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The SEND and Inclusion Newsletter is issued twice a term. The next edition will be on 15 December 2021, copy deadline 3 December 2021. We welcome your ideas for articles - please contact Kathryn Kellagher.
Welcome to the SEND & Inclusion Newsletter, the first of this academic year which will hopefully be less eventful than our recent experiences. I know how hard you are all working to meet the needs of West Sussex children and young people in what remain very challenging circumstances!
Within the newsletter we are sharing information and guidance to support you in your practice for learners with SEND and also for all those who have been identified as in need of some additional support.
The first article is particularly focused on the continuing need to focus on enabling children to successfully transition into Reception – potentially the most important transition children will make and where key relationships are formed that will provide the foundation for the rest of their education.
We have included best practice guides to support a whole school approach to developing inclusive practice, to ensure the journey onwards from the reception year continues to bring positive experiences for children, and have included links to Tools for Schools where there are many examples of the excellent practice in our schools. The Dyslexia Aware Schools Award is one of these examples where schools have been able to put in place the resources and strategies to support children with dyslexia and specific literacy difficulties to achieve excellent outcomes.
We can also never forget the importance of language development in contributing to communication, both oral and written, and learning across the whole curriculum, and there is a reminder for schools to use the Progression Tools to ensure we accurately identify the needs of our children alongside International Developmental Language Disorder Awareness Day.
We continue to provide you with training opportunities and sources of advice and guidance. We very much welcome your feedback – please do let us know if there is something more you would like to see in order to support you!
You all continue to have my immense appreciation for the work that you do to ensure children and young people with SEND are valued and given every opportunity to achieve success and happiness.
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The impact of COVID-19 on reception children is becoming increasingly evident.
A significant number of reception children are finding the transition to school difficult, and it has been identified that the “lack of access to provision during lockdown means that children’s development is being significantly compromised” (https://www.suttontrust.com/wp-content/uploads/2020/06/Early-Years-Impact-Brief.pdf).
With this in mind, it may be that you need to revisit some transition work and we would like to remind reception teachers and SENCOs of the information available on the Tools for Schools website:
Principles of transition
The following principles are appropriate for all transitions:
- The child’s and parent/carer's views are central to, and evidenced in, the planning for a child’s transition
- Effective communication between the setting, parent/carers and other people involved with the child
- Fact-finding about a child’s needs, including current and previous involvement of other agencies, the child’s interests and any specific details that will help them to settle
- Reflection on how the child has responded to previous transitions and using this information to plan for the next transition, considering the child’s experiences and development since then
- Discussion about changes to the environment/routines that may be needed
Some reminders/ top tips to support with the current situation:
- Meet regularly with parent/carers to understand the child’s likes, dislikes, interests and needs. Plan regular reviews with parent/carers. There are lots of ideas on the Early Years Foundation Stage pages on Tools for Schools.
- Use Early Help colleagues to support gaining a greater understanding of the child’s experience at home and work together to support the family and child
- Request support from LBAT/ASCT advisory teachers to offer advice at an initial CARM (Consultation and Review Meeting) and subsequently, if needed, through an Individual Consultation
- Use the PSP process to set achievable targets, provide a framework to work with parent/carers and monitor progress (see Fair Access pages on West Sussex Services for Schools for more information)
- Refer to the Ordinarily Available Inclusive Practice guide for a reminder on strategies for Quality First Teaching along with adaptations for pupils with specific needs
- Contact the previous setting to seek advice
- Contact the family Information Service for support by email or telephone 01243 777807
- Request advice from the SEND link advisers at their Inclusion Solution meetings
- If all other avenues for support have been explored and the child is at risk of exclusion, liaise with the Fair Access team
- Take time to accurately identify needs using the range of assessment tools available to support their observations e.g. Progression Tools, developmental checklists and matching provision to needs which is reflected in an Individual Support Plan as well as a PSP. Early identification | Tools for schools (local-offer.org)and Individual Support Plan | Tools for schools (local-offer.org)
- Follow the Graduated Approach and give strategies time to work – the Assess, Plan, Do, Review Cycle
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We are delighted to welcome Dr Ruth Moyse as a guest blogger to Tools for Schools.
Dr Ruth Moyse has kindly written a blog post based upon her research:
“Re-writing the narrative: Lessons about inclusion from autistic adolescent girls who stop attending school”.
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Two new free resources have been created for parents of children and young people with Autism Spectrum Conditions, around safeguarding them from extremist ideologies.
This is a Crawley Borough Council funded project, produced in partnership with WSCC professionals and a range of experts on inclusion, Autism Spectrum Conditions and radicalisation:
A Parental Guidance Booklet – Safeguarding young people with Autism Spectrum Conditions from extremist ideologies
This Guidance Booklet provides key information and guidance to those parents with young people who have an Autism Spectrum Condition, around safeguarding them from extremist ideologies. The objective of this resource is to equip parents with the confidence and effective strategies to have meaningful conversations with and develop the resilience of young people going forwards. Consequently, they will hopefully be able to effectively recognise and counter extremist points of view.
A Parental Toolkit - Safeguarding young people with Autism Spectrum Conditions from extremist ideologies
To be used alongside the guidance booklet, this is a ‘Toolkit’ of practical resources and templates that parents can use with their young people with Autism Spectrum Conditions. It encourages awareness and critical thinking skills around key themes related to radicalisation and extremism. The aim is to foster transferable life skills that a young person with an ASC can draw upon in future, and to build personal resilience to any concerning images, beliefs or people that may lead that young person into harm.
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For the 4th year running, the SALT service will be marking International Developmental Language Disorder (DLD) Awareness Day on Friday 15th October 2022.
Children and young people with Developmental Language Disorder (DLD) are under identified and benefit from SALT support. This year’s campaign has a specific focus on increasing awareness among education staff.
Did you know that individuals with DLD are:
- 6 times more likely to have reading difficulties
- 6 times more likely to have significant spelling problems
- 4 times more likely to struggle with maths
- 12 times more likely to face all three of these difficulties combined
(Young et al., 2002)
Visit www.RADLD.org to access awareness raising resources including downloadable posters and fact sheets.
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Progression tools, developed by the Communication Trust, are an effective way to screen a child’s communication, helping teaching staff to identify children who may be struggling to develop their speech, language and communication skills.
They pinpoint the aspect a child or young person may need support with, enabling you to target your intervention accurately. The tools then help you track progression of these skills over time or following interventions - great for informing next steps and showing outcomes!
All schools were sent a copy of the progress tools last autumn - more information about them can be found in this video from the Communication Trust.
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The Learning and Behaviour Advisory Team is delighted to announce that five primary schools have recently achieved the ‘revamped’ DASA award, with three more schools due to be accredited early in the Autumn Term.
The schools have achieved all expected standards for supporting pupils with dyslexia and specific literacy difficulties within their school.
They have worked tirelessly throughout an ever-changing programme (due to the pandemic) to ensure their classrooms are dyslexia friendly with a focus on developing quality first teaching strategies and personalised support. Systems are in place for early identification, appropriate assessment and quality intervention that are monitored and outcomes reviewed.
Each of the five schools have particular strengths highlighting the award being developed to suit the needs and culture of their school:
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Bolney C.E. Primary School developed a positive approach to supporting individuals by enabling pupils to see dyslexia as a strength.
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Petworth Primary School produced exemplary tools for staff to identify and support pupils and use their outstanding outside space to enable pupils to develop and build on strengths.
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St Mary’s C.E. Primary School, Pulborough have developed a love of learning in their pupils through resources, dyslexia friendly classrooms and ongoing CPD for staff.
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Rudgwick Primary presented outstanding case studies alongside their whole school practice
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Summerlea Community Primary School have a strong inclusion team who have developed systems of identification, support and monitoring of interventions across the school.
We were highly impressed by the level of commitment to the developments within each school, during the past, incredibly challenging, five terms.
In the Autumn term, we will be recruiting for the next group of schools to start the programme in Spring term 2022. We will hold two training days (hopefully in person) and provide individual to support to each school through consultation. Moderation will be through school visits in Spring or Summer term 2023. For initial information please contact vicki.lader@westsussex.gov.uk
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 West Sussex Mind and YMCA DownsLink Group have been commissioned to launch a new initiative to help children and young people who are self-harming.
The two organisations are setting up ‘learning networks’ across Sussex to help schools, parents and carers support young people and children who self-harm. There will be a series of learning events for schools in West Sussex, East Sussex and Brighton and Hove and another series of events for parents and carers. Parent/carers can book a place by visiting West Sussex Mind Events | Eventbrite
Allsorts LGBT+ Youth project will be working alongside West Sussex Mind and YMCA DownsLink Group facilitating bitesize workshops.
As well as the learning events, there will also be resources and guidance for parents and teachers. As the project develops these resources will be available from YMCA DownsLink Group’s e-wellbeing www.e-wellbeing.co.uk
The learning networks will start in Autumn 2021 and run through until the autumn of 2022, culminating in a pan-Sussex Conference.
Any questions, contact us at training@westsussexmind.org
 https://www.westsussex.gov.uk/communitytestingSome of the services listed in this newsletter or on the Local Offer site are provided by private service providers and not by West Sussex County Council. These do not have a recommendation or endorsement from the local authority. If you decide to use a service / provision, you should be aware that you are responsible for doing your own checks to ensure they are suitable and fit for purpose. West Sussex County Council will not be liable for any damages or losses suffered by anyone who relies on the information in this newsletter.
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