Services for children

SEND bulletin 3 March

2020-2021 SEN audit report

The SEN audit report provides the latest SEND data across the borough.

How to help your child get ready to start school

How to help your child get ready to start school booklet has been produced by the Early Years Team. It is full of practical ideas to support parents to get their child ready for school. You may want to use it as part of transition and admissions support pack.

Autism Resource Suit NASEN

The Autism Resource Suite | SendGateway

View Examples and templates for transition to secondary school from NASEN

Publicity materials for Red Rope: Impact On Ocean Pollution

IMPACT is a registered charity dedicated to promoting a positive image of disability, developing communication, and building self-confidence, through participation in performing and creative arts.

IMPACT Theatre runs workshops and short performances in the community, you may want to book in a visit for your children and young people. Now they have an amazing immersive experience all about pollution in the oceans.

IMPACT is based in Perivale, a short walk from the station.

Ealing's Race Equality Commission final report

Ealing’s Race Equality Commission report has now been published.

View the powerful launch chaired by Lord Woolley on Thursday 27 Jan here: Ealing Race Equality Commission - Launch of Race Equality Commission Recommendations

Over the coming months, we will be giving further shape to our response to the six education recommendations, working with schools to strengthen our collective focus and rise to the challenges presented.

Social, emotional and mental health (SEMH) review

The SEMH review and recommendations can be found on SEND and inclusion key documents

2022 West London supported internships' virtual recruitment fair

Proposed running order of presentations at the Virtual Fair, divided into geographical groups. Save the dates – more details to follow

Session 1 Middlesex Group: Tuesday 15 March at 10:20am-12:15pm

  • Ealing: West London NHS Trust HQ 10:20-10:35am
  • Ealing: Ealing's University of West London 10:40-10:55
  • Hounslow: GSK and Hounslow Council 11-11:15am
  • Brent: Brent Civic Centre / Wembley Park 11:20-11:35
  • Harrow: Northwick Park hospital 11:40-11:55
  • Hillingdon: London Heathrow Marriott Hotel 12noon-12:15pm

Session 2 Uxbridge and Slough Group: Tuesday 15 March at 2:20pm-3:15pm:

  • Hillingdon: Pavilions Centre Uxbridge 2:20-2:35pm
  • Hillingdon: Hillingdon Civic Centre, Uxbridge 2:40-2:55
  • Slough: COINS 3-3:15pm

Session 3 West Central Group: Friday 18 March 18 at 10:20am-12:15pm

  • Brent: Charing Cross Hospital, Hammersmith 10:20-10:35am
  • Hammersmith & Fulham: 245 & LBH&F 10:40-10:55
  • Hammersmith & Fulham: West Middlesex Univ. Hospital, and C & W. 11-11:15
  • Royal Borough of Kensington & Chelsea: Kensington Town Hall & High Street 11:20-11:35
  • Royal Borough of Kensington & Chelsea: Copthorne Tara Hotel, Kensington 11:40-11:55
  • City of Westminster: Westminster City Hall 12noon-12:15pm

Session 4 North West Group: Friday 18 March at 2:20pm-3:15pm

  • Harrow Retail outlets and TfL's Steps Into Work 2:20-2:35pm
  • Barnet (with Camden): Royal Free Hospital 2:40-2:55
  • Royal Mencap Society: Supported internships in Barnet & elsewhere 3-3:15pm

Thursday Teacher Twilight sessions – supporting children with additional needs

I am very pleased to say that we will be hosting some teacher twilight sessions this term. They are short bite size sessions taking place after school on Thursdays from 3.45pm – 4.45pm. If this model is successful, I will investigate making a broader plan for next academic year.

Primary - Joint SENCO and DHT developing Inclusive practice workshop

Due to the success of the workshops held last term (40 schools attended), we are facilitating a follow-on workshop on Wednesday 23 March, 9.45am – 12.30pm.

We will focus on the lowest 20%, providing space to consider how you are supporting this group of children, share good practice and problem solve together.

As requested at the last session we will also discuss good practice when working in partnership with parents.

Book a place: Primary - Joint SENCO and DHT developing Inclusive practice workshop

SENDCo conference

Please hold the date for the ELP SENDCo conference. The conference will be held on Thursday 26 May 2022 and it will be a full day event. Registration at 8.30am, finish at 3.30pm

This conference is aimed at Primary SENDCos and Secondary SENDCos/Inclusion Leaders

Key themes that have arisen via SENCos, SENAS and EPCF this half term

1. Safeguarding

Schools are responsible for carrying out risk assessments and putting in safeguards for any child in their care, this includes children with additional needs.

2. Reduced Timetables

There has been an increase in children on reduced timetables. Please ensure that you follow the law when making this decision.

All children, regardless of their circumstances, are entitled to a full-time education which is suitable to their age, ability, aptitude, and any special educational needs they may have. It is unlawful for a school to impose a reduced or part-time timetable. Schools have a statutory duty to provide full time education for all pupils.

In some cases, if a child or young person has been out of school, unwell or excluded, a part-time timetable may be used as a short-term measure towards achieving full reintegration within a formal written agreement.

A part-time timetable may only be used with the informed consent of the parents/carers and in agreement with the agencies involved in supporting the family. The threat of exclusion must not be used to influence parents to engage with a part-time timetable.

A part-time timetable must not be treated as a long-term solution. Any agreement must have a time limit by which point the pupil is expected to attend full-time or be provided with alternative provision. A maximum of 6 weeks of reduced or part-time timetable is advised.

If, by implementing a part-time timetable, the pupil is absent for part of the week, the school must record it as an authorised absence ‘C’. Schools can mark ‘B’ where a pupil is receiving off-site education approved by the school. In doing so, a school is certifying that the education is supervised, and measures have been taken to safeguard pupils. This code should not be used for any unsupervised educational activity or where a pupil is at home doing schoolwork.

3. Parent feedback from EPCF and EHCCOs

These are examples that have been shared by parents on several occasions:

  • Parents not being given enough notice so they can attend meetings and annual reviews -many parents struggle with work commitments and childcare.
  • Parents not being told why they are coming to a meeting and when they arrive, it’s the Annual Review meeting.
  • Parents not supported to understand the conversation at meetings, no support for translation, bringing a friend to support communication or lots of difficult professional language being used eg acronyms.
  • Parents feeling intimated to ask questions, or challenge as they feel their chid will be excluded/treated differently.
  • Schools telling parents that their child cannot attend their school/school cannot meet needs and that they should go to another school – this is unlawful, every school has a legal duty to welcome any child who wishes to attend their school

4. Annual Reviews

Please provide professionals 6 weeks’ notice for an annual review so that you can get reports in time

Send annual reviews to not your EHCCO. The paperwork must be with the LA within 2 weeks of the annual review meeting. This is stated within the CoP.

5. EHCCos

Currently covering 250-300 caseloads. Their role is to manage the administration, pulling together information from professional reports. They cannot offer advice, please seek advice from your EP, SALT, OT, Spring Hallow outreach team where possible.

6. Welcoming children and young people

Currently more than ever schools need to work together. Some schools are re-directing families to another school, saying they can meet needs better. Every school should be inclusive, it is your duty to use your best endeavours and make reasonable adjustments for every child. If after working with the child you then need to go for assessment, please submit an ERSA with evidence of strategies and impact.

Sometimes parents are told to go to a particular school as they have an ARP, this adds a great deal of pressure onto these schools. ARP places are not allocated in this way. Just because a child attends a mainstream school with an ARP it does not mean that they will attend the ARP. These decisions are made by panel on a case-by-case basis.

7. SALT referrals

The team do not take referrals from GPs, they will always be rejected. Please follow the SALT referral process

8. Complaints about SALT/EP/OT

Please speak to your therapist in the first instance to see if the situation can be resolved. If it cannot be, there is a process to follow in the SLA’s.

12. Celebrating and sharing good practice

I would love to capture the good inclusive practice happening in our schools so we can share these ideas with other schools.

Some examples of things you can share:

  • How you work in partnership with parents.
  • Creative ways you are using your SALT
  • Models of teaching that are successful
  • Support you have put in place for groups of children
  • Training that you would recommend

You can share anything that you are proud of and has made a difference. Please complete this simple form to showcase something that you are doing that is supporting inclusive practice and send it in to Madhu.

Was this page useful? 
Last updated: 08 Mar 2022