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SEND Useful Information & Documents 

Useful Information Coronavirus COVID-19

We have put together some helpful information and support that you may find helpful during the current Coronavirus COVID-19 pandemic

These can be accessed on the dedicated page for Help and Information: Coronavirus COVID-19

NEW Halton Graduated Approach and Strategy Toolkit

Graduated Approach Strategy Toolkit 

This Toolkit provides a number of different support strategies across the areas of identified need.  We will shortly replace this with an updated version that will include strategies to support Early Years (0-5).

The Dimensions of Learning Guides for schools should be used alongside the Toolkit to support school age children and young people.

Dimensions for Learning Guides for schools

These Guides have been developed for the consideration, identification and support for school age children and young people in Halton who have difficulties in the SEND areas of need.  They provide strategies and resources for teachers to employ through the initial stages of the Graduated Approach: Universal and Quality First Teaching; SEND Support targeted and SEND Support specialist.

These Guides should be used in conjunction with information found in the Graduated Approach Strategy Toolkit.

Cognition and Learning

Communication and Interaction

Physical, Sensory and Medical

Hearing Impairment

Vision Impairment

Social, Emotional and Mental Health (SEMH)

Early Years (0-5)
Assess, Plan, Do, Review - includes Early Years

For Schools short-term Discretionary Top-up Funding (DTUF) please refer to the information under the SEND Useful Information & Documents heading further below on this page

Sources of Support
  • As part of the graduated approach, schools, colleges and settings can access support from a range of Educational, Health and Care Services for children and young people with SEND.
  • Support can be accessed for varying levels of need, not just for those who are undergoing an EHC assessment or have an EHC Plan.
  • Halton has developed a multi-agency Partnership Group, involving representatives of Education, Health and Social Care to make joint decisions about the allocation of SEND provision, services in Halton work together to support families.
  • Halton has adopted the ‘tell us once’ approach through multi-agency person-centred planning meetings which are undertaken as part of the EHC assessment process.

SECTIONS:

Education, Health and Care (EHC) Assessment Process

Preparing for Adulthood

Launch presentation for schools

SEND Useful Information & Documents

Schools short-term Discretionary Top-up Funding (DTUF)

Helps to support children with SEND can include blocks of specialist teaching, Outreach, advice and recommendations from specialist teachers and short-term Discretionary Top-up Funding (DTUF) for those with increased need.  DTUF funding is accessed through a panel based process chaired by school staff alongside officers of the LA.  DTUF application paperwork ca be accessed via SEN admin.

All-Age Autism Strategy
The All-Age Autism Strategy in Halton aims to take a more joined-up and holistic approach to developing opportunities and realising potential for people with Autism at every stage in their lives
Disability Access Fund (DAF) Early Years
From April 2017, the Government introduced the Disability Access Fund (DAF) this is new funding for early years childcare providers to support children with disabilities or special educational needs.

DAF is to support access to early years childcare provision by supporting providers in making reasonable adjustments to their settings and/or help build inclusive capacity (this may be for the child in question or to benefit children as a whole attending the setting).

Detailed information about the DAF eligibility criteria, entitlement, documentary evidence required, procedure, payment and application process can be found in the:

Halton SEND Joint Commissioning Framework 2016-2020
The Halton SEND Joint Commissioning Framework 2016-2020 is to improve educational, health and emotional wellbeing outcomes of our children with a SEND.  It links with both the Halton Joint Commissioning Framework 2018-2021 and the Halton SEND Strategy 2016-2020.
SENCO and Teaching Staff: A Guide to Supporting Children and Young People with SEND
Specialist Teachers
Ami McNamee Lead for Specialist Teaching Advisory and Autism [email protected] 0151 511 8571
Judith Hughes Specialist Teacher Cognition & Learning [email protected] 0151 511 6955

Julie Metcalf

 

Lyndsey Hignett

 

Lisa Mart

Lead Teacher of the Deaf and Teacher for Visual Impairment

 

Specialist Teacher Hearing Impaired

 

Specialist Teacher Hearing Impaired

[email protected]

 

[email protected]

 

[email protected]

0151 511 7065

 

0151 511 7449

 

0151 511 6169

Cre Dyas SEND Inclusion Outreach  [email protected] 0151 511 6086
Stacey Holleran Acting Lead for Specialist Teaching Advisory [email protected] 0151 511 6061

 

Supporting Pupils at School with Medical Conditions

Governing bodies have a statutory duty (Children and Families Act 2014) to ensure schools make arrangements to support pupils with medical conditions.  A medical conditions policy is required to ensure pupils with medical conditions have full access to education, including physical education and school trips.

 

Accessibility and SEND Strategies
Children’s Education Advisory Service (Ministry of Defence families)
Advice and guidance to MOD families, educational establishments and local authorities on educational issues relating to Service children, including issues relating to SEND
North West (NW) SEND Regional Network & other NW Local Offer websites

The North West SEND Regional Network is a partnership of all 23 Local Areas across the North West of England providing monthly newsletters, resources, information and links to the other Local Offer websites