Learning differences – SEND
88 topics in this forum
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I am interested to see how many other settings have to pay for Inclusion Support? I am based in Worcestershire and we have to pay £180 for an Inclusion Adviser to visit the setting if we have concerns about a child. That £180 'buys' 3 hours of the advisers time, this would be a visit to the setting and then time for any paperwork. We used to be able to ring the Inclusion Team, share our concerns and an adviser would visit and offer advice and support - we have all had that 'gut' feeling about a child and we really benefited from the experts confirming our concerns and supporting us with strategies, referrals etc. As with the majority of settings we are very tight for mon…
Last reply by Tim, -
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I have a child who is selective mute in my class. She will not speak to adults in school but does talk to selected peers and freely at home. Her parents have posted videos to Tapestry to help us assess her reading and to hear her talking. She is a very able young lady and should achieve all ELG's and GLD. My query is this: Can we give her the Speaking ELG if she does not speak to us in school? Can parental evidence be used? Her understanding and attention are super. Thoughts???
Last reply by AnonyMouse_3307, -
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Your thoughts on the following would be very much appreciated. We have a 41 month old boy who started with us in September. He has settled well and has always been happy to come to school. He is friendly but prefers to play on his own or on the periphery of the other children’s play. He doesn’t play with one thing for very long, he tends to empty toys out, transport them then take them to a shelf and arrange them more than play with them. He is getting better at sitting at meal times and circle times. But he will spend prolonged periods of time looking at books or listening to stories. He is also repeatedly asks the same question relating to the routine. We may have…
Last reply by AnonyMouse_19782, -
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can anyone please share examples of their SENCO noticeboards please? looking for inspiration
Last reply by AnonyMouse_45459, -
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ok we currently have a little girl with us (was 3 in August) who is giving me cause for concern. she has lots of difficulties and several skills! I am wondering if she has ASD but I may be going off piste She is very small for age/not toilet trained/ single word or small phrase speech/ underdeveloped gross motor skills but "over" developed fine motor skills. Although she has very little independent speech she can listen to songs and rhymes and repeat them the next day (not clearly) . She is very static...doesn't move on from an activity unless told to do so. Very slow processing (up to a minute) Avoids eye contact....has attached to one member of staff However will s…
Last reply by AnonyMouse_22029, -
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Hi All we are looking at using the SEND function on tapestry. We currently use the developmental journal for our SEN (we are in somerset) and we are finding this does not have as much parent involvement as w would like. Just a question has anyone use the SEND function on tapestry to fill in funding forms. On one page it asks for the progress of the child but its set out on the steps guide from Somerset developmental journal and doesn't link to the stages statements onTapetsry. Does anyone know how we can link the evidence from tapestry to the funding form? regards cheryl
Last reply by FSFRebecca, -
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Hi all, I have a little boy who requires us to change his nappies twice a day. We, as a school have supported other children with toilet training but need a system to record his intimate care. I am curious to find out how others record nappy changes/intimate care. Do any of you have a template I could use? TIA
Last reply by AnonyMouse_30128, -
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Hello all, I am just looking to compare notes really. I'm wondering about funding - we have a child who is looking like she needs a higher level of adult support (not safe for herself and other children frequent biting, running, screaming etc) Although we have put things in place and everyone is consistent it is not fully meeting her needs. We have applied for funding and will need to go down the 1 :1 route. This is causing me a bit of a headache with staffing, ratios number etc as the funding is temporary. I haven't really got anyone spare so will need to recruit yet the funding is only for 6mths at a time! She is also 30 hrs. Has anyone had this situatio…
Last reply by AnonyMouse_8282, -
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Hi, I'm new to the post of Senco and wondered if you could tell me what information do you share when a child with SEN moves onto another setting. Obviously I expect to share recent Individual plans and review meeting notes but what about reports from other professionals?. Also if the child has an Education, Health and Care Plan do you share this or is it up to the caseworker/parents to share this with the new setting. I'm going to hold a transition meeting soon and want to ensure I am confident in what I am sharing. Thank you
Last reply by AnonyMouse_64595, -
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https://www.thecommunicationtrust.org.uk/projects/professional-development/online-short-course/ This is an online course which gives a good overview of how to support childrens speech and language needs, including EAL and identifying emerging speech, language and communication needs. It says it takes about half a day but I did it in less...but may depend on the level of prior knowledge. The Communication Trust has a section for EYFS too https://www.thecommunicationtrust.org.uk/early-years/ including information about children's communication development and how to identify and support children with speech, language and communication needs. Their new micros…
Last reply by AnonyMouse_26037,
