Welcome from Jeanette Savage, Strategic Lead for SEND and Inclusion
Early Help for families
Sensory Impairment team news
Communication and Interaction team news
Physical difficulties and ICT/SEND team news
EMTAS team news
Do you need a WAND?
News from Virgincare
News from DIAS
Babcock Training and Conferences
Just for fun: Action for Happiness
Welcome from Jeanette Savage, Strategic Lead for SEND and Inclusion
Dear all, Welcome to the Autumn edition of the SEND Update. I am delighted to have recently been appointed to this role and am very much looking forward to continuing to work with you all as we continue to promote inclusion and high quality provision for children and young people with SEND.
This issue we have updates from the SEND Teams at Babcock as well as further information from Early Help (EH), DIAS and Virgin Care. Look out for the feedback from the Communication and Interaction Team's recent survey on the DEAP programme; this will be released shortly. The team are busy working with partners in Health to finalise the up-coming Devon Enhanced Language Programme (DELP) training. Further information to follow!
Thank you to those of you who have returned the SEN Funding Evaluation Tool. It is great to hear that some many of you have found it a helpful tool in understanding and demonstrating the impact that your school SEN funding has had on outcomes for your pupils. But remember; we are keen to make the tool as effective as possible so any suggestions and feedback on how it could be improved will be very welcomed. It is not too late to return yours if you haven't yet done so.
Over the next couple of weeks we have the BLDP SEND networks remember these run in the autumn and spring terms and book up quickly so always an idea to keep an eye out for the flyers. They provide a good opportunity for networking and sharing good practice, as well as having the regular updates from the LA and Babcock. It is always good to see you there so please do come along and join in.
I am keen to use the SEND Update to inform and share best practice so please send in case studies that you are happy to share. Likewise if you have areas you would like us to run articles on or questions you would like answered through the Update it would be good to see these too.
Finally; I would like to thank you for all your hard work supporting and promoting high quality inclusive practice in your settings and …..I wish you all a very Merry Christmas (when it gets here!).
SEND: Early Help for Families
Are you helping families with all sorts of issues from parenting, employment and school attendance to emotional well being or anti social behaviour?
Early Help have produced a really useful leaflet for families explaining how they can support.
Are you supporting families that might meet the national expanded families programme criteria offered through Early Help?
As part of Early Help, Devon is tasked by Government to identify and work with families that meet the National Expanded Troubled Families Programme criteria. The aim is to bring sustained change through whole family working. In Devon, this approach is incorporated in the wider Early Help system.
We have been made aware by a variety of organisations of cases with successful outcomes for families that have never been recorded on Right for Children. As these cases would still qualify for Payment by Results funding to support Early Help provision, we are keen to ensure all successful cases are claimed. We have therefore created a Payment by Results (PBR) historic claims nomination form with guidance notes
This form can be used by all agencies where it is felt that a particular family, whom they have historically worked with, meets the criteria for the National Troubled Families programme.
Jessica Tanner, Babcock LDP QTMSI suggests the following tips for supporting communication for multi sensory impaired learners:
Early "conversations" for sensory impaired learners are often built using an Intensive Interaction approach (for more advice and guidance contact QTMSI, ToD or SaLT working with the CYP). Techniques such as turn taking, mirroring, rhythm and repetition can all promote positive interactions.
If learner is multi-sensory impaired early "conversations" and joint attention can be developed through shared hand play, where adults hands are placed gently under palm of child's hands and allowing the child to take the lead.
if learner is multi-sensory impaired or visually impaired consider tactile / on body signing for core signs if response to signing in space is uncertain. More advice and guidance contact local QTMSI.
If learner is multi-sensory impaired or visually impaired treat their hands with respect. Avoid taking their hands without alerting them that you intend to do so first. Allow them to have control over their hands unless it is unsafe.
Supporting the mental health of children and young people with visual impairments
Keeping fit and active is important for everybody. Recently the Invictus Games in Sydney has highlighted that everything is possible. Learners with VI often have great potential within physical education and sports.
Unfortunately, teaching staff may not make adaptions in PE resulting in VI CYP having poor physical and mental health.
To help to support staff, Jenny Cracknell, Babcock LDP QTVI has created a list of top tips to support inclusion in physical activity and exercise. Click below for your copy.
Christmas Christmas at school can be an exciting and fun time. However for children with autism who are used to routine and likely to be hypersensitive to noise, taste, touch, smell and bright lights the Christmas period can be a very stressful time.
Many settings will hold Christmas parties for children and young people. The following tips could help prepare children so that they can have fun and enjoy themselves with their peers.
1. Before the party, create and pin up a visual timetable including order of the games, what to wear, special visitors and what time the food will be served etc
2. Teach the party games in advance!
3. Negate overly competitive behaviour by creating a social story. This will help all children understand rules and keep things fair
Communication and Interaction Team: FREE training -Devon Enhanced Language programme
Are you supporting children and young people with speech, language and communication needs (SLCN)?. Babcock LDP Communication and Interaction Team funded by DCC are offering free training for all Devon primary schools and academies. The course has been designed to increase staff confidence to meet the needs of children with speech, language and communication needs.
For more details about the course and how to book your place click DELP 2019.pdf
Physical Difficulties and ICT/SEND team: Emotional Logic
Emotional Logic Update
Several schools have recently had staff trained as Emotional Logic Facilitators. There are also members of the Babcock SEND team who have completed or are undertaking the course. This is making a huge difference to the students we all support who have anxieties, depression and mental health issues. Recently a team member who had just competed the training was able to speak to someone who was feeling suicidal, and in just a short session was able to help the young person understand that their feelings were entirely understandable and better yet, there was something they could do about it.
Emotional Logic gives education staff the tools to be able to help children and young people understand and make the best use of their emotions. It can be delivered to whole class / year groups as part of the PHSE curriculum and used with smaller groups or individuals.
Need help supporting children and young people with EAL?
The EMTAS team can help your school or setting to improve educational outcomes for children and young people from black and minority ethnic and traveller heritages as well as those learning English as an additional language.
They provide expert advice, guidance, training and support assessments. Information and a wide range of resources are available to download here.
Wand spelling is an interactive online resource to supplement the teaching of spelling from Y2 to Y6. With fully editable resources including audio functions, this fantastic resource enables all children to practise spelling content learnt in lessons whilst allowing teachers to monitor and assess success.