulation to help speech and language development in young child.

Speech: Interventions that can be implemented from a Resource Manual i.e. for schools to purchase and implement themselves

All children will benefit from improving phonological awareness skills. Developing these skills can have a positive impact on speech and literacy development.

Training

Language: interventions that can be implemented from a Resource Manual i.e. for schools to purchase and implement themselves

Primary only

Primary and Secondary

Language: interventions that require a level of training but can be implemented by school staff after some training

Use of Language: interventions that can be implemented from a Resource Manual i.e. for schools to purchase and implement themselves

Use of Language: interventions that require a level of training but can be implemented by school staff after some training

Interaction: interventions that can be implemented from a Resource manual i.e. for schools to purchase and implement themselves

Interaction: interventions that require a level of training to but can be implemented by school staff after some training

School Support

Online support

Specialist SEND support

Communication and Interaction pathways delivered by speech and language therapy team for:

Speech Disorders

• Assessment
• Direct intervention based on speech diagnosis and severity

Language

• Assessment
• Direct intervention based on area of need; grammar, receptive and expressive language

Use of Language (functional communication)

• Assessment
• Direct intervention based on area of need, developing functional communication, alternative methods of communication, pragmatic (higher level language skills)

Interaction

• Assessment
• Advice

From Speech and Language Therapy (through school link therapist). Specialist augmentative and alternative communication (AAC) support can also be accessed through this route Whereas for some children it is clear that their needs relate to speech and language and therefore needs can be met by speech and language therapy (SLT) team some children's needs are more complex and may require SLT and Educational Psychology team to work together.

School-based psychological consultation

• A Psychological Consultation is a joint problem-solving meeting to share concerns, deepen understanding and generate a plan of action to improve outcomes for a child or young person, group, or area of school development.
• Psychological Consultations take place between the EP and those key adults expressing concern including parents, teachers and other staff working with the child. Where appropriate the EP may undertake further assessment work with the pupil.
• For more detail about this offer please see Educational Psychology New Early Intervention offer for schools (Surrey Education Services) To request EP involvement please complete the request form which has been emailed to all SENCOs. If you do not have the link, please contact eps.businesssupport@surreycc.gov.uk.

Cognition and learning

Decision making guide

Are there concerns about a child's attainment? If yes, then follow this guidance.

1. Ensure the following:
   • High Quality Teaching in place regarding teaching and learning.
   • Staff receive appropriate CPD related to teaching and learning and how to implement High Quality Teaching strategies within lessons.
   • Whole school approach are embedded within the classroom practise.
   • You have spoken to the parents to get their views on the child's progress and attainment.
2. Screening (assess)
   • Use a recommended screening tool to identify any needs and to establish a baseline against which the impact of the intervention can be measured.
   • If the child's first language is not English then a REMA referral/ advice/first language assessment is advised, in addition be mindful of cultural differences that might influence assessment results and how you carry out the assessment.
3. Support
   • Implement any recommendations from the screening tool or use the resources in this document that are suggested to meet the needs identified from the screening tool.
   • If there is advice needed around the screening tools to use and/ or the results from the screening tool you can seek advice from your Specialist Teacher for Inclusive Practise (STIP).
4. Next Steps
   • If you have implemented the recommendations as part of an assess, plan, do response and on reassessment there is limited, or no progress then discuss with your link Specialist Teacher for Inclusive Practise (STIP).

Universal: Whole School Approaches

'High quality teaching, differentiated for individual pupils, is the starting point in responding to pupils who have or may have SEN. Additional intervention and SEN support cannot compensate for a lack of good quality teaching.

Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers' understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered.'

See Ordinarily available provision (schools) for advice on High Quality Teaching.

STIP provide regular centralised training on High Quality Teaching, the Inclusive Classroom, Literacy difficulties

Training provided by The Educational Psychology Service

For more detail about this offer please see Educational Psychology New Early Intervention offer for schools (Surrey Education Services). To request EP involvement please complete the request form which has been emailed to all SENCos. If you do not have the link, please contact eps.businesssupport@surreycc.gov.uk.

• Metacognition; Learning how to learn
• Executive Functioning

Contact Race Equality and Minority Achievement (REMA) for support if English is not the child's first language and/ or if a child is ascribed as Gypsy, Roma or Traveller heritage to determine how any needs relating to their first language and culture are impacting the child's presentation.

Please use all screening tools with caution where EAL and/ or cultural factors might influence the outcome of the tools.

School SEND support screening tools

Memory: interventions that can be implemented from a Resource manual i.e. for schools to purchase and implement themselves

Literacy

Please see Teaching Children and Young People with Literacy Difficulties practice guidance.

Literacy Interventions that can be implemented from a resource manual/ website i.e. for schools to purchase and implement themselves

Literacy Interventions that require a level of training to but can be implemented by school staff after some training

Phonological awareness training

Numeracy

Numeracy to Interventions that can be implemented from a Resource manual/website i.e. for schools to purchase and implement themselves

Numeracy to Interventions that require a level of training to but can be implemented by school staff after some training

Training

Supporting differentiation/ adaptation of the curriculum

Developing Independence and Thinking Skills

School Support

Specialist SEND Support

Some children may find learning a challenge due to specific difficulties e.g. numeracy, other children may learn at a slower rate than their peers across all areas of the curriculum.

All these children will need high quality teaching and a level of additional intervention which removes barriers to learning and teaches the pupils the skills and knowledge they need to progress e.g. (see interventions in this document under School SEND Support).

Where children are experiencing more significant difficulties (see profile of need Specialist Support) the curriculum will require further differentiation using the child's strengths and skills to support learning.

It may be that the interventions required are similar to those used for a child with lesser delay however the intervention might focus on an earlier stage of learning e.g. a focus through precision teaching on counting to five as opposed to a focus on number bonds to 10. The frequency of the intervention may also need to increase with additional support to help children to generalise newly acquired learning in a functional way.

Specialist Teachers Team

• Where pupils continue to make poor or little progress, despite support at an earlier level, Specialist Teachers can provide additional advice and guidance, working more closely with the pupil, teachers, and parents.
• This may include more frequent and regular visits, further assessment, support to implement appropriate specialist interventions and support to apply and integrate recommendations from other professionals within the classroom setting.

School based Psychological Consultation

• A Psychological Consultation is a joint problem to solving meeting to share concerns, deepen understanding and generate a plan of action to improve outcomes for a child or young person, group, or area of school development.
• Psychological Consultations take place between the EP and those key adults expressing concern including parents, teachers and other staff working with the child. Where appropriate the EP may undertake further assessment work with the pupil. For more detail about this offer please see Educational Psychology New Early Intervention offer for schools (Surrey Education Services).
• To request EP involvement please complete the request form which has been emailed to all SENCos. If you do not have the link, please contact eps.businesssupport@surreycc.gov.uk.

Social, emotional, mental health

Schools play a significant role in supporting and promoting the physical, emotional, and mental health and wellbeing of children and young people. Surrey Healthy Schools assists schools in developing healthy behaviours, resilience, self to esteem; a sense of belonging and an appreciation of fairness and equality are fundamental factors which enable people and communities to thrive.

The Department for Education and the Department of Health have highlighted the need for a national commitment to encourage schools to take a 'whole school approach' to the promotion of mental health and wellbeing. Public Health England has also asserted that a school culture that prioritises supportive relationships and inclusion positively impacts upon the health and wellbeing of pupils, and their readiness to learn. A school's formal and informal curriculum, along with appropriate and proportionate support assists in achieving priority outcomes.

Promoting Children and Young People's Emotional Health and Well-being: A Whole School and College Approach, Public Health England

Decision making guide

Are there concerns about a child's social, emotional and mental health

1. Ensure the following:
   • High Quality Teaching in place that has regard for promoting a sense of belonging for all and an environment where all can thrive
   • Staff receive appropriate CPD related to healthy behaviours such as self esteem and resilience and how to implement this through High Quality Teaching strategies
   • Whole school approaches to Emotional Wellbeing and Mental Health are embedded within the classroom practise.
   • You have spoken to the parents to get their views on the child's social, emotional and mental health.
2. Screening (assess)
   • Use a recommended screening tool to identify any needs.
   • If the child's first language is not English then a REMA referral/ advice/first language assessment is advised, in addition be mindful of cultural differences that might influence assessment results and how you carry out the assessment.
3. Support
   • Implement any recommendations from the screening tool or use the resources in this document that are suggested to meet the needs identified from the screening tool.
   • If there is advice needed around the screening tools to use and/or the results from the screening tool you can seek advice from your Specialist Teacher for Inclusive Practise (STIP).
4. Next Steps
   • If you have implemented the recommendations as part of an assess, plan, do response and on reassessment there is limited or no progress then discuss with your link Specialist Teacher for Inclusive Practise (STIP) or arrange a bookable consultation or AANT with the Educational Psychology team.

Audit tools

Sandwell Charter Mark

• The Sandwell Wellbeing Charter Mark is a school's opportunity to commit to improving the mental health and well to being of everyone connected with your school. There are three elements:
  • The Charter Mark School Audit
  • The Healthy Mind, Happy Me Curriculum
  • The Pupil Wellbeing Survey

Measuring and monitoring children and young people's mental wellbeing: A toolkit for schools and colleges' Anna Freud Centre

• The Measuring and monitoring children and young people's mental wellbeing toolkit aims to raise awareness amongst school and college staff of the range of validated tools that are available to help measure subjective mental wellbeing amongst the student population. This, in turn, will help school and college leaders make use of school and college level data to identify the mental wellbeing needs of students and determine how best to address these.
• Efforts taken by schools and colleges to promote the physical and mental health of the student population creates a virtuous circle, reinforcing attainment and achievement that in turn improves student wellbeing, enabling students to thrive and achieve their full potential.

Surrey County Council Commissioned Locality Nurture Hubs

• 24 Locality Nurture Hub (LNH) provisions have been commissioned. Each provision supports up to eight pupils with social, emotional and mental health needs in nurture environment/class with a high quality codesigned offer.
• A process is being developed for external pupil referral to a local primary phase LNH. If you have any general enquires regarding LNH's or children who need additional support, please contact your link STIP.

THRIVE Resilience Model

• THRIVE Resilience Model is a research informed framework which focuses on six core areas designed to foster positive emotional wellbeing and mental health

Training

Training provided by The Educational Psychology Service

For more detail about this offer please see Educational Psychology New Early Intervention offer for schools (Surrey Education Services). To request EP involvement please complete the request form which has been emailed to all SENCos. If you do not have the link, please contact eps.businesssupport@surreycc.gov.uk:

• Supporting children and young people to manage anxiety in school
• An Introduction to Trauma Informed Approaches
• An Introduction to Executive Functioning
• Developing Relationships in School and Enhancing School Belonging
• Promoting Resilience using The Resilience Ball

School SEND support

Contact Race Equality and Minority Achievement (REMA) for support if English is not the child's first language and/or if a child is ascribed as Gypsy, Roma or Traveller heritage to determine how any needs relating to their first language and culture are impacting the child's presentation.

Please also be mindful that it can be traumatic for a child with no English skills to enter an English speaking school for the first time.

Screening tools

Self-regulation: interventions that can be implemented from a Resource manual/ website i.e. for schools to purchase and implement themselves

Feelings, anxiety, and resilience: interventions that can be implemented from a Resource manual/ website i.e. for schools to purchase and implement

Feelings, anxiety, and resilience: interventions that require a level of training to but can be implemented by school staff after some training

Transition Support: interventions that can be implemented from a resource manual i.e. for schools to purchase and implement themselves

Social Differences and Social Communication: interventions that can be implemented from a resource manual/ website i.e. for schools to purchase and implement themselves

School Support

Specialist SEND Support

Trauma Informed Approaches: these approaches would be recommended when specialist services are working with a child (profile of need at Specialist Support level)

Self to Regulation: these approaches would be recommended when specialist services are working with a child (profile of need at Specialist Support level)

Anxiety: these approaches would be recommended when specialist services are working with a child (profile of need at Specialist Support level)

School Support

Physical and sensory

Physical difficulties decision making guide

Are there concerns that a child has physical difficulties? If yes, then follow this guidance.

1. Ensure the following:
   • High Quality Teaching in place to ensure that learning is accessible for all.
   • Staff receive appropriate CPD related to children with physical needs and how to implement High Quality Teaching strategies within lessons.
   • You have spoken to the parents to get their views on the child's physical skills.
2. Screening (assess)
   • If the child's first language is not English then a REMA referral/ advice/first language assessment is advised, in addition be mindful of cultural differences that might influence assessment results and how you carry out the assessment.
   • See universal and targeted support offer from Occupational Therapy service/ physiotherapy service: Occupational therapy (Children and Family Health Surrey)
3. Support
   • Implement any recommendations from the Occupational and physiotherapy webpages.
   • If there is additional advice needed seek support from the Physical and Sensory Support Service for access to the curriculum or from the occupational therapy or physiotherapy teams.
4. Next Steps
   • If you have implemented the recommendations as part of an assess, plan, do response and on reassessment there is limited or no progress and you think there might be other needs impacting on their development then arrange a bookable consultation or analysis of additional needs tool (AANT) with the Educational Psychology team.

Sensory differences decision making guide

Are there concerns that a child has sensory differences impacting on their learning and development? If yes, then follow this guidance.

1. Ensure the following:
   • High Quality Teaching in place to ensure that learning is accessible for all.
   • Staff receive appropriate CPD related to children with sensory differences and how to implement High Quality Teaching strategies and reasonable adjustments within lessons.
   • There is a whole school approach to sensory differences and these are embedded within the classroom.
   • You have spoken to the parents to get their views on the child's sensory differences.
2. Support
   • If the child's first language is not English then a REMA referral/ advice/ first language assessment is advised
   • See universal and targeted support offer from Occupational Therapy service: Occupational therapy (Children and Family Health Surrey)
     • Request support through the school link occupational therapist or the Occupational Therapy helpline.
     • If the sensory differences are part of an Autism profile seek advice form Autism Outreach.
3. Next Steps
   1. If you have implemented the recommendations as part of an assess, plan, do response and there is limited or no progress then refer to the occupational therapy service: One Stop Referral Service (Children and Family Health Surrey)

Sensory Impairment

1. Ensure the following:
   • High Quality Teaching in place to ensure that learning is accessible for all.
   • Staff receive appropriate CPD related to children with sensory impairment and how to implement High Quality Teaching strategies and reasonable adjustments within lessons.
   • There is a whole school approach to sensory impairment and these are embedded within the classroom.
   • You have spoken to the parents to get their views on the child's sensory needs.
2. Support
   • If the child's first language is not English, then a REMA referral/ advice/ first language assessment is advised.
   • Request support from Physical and Sensory Support (PSS) for deafness, visual impairment or deaf blindness.
3. The specialist deaf speech and language therapy team may get involved after discussion with PSS Advisory teachers or the support might be given through the school link therapist.
4. Next Steps
   • If you have implemented the recommendations as part of an assess, plan, do response and on reassessment there is limited or no progress and you think there might be other needs impacting on their development then arrange a bookable consultation or AANT with the Educational Psychology team.

Universal

Training

Online support

School SEND support

Contact Race Equality and Minority Achievement (REMA) for support if English is not the child's first language and/or if a child is ascribed as Gypsy, Roma or Traveller heritage to determine how any needs relating to their first language and culture are impacting the child's presentation.

Evaluation tool

All Areas of Need: interventions that can be implemented from a resource manual i.e. for schools to access/ purchase and implement themselves

Handling tools and equipment: interventions that can be implemented from a resource manual i.e. for schools to access/ purchase and implement themselves

School Support

Specialist SEND Support

Specialist Pathways for:

Deafness, Physical and Sensory Support Service, Speech and Language Therapy Service. Please note: all children accessing this service should be known to audiology.

• Transition support and planning for individual deaf pupils
• Speech and language therapy service; may include advice from specialist Speech and Language Therapist for Deafness. This would be discussed with your school's link speech and language therapist.
• In line with national guidance and Physical and Sensory Support Service policy, an assistive listening device (ALD) is provided for a deaf child following an assessment that shows an assistive listening device is beneficial and appropriate.
• Signposting to/provision of training for learning British Sign Language /Sign Supported English where appropriate for the child. This may include vocabulary development.
• Advice from Deaf Instructor.
• Training, assessment, advice, and direct input for setting from Advisory Teachers of the Deaf who hold or are working towards the Mandatory Qualification.
• Input from Deaf Instructor which may be for the child and/ or staff.

Vision Impairment, Physical and Sensory Support Service. Please note: all children accessing this service should be known to ophthalmology.

• Mobility training for orientation and independent travel within school from/ directed by a Paediatric Habilitation Specialist. Also may need independent living skills training.
• Transition support and planning for individual pupils with vision impairment.
• Input to statutory assessment.

Multi-Sensory Impairment, Physical and Sensory Support Service. Please note: all children accessing this service should be known to audiology and ophthalmology.

• Mobility training for orientation and independent travel within school from/ directed by a Paediatric Habilitation Specialist. This request comes from an Advisory Teacher for Multisensory Impairment or Advisory Teacher for Vision impairment.
• Training and advice for setting.
• Periodic assessment and involvement at key points of transition or development.
• Transition support and planning for individual pupils with multi to sensory impairment.

Physical Disability, Physical Disability Team, Physical and Sensory Support

Assessment from Advisory Teacher for Physical Disability

• Training and Advice
• Transition support and planning for individual pupils
• Input to statutory assessment

Physiotherapy Support, Children and Family Health Surrey

• Provide assessment, therapy and advice for babies, children, and young people with physical difficulties from birth up to 19 years old. The team of physiotherapists have specialist skills, experience and knowledge of childhood development and childhood disability.
• The team work closely with your child, family, other professionals and with nurseries / schools to maximise your child's physical potential and independence.

Handling Tools and Equipment and Seating/ Mobility and Navigating Environment

• Occupational Therapy Service, Children and Family Health Surrey
• Settings based groups
• Individual case work with pupils to include assessment and planning, intervention and support, reviewing and evaluating

Children with Disabilities Team, Surrey County Council

• The Children with Disabilities Teams provide support to children and young people with disabilities in cases where their individual needs cannot be met by their extended family or by early help services within the community.
• Our social workers provide a specialist service to those children and young people in Surrey with permanent and substantial disabilities.

Training A to Z appendix