Surrey Inclusion and Additional Needs service offer
Introduction
The purpose of this document is to help schools and settings understand our service offers available to support schools to meet pupils needs as they emerge. It is to be used as a resource guide for settings to support their graduated response and a Surrey Healthy Schools Approach. Whilst Occupational Therapy and physiotherapy do not sit within Surrey County Council Inclusion and Additional Needs team, they are a commissioned service and a valuable part of the support offered to schools.
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Support with using this document
Universal
Whole school approaches that will meet the needs of all children as set out in the Surrey Healthy Schools Self Evaluation Tool is available for all Surrey Schools at Surrey Healthy Schools 2020 to 21 (Healthy Surrey).
School SEND support
These sections focus on screening tools and interventions that schools can use to support children with additional needs.
Specialist SEND support
These sections focus on the support available from specialist teams to enable schools to meet need of children and young people with SEND at a pre-statutory level.
Universal (across all categories of need)
Surrey Healthy Schools approach
- The Surrey Healthy Schools approach aims to empower schools to identify strengths and areas for development. It provides opportunities for training and effective communication from across the Local Authority and wider.
- The Surrey Healthy Schools approach applies evidenced based practice promoting positive physical, emotional, and mental health and wellbeing. It will also support to ensure accessibility to learning for all pupils regardless of their additional needs and culture.
- Schools with a commitment to pupil voice have reported many positive outcomes including a reduction in exclusions, better behaviour, better relationships across the school community, and improving attainment and attendance.
- Free Surrey Healthy Schools approach training available for all Surrey maintained and academy schools.
High Quality Teaching (HQT)
- High Quality Teaching: Supporting Inclusion in the Classroom.
- We know that the majority of children can be fully included, both social and academically, through the provision of high-quality teaching across settings. Without this universal approach to teaching and learning the success of further interventions is likely to be limited.
- In addition to this whole school approach additional training and support can be provided to newly qualified teacher.
- Schools should ensure that within their High-Quality Teaching they are considering accessibility and learning approaches to meet the needs of pupils with English as an Additional Language (EAL) or those from an ethnic minority background, including Gypsy, Roma and Traveller families or they should seek support to do so.
- Educational advice and support for teachers (surreycc.gov.uk).
- Information for Gypsy, Roma and Traveller families (surreycc.gov.uk).
- Training provided by Specialist Teachers for Inclusive Practice (STIP) and REMA
School support
Critical Incident Support
- Critical incidents and bereavement are a tragic reality facing schools. By their very nature they stretch and sometimes overwhelm normal coping strategies and throw systems into confusion. Educational Psychologists are available to complement the school's response and provide specific guidance to those co-ordinating that response.
- The Surrey Healthy Schools Self Evaluation Tool provides signposting for proactively planning for a range of incidents including bereavement, as well as policy support
- Contact Area Schools officer to coordinate the appropriate response.
SENCo circles
- All SENCos are invited to join a professional support network which fosters the sharing of information, ideas and learning though other experiences. Reported benefits include developments in practice, peer learning, enhanced relationships, and confidence.
- Contact the Educational Psychology Service.
School Planning Meetings
Primary
- Educational Psychology provide annual planning meetings for key school staff, including head teachers to support the setting to identify priority work in relation to individual pupils, groups of pupils and systemic work in line with the school's development plan, e.g., professional support networks, staff training.
- The schools link STIP will be available for up to 90 minutes over an academic year to meet with the school SENCo to review our work and plan future interventions. Ideally this discussion happens alongside other support services working with the school.
- REMA provide GRT support for maintained primary schools.
- The Speech and Language Therapy Team are available for termly planning and advice meetings to discuss pupils SLCN needs.
Secondary
- An annual joint planning meeting for key school staff, including head teachers, by the link educational psychologist and speech and language therapist and STIP to support the setting to identify priority work in relation to individual pupils, groups of pupils and systemic work in line with the school's development plan, for example professional support networks, staff training.
- Contact the Educational Psychology and Speech and Language Therapy Services.
- The Speech and Language Therapy Team are available for termly planning and advice meetings to discuss pupils SLCN needs.
Communication and interaction
Communication and interaction decision making guide
View the Communication and interaction decision making guide or click on the image below to enlarge the flowchart.
Universal
Contact Race Equality and Minority Achievement (REMA) for support if English is not the child's first language and/ or if a child is ascribed as Gypsy, Roma or Traveller heritage to determine how any needs relating to their first language and culture are impacting the child's presentation.
High Quality Teaching Strategies to support the development of speech, language, and communication (see Universal, Whole School Approach).
Audit Tool (recommended for all settings)
- The Speech, Language and Communication Framework
- The Speech, Language and Communication Framework (SLCF) is a free online professional development tool, accessible to all, which sets out the skills and knowledge that everyone working with children and young people should have in order to support children and young people's speech, language, and communication (SLC)
- www.slcframework.org.uk
- Communication Supporting Classroom Observation Tool
Training support
Speech and language
Programme | Description | Delivered by: |
|---|---|---|
ELKLAN 3-5 | A practical training course for staff working in preschool/ reception classes to enable them to develop the speech and language skills of ALL children but especially those with speech and language difficulties. | Training by STIP/ Speech and Language Therapy |
ELKLAN 5-11 | A practical training course for staff working in primary schools to enable them to develop the speech and language skills of ALL children but especially those with speech and language difficulties. | Training by STIP/ Speech and Language Therapy |
ELKL AN 11-16 | A practical training course for staff working in secondary schools to enable them to develop the speech and language skills of ALL children but especially those with speech and language difficulties. | Training by STIP/ Speech and Language Therapy |
Use of language/ interaction
Programme | Description | Delivered by: |
|---|---|---|
Autism Awareness | During the sessions you will receive training on Autism Awareness, helping to build your understanding of the day-to-day difficulties experienced by someone with ASD both in Early Years and Primary classroom settings. | ASD Outreach |
School SEND Support
NB: If English is not the child's first language you need to access a First Language Assessment through the REMA service to determine whether it is EAL or SEN.
Screening Tools
WellComm Early Years and WellComm Primary
This was the screening tool most widely used as per the June 2020 Survey
- WellComm Early Years and the new WellComm Primary toolkits enable you to identify children needing speech and language support quickly and easily, which can make a crucial difference to their confidence and attainment.
- Both toolkits come with an age-appropriate 'Big Book of Ideas' providing a total of over 150 instant, play-based activities so you can take action straight away.
- The activities can be used at home too so that effective support is provided and may not require a child to be referred to a Speech and Language Therapist.
- WellComm GL Assessment toolkit
Speech Link/ Language Link
- Online packages combine a standardised assessment, planned interventions, resources and measured outcomes. Empowering schools to take control of their own SLCN needs, Junior Language Link improves children's understanding to boost their literacy skills, enabling them to access the curriculum
- There is an Infant, Junior and Secondary version of Language Link and Speech Link for those with speech delay.
- Speech Link website
Talk Boost
Speech and Language UK have resources to support with identifying needs. These resources are for children who are struggling with talking and understanding words from ages 3 to 10 years old.
- Early Talk Boost for children aged 3-4
- Talk Boost KS1 for children aged 4-7
- Talk Boost KS2 for children aged 7-10
Communication Trust Progression Tools
- The Progression Tools aim to support teaching staff to identify children who may be struggling to develop their speech, language, and communication skills. This tool highlights children and young people's language skills at the following key ages of development: four, five to six, seven to eight, nine to 10 in early years and primary school, as well as 11 to 12, 13 to 14, and 16 to 18 in secondary school.
- They can also be used to track progression of these skills over time or following interventions.
- The Tools are based on theoretical information on typical language development and the Universally Speaking booklets
- Communication Consortium webpages
Speech
Interventions that can be implemented from a Resource Manual i.e. for schools to purchase and implement themselves
All children will benefit from improving phonological awareness skills. Developing these skills can have a positive impact on speech and literacy development.
Programme | Description | Age | Implementation | Link |
|---|---|---|---|---|
School Start: Sound and Language Awareness | School Start - Targeted intervention for language and sound awareness in reception class is a practical resource that can be used with children who need additional help in developing communication skills during the first year of school. | Reception | Groups | School Start:Targeted Intervention for Language and Sound Awareness in Reception Class (Routledge) |
The Ultimate Guide to Phonological Awareness | The resource pack helps school staff better understand the stages of phonological awareness and provides structured activities and materials to teach early phonological awareness skills, paving the way for the systematic teaching of phonics as described in Phase Two of the Letters and Sounds document. It can also be used to support children who have not made the expected progress in literacy because of identified difficulties with phonological awareness, as well as with children who have difficulties with speech production, who may be working in similar areas, possibly supported by a Speech and Language Therapist. | Primary | Groups |
Training
Programme | Description | Delivered by: | |
|---|---|---|---|
An Introduction to Phonological Awareness | This course will look at the identification of children's phonological awareness difficulties and consider strategies and resources that can be used to enable them to progress within their learning. It will provide an overview of how children can be supported within the classroom and /or through targeted intervention. It will enable staff to use the SCC publication 'Developing Phonological Awareness Skills' programme. |
Language
Interventions that can be implemented from a Resource Manual i.e. for schools to purchase and implement themselves
Programme | Description | Age | Implementation | Link |
|---|---|---|---|---|
Elklan Language Builders | Focuses on attention and listening, understanding spoken language, developing verbal reasoning skills, expressive language. Further aims include speech articulation, the development of phonological processing skills, social skills story writing and use of mind maps. | 5 to 11 years | Groups | |
Semantic Links | Designed for children and adults who have semantic difficulties, to aid categorisation skills, improve word finding and support vocabulary learning. | All | Groups | |
Pre-Teaching Vocabulary | Provides a principled, evidenced approach for demonstrating, modelling, and teaching children how to learn new words to promote independent word learning. It aims to support and scaffold the naturalistic way teachers already discuss new words in their classrooms by providing a structured pathway for word learning, ensuring children l e a r n the words well enough to understand and use them effectively. | Primary/ Secondary | Whole class approach | |
Victoria Joffee Narrative | Enhance the understanding and use of vocabulary in secondary school students and young adults. It focuses on enhancing the understanding and expression of vocabulary and word meanings | 8 to 18 years | Groups | |
Word Aware | A whole school vocabulary approach to promote vocabulary development in children. | Word Aware (ThinkingTalk) | ||
Pie Corbett: Talk For Writing | The Talk for Writing approach enables children to imitate orally the language they need for a particular topic, before reading and analysing it, and then writing their own version | Primary/ Secondary | Groups/ whole class | Talk for Writing |
Becky Shanks Narrative | The Becky Shanks Narrative Intervention was developed by Becky Shanks (2001). It focuses on understanding and using story grammar to support children to tell verbal narratives and stories and is specifically designed for children with language difficulty. | Preschool/ Primary | Groups | |
Teaching children to listen | A whole-school approach to teaching children to listen. | 3 to 11 years | Groups | |
See and Learn Language and Reading | Designed to teach children to understand and use spoken language from first words to early grammar and simple sentences. It also introduces first sight words, learning letter-sounds and using phonics for reading. | 12 months to 7 years | ||
Active Listening for Active Learning | Comprehension monitoring develops child's meta- awareness of comprehension. | All | Approach |
Interventions that require a level of training (but can be implemented by school staff after some training)
Programme | Description | Age | Implementation | Training Provider |
|---|---|---|---|---|
Talk Boost | Targeted approach for children with delayed language development which aims to close the language gap between language delayed children and their peers. | 4 to 7 years | Groups | |
| Colourful Semantics | Uses coloured visual prompt cards to develop vocabulary, spoken and written language and understanding and development of structures for writing narratives. Resources can be accessed: https://integratedtreatmentservices.co.uk/resources/speech-and- language-therapy/ | 5 to 12 years | 1:1 or small group | |
NELI | The Nuffield Early Language Intervention targets children who show weakness in their oral language skills at school entry. The programme is designed to help improve children's vocabulary, develop their narrative skills, encourage active listening, and build confidence in independent speaking. In addition, it includes activities to promote phonological awareness and letter – sound knowledge. All these skills will in turn help with their literacy development. | 4 to 5 years | Small group | |
Makaton | Makaton is a language programme using signs and symbols to help people communicate. | |||
Attention Autism | Attention Autism is an intervention model designed by Gina Davies, Specialist Speech, and Language Therapist. It aims to develop natural and spontaneous communication through the use of visually based and highly motivating activities. Gina's primary objective is that the sessions are fun and "offer an irresistible invitation to learn!". | Primary | Groups |
Use of Language
Interventions that can be implemented from a Resource Manual i.e. for schools to purchase and implement themselves
Programme | Description | Age | Implementation | Link |
|---|---|---|---|---|
Language for Thinking | Aims to support the development of children's higher level language skills using "Levels of questioning" (Blank, Rose & Berlin 1978) | Groups | Language for Thinking: A structured approach for young children (Routledge) |
Interventions that require a level of training (but can be implemented by school staff after some training)
Programme | Description | Age | Implementation | Training Provider |
|---|---|---|---|---|
Makaton | Makaton is a language programme using signs and symbols to help people communicate. | |||
Attention Autism | Attention Autism is an intervention model designed by Gina Davies, Specialist Speech, and Language Therapist. It aims to develop natural and spontaneous communication through the use of visually based and highly motivating activities. Gina's primary objective is that the sessions are fun and "offer an irresistible invitation to learn!". | Primary | Groups |
Interaction
Interventions that can be implemented from a Resource manual i.e. for schools to purchase and implement themselves
Programme | Description | Age | Implementation | Link |
|---|---|---|---|---|
Comic Strip Conversations | Developed by Carol Gray and uses drawings of stick figures with speech and thought bubbles to show what people think and what they say in different situations. They are intended to show that people can say one thing and think another. They are often used to look back on situations and talk about the different ways students could have behaved. | All ages | Individual or groups | Comic Strip Conversations: Illustrated interactions that teach conversation skills to students with autism and related disorders (Paperback Illustrated, 15 January 1994 by Carol Gray) |
Time to Talk | Designed to teach and develop oral language and social interaction skills with younger children. Helps teach and develop the 'rules' of interaction including eye contact, sharing, greetings, awareness of feelings, giving and following instructions, listening, attention and play skills. | 4 to 8 years | 40 sessions (2 to 3 times weekly) | Time to Talk: A Programme to Develop Oral and Social Interaction Skills for Reception and Key Stage One (Paperback, 29 March 2001 by Alison Schroeder) |
Thinking Together | Thinking Together is a dialogue-based approach to the development of children's thinking and learning. | Primary and reception | Groups | Thinking Together project |
Social Use of Language Programme | Focuses on Social Communication Skills and Self/ Other Awareness. It uses a multi-sensory, meta-cognitive approach that enables children and adolescents to understand fully the skills being learned, before practising and using them in real-life situations. | 5 to18 years | Groups | |
| Talkabout |
| |||
Language for Behaviour and Emotions |
| All | Groups or 1:1 |
|
Interventions that require a level of training (but can be implemented by school staff after some training)
Approach | Description | Age | Implementation | Training |
|---|---|---|---|---|
Lego Therapy | LEGO®-based therapy is a social development programme for young people with autism spectrum disorders or related social communication difficulties | All | Individual or groups | |
Social Thinking | Social Thinking is based on the ILAUGH Model of Social Thinking as described by Winner (2000). It is designed to:
| KS1/2 | Groups | |
Social Understanding | A training package including Comic Strip Conversations, Social Context and Social Stories. This can support use of language and interaction. | |||
Social Stories | A Social Story is individualised to a child's specific social or communication behaviour. | All ages | Individual |
School support
Service | Description |
|---|---|
ASD Outreach | Autism Friendly Learning Walks to support with embedding strategies in the classroom. |
SLCN Champion Network | A network set up for SLCN champions to support and learn from each other as well as receive support and informal training from the speech and language therapy service. |
Speech and Language Therapy SENCo Meetings | Termly meetings with the school speech and language link therapist, therapist may offer advice or signpost. Specific support to implement approaches should be sought from the Specialist Teachers for Inclusive Practice. |
Post ELKLAN support group | Primary and secondary termly support groups are available for staff who have accessed the ELKLAN training with STIP. |
Psychological Consultations: Telephone | School staff and parents/ carers can speak to an EP about children or broader practice issues every Wednesday afternoon of during term time. EPs will focus on problem solving, providing information, and signposting as appropriate. This is not a formal means of referring an individual child to an EP and consultations about children will be anonymous. |
Bookable psychological consultations | In addition to our work in schools we offer bookable psychological consultation sessions on a regular basis across the year. Dates and venues of these may be obtained from your link EP. These are held at local host schools and will be open to SENCos, teachers/ TAs, and the parents of children about whom you are concerned. EPs will not be directly involved with children as part of these consultations. School staff will be encouraged to record key discussion points and recommendations in order to support early intervention. |
Specialist Teacher Observation and Support | Specialist Teachers can offer practical advice to support teachers to apply strategies in their everyday classroom practice. They can also support SENCos and teachers to unpick needs signposting to services as appropriate or offering support themselves. |
Online support
Service | Description | Website |
|---|---|---|
Communication Trust | A range of advice and resources to support practitioners and parents. | |
ICAN | A range of advice and resources to support practitioners and parents. | |
National Autistic Society (NAS) | A range of advice and resources to support practitioners and parents. | |
Afasic | A range of advice and resources to support practitioners and parents. | |
RADLD | A range of advice and resources to support practitioners and parents. |
Specialist SEND support
Communication and Interaction pathways for:
Speech
- Assessment
- Direct intervention based on speech diagnosis and severity
Language
- Assessment
- Direct intervention based on area of need; grammar, grammar (syntax and morphology), semantics and vocabulary, word finding
- Verbal learning and memory
Use of Language (Functional Communication)
- Assessment
- Direct intervention based on area of need, developing functional communication, alternative methods of communication, pragmatic (higher level language skills)
Interaction
- Assessment
- Direct Intervention to work on social interaction, friendships.
From Speech and Language Therapy (through school link therapist). Specialist AAC support can also be accessed through this route Whereas for some children it is clear that their needs relate to speech and language and therefore needs can be met by speech and language therapy (SLT) team some children's needs are more complex and may require SLT and Educational Psychology team to work together.
School based Psychological Consultation
- A Psychological Consultation is a joint problem-solving meeting to share concerns, deepen understanding and generate a plan of action to improve outcomes for a child or young person, group, or area of school development.
- Psychological Consultations take place between the EP and those key adults expressing concern including parents, teachers and other staff working with the child. Where appropriate the EP may undertake further assessment work with the pupil.
Groups for parents of children with ASD
- Cygnet is a parenting programme for parents/ carers of children and young people aged 5 to 19 with a diagnosis of autism.
- The programme works best when a school staff member attends alongside the parents.
- The course is delivered over seven sessions supporting parents/ carers in developing their understanding of autism to guide parents through practical strategies they can use with their children.
- For more information and to register your interest in the programme please go to the Cygnet Programme website.
Cognition and learning
Cognition and learning decision making guide
View the Cognition and learning decision making guide or click on the image below to enlarge the flowchart.
Universal: Whole School Approaches
'High quality teaching, differentiated for individual pupils, is the starting point in responding to pupils who have or may have SEN. Additional intervention and SEN support cannot compensate for a lack of good quality teaching.
Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers' understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered.'
STIP provide regular centralised training on High Quality Teaching, the Inclusive Classroom, Literacy difficulties.
Meta-cognitive approaches
- Questioning techniques are used to encourage children to problem solve, make links in their learning, and take the initiative for themselves to become more independent learners
- Educational psychology information for schools (Surrey County Council)
Listening and Attention
- Listening and attention is the ability to detect sound and attach meaning to it; it is vital in any classroom scenario and underpins all learning.
- This course aims to encourage participants to understand how listening and attention develops in children, the ways to support development of these skills in the classroom and how to remove barriers effectively.
- Training provided by STIP.
Contact REMA for support if English is not the child's first language and/ or if a child is ascribed as Gypsy, Roma or Traveller heritage Race equality and minority achievement (REMA) to determine how any needs relating to their first language and culture are impacting the child's presentation.
School SEND Support
Screening Tools
Screening Tool | Description | Age | Implementation | For more information: |
|---|---|---|---|---|
Assessment through teaching | Teacher assessment can provide invaluable insight into the learning process as well as outcomes, monitoring progress in different areas and assessing impact of differentiated learning and intervention. | Individual/ group/ whole class | ||
Wide Range Achievement Test, 5th Edition (2017)(WRAT-5) | Updated version of the WRAT4 screening assessment tool which measures and monitors fundamental reading, spelling, and maths skills, identifying areas of difficulty to inform and evaluate interventions and planning. Four areas: word reading, sentence comprehension, spelling, maths computation. Generates a reading composite score. Can be paper or digitally completed. | 5 plus | Individual or groups | |
York Assessment of Reading Comprehension (YARC) | Reading and comprehension assessment which breaks down comprehension and decoding skills, provides reading age, percentile ranks and standardised scores Primary and Secondary assessments available. | Primary and secondary | Individual | |
Cognitive Ability Test (CAT4) | This is a portfolio of reasoning assessments aims to capture abilities in verbal, non-verbal, quantitative, and spatial reasoning. | 6 to 17 | Individual | |
Dynamo Maths | Dynamo assessment tool aims to identify pupils at risk of dyscalculia, providing a profile of number sense strength and areas of need. Provides an individual support plan for use with Dynamo intervention. | 6 to 11 | Individual | |
Phonological Assessment Battery (PhAB2 Primary) | A comprehensive set of assessments to assess phonological awareness in children. The assessments help to identify phonological difficulties and can inform planning for appropriate intervention to develop underlying literacy skills. Can be used with children where English is not their first language | Primary | Individual | |
Sandwell Early Numeracy Test | Baseline assessment exploring five strands of basic numeracy skills: identification, oral counting, value, object counting and language. Useful assessment, by breaking down the different strands, allows identification of gaps in learning and/or areas of weakness. Also gives you a standardised score. | 4 to 8 and 8 to 14 | Individual or groups | |
Detailed Assessment of Speed of Handwriting (DASH) (DASH17+) | Assessments which test different aspects of handwriting speed examining fine motor and precision skills, speed of production, ability to alter speed of performance on two tasks with identical content and free writing competency. These assessments can provide evidence for Access Arrangements for Key Stage 2 National Curriculum Tests. | 9 to 16 and 17 to 25 | Individual | Pearson Clinical Assessment website |
Progress In Reading Assessments (PIRA) | Reading comprehension tasks which provide reading age and standardised score outcomes. | KS1 and KS2 | ||
Progress In Maths Assessments (PUMA) | Maths tasks which provide standardised scores outcomes and maths age. Requires decoding and comprehension skills to access. | |||
Diagnostic Reading Analysis (DRA) | The DRA is an oral, one to one standardised reading test designed to assess listening and reading comprehension. | 7 to 16 | Diagnostic Reading Analysis (Hodder and Staunton) |
Memory
Interventions that can be implemented from a Resource manual (i.e. for schools to purchase and implement themselves)
Resource | Description | Link |
|---|---|---|
Understanding Working Memory: A Classroom Guide | This booklet, devised by Gathercole and Alloway, outlines the common difficulties faced by pupils with working memory difficulties in the classroom and outlines and programme of support for them. |
Literacy
Please see Teaching Children and Young People with Literacy Difficulties, Practise Guidance April 2022
Interventions that can be implemented from a Resource manual/ website (i.e. for schools to purchase and implement themselves)
Programme | Description | Age | Implementation | Link |
|---|---|---|---|---|
Reciprocal Teaching for Reading Comprehension | This is used to develop reading comprehension skills. It is an instructional activity in which students can go on to become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read. | KS2 and KS3 | Groups | |
Read, Write Inc Phonics | Teaches children to read accurately and fluently with good comprehension. They learn to form each letter, spell correctly, and compose their ideas step-by-step. There are half termly assessments. | KS1 | One hour a day Teachers/ TAs or groups | Phonics Ruth Miskin Training |
Catch Up Literacy | A book-based reading intervention which enables struggling readers to achieve more than double the progress of typically developing readers. |
| ||
THRASS | Teaching Handwriting Reading and Spelling Skills. THRASS helps children to understand the relationships between the forty-four phonemes (speech sounds) of spoken English and the twenty-six letters of the alphabet, which are the key to successful reading and writing. It concentrates on the word level but recognises the importance of the other two levels: sentence and text levels. It is part of a balanced literacy programme. | Educators, classroom assistants and parents | ||
Toe by Toe | A highly structured, multi-sensory Reading manual | Teachers/ parents | ||
Lexia | Lexia® Core5® Reading supports primary school educators in providing differentiated instruction for pupils of all abilities (R–Y6). Lexia's research-proven program provides explicit, systematic, personalised learning in the five areas of reading instruction. | KS1 and KS2 | Lexia UK website | |
Lexia | Lexia® PowerUp Literacy® is designed to help students in Years 7 and above become proficient readers, confident learners and GCSE-ready, primarily targets pupils who lack the basic reading, academic vocabulary, and the comprehension skills necessary to fully access and engage in the secondary curriculum. | KS3 and KS4 | Lexia UK website | |
Cued Spelling | This is a structured technique to give students a series of cues to help them to remember and retain spellings. | Cued Spelling (PDF) | ||
Paired Reading | This can be used with an adult and a child or two children (one a more able reader than the other). | Individuals | ||
Paired Writing | Students are strategically paired and given a framework to work through together to plan, compose and edit a piece of joint writing. | Individuals | Pared writing (TES website) | |
Graphic Organisers | Students are taught and encouraged to use writing frames, sentence starters, story maps etc to structure their writing. | Graphic organisers (Creately) | ||
Booster Reading Primary/ Secondary | Targeted time limited 1:1 wave two intervention for pupils in year 1 to year 9. Focuses on the use and application of key skills whilst reading continuous text. It is designed to improve the use of reading strategies and develop understanding enabling pupils to become successful, independent readers who read with enjoyment. | KS1/ KS2/ KS3 | Individuals | Booster reading (Education Works) |
Fisher Family Trust Wave 3 | Aimed at children in year 1 and above working within or below book band two. Designed to be delivered by experienced TAs. Rolling programme of reading day/ writing day. | KS1/ KS2 | Individuals | Wave 3 (Fisher Family Trust) |
Wave Project Code X | Project Code X is a proven reading intervention for children in Years 2 to 4 who are a year or more behind in their word reading. It combines phonics and comprehension development in a character adventure series that is perfect for engaging boys. A two-text approach:
| KS1/ KS2 |
Interventions that require a level of training (but can be implemented by school staff after some training)
Intervention | Description | Training provider: |
|---|---|---|
Precision Teaching | A specific teaching approach that can be used to teach pupils discreet skills such as spelling, word reading, times tables, number bonds, letter formation and vocabulary. | |
Direct Instruction | A highly structured teaching approach where discrete skills are taught using a 3-step process: "my turn" where the adult models a task; "together" when the adult and student undertake the task together and finally "your turn" where the student undertakes the task alone. | |
Reciprocal Teaching | Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. |
Phonological awareness
Training
Intervention | Description | Training provider: |
|---|---|---|
An Introduction to Phonological Awareness | A progression of small steps for pupils with language processing difficulties. The programme supports phonological-semantic links for both vocabulary acquisition and literacy skills. It provides a clear framework for the development of PA that can be used as a firm foundation for an intervention to work on these skills. End year Reception/ KS1/ KS2 with adaptation, will need 20 to 30 mins 3 times a week over 12 weeks. |
Numeracy
Interventions that can be implemented from a Resource manual/ website (i.e. for schools to purchase and implement themselves)
Programme | Description | Age | Implementation | Link |
|---|---|---|---|---|
Catch Up Numeracy | Catch Up® Numeracy is a structured one-to-one intervention for learners who find numeracy difficult. It enables learners who struggle with numeracy to achieve more than double the progress of typically developing learners. | Years Reception to 6 |
| |
Numicon | Numicon is a flexible, whole-school approach to teaching mastery in maths from Nursery to Year 6. | KS1/ KS2 | Numicon (Oxford University Press) |
Interventions that require a level of training (but can be implemented by school staff after some training)
Programme | Description | Age | Implementation | Link |
|---|---|---|---|---|
Numbers Count | A specially trained teacher gives pupils three times 30-minute sessions a week for one term can be individual or in twos or threes. | Year 1 to 11 |
| |
1stClass@Number 1 and 2 | Focusses on number and calculation, developing children's mathematical understanding, communication, and reasoning skills. | Year 1 to 2 |
| 1stClass@Number (Edge Hill University) |
Training
Supporting differentiation / adaptation of the curriculum
Programme | Description | Provider |
|---|---|---|
Supporting Children with Literacy or Numeracy Difficulties | Tailored guidance on how to support pupils in the classroom, covering appropriate scaffolding and curriculum adaptation. |
Developing Independence and Thinking Skills
Programme | Description | Provider |
|---|---|---|
Independent Learning/ Mediated Learning | Strategies for supporting the development of thinking skills through the use of questioning. |
School support
Programme | Description | Provider |
|---|---|---|
Specialist Teacher Observation and Support | Specialist Teachers can offer practical advice to support teachers to apply strategies in their everyday classroom practice. They can also support SENCos and teachers to unpick needs signposting to services as appropriate or offering support themselves. STIP can support schools to implement and integrate professional recommendations throughout the school. | |
Psychological Consultations: Telephone | School staff and parents/carers can speak to an EP about children or broader practice issues every Wednesday afternoon of during term time. EPs will focus on problem solving, providing information, and signposting as appropriate. This is not a formal means of referring an individual child to an EP and consultations about children will be anonymous. | |
Bookable psychological consultations | In addition to our work in schools we offer bookable psychological consultation sessions on a regular basis across the year. Dates and venues of these may be obtained from your link EP. These are held at local host schools and will be open to SENCos, teachers/ TAs, and the parents of children you are concerned about. EPs will not be directly involved with children as part of these consultations. School staff will be encouraged to record key discussion points and recommendations in order to support early intervention. |
Specialist SEND support
Some children may find learning a challenge due to specific difficulties e.g., numeracy, other children may learn at a slower rate than their peers across all areas of the curriculum.
All these children will need high quality teaching and a level of additional intervention which removes barriers to learning and teaches the pupils the skills and knowledge they need to progress e.g. (see interventions in this document under School SEND Support).
Where children are experiencing more significant difficulties (see profile of need Specialist Support) the curriculum will require further differentiation using the child's strengths and skills to support learning.
It may be that the interventions required are similar to those used for a child with lesser delay however the intervention might focus on an earlier stage of learning e.g., a focus through precision teaching on counting to five as opposed to a focus on number bonds to 10. The frequency of the intervention may also need to increase with additional support to help children to generalise newly acquired learning in a functional way.
Specialist Teachers Team
- Where pupils continue to make poor or little progress, despite support at an earlier level, Specialist Teachers can provide additional advice and guidance, working more closely with the pupil, teachers, and parents.
- This may include more frequent and regular visits, further assessment, support to implement appropriate specialist interventions and support to apply and integrate recommendations from other professionals within the classroom setting.
Please note that before requesting educational psychology involvement the school should have involved STIP following a graduated cycle of assess, plan do, review unless there are additional concerns such as social, emotional, and mental health needs
School-based psychological consultation
- A Psychological Consultation is a joint problem-solving meeting to share concerns, deepen understanding and generate a plan of action to improve outcomes for a child or young person, group, or area of school development.
- Psychological Consultations take place between the EP and those key adults expressing concern including parents, teachers and other staff working with the child.
- Where appropriate the EP may undertake further assessment work with the pupil.
Social, emotional and mental health
Social, emotional and mental health decision making guide
View the Social, emotional and mental health decision making guide or click on the image below to enlarge the flowchart.
Schools play a significant role in supporting and promoting the physical, emotional, and mental health and wellbeing of children and young people. Surrey Healthy Schools assists schools in developing healthy behaviours, resilience, self-esteem; a sense of belonging and an appreciation of fairness and equality are fundamental factors which enable people and communities to thrive.
The Department for Education and the Department of Health have highlighted the need for a national commitment to encourage schools to take a 'whole school approach' to the promotion of mental health and wellbeing. Public Health England has also asserted that a school culture that prioritises supportive relationships and inclusion positively impacts upon the health and wellbeing of pupils, and their readiness to learn. A school's formal and informal curriculum, along with appropriate and proportionate support assists in achieving priority outcomes.
Promoting Children and Young People's EWHB: A Whole School and College Approach, Public Health England
Audit Tools
Sandwell Charter Mark
- Sandwell Charter Mark website
- The Sandwell Well-being Charter Mark is a school's opportunity to commit to improving the mental health and well-being of everyone connected with your school. There are three elements:
- The Charter Mark School Audit
- The Healthy Mind, Happy Me Curriculum
- The Pupil Well-being Survey
Measuring and monitoring children and young people's mental wellbeing: A toolkit for schools and colleges'Anna Freud Centre
- Measuring and monitoring children and young people's mental wellbeing: A toolkit for schools and colleges
- This toolkit aims to raise awareness amongst school and college staff of the range of validated tools that are available to help measure subjective mental wellbeing amongst the student population. This, in turn, will help school and college leaders make use of school and college level data to identify the mental wellbeing needs of students and determine how best to address these.
- Efforts taken by schools and colleges to promote the physical and mental health of the student population creates a virtuous circle, reinforcing attainment and achievement that in turn improves student wellbeing, enabling students to thrive and achieve their full potential.
Nurture Group Schools Network
- Nurture Group Schools Network
- Whole School Approach: Supports schools to identify, assess and support pupils who may have emotional and mental health needs.
THRIVE Resilience Model
- THRIVE Resilience Model
- A research informed framework which focuses on six core areas designed to foster positive emotional wellbeing and mental health
Training
Programme | Description | Provider |
|---|---|---|
Emotion coaching | A universal, interaction focussed, approach to supporting relationships, developing emotional regulation skills, and de-escalating emotionally high situations. Whole school training and follow up work to support the maintenance of Emotion Coaching as a whole school approach to interaction e.g., staff workshops, supervision and/or reflective practice groups. | |
Positive Touch Training | Positive Touch Training develops the practical skills appropriate for managing risk behaviour. The training covers the legal framework, duty of care, reasonable force, de-escalation, risk assessment and low-level physical intervention. | |
Restorative Approaches | A collection of approaches which are restorative in nature and focus on repairing harm and restoring relationships. These can be universal – such as use of circle times, social skills groups, PSHE activities, SEAL etc. | |
The Compassionate Schools Programme | This offers school leaders the opportunity to reflect on their whole school system by using the Compassionate Schools Framework, work with colleagues in reflecting on what is working and how to build on areas further. |
School SEND Support
Contact REMA for support if English is not the child's first language and/or if a child is ascribed as Gypsy, Roma or Traveller heritage Race equality and minority achievement (REMA) to determine how any needs relating to their first language and culture are impacting the child's presentation.
Please also be mindful that it can be traumatic for a child with no English skills to enter an English-speaking school for the first time.
Screening Tools
Screening Tool | Description | Age | Implementation Structure | For more information |
|---|---|---|---|---|
ABCC Charts | A way of understanding what a child's behaviour is communicating to teach them alternative and more acceptable ways of communicating. | All | Individual | |
ELSAs Social Skills Assessment form | Overview of competencies in the Child/ Young Persons (CYP) social interaction. Adults tick scaled boxes. Used pre and post-ELSA intervention to help identify progress. Could also be used midway through an intervention or to change focus. | All | Individual | |
Tracking Social and Emotional Skills (developed by Darlington EPS) | Emotional literacy tracker: Used pre- and post- ELSA intervention to help identify progress. Could also be used midway through an intervention, or to change focus | All | Individual | |
Structured Observations | Structured observations involve watching and recording observable behaviours in the school setting. The focus might be on the teachers or learner's behaviour. Observations might focus on the frequency, magnitude, and duration of the behaviour in context leading to an intervention designed to increase/decrease or teach an alternative behaviour. A variety of tools or methods might be used depending on the purpose of the observation including ABCCDo STIP charts, Star analysis, Fixed Interval Sampling, or observer notes. | All | Individual, group or whole class | |
Emotional Literacy Assessment and Intervention | A standardised assessment measuring pupil's emotional literacy and providing ideas for intervention. Book and DVD Available for Primary and Secondary. | Primary and Secondary | Individual | |
Goodman's Strengths and Difficulties Questionnaires | The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire for 3–16-year-olds. It exists in several versions to meet the needs of researchers, clinicians, and educationalists. Questions provide a picture of areas of difficulties (emotional, conduct, hyperactivity, relationships) and strengths (pro-social behaviours) which can inform planning for behavioural and learning intervention. | 3 to 16 | Individual | Strengths and Difficulties Questionnaire (SQD) |
Boxall Profile | An online resource for the assessment of children's cognitive, social, emotional, and behavioural development. It is designed to track the progress of development through a child's time in education and identifies levels of skills children possess to access learning. Profile can be completed online. Both Primary and Secondary versions available. | Primary and Secondary | Individual | |
| PASS | Measures and addresses the wellbeing of CYP through uncovering emotional or attitudinal needs. Identifies potential or actual risks of disengagement in CYP. Includes ideas for interventions. | 4 to 18 | Individual (£2 cost per CYP minimum 30CYPs) | |
Outcome Star | Person centred and strength-based approach in exploring relationships, physical health, and emotionality. Scaling and a quiz style section completed by the CYP. | Primary and secondary | License is required and training needs to be completed from £330+ for license and £240+ for training | |
THRIVE | Assesses individual CYP on their relationships and emotionality drawing on CYP development theories Teacher completes a scaled assessment for each CYP in the class (approx. 1 min per CYP) from which those CYP requiring further support l undergo another screening. Based on findings Thrive activities are then suggested for class and CYP | 0 to 18 | Whole school approach. Training and subscription required. From £2450+ for 2 years | |
Self-Image Profile | Measures self-image and self-esteem. Young Person asked to self- report their opinion on a range of statements. | |||
| Pragmatics Profile | A method of exploring a child's communication that would provide the practitioner with a picture of the child as a communicator outside the clinical context and within the context of everyday life. | 4 to 10 years | The Profile consists of two structured interviews, one for children up to approximately four years of age and one for older children aged approximately between five and ten years. Each interview consists of a set of questions. Often used by therapists but could be used by teachers with some support. | Pragmatics Profile of Everyday Communication Skills in Children – Communication Matrix |
Self-regulation
Interventions that can be implemented from a Resource manual/website i.e. for schools to purchase and implement themselves
Programme | Description | Age | Implementation Structure | For more information |
|---|---|---|---|---|
Zones of Regulation | The Zones is a systematic, cognitive behavioural approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete-coloured zones. | All | Individual, group or whole class | |
Relaxation | Techniques designed to combat stress and anxiety, either in response to an acute event/stressor experienced by an individual, or as a whole school/class approach designed to teach/coach skills to calm and relax and equip individuals to implement them independently in the future, to help them better self-regulate. | All | Weekly programme for 10 weeks. Groups, individual or class | Ready Set Relax (Amazon link) |
Brainstem Calmers | The patterned, repetitive rhythmic activities that help children move from high anxiety states to their calming 'thinking brain.' | Whole class |
Feelings, anxiety, and resilience
Interventions that can be implemented from a Resource manual/website (i.e. for schools to purchase and implement)
Programme | Description | Age | Implementation Structure | For more information |
|---|---|---|---|---|
Think Good Feel Good | A cognitive behaviour therapy workbook for children and young people. A collection of materials that have the adapted concepts and strategies of CBT using three main characters: Thought tracker; Feeling finder; Go Getter. | 7 to16 | A range of materials and exercises that can be used flexibly. |
Interventions that require a level of training - but can be implemented by school staff after some training
Programme | Description | Age | Implementation Structure | For more information |
|---|---|---|---|---|
FRIENDS | Structured programme to help children learn important skills and techniques to cope with and overcome anxiety and build emotional resiliency. Split into three age-specific programmes
| 4 to 7, 8 to11, 12 to15, 9 to13 | 10 Session structured CBT group programme must be accredited facilitator. |
|
Narrative Therapy Approaches | Narrative therapy is a method of therapy that separates a person from their problem. It encourages people to rely on their own skills to minimize problems that exist in their lives. | All | Individual | |
Therapeutic Story Writing | Therapeutic Story Writing Groups use the metaphor in stories to support children whose emotional and behavioural difficulties are getting in the way of their learning. | 7 to 13 | The groups are for six pupils, run for 10 sessions, each session lasts one hour. |
Transition support
Interventions that can be implemented from a Resource manual (i.e. for schools to purchase and implement themselves)
Programme | Description | Age | For more information |
|---|---|---|---|
Smart Moves® Building Resilience (The Eikon Charity) | The Smart Moves® Programme helps students to develop lifelong resilience which helps address some common anxieties when transitioning from year 6 to year 7 and into Year 8. Using consistent language and models across the school phases helps young people to embed the newly learned resilience skills. | 10 to 12 | |
Transition; Snivel and Shriek | Sussing Out Your Secondary School through a range of flexible individual and group activities, including puzzles, quizzes, writing, drawing, recording, and reflecting, this full-colour, A5, 52-page student workbook develops valuable personal skills such as organisation, communication and problem solving, all within the context of transition. | 8 to 14 | The Snivel and Shriek Guide to Feeling Fabulous (Amazon listing) |
ASD Transition pack (Arfur Moes) | A transition pack for pupils with ASD moving to Secondary school: "Changing school should be exciting but you might also feel a bit nervous. It will involve a lot of changes and new experiences for you in September. This is 'Arfur Moe's Transition Workbook' and you can use it both at school and at home. It will hopefully explain a lot about secondary school and answer some of your questions as well as help to prepare you for all the changes" | 10 to12 |
Webinar support
Educational psychology
Reconnection, recovery, and resilience during Covid19 and transitions back to school
A series of webinars to support school staff in thinking about the process of returning to school for children and young people and re- engaging with learning. These are available to listen to or to participate in as part of a discussion group with colleagues, facilitated by an EP.
- Maintaining your wellbeing during challenging times
- Preparing for transitions
- Anxiety and resilience
- Bereavement and loss
- Reconnection, recovery, and resilience: supporting positive transitions back to school
- Promoting self-regulated and independent learners: supporting children in re-engaging with learning at school
Social Skills and Social Communication
Social Communication approaches for Autistic CYPs
Interventions that can be implemented from a Resource manual/ website (i.e. for schools to purchase and implement themselves)
Programme | Description | Age | Implementation structure | For more information |
|---|---|---|---|---|
| Autism, Identity and Me Book | Information book for school and workbook for the CYP | |||
| Teaching neurodiversity to primary school pupils | NAS resource for class teachers to deliver to whole classes -advice-and-guidance/professional-practice/neurodiversity-schools | 8-11 year olds | Classes | Teaching neurodiversity to primary school pupils (autism.org.uk) |
| Comic Strip Conversations | Comic strip conversations, created by Carol Gray, are simple visual representations of conversation. They can show:
what people's intentions might be. | 4 plus | Individual | Social stories and comic strip conversations (NAS) |
| Social Stories | A Social Story, (created by Carol Gray) is a tool used to share information with professionals, parents and autistic children and young people. It is individualised to a child or young person's social environment, experience and perception and describes a concept, context, skill or achievement according to ten criteria. These criteria ensure the story is descriptive, unassuming and meaningful. | KS1/ 2/ 3 | Individual | |
Lego based therapy | LEGO based therapy is a structured approach where children and young people work together on a shared, Lego related task to achieve a common goal. The goals can be to build a specific object using agreed roles or to design and build their own models using a more flexible approach. Within the group, CYP develop their ability to listen to instructions, understand concepts, give clear instructions and ask for help. Within the group CYP might also develop their confidence, practise self advocacy and will authentically use their skills in collaborating, turn taking, communicating and problem solving. | All | Individual or groups | |
| POOCH | A problem-solving approach by Michael Pohl To be used in education settings. The stages include:
| KS2+ | Individual or groups | Using POOCH for evaluating |
| Speech Bubbles, Think About It, Mr Goodguess) | Black sheep press programmes looking at perspective taking, higher order language and problem solving | BSP, speech & language resources for schools, therapists & parents (blacksheeppress.co.uk) |
Social Skills and Social Communication (not directed at Autistic pupils/students)
Interventions that can be implemented from a Resource manual/ website (i.e.for schools to purchase and implement themselves)
Programme | Description | Age | Implementation structure | For more information |
|---|---|---|---|---|
Circle of friends | An approach to enhancing the inclusion in mainstream classroom of any young person, of any age who is experiencing difficulties in school because of impairment, a personal crisis or because of their challenging behaviour towards others. | 5 to 16 |
| |
ComicStrip Conversations | Comic strip conversations, created by Carol Gray, are simple visual representations of conversation. They can show:
| 4 plus | Individual | Social stories and comic strip conversations (NAS) |
Social Stories | A Social Story is individualised to a child's specific social or communication behaviour. In a typical Social Stories intervention, a child will be told a story initially and social details are provided showing appropriate social behaviour within the story. Afterwards, the child will answer some questions and be expected behave appropriately according to his/ her understanding. | KS1/ 2/ 3 | Individual | |
Lego based therapy | LEGO®-based therapy is a social development programme for young people with autism spectrum disorders or related social communication difficulties. | All | Individual or groups | What is Lego Therapy? (YouTube) |
Social Skills Spence | Social skills training; enhancing social competence with children and adolescents. | All | Recommends using a multi-modal integrated approach to social skills training | |
Socially Speaking | A pragmatic social skills programme for primary pupils. Aimed at developing effective social interaction in children with MLD, as well as improving self-esteem, listening skills, receptive and expressive language and problem solving. | KS1/ 2 | Groups, whole class | Socially Speaking: Pragmatic Social Skills Programme for Pupils with Mild to Moderate Learning Disabilities (Paperback, 31 Dec. 1998 by Alison Schroeder) |
Talkabouts Children | A practical resource to help teachers develop self-awareness and self- esteem in children by running social skill groups. Uses a hierarchical approach to teaching the skills. | 4 to 11 | Group activities | |
Talkabouts Teenagers | A complete groupwork resource offering a hierarchical approach to teaching social and relationship skills to teenagers. Designed specifically for teenagers, this practical workbook provides ready-made material for running social and relationship skills groups with older children and young adults. | 12 to 19 | Groups | |
| Speech Bubbles, Think About It, Mr Goodguess) | Black sheep press programmes looking at perspective taking, higher order language and problem solving | BSP, speech & language resources for schools, therapists & parents (blacksheeppress.co.uk) |
School support
Type of support | Description |
|---|---|
Specialist Teachers (STIP) | Creating a proactive support plan and risk assessment STIP can support SENCo and class teacher to work with the family to create and review a support plan and agree success criteria (short term targets) and appropriate targeted support. |
Specialist Teachers (STIP) | This includes an observation, planning and assessment as appropriate. with key staff and families. The purpose is to support the school to develop their practice both in the classroom and through intervention to meet the needs of the pupil and in turn improve outcomes. |
Specialist Teachers (STIP) | STIP can provide intensive support to staff to guide them in delivering the correct support and interventions for a pupil who is presenting with challenging behaviours/lack of engagement due to SEMH needs. |
Psychological Consultations: Telephone | School staff and parents/carers can speak to an EP about children or broader practice issues every Wednesday afternoon of during term time. EPs will focus on problem solving, providing information, and signposting as appropriate. This is not a formal means of referring an individual child to an EP and consultations about children will be anonymous. |
Bookable psychological consultations | In addition to our work in schools we offer bookable psychological consultation sessions on a regular basis across the year. Dates and venues of these may be obtained from your link EP. These are held at local host schools and will be open to SENCos, teachers/TAs, and the parents of children about whom you are concerned. EPs will not be directly involved with children as part of these consultations. School staff will be encouraged to record key discussion points and recommendations to support early intervention. |
Specialist SEND Support
Trauma and Attachment: these approaches would be recommended when specialist services are working with a child (profile of need at Specialist Support level)
Programme | Description | For more information |
|---|---|---|
Key Adults Programme | This offers teachers and TAs the opportunity to extend their relational and practice skills in supporting children and young people, and in developing….and in promoting and protecting their own wellbeing. | Training from Educational Psychologists (Surrey County Council) |
Storylinks | Story Links uses therapeutic story writing to address behaviour issues, support positive attachment and improve pupils' reading. | Storylinks (Word file) |
Self-Regulation: these approaches would be recommended when specialist services are working with a child (profile of need at Specialist Support level)
Programme | Description | Training provided by: |
|---|---|---|
Theraplay | A form of parent-child psychotherapy. For children aged 0 to18 who may be: withdrawn, depressed, noncompliant; or those with regulatory problems, attention deficit hyperactivity disorder (ADHD), or attachment issues/complex trauma. | Training from Educational Psychologists (Surrey County Council) |
Anxiety: These approaches would be recommended when specialist services are working with a child (profile of need at Specialist Support level)
Programme | Description | Training provided by: |
|---|---|---|
Supporting young people with anxiety in secondary schools | Supporting young people with anxiety in secondary schools has been very well evaluated and will be available again this year. We are extending the training on anxiety above to offer a training programme specifically for adults supporting children presenting with Emotionally Based School Refusal and school avoidance. | Training from Educational Psychologists (Surrey County Council) |
School support
Type of support | Description |
|---|---|
School based Psychological Consultation | A Psychological Consultation is a joint problem-solving meeting to share concerns, deepen understanding and generate a plan of action to improve outcomes for a child or young person, group, or area of school development. Psychological Consultations take place between the EP and those key adults expressing concern including parents, teachers and other staff working with the child. Where appropriate the EP may undertake further assessment work with the pupil. |
Multi-Family Groups | An evidenced based approach that involves bringing together different families in a therapeutic context, usually within a school, to work jointly to overcome each of their specific and very individual problems. Six to eight children/ YP with their parent/ caregiver meet weekly in school. The group aims to provide a context in which families can learn from each other to address and manage the issues they face. |
Emotional Literacy Support Assistants (ELSA) | We continue to offer the Surrey ELSA programme and support a community of over 550 ELSAs across the county. We will continue to offer training, CPD sessions and half-termly supervision to ELSAs across the county as we enter the ninth year of ELSAs in Surrey. In addition, we offer continuing development opportunities for ELSAs such as bereavement and loss training and a conference every other year. |
Physical and sensory
Physical difficulties decision making guide
View the Physical difficulties decision making guide or click on the image below to enlarge the flowchart.
Sensory differences decision making guide
View the Sensory differences decision making guide or click on the image below to enlarge the flowchart.
Sensory impairments decision making guide
View the Sensory impairments decision making guide or click on the image below to enlarge the flowchart.
Universal Training
Training resource | Description | Website |
|---|---|---|
Raising awareness of Physical Disability | Online training modules designed for anyone working within an educational setting who needs to develop their awareness and understanding of physical disability and the impact it can have on learning. | PDNet website |
https://pdnet.org.uk/pdnet-level-1-trainingFunctional Skills | A range of free training to support schools and education professionals is on offer from the Occupational Therapy service in partnership with the SEND teaching schools. |
|
Sensory Skills | A range of free training to support schools and education professionals is on offer from the Occupational Therapy service in partnership with the SEND teaching schools. |
|
Occupational Therapy in the School Environment | A practical and interactive session focussing on:
| Occupational Therapy service (Children and Family Health Surrey) |
Online support
Type of resource | Description | Website | ||
|---|---|---|---|---|
Website including resource finder | Children and Family Health Surrey | |||
Website | Offers downloadable resources for the following topics:
Recommended by Children and Family Health Surrey | |||
Video workshops |
| Video workshops (Children and Family Health Surrey) | ||
School SEND support
Contact REMA for support if English is not the child's first language and/or if a child is ascribed as Gypsy, Roma or Traveller heritage Race equality and minority achievement (REMA) to determine how any needs relating to their first language and culture are impacting the child's presentation.
Evaluation Tool
Tool | Description | Age | Implementation | Link |
|---|---|---|---|---|
PDNet Standards (Self-Evaluation Tool) | Aspirational provision standards to enable settings to better include and meet the needs of pupils with physical disabilities. | Early Years/ school age/ post-16 | Evaluation frameworks, to be implemented by leadership teams or SENCos. Outcomes to inform future accessibility planning. | Self-Evaluation Tool (PDNet) |
All areas of need
Interventions that can be implemented from a Resource manual (i.e. for schools to access/ purchase and implement themselves)
Programme | Description | Age | Implementation | Link |
|---|---|---|---|---|
Occupational Therapy Resource Pack | Information and resources for schools, SENCos, and other professionals involved in supporting children with additional needs; designed by the Surrey Children's Occupational Therapy teams in association with Surrey County Council. | All | See resource pack | Resource pack (Children and Family Health Surrey) |
Motor Development | A range of advice sheets supporting:
| See resource pack |
Handling tools and equipment
Interventions that can be implemented from a Resource manual (i.e. for schools to access/purchase and implement themselves)
Programme | Description | Age | Implementation | Link |
|---|---|---|---|---|
Speed Up by Lois Addy | Speed Up! is a tried and tested programme designed specifically for children aged 8 to13, whose handwriting is slow, illegible, or lacking in fluency. | 8 to13 | Individual with support | |
Write from the Start by Ion Teodorescu and Lois Addy | Offers an approach to handwriting which develops the muscles of the hand. It includes over four hundred graded exercises and activities to develop hand-eye co-ordination, form constancy, spatial organization, figure-ground discrimination and orientation and laterality. | Primary | Individual or groups with support |
Seating/ mobility and navigating environment
Interventions that can be implemented from a Resource manual (i.e. for schools to access/purchase and implement themselves)
Programme | Description | Age | Implementation | Link |
|---|---|---|---|---|
The role of the teacher working with pupils with physical disabilities | Theoretical and practical guidance for teachers who do or will soon teach a pupil with physical disabilities. | 4 to 18 | Training tool for teachers, may support pupil transitions. | The role of the teacher working with children with physical disabilities |
School support
Resource | Description | Further information: |
|---|---|---|
Occupational Therapy Service Help Line | To provide practical OT advice, strategies and support to schools, parents/ carers, and other professionals in relation to a child's/ young person's functional and independence skills. | Occupational Therapy Helpline:
|
Occupational Therapy Service Link Visit | A visit to school/ nursery/ Family Centre/ community services (support groups, respite provisions) from an Occupational Therapist to support integration of Occupational Therapy into the setting. | |
Curriculum handbook | General and subject-specific guidance for adaptations to promote accessibility of typical Primary lessons. | Curriculum handbook (PDF) |
Self esteem | Theoretical and practical guidance for promoting self-esteem amongst pupils with physical disabilities. | |
Training and advice | To support embedding of strategies and advice into the curriculum. |
Specialist SEND Support
Specialist Pathways for:
Hearing Impairment, Physical and Sensory Support Service, Speech, and Language TherapyService (NB. all children accessing this service should be known to audiology):
- Transition support and planning for individual pupils with hearing impairment.
- Speech and language therapy service; may include advice from specialist Speech and Language Therapist for Hearing Impairment. This would be discussed with your school's link speech and language therapist.
- In line with national guidance and PSS policy, provision of assistive listening devices and support for the child and setting in their use.
- Support/ training for learning British Sign Language/ Sign Supported English where appropriate for the child. This may include vocabulary development.
- Advice from Deaf Instructor.
- Training, assessment, advice, and direct input for setting from Qualified Teacher for Hearing Impairment.
- Input from Deaf Instructor which may be for the child and/ or staff.
Vision Impairment, Physical and Sensory Support Service (NB. all children accessing this service should be known to ophthalmology):
- Mobility training for orientation and independent travel within school from/ directed by a qualified paediatric habilitation officer. Also, may need independent living skills training.
- Transition support and planning for individual pupils with vision impairment
- Input to assessment.
Multi-Sensory Impairment, Physical and Sensory Support Service (NB. all children accessing this service should be known to audiology and/or ophthalmology)
- Mobility training for orientation and independent travel within school from/ directed by a paediatric rehabilitation officer. This is requested via the Qualified Teacher for Vision impairment or multi-sensory impairment.
- Training and advice for setting.
- Long term assessment and involvement.
- Transition support and planning for individual pupils with multi-sensory impairment.
Physical Disability, Physical Disability Team, Physical and Sensory Support
- Assessment from Advisory Teacher for Physical Disability.
- Training and Advice.
- Transition support and planning for individual pupils.
Physiotherapy Support, Children and Family Health Surrey
- Provide assessment, therapy and advice for babies, children, and young people with physical difficulties from birth up to 19 years old. The team of physiotherapists have specialist skills, experience and knowledge of childhood development and childhood disability.
- The team work closely with your child, family, other professionals and with nurseries / schools to maximise your child's physical potential and independence.
Handling Tools and Equipment and Seating/ Mobility & Navigating Environment Occupational Therapy Service, Children and Family Health Surrey
- Settings based groups.
- Individual case work with pupils to include assessment and planning, intervention & support, reviewing and evaluating.
Children with Disabilities Team, Surrey County Council
- The Children with Disabilities Teams provide support to children and young people with disabilities in cases where their individual needs cannot be met by their extended family or by early help services within the community.
- Our social workers provide a specialist service to those children and young people in Surrey with permanent and substantial disabilities.
Training A to Z appendix
Training programme | Provider | Link | |
|---|---|---|---|
Autism Awareness | ASD Outreach | ||
An Introduction to Autism | Specialist Teachers for Inclusive Practice | ||
An Introduction to Phonological Awareness | Specialist Teachers for Inclusive Practice | ||
Colourful Semantics | Surrey County Council (SCC) Speech and Language Therapy | ||
Countywide Primary EAL NQT Training | REMA | ||
Direct Instruction | Specialist Teachers for Inclusive Practice | ||
EAL Governor and Leadership training | REMA | ||
EAL/ GRT Teacher training | REMA | ||
EAL/ GRT Training for TAs | REMA | ||
EAL/ GRT Audit | REMA | ||
EAL/ GRT Consultation/Surgery | REMA | ||
EAL Training for EAL Coordinators | REMA | ||
Elklan | Specialist Teachers for Inclusive Practice | ||
ELSA | Educational Psychology Service | ||
Emotion Coaching | Educational Psychology Service | ||
Emotional Regulation | Specialist Teachers for Inclusive Practice | ||
Functional Skills | Occupational Therapy Service | Occupational Therapy service (Children and Family Health Surrey) | |
Listening and Attention | Specialist Teachers for Inclusive Practice | ||
Mediated/ Independent Learning | Specialist Teachers for Inclusive Practice | ||
NQT Inclusive Classroom | Specialist Teachers for Inclusive Practice | ||
Occupational Therapy in the School Environment | |||
Positive Touch Training | Specialist Teachers for Inclusive Practice | ||
Precision Teaching | Specialist Teachers for Inclusive Practice | ||
Promoting Positive Behaviour | Specialist Teachers for Inclusive Practice | ||
PSHE Essentials | Surrey Healthy Schools | ||
Quality First Teaching: Supporting Inclusion in the Classroom | Specialist Teachers for Inclusive Practice | ||
Responding to Prejudice Related Incidents | REMA | ||
Selective Mutism/ Reluctant talkers | Surrey County Council (SCC) Speech and Language Therapy | ||
Sensory Skills | Occupational Therapy Service | Occupational Therapy service (Children and Family Health Surrey) | |
Supporting Inclusion in the Classroom | Specialist Teachers for Inclusive Practice | ||
Supporting young people with anxiety in secondary schools | Educational Psychology Service | ||
Supporting Children with Literacy or Numeracy Difficulties/ Curriculum Differentiation | Specialist Teachers for Inclusive Practice | ||
Support Staff training; Welcoming new EAL and GRT arrivals | REMA | ||
Surrey Healthy Schools Approach Training | Surrey Healthy Schools | ||
Talkboost | Surrey County Council (SCC) Speech and Language Therapy | ||
The Compassionate Schools Programme for school leaders | Educational Psychology Service | ||
Therapeutic Story Writing | Specialist Teachers for Inclusive Practice | ||
Theraplay | Educational Psychology Service | Training from Educational Psychologists (Surrey County Council) | |
Understanding ADHD in the Classroom | Specialist Teachers for Inclusive Practice | ||