Special Education Needs and/or Disability (SEND)
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 – Glossary of Terms
- 1. Introduction to the Halton Graduated Approach
- 2. Summary of SEND Reforms
- 3. Identifying Children and Young People’s Needs
- 4. Element 2 funding is available for school budgets and short-term Discretionary Top-up Funding for increased need (panel application process)
- 5. Specialist Provision in Halton
Assess, Plan, Do, Review
- 6. Summary-Halton Graduated Approach
- 6.1 Assess-Plan-Do-Review The Graduated Approach to SEND
- 6.2 Assess – Best Practice Model
- 6.3 Plan – Best Practice Model
- 6.4 Do – Best Practice Model
- 6.5 Review – Best Practice Model
- 6.6 Identification and Progress Monitoring – Assess Plan Do Review Cycle
- 6.7 Quick Reference Guide – Graduated Approach Cycles
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.
EHC Assessment Process, Early Years and Preparing for Adulthood
Please note – the documents below without hyperlinks will be added shortly
Dimensions for Learning Guides
These Guides have been developed for the consideration, identification and support for 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.
- Dimensions Learning-Cognition and Learning
- Cognition and Learning Needs-Generalised Learning Difficulties
- Communication and Interaction Needs UTS
- Communication and Interaction
- pdnet Standards for Schools-Physical-Sensory-Medical
- Physical Medical
- Physical and Sensory
- Hearing Impairment
- Vision Impairment
- Social, Emotional and Mental Health-SEMH
- Social, Emotional, Mental Health (SEMH) Strategies
Graduated Approach Strategy Toolkit
This Tookit should be used in conjunction with information found in Dimensions of Learning Guides for the areas of identified need
SEND Useful Information & Documents
Short-term Discretionary Top-up funding
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. Application paperwork ca be accessed via SEN admin.
All-Age Autism Strategy
Disability Access Fund (DAF) Early Years
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
SENCO and Teaching Staff: A Guide to Supporting Children and Young People with SEND
|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|
Lead Teacher of the Deaf and Teacher for Visual Impairment
Specialist Teacher Hearing Impaired
Specialist Teacher Hearing Impaired
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.