What we do
We work alongside the family and other professionals to provide specialist assessment and identify positive outcomes for the child. We work within the ‘assess, plan, do, review’ process at targeted and specialist levels. We will always be pleased to discuss our reports with staff, parents and, as appropriate, with the pupil. We usually base our assessment on a range of activities including:
Assess:
- Observe and listen carefully to the views of the child or young person.
- Gather further information, advice, and preferences from family.
- Talk directly to the childcare, Early Years Setting or School staff who know the child.
- Gather information and advice from other professionals involved, from Education, Social Care or Health.
- Make home, setting or school-based observations and assessments as appropriate.
- Assess environmental adaptations to ensure access e.g. for manual handling access, or acoustic assessment of school spaces
Plan:
- Support the family, setting or school to set longer term positive outcomes and shorter term targets for the child which are specific, measurable, achievable, relevant and time-limited
- Plan for transitions to ensure access
- Train setting and school staff to meet the needs of specific children e.g. Meeting the needs of children with hearing loss, Meeting the needs of children with Cerebral Palsy, Meeting the needs of young children with communication and interaction needs in childcare, Manual Handling, Makaton
Do:
- Support the effective use of differentiated planning and teaching
- Use and model a range of teaching and support strategies to promote access to learning, and progress towards targets
- Train individual staff to meet the needs of a specific child, or contribute towards whole setting and school training on a range of SEND issues
- Offer support to families e.g. NAS Early Bird or All About Autism training for families of children in the early years; Little Ears stay and play for early years children with hearing loss, wheelchair activity days, family picnic for children who are not yet in nursery, stay and play groups for children not yet in nursery, Baby sign for children with SEND
- Contribute or, where appropriate, lead Early Support meetings in a Team Around the Child approach
- Signpost and refer to other services or information
- Promote the child’s independence in the environment and in learning, including the use of specialist equipment and resources
- Support the setting in using the appropriate criteria for the monitoring and evaluation of the child’s progress.
- Contribute towards the Education Health and Care Needs Assessment process
- Administer SEND Inclusion Grant in early years settings
Review:
- Contribute to reviews of progress
- Contribute to Education, Health and Care Plan reviews
- Write reports as required that are clear, concise and accessible by all
- Support the early years setting or school in organising and managing the review process
- Prioritise reviews at points of transition or change
- Review the support offered and its impact against the child’s outcomes and targets.