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Practice Guidance forSENCOS

http://www.croydon.gov.uk

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Contents

S E N C O H A N D B O O K

INTRODUCTION

SECTION ONEAdditional needs and legislation

SECTION TWOThe role of the SENCO

SECTION THREEPartnership with parents

SECTION FOUREarly identification and IEP planning

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SECTION1INTRODUCTIONCONTENTS SECTION5SECTION3 SECTION7SECTION2 SECTION6SECTION4 SECTION8 3

Introduction

The Practical Guidance for SENCOs has been produced to provide Early Years SENCOs with a comprehensive resource to support and develop inclusive practice in line with the Special Educational Needs Code of Practice (2014) and the Equality Act 2010.

The guidance aims to effectively support SENCOs in meeting the needs of children with SEND and their families and enabling the SENCO to fulfil their role and responsibilities

Aims of this Guidance

• To provide setting based Special Educational Needs Co-ordinators (SENCOs) with a resource to help organise and develop a planning and recording system for their children with Special Educational Needs and Disabilities (SEND).

• To guide SENCOs through the process of identification of SEND and the Graduated Response

• To signpost SENCOs to advice and support services for children with SEND.

This guidance is intended to be a ‘user friendly’ online working document for SENCOs.

Useful documents to use with this file:Special Educational Needs Code of Practice 2014. Download at www.education.gov.uk

The Early Years Foundation Stage. Download at www.education.gov.uk

As well as providing guidance and top tips you will also find a selection of pro-formas which can be completed on your desk top or photocopied.

The guidance aims to effectively support SENCOs in meeting

the needs oF children with SEND and their families.

INTRODUCTION


SECTION ONEAdditional needs and legislation

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Changes from the SEN Code of Practice 2001

• The Code of Practice (2014) covers the 0-25 age range

• There is a clearer focus on the views of children and young people and on their role in decision-making

• It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health services and social care

• For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care Plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)

• There is new guidance on the support pupils and students should receive in education and training settings

• There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood.

Summary

Fundamental principle for the inclusion of a child with educational needs

All children have a right to an education that enables them to make progress so that they

• achieve the best

• become confident individuals and live fulfilling lives

• make a successful transition into becoming an adult – whether that is into further and higher education, training or work

All children with special educational needs (SEN) or disabilities should have their needs met, whether they are in early years settings (like a nursery or childminder), in school or in college.

• When making decisions about SEN or disabilities, the local authority must:

• Have regard to the views, wishes and feelings of children, their parents and young people

• Make sure that children, their parents and young people participate as fully as possible in decisions that affect them

• Provide support to children, their parents and young people so that children and young people do well educationally and can prepare properly for adulthood

Parents should have a real say in decisions that affect their children, should have access to impartial information, advice and support and know how to challenge decisions they disagree with.

Local authorities must involve children, their parents and young people in developing local provision and services for children with special educational needs and disabilities. This includes developing their Local Offer(see Code of Practice for further information).

Services that provide help for the child (such as the local authority and local health organisations) need to work together to benefit the child.

What does this mean for Early Years providers?Early Years Providers should know precisely where children with SEND are in their learning and development. They should:

• Ensure decisions are informed by the insights of parents and children themselves

• Have high ambitions and set stretching targets for them

• Track their progress towards these goals

• Keep under review the additional or different provision that is made for them

• Promote positive outcomes in the wider areas of personal and social development

• Ensure that the approaches used are based on the best possible evidence and are having the required impact on progress.’

SEN Code of Practice 2014

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Early Years and the Equality Act 2010

Early Years and the Equality Act

The Equality Act brings together over 116 separate pieces of legislation into one single Act. Combined, they make up a new Act that provides a legal framework to protect the rights of individuals and advance equality of opportunity for all.

If you are an Early Years Provider, (such as private day nurseries, childminders, accredited childminder networks, pre-schools and playgroups, and Sure Start Children’s Centres), which provide childcare to pre school children, you have the same duties as other service providers, whether you are in receipt of government funding or not.

Nursery schools maintained by the local authority are covered by the education duties under Part 6 of the Act. Early years services provided by independent schools would also be covered by the education duties, as would Early Years services provided by maintained schools.

You must not discriminate against users of your service. Your obligations under the Act relate to anything you do that is either:

• A service to the public

• A service to a sector of the public

• The exercise of a public function

What does this mean in practice?

Everything that you do needs to be non-discriminatory and this may require regular reviews of practices, policies and procedures to ensure they do not discriminate against people with a ‘protected characteristic’. The Equality Act details a range of what it calls ‘protected characteristics’.

The protected characteristics are:

• Age;

• Disability;

• Gender reassignment;

• Marriage and civil partnership;

• Pregnancy and maternity;

• Race;

• Religion or belief;

• Sex;

• Sexual orientation.

It is a specific legal requirement in the Statutory Framework for the Early Years Foundation Stage that you must have arrangements in place to support children with SEND or disabilities.

The duties cover the refusal to provide a service, offering a lower standard of service or offering a service on worse terms to a child with disabilities.

The Act sets out a duty not to treat a child with disabilities “less favourably” than someone else for a reason related to their disability. Different treatment may only be justified where there is a “material and substantial” reason.

There is a requirement for schools and other providers to make “reasonable adjustments” for children with disabilities. The duties are “anticipatory”, that is schools and other providers need to think ahead and consider what they may need to do for a child with disabilities before any problems arise. All settings will need to review their policies, practices and procedures to ensure that these would not discriminate against any child with disabilities. This should be done whether or not the setting knows of any child with disabilities on their roll, or seeking admission.

Any adjustment to be made for a young child with disabilities is covered by the concept of “reasonableness”. This takes into account costs and available resources, health and safety and the interests of other children.

The Equality Act defines disability as:

A physical or mental impairment which has a substantial and long term adverse effect on a person’s ability to perform normal day-to-day activities.

The definition includes a wide range of impairments, including hidden impairments. If, for example a child has an impairment affecting their mobility, sight or hearing, or has learning difficulties, mental health problems, epilepsy, autism, a speech and language impairment, asthma, diabetes or HIV. The effect of all these different elements in the definition is to include a very large group of children within the definition of disability.

Your Setting’s Policy for Special Educational Needs

All Early Years settings must have a policy for Special Educational Needs which should be reviewed and updated regularly. You must demonstrate a commitment to inclusion and the entitlement of all children to the whole curriculum.

Your policy should include the name of your current SENCO and when they attended SENCO training.

Depending on the size of the setting, you may want to add a deputy SENCO.

Your policy should cover:

• your setting’s philosophy regarding SEND

• your aims and objectives

• the role of the SENCO

• how children with SEND will be identified and assessed

• what provision the setting will make for children with SEND

• how the progress of children with SEN will be recorded and monitored

• how the setting will involve parents/carers

• the setting’s policy for initiating CAF

• staff training in SEND issues

• transfer arrangements for children with SEND

Your policy should be signed and dated.

If you require help or advice in writing or updating your setting’s SEND policy please contact the Early Learning Primary Prevention Team.


a SECTION TWOThe role of the SENCO

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The SENCO has responsibility for:

• Ensuring liaison with parents and other professionals for children with additional needs. The key to this is building up relationships and links with other services.

• Ensuring relevant background information about a child with additional needs is collected, recorded and updated.

• Taking the lead in planning future support for a child with additional needs through discussion with other staff.

• Ensuring that effective Individual Education Plans (IEP) are in place and all staff have a good understanding of the IEP and are working consistently towards the targets with the child.

• Taking the lead in further assessments of a child with additional needs.

• Monitoring and reviewing the action taken.

• Advising and supporting other staff, having knowledge of where to seek advice.

• Ensuring parents are ALWAYS consulted and involved in action taken and any outcomes.

• It is primarily the responsibility of the SENCO of the setting in consultation with parents, manager and staff to lead this response.

Remember all children progress at different rates

• No assumption should be made that children making slower progress have SEND.

• All children need carefully differentiated learning opportunities and careful monitoring.

• High quality Early Years practice is all about meeting the needs of individual children and changing what we do to enable this.

• Most difficulties can be dealt with relatively easily by team discussions and an adapted response within the setting.

Funding:

The Early Years Funding Formula provides a budget to support the role of the SENCO and Inclusive practice.

The person usually responsible for the child (e.g. Key worker & other staff) remains responsible for working with the child on a day to day basis.

IT IS VITAL FOR THE SENCO TO HAVE ALLOCATED TIME DURING THE WEEK TO COORDINATE THE SETTINGS RESPONSE TO SEN.

The Role of the SENCO

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Getting organised is a key function of being an effective SENCO. Having an effective recording, filing and secure storage system will make life a lot easier!

Having organised systems in place will support your ability to make contact with other services in a timely and efficient way. Ensuring that children with identified needs are supported in an appropriate and timely manner.

A list of tips to consider when getting organised as a SENCO:

A secure lockable filing system for storing children’s information and correspondence

• Have a section of the child’s main file as a record of SEND support and intervention

• Create a SEND file which includes information about children on your SEND register e.g. medical reports, referrals made, IEP reviews

• Up to date contact list of professionals involved, which needs to be reviewed and updated as necessary

• Regular and organised non contact time on a regular basis

• Non contact time should be noted in the setting’s diary so outside agencies, parents and colleagues know when you are available

• Access to a telephone and computer

• Have a file of referral forms with up-to-date contacts

• Have a diary and note book and regular access to the setting’s diary to organise meetings and appointments

• Get familiar with the school admissions process

• Build relationships with your local school SENCO’s to support transition in a timely manner.

• Build a bank of contact details of Croydon’s services, e.g. Early Learning Primary Prevention Team, SEND Team, health centres in your locality, and speech and language services.

• Familiarise yourself with national organisations that may support your work or signpost to parents e.g. National Autistic society, Downs Ed, Royal National Institute of Blind People.

As you become more confident in your role as SENCO you will find a way of organising yourself which meets the needs of your case load of children and your setting. This will develop over time.

Getting Organised


a SECTION THREEPartnership with parents

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Partnership with ParentsThis section focuses on practitioners having a coordinated approach and forming a strong partnership with parents.

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The Importance of Parents as Partners

• Encourages an atmosphere of mutual respect for one another’s ideas and beliefs.

• Provides a consistent approach, everyone working together for the child.

• Empowers parents and promotes parental confidence.

• Enables parents to play a more active and informed role:

- Playing a part in planning and reviewing the Next Steps.

- Contributing to implementation of a graduated response by carrying out activities and using strategies at home.

- The Involvement of parents in planning Next Steps is a requirement of the EYFS.

• Parents want the best for their child, even if they are not always sure what this might be.

• Parents represent the child in making decisions taken about provision for them.

• Provides opportunity for continuity between home and the setting.

• Provides the opportunity of sharing skills, ideas, resources and practical help.

• Provides opportunities for children’s learning environments at home and in the setting to be enriched.

Common Features of Good Practice

• Practitioners show respect and understanding for the role of the parent in their child’s education.

• The past and future part played by parents in the education of their children is recognised and explicitly encouraged.

• Arrangements for settling in are flexible enough to give time for children to become secure and for practitioners and parents to discuss each child’s circumstances, interests, competencies and needs.

• All parents are made to feel welcome and valued, through a range of different opportunities for collaboration between children, parents and practitioners.

• The knowledge and expertise of parents and other family adults are used to support the learning opportunities provided by the setting.

• Practitioners use a variety of ways to keep parents fully informed about the curriculum, such as brochures, displays and videos, which are available in the home languages of the parents, and through informal discussion.

• Parents and practitioners talk about and record information about the child’s progress and achievements, for example through meetings and in the child’s records.

• Relevant learning and play activities, such as sharing books, are continued at home. Similarly, experiences at home are used to develop learning in the setting, for example visits and celebrations.

Settings are expected to:

• Communicate regularly (finding alternative methods for working parents).

• Alert parents to any concerns about the child’s learning/provision, enable parents to do this too!

• Discuss additional needs.

• Listen to their views and concerns and take these into account when considering intervention.

• Fully involve parents throughout the identification, assessment, provision and review of their child’s needs.

- Having a variety of approaches helps the parent/setting partnership to develop with success, which means that significant people in the child’s life are working together for the child.

- The setting needs to work together as a team and develop a setting policy emphasising working positively with parents.

• The key to partnership lies in having a network of strategies which can be employed so that different approaches are used to match different families’ needs.



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Points to Remember when Talking to Parents

• Choose a suitable time for parents to meet with you and allow plenty of time for the discussion.

• Ensure cover for staff who are vital for the discussion.

(Do not overwhelm parents with too many staff – key worker and Senco is appropriate, feedback to leader/manager later.)

• Ensure area where discussion is based is suitable, and consider confidentiality. Parents do not want to talk in front of other parents or children.

• Ensure the child is cared for away from discussion area. Children pick up much more of adult conversations than we ever realise.

• Have the child’s observations available and any other relevant paper work.

• Make a list of key points to discuss with parents, sharing realistic expectations for their child, emphasising the need to start where the child is and celebrating small achievements.

• Allow time for parents to ask any questions and make another date and time when parents can return with further questions and queries.

Organise how the setting will inform parents of responses to the action employed e.g. a quick chat with key worker each day, contact book or weekly feedback. Be flexible to the needs of parents and child.

Partnership with Parents is all About:

Cooperation

Sensitivity

Confidentiality

RespectFlexibility

Respect for each other’s expertise, respect for each other’s commitment to a particular child, respect for the different skills and strength each brings to a complementary partnership

P.110 Early Childhood Education, Tina Bruce, 1997


a SECTION FOUREarly identification and IEP planning

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Identifying Additional Needs

The triggers for intervention could be the practitioner’s or parent’s concern about a child who despite receiving appropriate early education experiences:

• Makes little or no progress even when teaching approaches are particularly targeted to improve the child’s identified needs.

• Continues working at levels significantly below those expected for children of a similar age in certain areas.

• Presents persistent emotional and/or behavioural difficulties, which are not eased by behaviour management techniques usually employed in the setting.

• Has sensory or physical problems, and continues to make little or no progress despite the provision of personal aids and equipment.

• Has difficulties communicating and/or interacting, and requires specific individual interventions in order to socialise.

• If this intervention does not enable the child to progress the SENCO will take the lead in seeking advice and support from external agencies.

Triggers for referral for seeking help from outside agencies could be that, despite receiving an individualised programme and/or concentrated support, the child:

• continues to make little or no progress in specific areas over a long period.

• continues working at an Early Years curriculum level substantially below that expected of children of a similar age.

• has emotional or behavioural difficulties which substantially impact upon the child’s own learning or that of the group, despite having an individualised behaviour management programme.

• has sensory or physical needs, and requires additional equipment or regular visits for direct intervention or advice by practitioners from specialist services.

• has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.

Forms, EP & REVIEW FORMATS are included in SECTION 8.

When an early years practitioner who works day to day with the child, or the SENCO, identifies a child with additional needs, they should devise interventions that are additional to or different from those provided as part of the setting’s usual curriculum.

In Summary the SENCO will

• With colleagues collect information about the child.

• Build on existing knowledge of child.

• Together with child’s key worker and parents, decide on ACTION needed to help child’s progress.

• Ensure that appropriate Next Steps/IEPs are completed.

• Record strategies.

• Review IEPs – invite parents and all professionals involved to the review meeting.

• Request support from the ELPP.

• Involve other professionals.

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The Code of Practice for Early Years Settings – an overview

It is vital to identify difficulties early and to do something about them.

What should I do if I think a child in my setting may have Special Educational Needs?

• Discuss your concerns with colleagues and allow time for staff to observe the child in a variety of situations. If behaviour is the main concern, it may be appropriate to use the ABC approach, (See Documentation Section).

• Is it possible to resolve areas of difficulty by adjusting your practice? (See section 5)

• If, after implementing the above, there is still evidence that the child is experiencing difficulties, it is vital to talk to parents/carers.

How should I approach parents?

• Try to make first contact with parents/carers as informal as possible. (See Section 3).Focus on the positive as well as the negative.

• When talking to parents/carers, do not attempt to make a diagnosis or make judgements. Be aware of the language you are using and try to avoid “jargon”.

• Describe what you have observed and ask the parents/carers if they or anyone else they know has similar concerns.

• Check if the child has passed a recent hearing and vision test.

• Do not use expressions like “Autism” or “ADHD” unless the person has already had a diagnosis from a qualified professional such as a paediatrician or psychologist.

What if parents/carers are not prepared to accept that their child is having difficulties?

• You cannot contact any outside agency/professional without parental permission, nor can you write an Individual Education Plan or put the child’s name on your SEND list.

• It is good practice to write and date a brief outline of any discussions with parents and place these in the child’s records.

• Continue to make observations of the child and continue to chat informally to parents. A gentle “drip drip” approach sometimes works.

Parents/carers share my concerns. What should I do now?

• The setting SENCO should add the child’s name to the SEND list. An Individual Education Plan should be written jointly with parents and copies given.

• With parental permission, it may be appropriate to contact the child’s Health Visitor to share your concerns.

• Make a date to review the Individual Education Plan with parents/carers. (Approximately 4 – 6 weeks)

• If you would like a “second opinion” or advice regarding appropriate activities for the child, please refer the child to your ELPP team.

• Consider initiating Early Help Assessment (EHA) if the child’s needs require a multi-agency response.

What is EHA - Early Help Assessment (Formerly CAF)?

The Early Help Assessment (EHA) is a national approach to assessment to be used by all services working with children and young people.

A Common Assessment is initiated when a practitioner from any agency (including early years settings) believes that a child will not progress without support from additional services. It provides information and an assessment of need which directs the child and family to the most appropriate services. It may lead to a ‘team around the Family, (TAF) being set up to ensure services are coordinated effectively. An EHA can only be initiated with the consent of the child’s parent/ person with parental responsibility. An EHA identifies a lead professional who is the point of contact for the family and who co-ordinates the support plan. Information sharing protocols ensure that information is shared appropriately and safely.

Statutory Assessment of Special Educational Needs

A Statutory Assessment is a detailed investigation of a child’s Special Educational Needs that may lead to a Educational Health Care Plan (EHCP). The aim is to find out what Special Educational Needs the child has and what support he/she will need to meet those needs. As part of the Statutory Assessment Process, as the child’s mainstream setting, you will be asked to provide information about the child’s difficulties.

This will be coordinated by the SEND team (Special Educational Needs and Disability)

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Early Identification

It is important that professionals do not label children and the following lists are intended for signposting areas of concern.

Physical or Motor difficulties/Other

• Difficulty in coordinating hands/feet

• Balance problems

• Limited gross motor skills e.g. walking, jumping, climbing

• Limited fine motor skills e.g. using hands and fingers

• A general appearance of clumsiness and lack of spatial awareness

• No awareness of toileting needs

• Sleep difficulties

• Eating difficulties ( Tastes/textures)

Sensory difficulties

• Over sensitive to noises/textures/touch

• Seeks sensory input e.g. Spinning/rocking, continual fidgeting, smelling objects excessively, chewing/mouthing objects

Social emotional difficulties

• Unable to, or have difficulties playing with other children, or plays with them inappropriately

• Unable to share or take turns with toys/equipment

• Difficulties remaining at a task, despite adult support

• Difficulties moving on from one task to another

• Does not understand concept of danger

• Difficulties coping with new/unfamiliar situations

• Difficulties with preparing for change/accepting unexpected changes

• Difficulties with making choices/decisions

• Repetitive play skills

• Special interests( trains, dinosaurs, numbers )

• Behaviour causes disruption to routines on a regular basis

• Over dependant on adults

• Showing limited or no conversational skills

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Speech and/or language difficulties

• Rarely talks and failure to compensate through gesture

• Echoes/imitates words of others

• Having delayed or unclear speech

• Difficulties understanding language or expressing him/herself( e.g. Unable to follow simple one part instructions)

• Laughing excessively loudly or for too long, babbles and makes noises inappropriate for age

• Displaying ritualistic or obsessive behaviours or habits

• Oblivious of others and their needs

• Poor conversational skills

• Language which is repetitive and bases purely on own special interest and not adapted to social context which they are in.

Learning difficulties

• Levels of development and play which are noticeably lower than those of the other children.

• Difficulty acquiring skills, notably in speech and language, literacy and numeracy.

• Difficulty in dealing with abstract ideas or generalising concepts from personal experience.

• Making little or no progress despite involvement in a high quality early years differentiated curriculum.

Visual difficulties

• Closely examining books and objects.

• Sitting at the front for stories or television and strains to look at them.

• Banging into or trips over objects.

• Showing a lack of confidence when moving around the room.

• Finding it difficult to focus on an object.

• Not yet able to track an object.

• Performing at a lower level on tasks which require visual skills.

• Having difficulty with hand-eye co-ordination, or displaying unusual visual behaviours such as roving eye movements (nystagmus).

• Displaying abnormal social interaction.

• Holding head in an unusual posture.

• Rubbing or poking eyes, soreness of eyes.

Hearing difficulties

• Concentrating intensively on adult facial expression and body language.

• Occasionally not following instructions, or following them incorrectly.

• Not responding to name being called, particularly if the child cannot see the adult.

• Watching other children before following a direction, and imitating other children to follow daily routines.

• Needing a greater amount of visual input and support during activities.

• Showing a sense of frustration or behavioural difficulties without apparent cause.

• Failing to react to loud or unexpected noises.

• Shouting or talking loudly, has delayed or unclear speech, change in voice tone.

• Performing at a lower level on tasks that require listening skills.

• Having persistent discharge from ear(s).

• Tilting head when listening.

• Appearing to be in a world of his/her own.


What to Observe

• Interaction with adults and children.

• Playing alone/next to/ cooperating with others.

• Preference for particular play or resources.

• Different emotions and attitudes.

• Different groupings.

• Different activities.

• Adult initiated and child initiated activities.

• Different times/parts of session.

• 7 areas of development and learning.

How to Observe

Collect a broad range of observations using the EYFS. Write longer observations on extra paper and attach to the back of the record. Longer in depth observations are crucial to help to identify children’s specific needs, these take time and preparation.

Follow these steps:

• PLAN – think through who, where, when, what of the observation.

• PREPARE – get everything ready before the session begins.

• AIMS – write specific aims, this will help you to be more focussed e.g. to observe x’s fine motor skills and to note enjoyment and involvement. (If you carry out spontaneous observations you will not need to write aims).

• INFORMATION – get it right! An observation format may help. Include:

- Child’s name - Date of birth - Age - Gender - Observer’s name - Date of observation - Time start/stop - Setting - Children present - Aims of observation.

• OBSERVE – anything the child does/says, write this down in the present tense. e.g. X walks towards playdough table, says ‘look it’s green today’ to adult sitting at table etc.

10 minutes is adequate time for an observation.

• EVALUATING – making sense of what you have observed and recorded. Look back on observations for evidence of development/achievement/progress/skills etc. Use this information to make an assessment. Write your evaluation at the end of your observation and also remember to transfer any significant achievements to the child’s EYFS Record under the relevant area, dating when the observation was made.

• NEXT STEPS Make recommendations of ways you could extend the child’s learning or change what you are already doing to meet the child’s needs. Do this in consultation with parents.

Observation and Assessment - The Starting PlaceWhen a setting first identifies a child who is causing some concern, observation and assessments are vital to enable all involved to gain a realistic picture of the child’s current progress. These should be highlighted by CAN DO statements.

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• Write a maximum of 2 or 3 targets based on your principle concerns.

• Write targets as positive outcomes.

E.g. The child will be able to sit in story time for 3 mins. independently.

• Make sure you have an accurate assessment of the child’s starting point.

• Build on the child’s strengths.

• Write targets precisely so that everyone concerned can be clear about the intended outcome and what will constitute an ‘achieved’ target.

• Discuss the targets with the parent and any involved professionals. Make every effort to involve the child.

• Set sensible time limits for achievement and review.

Ask yourself:

• Do I need to provide anything extra for this child as a result of my assessments?

• Could I recommend any particular activities for this child?

• Has any particular difficulty been identified as a result of the observation?

• Have I identified any area of difficulty that may need support from another professional?

• Should this child be referred for additional support?

• Do I need to carry out another observation on this child, perhaps using another way of recording?

• Have I discussed the relevant information with parents and other members of staff?

• Do I need to change practice to ensure inclusion?

What is an IEP? (Individual Education Plan)

All children have Next Steps. An IEP breaks this down into smaller achievable steps.

An IEP should:

• Be written with parents, keyperson, SENCO and other agencies if applicable at a review meeting.

• Be a plan for the child’s needs.

• Include a description of any additional support/resources/strategies.

• Have 2/3 Smart targets.

• Be seen as a working document.

• Name any professional involved.

• Jargon Free.

• Have success criteria.

• Signed and dated for parents and professionals.

• Be consistent. All staff need to have a review date, and know targets.

At the IEP review you should consider:

• The progress that has been made.

• The parents’ views.

• The need for more information or advice about the child.

SMART targets:

S – Specific

M – Measurable

A – Attainable

R – Relevant

T – Time Bound

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Next Steps


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IEPs and Planning – 20 Points for Practice

• IEPs are confidential documents and should not be on general display.

• Keep copies of IEPs in your planning file or somewhere readily available to staff. IEPs should be a working document that all practitioners feel they can change, add to, make notes on and use for the benefit of the child.

• Refer to the targets, activities and strategies on the IEPs when you think about the activities you are planning for the whole group or setting.

• Consider a child’s learning style when thinking about how to present an activity.

• Check that your setting has the equipment for any activities suggested on IEPs.

• Make sure that you allow time for a staff member to work with a child or group of children.

• Keep all staff up to date with a child’s targets, as working on IEP targets is the responsibility of everybody in a room or setting.

• Highlight on your planning sheet when a target activity is being carried out and by whom.

• Decide who will be responsible for monitoring that the child is being supported to reach their targets.

• Build extra observations into your observation schedule for children with individual education plans.

• Try to record how a child is progressing towards their targets on a weekly basis. This helps when it comes to reviewing IEPs.

• Note down when a child reaches or surpasses a target and extend the target if necessary.

• Be flexible about reviewing IEPs, particularly those connected to behaviour targets, as these may need to be reviewed more often and plans and strategies adjusted.

• If delivering particular programmes such as exercises suggested by physiotherapists, ensure these are broken down into manageable sessions that work for your setting.

• Make sure that advisers or professionals have realistic expectations of what you can manage in your setting.

• Encourage parents to contribute by having home–setting targets.

• Liaise with parents about joint targets. Communication books or diaries are one way of doing this.

• Sharing equipment, toys, games or books with parents is a good way of reinforcing skills and learning.

• Try to involve children in planning some of their activities and work from their strengths and preferences.

• Remember that though they are important, IEP targets are a way of measuring progress and are only a small part of what a child will be offered during a day at setting.


SECTION4

Summary of Observation and Assessment Process

Monitoring of Early Years Curriculum

Child is observed, evidence gathered by key worker using EYFS Record and additional observation forms.

• Discuss with parents.

• Discuss with SENCO.

• Discuss with other professionals already involved with child.

Graduated response Concerns about child’s development and progress raised.

Child identified as having Additional Needs.


• Information about child is gathered and recorded.

• Next Step put in place.

• Child’s records kept in handbook.

• Implement action which is additional to or different from normal curriculum. Consider staffing and resources.

• Inform all those already involved with child.

• Inform Early Learning Primary Prevention (ELPP) Team for support and advice.

• Review regularly, (at least 6 weekly)

Increased concern about lack of progress. Child meets criteria for referral to external agencies.


• IEPs in place.

• Seek referral, advice and support from other agencies.

• Refocus intervention, support, staffing & resources.

• Refer to Early Learning Primary Prevention Team re. EP involvement, 1:1 support & liaising with other agencies.

• Review regularly, (at least 6 weekly)


a SECTION FIVEStrategies

22CONTENTS


SECTION5

Adaptations/Strategies to Consider

Supporting Children with Developmental Delay

Children may have a number of agencies involved. It is important to liase with them all. The Early Learning Primary Prevention Team can support you in doing this.

How to help:

• Provide activities to suit the child’s developmental age. Differentiate curriculum using the EYFS.

• Provide activities which the child can be actively involved with using all their senses.

• Say the child’s name before you speak to them.

• Give the child time to understand and respond to what you are requesting.

• Develop areas they are successful in and celebrate these.

• Break down activities into small steps.

• Sit opposite the child or stand/kneel in front of the child at their level.

• Use the child’s interest to engage them positively in activities.

• Keep reinforcing eye contact.

• End all activities with lots of praise and positivity.

Prompts and Aids:

Visual Prompts

• Use 3 dimensional objects.

• Photographs of the actual things that are familiar and important to the child.

• Makaton signs and symbols.

• Do not confuse the child with too many visual prompts at one time. Introduce visual prompts gradually.

Physical Prompts

• Use exaggerated gestures and body language.

• Makaton signs and symbols.

• Manually guide the child through parts of the action too difficult for them to do on their own.

• Initially give maximum support then gradually reduce it.

Modelling

• Demonstrate the action/behaviour or language you want the child to learn and let the child imitate you.

Verbal Prompts

• Give simple verbal direction – too much language spoken too quickly will confuse the child.

• Allow time for child to process and respond to information.

• Use Makaton signs and symbols, encourage all children and staff in your setting to use them.

Small steps approach

• Use small steps to teach a child an entire action or activity.

• Look at each skill needed to complete the task and first teach the skill easiest for the child.

• Build up the skills which the child can do. The adult may assist in completing the task. Skills may not necessarily be taught in order of when they happen in the task.

• It sometimes helps to do the task yourself to be able to break it down.

Further Breakdown of task

• Vary the materials/resources.

E.g. Large buttons to small shirt buttons, large blocks to small bricks, chubby crayons to thin pencils.

• Reduce the choice.

E.g. Finding a colour – give 4 blue bricks, ask for a blue brick.

Give 3 blue bricks and 1 red brick, ask for blue.

Give 2 blue bricks and 2 red bricks, ask for blue. Etc.

• Reduce the activity by the extent of the task, the length of the task or the number of actions towards the task.

Chaining

• Forward chaining is breaking down the skills needed and encouraging the child to do the first one then you do the rest. When the child can do the first skill encourage the second, continue until the child can complete the task independently.

• Backward chaining is the same method but in reverse. The adult does all the skills except the last one. Decreasing the number of skills from the end of the task that the adult does. Children have the achievement of the finished task which helps greatly with motivation.


How to help

1. Establish effective relationships.

• Initially encourage play with the same known adult.

• Encourage the development of symbolic play e.g. making pretend cups of tea in the home corner with an adult.

• When the child can play cooperatively with an adult then introduce one other child into a familiar game or activity.

• Gradually extend the number of children within the group to a maximum of 4.

• Ensure everybody knows any special way the child uses to communicate.

• Model actions/behaviour and language.

2. Take turns

• Any attractive game can be used to practise turn taking. First the child has a turn with the toy then the adult.

• Blowing bubbles, throwing and catching balls or bean bags, pushing cars along, pouring pretend tea into cups.

• Picture Lotto or snap are a good early game for practising turn taking, or placing pieces into a puzzle.

• Using feely bags or anything else which will grab the child’s attention.

• Use events throughout the daily routine.

• Do all these with an adult first then slowly introduce other children.

• Praise good turn taking when it happens.

3. Concentration/attention control

• Simple puzzles and books.

• Using construction to build towers, start with 3 then 4,5,6 etc.

• Say and sign ‘finished’ so the child knows when the activity has ended.

• Give the child structure and routine.

• Use sand timers, or taped music – child continues activity until the music stops.

• Remember young children only concentrate for short periods – do not expect too much!

• Remember that the more interesting the activity the longer the child will engage in activity – plan activities which are multi-sensory and exciting!

4. Listening

• Speak child’s name to gain their attention.

• Speak slowly and clearly.

• Simplify and reduce your language.

• Use gestures and body language.

• Reduce background noise as much as possible.

• Play listening games.

5. Talk

• Comment on the childs play.

• Do not always expect a response.

• Avoid asking too many questions.

• Focus on what the child is doing.

• Support and extend communication by adding an extra word to what they have said. e.g. Child: Look car Adult: Look blue car.

6. Learning new vocabulary

• Remember to give opportunities for children to hear and use new words several times in short space of time. Use real objects to support this.

• Give relevant vocabulary, not abstract. Keep to children’s experiences.

• Provide relevant concrete objects when introducing new words and concepts.

7. Expressive language

• Provide activities to extend a child’s experiences and allow for discussions where the child can talk through what they are doing, eg. make a sandwich, spaghetti play.

• Use sequencing cards, photos of children’s real experiences.

• Make up stories using props and puppets.

Supporting Children with Language and Communication DifficultiesIt is important to liase with or refer to Speech and Language Therapy Service. If the child has a programme focus on the activities/strategies that the therapist has provided.

SECTION5


How to help:

Activities to Encourage Gross Motor Skills:

These are the skills that concern the movements of the whole body e.g. standing, sitting, walking.

• Reaching for something - bubbles etc.

• Throwing, catching and kicking a ball.

• Using outdoor and large indoor play equipment eg tunnels, slopes

• Pushing and pulling.

• Balance/crawling and tumbling games.

• Stopping and starting games.

• Body parts games.

• Music, movement and dance.

• Practice gaining independence with putting coat/apron on.

Activities to Encourage Fine Motor Skills:

These are the skills that require the use of hands and fingers e.g. grasping, touching, hand manipulation.

• Encourage activities that develop hand/eye coordination.

• Use toys which can be easily manipulated and handled.

• Give the child time to understand what you are saying/asking.

• Give the child time to carry out the activity.

• Picking up small toys and items with a pincer grip.

• Pouring/filling rice and pasta.

• Finding objects hidden in rice, sand, pasta.

• Finger rhymes.

• Scissors – cutting old cards and lots of different shapes and colours of paper, cutting playdough.

• Using a wide variety of textures and materials to make collage and art work.

• Using malleable materials – play dough, clay, sand, peat, cornflour etc.

Accommodating Physical Aids for Children with Gross Motor Difficulties:

Supporting Children with Physical DifficultiesIt is very important to have close liaison with Physiotherapists or Occupational Therapists who are working with the child. They will already have a programme set out for the child. They will be able to give advice to early years settings.

WALKING FRAMES AND WHEELCHAIRS

• Is the floor layout practical for child’s ease of movement?

• Is there enough room for the child to turn, move their equipment, reverse?

• Has the child been provided with clear pathways?

• Has the toilet/changing facilities been adapted?

• Are tables at an appropriate height for the equipment to fit under?

• Any other areas have to be adapted for the child to have access?

• Is there a safe place where the child can explore on his/her own?

SECTION5


• Remember it takes time to change behaviour.

• Do not expect instant changes in the children.

• You may want to tackle one area of behaviour at a time – choose an area which can be changed quickly first.

How to help:

Dealing with Challenging Behaviour (biting, kicking etc. and tantrums)

• If possible warn the child that a given consequence will follow if unacceptable behaviour continues.

• Deal with the behaviour at the time it happens.

• Remain clam. Do not shout or threaten.

• Ensure you provide a quiet withdrawal area in your setting.

• Talk to child quietly and calmly.

• Reassure the child – even if still screaming or shouting.

• Follow through calmly – remind the child of what is not acceptable and any consequence, e.g. calm time.

• Be consistent.

• Support the child to return into the main group.

• Document what has happened and how it was dealt with.

• Be positive – praise the child whenever possible.

• Inform parents – in a sensitive manner.

Supporting Children with Behaviour DifficultiesRemember that there are many and varied reasons why children present challenging behaviour. Share your observations with parents and listen to their contributions.

SECTION5


Positive Strategies for Managing Children’s Behaviour

Giving InstructionsSetting Achievable Goals

Managing Negative Behaviour

Positive Message

• Establish clear simple rules

• Give short, precise instructions

• Stand directly in front of child when giving instructions, encourage the child to look at you

• Keep background noise to a minimum

• Break down tasks into smaller parts with clear outcomes

• Give children lots of time and attention, planning exciting activities which they can be fully involved in

• Choose an aspect of behaviour which you are most likely to see a positive change in

• Deal with negative behaviour at the time, being calm, firm and fair

• Develop non-verbal ways of managing behaviour, e.g. looks and body language, rather than shouting or just calling the child’s name

• Do not over look the ‘better behaved’ children - they still need encouraging and they can have off days too!

• Use praise to raise self-esteem

• Name what the child is being good at - good sitting, good listening, good waiting etc

• Make your own behaviour more positive

• Double/treble the positive words and actions towards the child

• Offer spoken encouragement

• Make encouragement part of your natural communication with children

• Develop the habit of catching children ‘being good’. Notice children who are displaying the behaviour you would like and comment on this - alerting the other children to the behaviour expected

• Resist negative undertones - ‘Why can’t you always be like this?’

SECTION5


Behaviour – Things to think about

• Think very carefully about the use of staff. Are there enough members of staff available during each part of the session?

• Are staff consistent with their approach? Is there an agreed behaviour management policy?

• Are resources and materials labelled? Do children know where to find equipment?

• Are children encouraged to be independent? Are they shown how to put on/take off their coats, attend to toilet needs and how to put resources away?

• Are children familiar with the routine? Is there a visual timetable that children can refer to?

• Is space used resourcefully and safely? Can staff see the children at all times? Is there a quiet area to share books? Are pretend play areas changed regularly to keep children’s interest?

• Are staff instructions clear and short? Are they understood by all of the children?

• Are staff expectations realistic? e.g. How long are children expected to sit and listen? Do they need to queue for long periods of time? Are there times when they are unoccupied while waiting for a member of staff?

• If new behaviour strategies are introduced, is there an agreed time when all members of staff will maintain the approach before it is reviewed?

• Is appropriate behaviour the main focus? Are staff specific about the behaviour they like? e.g. “good listening, good sharing, good waiting.”

• Are parents familiar with the strategies used to promote appropriate behaviour? Are activities suggested for home?

• Are activities visual and are the children encouraged to be active participants? e.g. Story sacks, big books, puppets, props for songs and rhymes.

• Have the children been shown what “good listening” is? Do staff use a listening doll?

• Are children aware of the importance of giving each other space? Would it be appropriate for each child to have a carpet tile to sit on?

• Could the group be split at storytime?

• Are parents aware of the songs/rhymes sung during the session so they can sing them at home with their child?

Behaviour – Things to think about

Filling in an ABC Observation Record Sheet

• Record what happened (Behaviour)

• Record what happened before (Antecedent)

• Record what happened afterwards (Consequence)

• Record the date and time the behaviour took place

• Record where the behaviour took place

• Record which other children and/or adults were involved

• Write down observations immediately or as soon as possible after the event

• Be as objective and factual as possible

• Show only what happened, not your opinion.

Using ABC Observation Record Sheets

Using the observations you have made:

• Think about what may be causing the behaviour

• Is there a pattern to the activities in which the child is involved?

• Is the child involved in something he/she finds difficult?

• Is there a pattern to the other children or adults present?

• Is there a pattern to the antecedent? Do certain things trigger the behaviour?

• Is there a pattern to the time of day when a particular behaviour happens? e.g. Is it at the end of the day when the child is tired/just before lunch when he/she is hungry/at the beginning of the day when he/she is upset at leaving his parent or carer?

• Is there a pattern to the place where the behaviour occurs e.g. The outdoor play area/quiet area/role play area?

• Is there a pattern to the consequences?

SECTION5


a SECTION SIXTransitions

29CONTENTS


Transition for children, parents and practitioners is a time of immense change.

Preparing for a child’s transition in an organised and timely way is vital to ensure it is a positive experience for all, enabling

the receiving setting to plan effectively to meet the child’s needs.

The checklist below provides some guidance.

For receiving children into your setting:

• Arrange for the children to visit with their parents/carers

• Arrange home visits if possible

• Find out which other agencies are involved with the child and alert them to the fact that the child will be attending your setting

• Hold a settling-in review meeting with parents and agree next steps

• Inform parents of the settling-in policy/procedures

• Develop a transition pack which could include pictures of the setting, picture of the key person which can be left with the child and brought on the first day, play items for home visit, settling in pro-formas to be completed at home visit.

For children moving on:

• Contact receiving school to inform them of child’s additional need, and liaise with school SENCO (In agreement with parents).

• Invite SENCO/teacher to visit the setting to observe child and the strategies being used to meet his/her needs.

• Arrange a transition review meeting ensuring all those involved including parents are present. This can be on the same day as the visit from the receiving school to observe the child.

• If possible, arrange extra visits to the school with the child and the setting SENCO/key person (These will be in addition to those made by the parent and child).

• Ensure all paperwork is passed to receiving school (with parental permission).

• Develop a transition pack which could include a picture of the school and classes children move to, picture of the receiving class teacher, areas of the environment such as coat pegs, lunch hall and playground.

SECTION6

Checklist for Transition


a SECTION SEVENReferrals

31CONTENTS


An important part of the SENCO role is making referrals. Referrals to outside agencies may be needed when an identified need requires additional professional assessment, support and advice. This may include referrals to speech and language therapists or Early Help.

Referrals should happen with parent consent and involvement throughout the process. The Early Years Foundation Stage timeline will support you in this process.

What additional evidence is needed

• When making referrals ensure that you include additional information e.g. evidence of need/area of concern. (see checklist of evidence).

• Ensure referrals are completed thoroughly leaving no gaps in the information requested and records are kept.

• Evidence should be gathered over a period of time through observation and discussion with colleagues and parent/carers.

• Be mindful of children’s settling in period and the forming of relationships with key adults. This is a time of transition and adjustment for children and will allow the key person to get to know the child holistically and not make rash decisions or assumptions.

• Its vital that SENCOs take the time to gain knowledge and understanding of who does what. This knowledge enables you to refer children to the relevant agencies.

• It is vital to develop links with out side agencies. This allows you to form professional relationships, understand the process and procedure and be able to share this with parents. Over time, this will allow you to build a bank of contact details of relevant agencies.

• It remains the SENCO’s responsibility to check and feedback to parents and colleagues on where the referral is within the system.

• The Early Learning Primary Prevention Team is available to discuss and offer advice on appropriate referrals for children at any stage.

A child that may be experiencing difficulty in their development and learning has an entitlement to access and receive appropriate support from agencies outside of their early years setting.

By following the above guidelines, SENCOs will play a key part in the early identification of children with SEND.

Checklist of evidence

• Baseline Assessment/Evidence of information gathered when child started at setting( including 2 year check, where applicable)

• Tracking – exact not best fit

• Observations/Next steps in Prime Areas and what actions taken and impact

• Notes to show what strategies/differentiated activities you have tried and the impact, if any

• Notes of your discussions/meetings with parents to discuss progress/concerns

• Any information from other professionals.

Referral Process

Concerns about child in setting – Refer to Early Learning Primary Prevention Team (ELPP), (Early Help Form).

Concerns about child’s speech and language only - Refer to speech and language, (SALT Form).

Concerns about family needing support at home- Refer to Family Engagement Partner (FEP), (Early Help Form)

Referrals for ELPP and FEP can go on one form.

N.B. The early help form can be found at http://childcarebusinesscroydon.co.uk and www.practitionerspacecroydon.co.uk

SECTION7

Referrals


a SECTION EIGHTDocumentation

33CONTENTS


List of Documents

• Senco Action Plan

• Senco Training Record

• Individual Education Plan

• IEP Review

• IEP Focus Activity Sheet

• Extended Observation Record

• Behaviour Observation Record

• Observation Record of Behaviour (ABC)

• Communication with Partner Agencies

e.g. Salt, Paediatrician etc.

SECTION8

Documentation


Area of Responsibility Area for Development Action Date Achieved

Ensuring procedures are in place to support the early identification and provision for children with SEND.

Ensuring liaison with other agencies.

Supporting /Advising colleagues coordinating provision for children with SEND.

Ensuring IEPs are in place with regular review.

Ensuring liaison with parents and children.

Ensuring relevant information is up to date, collected, filed securely and regularly reviewed.

To support the observation, assessment and planning for individual children (considering the child’s strengthsand areas for development).

Planning future support for the child with colleagues,parents and outside agencies.

Identifying CDP for staff to embed good SEND practice.

Ensuring regular liaison with the setting’s manager/head.

SECTION8

Senco Action PlanPlease share this action plan with ELPP team.


SECTION8

SENCO Training Record

Training Attended Date Copy of Certificate Attached

Reviewed yearly by setting leader/manager.

Signed ........................................................................................... Position ......................................................................

Please keep all attendance certificates and accredited course certificates as evidence.


SECTION8

SENCO Training RecordIndividual Educational Plan for: ___________________________________________ D.O.B. ________________

Date: _______________________________ IEP No. __________________________

Short Term Targets(Built in Success Criteria)

Action to be takenRecord all strategies/groupings/resources

Progress Made/Review details Emerging(Date)

Achieved(Date)

Involvement of external agencies: Parent Views and Involvement: Child’s Response

Date of next review ........................................................................... Signed .................................................................................... Parent/Carer

SENCO ...................................................................................

Copy to Parents/SENCO/Key person/Other agencies


SECTION8

IEP Review

Child’s strengths: Parent/Child’s comments:

External agencies: Additional/New information:

New IEP needed? Yes/No

Further steps/Action:

Those involved in writing/reviewing IEP (including reports/advice) or needing copies:

New IEP written Yes/No Name of person completing this form:

Date of next IEP review: Position:


SECTION8

IEP Focus Activity Sheet

Child’s name Key Worker/1:1 Week beginning

Target Activities Monday Tuesday Wednesday Thursday Friday


SECTION8

Extended Observation Record

Aim/Reason for observation:

Observation:

Assessment/Next Steps

Child’s Name ........................................................ DOB ...................................................... Age .................... Male/Female .........................................................................................................................................

Observer’s Name ...............................................................................................................................................................................................................................................................................................................................

Date .......................................................................................................................................... Time start .................................................................................................... Time stop ...............................................................

Setting/Activity ....................................................................................................................... Others present ..............................................................................................................................................................................


SECTION8

Antecedents Antecedents Behaviour Consequences Consequences

What triggers the behaviour? Environment?Change or transition? Another child/adult?Meal times/circle times?

What exactly does the child do that’s cause forconcern?

What happens after the behaviour takes place?

Follow Up Action Antecedents Behaviour Consequences Consequences

What can be done to support the child in managinghis/her behaviour and the triggers?Meal times/circle times?

What alternative behaviour would you prefer to see? What encouragement or strategies could you put in place?

Observation Record of Behaviour (ABC)The ABC observation pro-forma can be used as your ongoing observation and assessment tool when behaviour is a concern.

Child’s name .............................................................................................. Observer ....................................................................................................Date/time .........................


SECTION8

Date Type of contact Agreed action notes

e.g. 12/03/12 Email to SALT requesting strategies & recent report(copy in child’s file)

SALT to send strategies via post,SALT to visit nursery on 18/05/12

Communication with Partner Agencies e.g. SALT, Paediatrician etc.

Child’s name ................................................................................................................................................................. Date of Birth: .....................................................................


SECTION8

Useful Contacts - Local

WebsitesCroydon Councilwww.croydon.gov.ukGeneral website for council services and hosting for community web sites.

Childcare Business Croydonwww.childcarebusinesscroydon.co.ukAimed at current and potential childcare providers. It will answer queries on: -

• Training and development; how to become a childcare provider, health and safety etc.

• Ofsted – Registering, checks they will need

• Policy guidance – how to write policies, what’s included etc.

• Legislation

• Free Entitlement –How to become a funded setting, how to become accredited for funding, any problems with funding

• Updating their vacancies.

Family Space Croydonwww.familyspacecroydon.co.ukAimed at Croydon parents:

• Childcare providers (childminders, afterschool clubs, nurseries etc.) in their area

• Children’s Centres – contact details, activities happening in each of these

• Benefits – particularly free entitlement (2,3 and 4 year old funding and the criteria for each of these)

• Parenting and family support – any queries on SEN, disabilities, the incredible years, Family lives programmes

• Domestic Abuse and Sexual Violence – ‘Behind closed doors’ top bar right hand side all information on family justice centre, other support services

• Education – advice and guidance for children who have been excluded, school term dates, free school meals, applying for schools, compulsory school age.

Practitioner Space Croydonwww.practitionerspacecroydon.co.ukThe aim of this website is to empower practitioners, professionals and partners by providing a tool that is responsive to professional needs and requirements in order to help us work together to support and work effectively with families in Croydon.

Special Educational Needs Help/Support

Family Lives – Parent Partnership Service www.familylives.org.uk

Parentline - 0808 800 2222 Offers a Parent Partnership Service to Croydon residents providing independent information, advice and guidance.

PRISMwww.pipcroydon.com

Contact: 020 8684 9082

Email: [email protected]

PRISM is the new umbrella name for a group of organisations that you may have heard of already;

The National Autistic Society (NAS), Parents in Partnership (PIP), Jubilee Parenting and Woodlands Children’s Centre. Services from PRISM include;

Chill n Chat SP - A weekly group for parents and carers of children with special needs, offering information, support and treats. They also run courses for parents whose children have special needs.

Croydon Council Welfare Benefits Project Contact: 0208 726 6000

Welfare rights advise for children with disabilities. Assist with filling in forms to get Carers Allowance and DLA (Disability Living Allowance).


SECTION8

Useful Contacts - National

I CAN (Invalid Children’s Aid National) www.ican.org.ukContact: 020 78432510

National Charity for children with speech and language difficulties.

AFASICwww.afasic.org.ukContact: 0845 355 5577

National charity for children and young people with speech and language impairments and their families.

National Autistic Society www.autism.org.ukContact: 020 78332 393

National charity for people with autistic spectrum disorders, including autism and aspergers.

CAF Contact a Family www.contactafamily.orgContact: 0808 8083555

Contact a Family is the only UK charity providing support and advice to parents whatever the medical condition of the child.

Downs Syndrome Association www.downs-syndrome.org.ukContact: 0845 2300372

Downs Syndrome Association provides information and support on all aspects of living with Downs Syndrome.

British Allergy Foundation www.allergyfoundation.comContact: 01322 619898

British Allergy Foundation offers advice on lifestyle tips, avoidance measures and treatment advice on a wide range of allergies.

Autism Education Trust ( AET)www.autismeducationtrust.org.ukContact: 0207 903 3650

The AET is a partnership of organisations with an interest in autism and works to improve education for children with autism. It is hosted on behalf of the partnership by the NAS.

The AET helps raise awareness of the importance of appropriate educational provision for children and young people on the autism spectrum through a range of dedicated events, information sharing conferences, web based resources and ongoing research and project work.

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