FUNDING AND SUPPORT FOR EARLY YEARS CHILDREN ON …



Early Years Intervention Team,,,,,,,,,,,4877N

EARLY YEARS INTERVENTION TEAM

INFORMATION FOR PARENTS/CARERS/SETTINGS

FUNDING AND SUPPORT FOR EARLY YEARS CHILDREN ON WIRRAL WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) 2015 - 2016

CONTENTS

Chapter Page

1 Introduction 3

2 Summary of Information 5

3 Special Educational Needs 8

3.1 Early Years Current Legal Requirements 8

3.2 Early Years Support 9

3.3 Early Years Additional Support 11

4 Disability Discrimination Code of Practice – Impact and examples 13

5 Details of Early Years Intervention Team 15

6. Procedures for SEND Funding and Support 18

7 Liaison with School F1 Classes 23

8 Admissions to Mainstream Schools 24

9 Names/Details of Professional Contacts 25

10 Equipment loans and requests 25

APPENDICES

A Special Educational Needs and Disability (SEND) Request Form 28

(Request for SEND support for child)

B Special Educational Needs Funding Claim Form 29

(Claim for termly funding)

C Observation Sheet 30

D Person Centred Plans 31/32

E What do I do next? 33

F Request Route 34

G Early Years Intervention Team Request for Involvement Form 35/36

H Equipment request form 37

I Glossary of terms 38

CHAPTER ONE

INTRODUCTION

All early education settings in receipt of early education funding must have regard to the Special Educational Needs and Disability (SEND) Code of Practice 2014.

There are certain requirements for early years education settings, even if there are no children with SEND attending.

Practitioners should have a clear policy about how SEND will be met in their setting - this is also an EYFS statutory requirement. This Policy must be made available to parents and carers.

Children attending early years’ settings are entitled to free early education for 2, 3 and 4 year olds.

The funding and support referred to in this guide, is additional discretionary

funding to provide for children with significant and complex special educational needs and is currently provided by Wirral Children and Young Peoples

Department.

The early years settings covered in this guide deliver the Early Years Foundation Stage Curriculum (EYFS).

The guide also provides information on how to access information and support from the Early Years Intervention Team. The additional funding arrangements covered in this guide do not apply to crèches, parent and toddler groups, out of school clubs or holiday play schemes.

Wirral has a range of services to support Early Years SEND provision.

• Early Years Intervention Workers (Portage Service) provide educational support for younger children with SEND primarily in the home.

• The Early Years Intervention Officers (Foundation Consultants) work alongside practitioners in settings to support the inclusion of children with SEND, provide SEN training, liaise with other services and also monitor and review the inclusivity of a settings environment and practice.

In addition:

• Wirral’s Early Childhood Service Quality and Business team provide support to all settings receiving early education funding for 2 - 4 year olds.

All early years settings and childminders have the opportunity to attend targeted training courses on SEND issues.

Wirral Children and Young Peoples Department are developing a coordinated approach to training. They have previously delivered sessions to EY SENCos on the Role of the SENCo, Person Centred Planning, Developing Effective Outcomes, The new Ofsted framework and effective Behaviour Management.

Full details regarding names, addresses, telephone numbers of the services identified in the guide are listed in the appendices.

CHAPTER TWO

SUMMARY OF INFORMATION IN GUIDE

A significant number of children at some time during their early development will have special educational needs of some kind. National SEND guidance emphasises that the vast majority of these children will have these needs met by everyday arrangements made in early years settings. Some will need extra help and this is available through additional support at home and additional support in settings from the Early Years Intervention Team (EYIT).

In order to promote inclusion in Early Years settings for all children, the Children and Young Peoples Department has a system of requests for involvements and support to enable children with SEND to participate fully in early years education.

The current SEND Code of Practice recommends that settings should use a graduated approach when dealing with children's difficulties, matching the level of help to the needs of the child. In Wirral, those managing Early Years provision should follow similar procedures for identifying and meeting the special educational needs of Early Years children, as those for older children adopted by schools in the borough.

There are several types of additional support and provision and these are described here:-

i) Early Years Intervention Workers.(Portage)

ii) SEND advice and funding for Early Years settings.

iii) Special school nurseries.

iv) Early Years Intervention Officers (Foundation Consultants)

i) Early Years Intervention Workers (Portage)

This service is provided for children and their families who live in Wirral and are aged from 6 weeks to under 5 years, who may have special needs. By way of a 10 week intervention in the home acknowledging

Parents are their child’s most effective teachers. Through teaching the Portage Principles to parents, in the child’s most natural environment their home, the aim is to enable parents to develop their child’s abilities.

Parents will learn new skills and an understanding that through a small stepped play based approach, progress can be seen and parents and children enjoy learning together.

The service is based on regular visits to the home by an Early Years Intervention Worker who is experienced in education and trained in Portage techniques.

During the first visit the service is fully explained and relevant information about the child is gathered. If Portage intervention is felt to be appropriate and parents/carers are in agreement, an Early Years Intervention Worker will make visits to the home. If it is found the Portage intervention is not appropriate then the worker would support in signposting to other services.

ii) SEND Advice and Funding in Early Years Settings

Wirral Council will provide advice and funding for SEND support in educational settings who receive nursery grant funding for 2-3 year olds and 3 and 4 year olds. Support will be provided up to the15 hours statutory entitlement. Further sections in this guide describe the requirement and how to apply for the advice and funding. These will be provided based on information received from the Early Years Intervention Team, other professionals involved with the child and either the current Early Years Additional Support Plan (EY ASP), play plan or written advice received from the setting. Progress reports and EY ASPs will be required on a termly basis from the setting to monitor the child's development.

iii) Special School Nurseries

Wirral Council has provision for children with severe and complex needs to attend nursery classes attached to its special schools. Where professional advice, usually from paediatricians and educational psychologists has been received, there are criteria to assist in providing suitable special school provision for children with SEND.

Requests for special school places are made through the Education Health and Care assessment process and will require a collation of multi agency reports and information to lead to decision making and the production of an Education Health and Care Plan (EHCP).

iv) Early Years Intervention Officers (Foundation Consultants)

The Early Years Intervention Team includes two EYIT Officers/Foundation Consultants (qualified teachers), who address the following Key Principles;

• “That settings are aware that some children may have special needs and are proactive in ensuring that appropriate action can be taken”.

• “Steps are taken to promote the welfare and development of the child within the setting, in partnership with parents and other relevant parties”.

• “All children are included and their individual needs are assessed, recognised, met and evaluated within the key principles of the Early Years Foundation Stage and the Code of Practice for Special Educational Needs/Disability Discrimination Legislation”.

Officers work alongside practitioners in Promoting Inclusion and Equal Opportunities within the Code of Practice for Special Educational Needs and Disability legislation by supporting them in:

• Planning for the needs of all children (0-5 years)

• Planning learning experiences for the areas of learning in the EYFS

• Developing independence and resilience

• Creating a stimulating learning environment both in and outdoors

• Reviewing resources

• Effective assessment of children's progress and the impact of setting based interventions

• Smooth transition into school

• Leadership and management of an inclusive curriculum (planning for

the individual needs of child)

• Liaison with Social Care and Health and other professional services and voluntary agencies

CHAPTER THREE

SPECIAL EDUCATIONAL NEEDS

3.1 EARLY YEARS SEND REQUIREMENTS

All early years settings - must continually monitor and support children to ensure that they develop and learn as appropriate, identifying any developmental issues, working with parents to address any identified problems, use their own best endeavours to support the child - using their own resources, drawing in extra help if needed (SEND Support). Plus where appropriate encourage and support parents in the process to refer their child for an Education Health and Care Plan assessment, making sure that there is documented evidence following Authority guidelines.

All providers must co-operate with the local authority in reviewing the provision that is available locally and developing the local offer. The local authority must ensure that all providers they fund in the maintained, private, voluntary and independent sectors are aware of the requirement on them to have regard to the SEND Code of Practice, and should make sure funding arrangements for early education reflect the need to provide suitable support for settings in meeting their duties to support these children.

Maintained early years provision: these settings must:

- Use their best endeavours to make sure that a child with SEND gets the support they need;

- Ensure that children with SEND engage in the activities of school alongside those who do not have SEND;

- Ensure there is a qualified teacher designated as the SENCo who must ensure all practitioners in the setting understand their responsibilities to children with SEND, make sure parents are closely involved and that their insights inform action taken by the setting and liaising with professionals or agencies beyond the setting;

- Inform parents when they are making special educational provision for a child;

- Prepare a report on:

- The implementation of their SEND policy;

- Their arrangements for the admission of disabled children

- The steps being taken to prevent disabled children being treated less favourably than others;

- The facilities provided to enable access to the school for disabled children and publish their accessibility plan showing how they plan to improve access over time. This compliments existing duties under the EYFS statutory framework and the 2010 Equality Act.

Childminders and those in group provision on domestic premises are encouraged to identify a person to act as SENCo and childminders who are registered with a childminder agency or who are part of a network may wish to share that role between them.

PVI settings: only maintained settings are required to accommodate children with EHC plans. However, it is best practice for all PVI settings to have a SENCO, whether specific to the setting or as a group of settings. If a PVI setting has the infrastructure to be able to support a child with complex needs, they can do so.

The Code sets out an approach around an “assess, plan, do, review” approach to supporting children with SEND or disabilities. This resonates strongly with the Early Years Foundation Stage, which all Ofsted registered settings must follow. As with the wider reforms to the EYFS, the government is not specifying how settings document the additional SEND support that is being offered, but emphasises the importance of agreeing clear outcomes, and monitoring how well the child is progressing in comparison to all the support they are receiving, and what they will do if the child is not improving.

3.2 EARLY YEARS SUPPORT

Children might be described as having SEND for many reasons - a physical disability, a language or communication difficulty, behaviour or emotional difficulty or delayed development. Sometimes a child will have SEND that has already been identified by other professionals. At other times the child's SEND will be identified in the setting. Early year's practitioners have a duty to recognise and identify any SEND within their settings in order to plan what action can be taken to support and help the child.

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

As an important part of the Early Years support the SENCo and colleagues should collect all known information about the child and seek additional new information from the parents. In some cases, outside professionals from health, social services or the education psychology team may already be involved with the child and their views should be sought.

The information collected can be maintained as part of the child's individual record that will also include previous observations on the child made as part of the regular assessment and recording systems with the early education setting.

The setting should decide on the action needed to help the child to progress. There is sometimes an expectation that action will comprise support in the form of extra teaching to be given to the child. However, the key lies in effective individualised arrangements for learning and teaching. The resources might be extra adult time in devising the intervention and monitoring its effectiveness; the provision of different learning materials or special equipment; some group support or staff development and training to introduce more effective strategies. Advice and training from Local Authority support services often make it possible to provide effective intervention.

Some children's SEND will be met simply by adapting the approaches in the setting and targeting the learning more carefully. Others may require higher levels of support and differentiation.

If you feel a child has SEND you should gather information about the child from any other professionals involved and make the play and early learning activities more accessible to the child by breaking them into small steps or making them easier. You should also speak with the parents/carers. Once enough evidence has been gathered, the SENCo and early years practitioner will be able to put strategies and programmes in place. This usually involves individualised teaching by the practitioners. It does not usually mean one-to-one teaching and this might not be appropriate if the child is to be included fully in the EYFS curriculum. Staff can then work closely with the child, following the plan that has been agreed, observing and recording the child's progress. Parents/carers should always be kept informed of their child's progress.

A feature of this individualised approach is the Early Years Additional Support Plan (EY ASP)/play plan. Strategies should be recorded in the EY ASP. This should include information about the short and long term aspirations and outcomes for parent/carer and child, the teaching strategies and the provision to be put in place. The EY ASP/play plan should only record that which is additional to or different from the normal differentiated plans that is in place in the setting. The EY ASP/play plan should concentrate on 2 - 3 main outcomes. The EY ASP should be coproduced with the child’s parents. The plan should be seen as an integrated aspect of the curriculum planning for the whole group.

The Early Years Intervention Officers will be able to offer you support and ideas with ways to make the curriculum more accessible to the child you are monitoring. You may need to re-look at routines, environment and the way you do things.

3.3 EARLY YEARS ADDITIONAL SUPPORT

Additional support is characterised by the involvement of external support services who can help early education settings with advice on new ASPs/play plans focusing on outcomes, provide more specialist assessments, give advice on the use of new or specialist strategies or materials, and in some cases provide support for particular activities.

Support from the Early Years Intervention team is accessed by completing a Request for Involvement Form. See Appendix H. It should be marked for the attention of Penny Bishop, Early Intervention Team Leader. Your request will be logged and an acknowledged receipt response returned to you within five working days.

Thereafter, the team leader or member of the team will make contact and arrange an introductory meeting to ascertain the exact nature of the support/intervention required. This will be regularly reviewed.

Where an early education setting seeks the help of external support services, those services will need to see the records on the child held by the setting, in order to establish which strategies have already been employed and which targets have been set and achieved. They will usually then observe the child so that they can advise on new and appropriate targets for the child's EY ASP and accompanying strategies.

The different roles in relation to SEND support. In summary, these are as follows:-

The adult supporting the child’s SEND should be responsible for delivering the individualised programme. The SENCo should be responsible for planning the programme and future support for the child in consultation with the Key Person. Parents should always be consulted and kept informed of progress their child is making and future actions required via termly review meetings.

The EY ASP/play plan should be monitored regularly (at least every twelve weeks). If the child is still not achieving the targets that have been set, nor making the kind of progress that they might make given the right kind of advice and support, the setting should first revisit these targets and make sure that they have been broken down sufficiently for the child to make progress. If sufficient progress is not being made, then it is time to seek outside professional help.

If you feel that the child needs support from other outside agencies e.g. social care, health, the Early Years Intervention Officer will be able to offer advice.

CHAPTER FOUR

DISABILITY DISCRIMINATION CODE OF PRACTICE

From September 2002 it has been unlawful for settings and all schools to treat disabled children less favourably because of their disabilities. This is part of the SEND Code of Practice and Children and Families Act 2014/Equality Act 2010.

The Act says that the responsible body for a school/setting must take such steps as it is reasonable to take to ensure that disabled children are not placed at a substantial disadvantage in comparison with those who are not disabled.

The duty is anticipatory in that the setting needs to anticipate what might put a child at a substantial disadvantage and take the necessary steps to avoid it. The discrimination duty applies to all staff.

A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities. A long-term effect is one which has lasted at least 12 months; or which is likely to last at least 12 months.

Here are some examples.

For example:

A mother seeks admission to a setting for her daughter, who has epilepsy. The setting tells her that they cannot take the child unless she stops having fits.

In effect the setting is placing conditions on the girl’s admission because she might have fits. Having fits is an intrinsic part of the girl's epilepsy. The reason for the less favourable treatment is one that relates to the girl's disability.

In the case of the girl with epilepsy, whose admission to the setting was going to be conditional on her stopping having fits, the comparison has to be made between the treatment that she got and the treatment someone else got, or would get, if they did not have fits. In this case, other children did not have this condition placed on their admission, nor would they have. So, for a reason that relates to her disability, this girl is being treated less favourably than another child to whom that reason does not apply.

The next question is whether this is justified. There is no justification for the less favourable treatment of the girl and it is likely that it is unlawful discrimination.

A father seeks admission to a nursery school for her son who is not toilet trained. The school explains that they could not admit him until he is toilet trained. That is their policy for all children.

Is this less favourable treatment for a reason related to the pupil's disability?

The child has difficulty in establishing bowel control as a medical complaint, so the reason given is related to the child's disability.

Is it less favourable treatment than someone gets if the reason does not apply to him or her?

The treatment he receives has to be compared with a child to whom that reason does not apply, that is, the comparison is with a child who is toilet trained. A child who is toilet trained is not asked to delay admission to the school. It is less favourable treatment than is given to a child who is toilet trained.

Is it justified?

In this case the decision was not based on any assessment of the circumstances of the particular case but on a blanket policy and so there is unlikely to be a material and substantial reason. It is likely that this is unlawful discrimination.

The reasonable adjustments duty is owed to disabled children in general, not simply to individual disabled children. This means that the setting will need to review their policies and ensure that they incorporate the legislation in the Disability Discrimination Code in their SEND Policy and general practices and procedures.

If a parent/carer wishes to make a claim of discrimination, the claim is made against the responsible body for the school, which is the owner, proprietor or governing body and cannot be made against an individual.

A claim of discrimination has to be made within six months of the action that led to the claim, except where the parent and the responsible body have agreed to conciliation and in this case, the period for lodging a claim is extended to eight months.

Another example:

A setting will only agree to a child with a disability coming on a trip if the parents sign an agreement stating that they do not hold the setting responsible for making any adjustments which may be necessary to ensure that the child benefits from the planned activities on the trip and will not take any action if the pupil is excluded from any activities.

It is likely that the agreement is not legally binding.

CHAPTER FIVE

EARLY YEARS INTERVENTION TEAM

5.1 EARLY YEARS INTERVENTION TEAM (Portage)

Wirral Council currently provides Early Years Intervention/Portage at no direct cost to parents/carers. The aim of the intervention is to provide home-based and setting support for children and to empower the adults most concerned e.g. parents, key person to support them better. In some instances, the child will have made sufficient progress at home and will not require support once attending a setting.

i) Requests for support

Requests for support from the team should be made through the Request for Involvement Form. The appropriate documentation is available in Appendix H of this guide.

Requests are normally made - with parental permission - through the Health Visitor or Paediatrician but can be made by parents/carers themselves or by other professionals/settings. On receipt of a completed request form, the Team will contact the parent/carer/setting to arrange to visit the child and his/her family to carry out an initial assessment of need.

This assessment will determine whether the early intervention services consider that they are best placed to enable the child to achieve their outcomes.

ii) The Criteria for Support in the Home are:

• The child is aged between 6 weeks and 5 years and not attending school or taking up their 15 hours of early education for 2, 3 or 4 year olds.

• The child is experiencing a significant degree of delay or difficulty in at least one area of SEND, sufficient to warrant Portage intervention.

• The child lives with a family or carer willing to participate as far as possible in Portage activities with the child.

iii) Procedures for Early Years Intervention Workers (Portage)

Initial home visit

Baseline assessment

10 week programme, consisting with 6 practice based sessions

Review of programme

End of intervention report

When a child is referred to the Early Years Intervention Team for support, a visit to the home to discuss the support requested is made. This initial assessment normally takes about one hour, during which time they will ask the parent/carer specific questions relating to the child's development and will fully explain the purpose and details of the expected outcomes of the Portage intervention.

If the assessment shows that the child would benefit from a Portage intervention, an Early Years Intervention Worker will be allocated to the child and family and Portage visiting will start. Once the (intervention) assessment is complete, the Early Years Intervention Worker will send an end of intervention report to parents.

Once it has been agreed that a Portage intervention will be provided for the child, the Early Years Intervention Worker will arrange suitable times. Once a child attends a setting the Portage support will be reviewed and will gradually be reduced and ceased at home.

On review of the programme, should it be found that the child/parent would benefit from a further programme this should be highlighted in the end of intervention report, as a recommendation and presented to the EIT team leader for a decision. However, this intervention is not intended to be a “rolling” programme and signposting, other agency involvement should be a consideration.

CHAPTER SIX

DETAILS OF SEND FUNDING AND SUPPORT IN SETTINGS

i) Requests for additional SEND Funding and Support in Settings

The setting should already have provided support as detailed in the SEND Code of Practice and summarised in Chapter 3 of this guide. The setting must seek advice from the Early Years Intervention Team when making a request for additional funding for children who need further intensive support.

Before making a request the setting must be able to demonstrate that it has provided individualised programmes of support, at least a half term. A copy of the child's EY Additional Support Plan (EY ASP)/person centred play plan and information regarding the support currently provided by the setting should be sent with the Request Form to the Penny Bishop, Early Intervention Team Leader.

A copy of the Request Form is attached at the back of this guide (Appendix A and B).

The Request Form includes a section for the parent/carer to complete confirming that they agree to reports being obtained for their child. It is important that the setting obtains parental consent for the request. If this is not obtained, the request will not be able to be processed. Once the completed Request Form has been received, they may obtain

advice from the other professionals involved with the child to determine the levels of additional support necessary to implement the

intervention.

i) Criteria for SEND Support and Funding

The setting must involve the Early Years Intervention Team prior to applying for additional funding in all cases. This evidence will identify the severity of the delay and whether the child's needs fall within the criteria for support.

The criteria for additional funding are in four main areas as follows:

Cognition and Learning

Children who continue to experience persistent learning difficulties and whose achievements are substantially below children of a similar age and therefore require more frequent, regular and intensive interventions in order to access the Early Years Foundation Stage.

The setting should provide evidence of the support, strategies and programmes that have already been provided for the child. A current EY ASP/Person Centred Plan(PCP)/play plan should be submitted with the Request Form.

Language, Communication and Interaction

These are children whose ongoing speech, language and/or communication difficulties affect the development of relationships and interactions with their peers and/or adults. These children also have speech, language and/or communication difficulties that may give rise to emotional/behavioural difficulties which are likely to create a significant barrier in accessing the Early Years curriculum.

The setting should provide evidence of the support, strategies and programmes that have already been provided for the child. A current EY ASP/PCP/play plan will be necessary.

Based on this evidence, a decision will be made.

Social and Emotional Development

Children whose emotional and/or socialization problems are recognised as significantly interfering with their own progress or that of others on a regular basis and may require support to participate more fully in the activities of the group and to access the Early Years Foundation Stage curriculum.

The setting should provide written evidence of the support, strategies and programmes that have already been provided for the child. A current EY ASP/PCP/play plan should be submitted with the Request Form.

Once this is received, the Early Years Intervention Officer will arrange to visit the setting to carry out an observation and may consult with the Educational Psychology Service for advice on the severity of the behaviour. Based on all the information, a decision will be made regarding the appropriate level of support.

In some cases, behaviour problems may be an indicator of other underlying problems. In such cases, parents/carers may be advised that other assessments or referrals to other agencies may be appropriate.

Sensory, Physical and Medical

Children with difficulties relating to physical, medical, visual or hearing problems.

For children with physical/medical difficulties, information will be obtained from the relevant health professionals and social workers involved with the child. A request for involvement from the Sensory team or Physical Medical team may be advised.

The setting should also provide evidence of the support, strategies and programmes that have already been provided for the child. A current EY ASP/PCP/play plan should be provided and evidence from the setting of the difficulties experienced.

For children with hearing or visual impairment, information will be sought from HSS/VSS (Sensory Service).

A decision will then be made regarding the appropriate level

of support.

iii) Allocation of Support and Funding in Settings

When a child's name has been put forward with a request for funding for SEND support, a member of the Early Years Intervention Team obtains advice about the child to determine their level of difficulties.

Once the SEND support has been agreed, an email or phone call will be made to the setting confirming the decision.

The ‘support package’ for the child could comprise some or all of the following:

• Visits from the Early Years Intervention Officer who will work alongside staff and discuss approaches to learning appropriate for the individual child.

• A Portage Activity Chart may be completed by staff as a record of the child’s progress and discussed during the next visit.

• Agreed number of adult hours support to be provided by the setting and funded by the Authority

• An EY ASP/PCP/play plan will be drawn up in consultation with parents and with other support agencies

Please note currently the maximum hours of funding that can be agreed are 15 hours per week.

NB: To be reviewed on implementation of the additional 15 hours offer Sept 2017.

The adult funding will be agreed for a term. If the setting considers that the child requires a further period of adult support, the setting should re-apply for additional funding, using the same procedures as before. If the child’s needs are thought to require additional funding for a longer period it is advised that the setting consider initiating an EHC needs assessment of the child’s needs so that longer term planning and resources are able to be allocated.

iv) Monitoring and Reviewing Arrangements for Funding

The general monitoring and reviewing arrangements that early years settings should provide are as detailed in Chapters 3.2 and 3.3 of this guide.

A condition of the SEND funding is that copies of the settings SEND Policy, the records, regular observations, EY ASPs/PCPs/play plan for the child and a review of progress must be available.

An updated EY ASPs will need to be submitted at the start of each claim period. Copies of these EY ASPs/PCP/play plan will be sent to the Early Years Intervention Team. The EY ASPs/PCP/play plan will be reviewed by the Team to consider the level of support provided and the progress that the child is making.

If the Team consider that a monitoring visit is necessary, they will contact the setting and arrange to visit and review the child's progress. This will be arranged in conjunction with the Early Years Intervention Officer.

CLAIMS AND PAYMENT INFORMATION FOR SEND FUNDING

In line with the revised early years funding formula the new standard

hourly rates for SEND support for named children in a setting are;

£4.22 per hour for 3-4 year olds; and £5.12 per hour for 2 year olds.

NB: these rates are subject to a revised graduated approach to the allocation of funding against the individual needs of a child to be supported in the setting, at a later date.

Funding is for term time only support for the child for their statutory 15 hour entitlement. However, the hourly rate is funded over a 52 week year. Therefore, the claim form needs to show the total number of weeks in each term.

Autumn Term September to December Claim for 17 weeks

Spring Term January to April Claim for 17 weeks

Summer Term April to August Claim for 18 weeks

As an example, if you are claiming for the full Autumn Term for a 3 yr old child to have 6 hours of SEND support agreed per week, the calculation is for 17 weeks x 6 hours x £4.22 per hour = £430.44. This is the amount that would be sent to the setting. The amount includes any holiday pay and any oncosts. It is for the setting to arrange to pay the individual providing the support.

Funding will be paid to the setting at the start of the term that the funding is due. You will receive a direct transfer from Wirral Council or via a

journal transaction within a few weeks. This will enable you to pay your adult support worker throughout the term.

At the start of the next term, settings should complete the Claim Form for the term's funding and send it to the EYIT.

The Claim Form (Appendix B) includes a section to complete if any adjustments are required to the payments made. The Form includes a section for the setting to confirm that the child is still at the setting and that an adult support worker will be employed for the coming term.

Please note that Wirral Council cannot make payments direct to the adult support worker as this has tax implications.

If the child does not come to the setting when expected but it has not been possible to let the adult support worker know, we would expect to pay the adult for that session. If, however, it is known in advance that the child will be away and it has been possible to let the one to one support know, we would expect the cost of those hours to be deducted from the claim form.

Claims cannot be made in advance of the term before the claim is made.

CHAPTER SEVEN

LIAISON WITH SCHOOL FOUNDATION 1/2 CLASSES

Any records drawn up by an early education setting for a child with a possible special need should be passed on to the school with the parent's consent. The importance and benefits to their child of providing these records to schools should be carefully explained to parents.

The EY Request Form for SEND Funding includes a sentence "I give permission for my child's records from the setting to be given to their school" and space for the parent's signature. This will enable settings to obtain the permission for children who are in receipt of SEND support.

It is important that settings have similar procedures in place for other children at their setting in order to obtain parents' consent to pass information on to the school.

It is important that the setting gives the receiving school early warning if a child has been receiving SEND support so that the school has time to make any necessary staffing arrangements.

The majority of SEND support in mainstream schools is provided by the school from delegated funding. Children with SEND can be given additional support through small group activities, adult support within the classroom, withdrawal time and individual support.

The Early Years Intervention Officers should be involved in the transition arrangements for a child with SEND into school.

CHAPTER EIGHT

ADMISSIONS TO MAINSTREAM SCHOOLS

ADMISSIONS ARRANGEMENTS

Children have a statutory right to be admitted to school full time at the start of the school term following their fifth birthday. However, Wirral Council has a policy of offering a place at a school at the start of an academic year provided that the child reaches the age of 4 on or before 31 August prior to the school year in question.

During the autumn term in the year before a child is due to start school, the Admissions Section, based at Hamilton Building, Birkenhead will send parents/carers a guide entitled "Admissions to Wirral schools: a parents' guide", along with an application form to state the preference for a mainstream school.

It is important that parents/carers complete and return the application to ensure that the child is allocated a place at a school.

The guide gives full details about the admission procedures and criteria and how places are allocated.

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CHAPTER NINE

NAMES/DETAILS OF PROFESSIONAL CONTACTS

EARLY YEARS INTERVENTION TEAM

EARLY YEARS INTERVENTION TEAM LEADER

Penny Bishop 666 3981 Brombrough Satelite Children Centre, Gratrix Road, CH62 7BW

EARLY YEARS INTERVENTION OFFICERS

Joanne France 666 5112 Brombrough Satellite Children Centre, Gratrix Road, CH62 7BW

Sue Lamey 666 5098 Brombrough Satellite Children Centre, Gratrix Road, CH62 7BW

EARLY YEARS INTERVENTION WORKERS

Ros Foster 666 5098 Brombrough Satellite Children Centre, Gratrix Road, CH62 7BW

Cath Jones 666 5098 Brombrough Satellite Children Centre, Gratrix Road, CH62 7BW

Current vacancy

EDUCATIONAL PSYCHOLOGY

Catherine O’Connor

666 4377 Hamilton Building, Conway Street, Birkenhead CH41 4FD

SEND

Education Health Care Plan Coordinators

666 4271 Hamilton Building, Conway Street, Birkenhead, CH41 4FD

CHAPTER TEN

EQUIPMENT LOANS AND REQUESTS

If you have a child with Physical Disabilities who requires specialist equipment such as seating, hoists etc. settings should be in receipt of support from an Occupational Therapist.

The Early Years O.T Team are based at the Child Development Centre at St Catherine’s Health Centre in Birkenhead. The central line is 514 2517.

The names of the therapist are; Diane Chenzbraun, Clare Slight and Louise Taplin.

If a therapist recommends a particular piece of equipment which costs under £100 then the setting will be responsible for its purchase. If the cost is over £100 then the therapist will be able to send in an Equipment Request Form to The Service for Children with Physical/Medical Needs. This may lead to the purchase of a new piece of equipment or may be a recycled one from the Stores. Once in your setting the safety and maintenance of the equipment becomes the responsibility of the setting. Advice on use and safety of the equipment is available from the Occupation Therapist involved. When the equipment is no longer suitable for/needed by the child it will be collected and recycled. Occasionally, when the equipment serves a health, social and educational need the therapist may apply for very expensive pieces of equipment to be joint funded, this is done via application to the Children’s Panel.

APPENDICES

SPECIAL EDUCATIONAL NEEDS REQUEST FOR SUPPORT FROM EARLY YEARS INTERVENTION TEAM

|Name of setting: |Locality: Birkenhead ( West ( |

| |South ( Wallasey ( |

|Address for all correspondence: |Name of Manager/SENCo: |

| | |

| | |

| |Tel No: |

|Name of child: |Date of birth: |

|Name and address of parents: | |

|Tel No: | |

|Special educational needs, e.g. cognition & learning, social emotional behavioural, speech language & communication, physical/medical, sensory |

|If child has behaviour difficulties the behaviour log sheet must be completed and attached. |

|Behaviour log included |YES/NO |

|Current EYASP/PCP/Play Plan included |YES/NO |

|Has the child received Portage intervention? |YES/NO |

|Has the setting received SEND training (please state with dates) |YES/NO |

|Has the setting had involvement from the Early Years Intervention Officers |YES/NO |

|Details of other agencies involved with child |

| |Name |Address |

|Sensory | | |

|EYIW/EYIO | | |

|Health Visitor | | |

|Paediatrician/Consultant | | |

|Speech & Language Therapist | | |

|Physiotherapist | | |

|Occupational Therapist | | |

|Social Worker | | |

|Educational Psychologist | | |

|Date child will start/has started: |Days of the week attending: |

| |Total hours per week: |

|Any other setting attended by the child: |

|I confirm that I have parental responsibility for the above child. I give my consent for requests for information on my child to be made to relevant |

|agencies and for my child's records from the setting to be given to their school. |

|Signed …………………………………. Date ……………………… |

|I apply for SEND funding/support for this child |

|Signed on behalf of the group ……………………………………………. Date ……………………. |

| |

|Please send a copy of this form to: Early Years Intervention Team, Brombrough Satellite Children Centre, Gratrix Road, Bromborough, CH62 7BW |

SPECIAL EDUCATIONAL NEEDS FUNDING FOR SETTINGS CLAIM FORM

|Name of child: |

|DOB: |

|Setting: |

|Number of hours per week agreed: (max 15 hours) |

| |

|Dates claim is for - from: ……………………………….. to: ………………………………… |

| |

|Total amount to be paid is: No of weeks x No of hours x £3.85 hourly rate (3-4 yr old) |

|£4.85 hourly rate (2-3 yr old) |

| |

|Put hours and no of weeks and total amount to be paid here:………………………………. |

| |

|……………………………………………………………………………………………………… |

| |

|TOTAL £ ……………………………………………………….. |

|Please make cheque payable to: |

| |

|Send cheque to: Name: ....................................................................................................... |

| |

|Address: .............................................................................................................................|

| |

|..................................................................................... Postcode: ...................................... |

| |

|Please attach a copy of current updated EYASP/PCP/Play Plan. |

| |

|If the adult support worker has not worked all the hours that have been funded, please put the amount here and enclose your cheque made|

|payable to "Wirral Council". Total hours that were not worked multiplied by £3.85/4.85 per hour. |

|Total to be repaid £ |

| |

|Signed: .............................................................................................................................. |

| |

|Position in setting: ............................................................................................................. |

| |

|Date: ........................................................................ |

| |

|Parent signature: ……………………………………………………………………………….. |

| |

|Date: …………………………………………………… |

|Please send to: Early Years Intervention Team, Brombrough Satellite Children Centre, Gratrix Road, Bromborough, CH62 7BW |

OBSERVATION SHEET

Name of child ............................................................................................................

Date .......................................

Observed by....................................... Number of children present ……Number of adults ……….

|Please explain what is generally happening in your setting whilst this observation is |

|taking place |

| |

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| |

| |

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|Time |What is the child doing/saying? |

| | |

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|What have we learnt from this observation? |

| |

| |

| |

|What will we do as a result? |

| |

| |

| |

Sarah’s Communication Chart for School

|What is happening? Where/When |When Sarah Does This… |We Think it Means… |And We Should… |

|At register time |Say “I can’t do it” |Sarah is really worried that her words will be|Quietly remind Sarah that it is ok to just raise her hand |

| | |bumpy and the children will stare at her |and not speak |

|Anytime |Starts to speak but becomes what |Sarah is nervous or excited |Look at Sarah attentively so that she knows you are |

| |she calls “bumpy” or “stuck” | |listening. If Sarah says “help me” start the sentence again|

| | | |and she may join in and carry on |

| | | | |

|Coming into class at the beginning of the |Slams her bag down on the table |Sarah isn’t happy |Ask her if she is o.k., Sarah will usually be fine then. |

|day |and looks cross. | | |

|When it is time for PE |Avoids getting changed, gets ready|Sarah doesn’t like PE as she feels that she |Reassure and encourage Sarah and also offer her PE tasks to|

| |slowly |can’t do it. |do that give her a chance to do well. |

| | | | |

|At play time |Seems sad or upset and comes to an|Another child has been unkind or she has |Ask Sarah to sit quietly with you for a few minutes, then |

| |adult she trusts |fallen out with someone |ask her what is wrong. Sarah seems to find it easier to |

| | | |explain then. |

|Any time |Sarah stops and pulls up her |Sarah is nervous. (sometimes she may just want|Leave her to it unless it is unsafe, e.g. in the road or in|

| |socks. She may do this several |her socks to feel tight). |a crowd. Support Sarah to asking her to move to somewhere |

| |times | |else and explain why. |

I have a concern - what do I do next?

Example for a child who needs support in social and emotional skills

REQUEST ROUTE

0151 666 3980

|[pic] |Children and Young People’s Department |

| | |

| |Julia Hassall |

|CONFIDENTIAL |Director |

| | |

| |Early Years Intervention Team |

| |Brombrough Satellite Children Centre, |

| |Gratrix Road, |

| |Bromborough, |

| |CH62 7BW |

FORM EY/SESS

EARLY YEARS INTERVENTION TEAM

REQUEST FOR INVOLVEMENT

PLEASE PRINT NAMES AND ADDRESSES

|CHILD’S FIRST NAME (in full): |CHILD’S SURNAME: |

|GENDER: Male / Female |DATE OF BIRTH: |

|NAMES OF PARENTS/CARERS: |

|HOME ADDRESS: |

| |

| |

| |

|TEL. NO. |

|NURSERY/PRE-SCHOOL SETTING: |

| |

| |

|TEL NO: |

|REASON FOR CONCERN (Please provide as much information as possible and attach a Play Plan, Early Years Additional Support Plan, tracking information, |

|reports, if available) |

| |

| |

| |

| |

| |

| |

|WHAT OUTCOMES DO YOU HOPE TO ACHIEVE FOR THE CHILD FROM THIS REQUEST? |

| |

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|DETAILS OF OTHER AGENCIES INVOLVED WITH THE CHILD: |

| |NAME |ADDRESS |

|PROFESSIONALS | | |

|INVOLVED | | |

| | | |

|GP | | |

| | | |

|Health Visitor | | |

| | | |

|Speech and Language | | |

|Therapist | | |

| | | |

|Paediatrician/Consultant | | |

| | | |

|Sensory (Hearing/Vision Support) | | |

| | | |

|Physiotherapist | | |

| | | |

|Occupational Therapist | | |

| | | |

|Social Worker | | |

| | | |

|Educational Psychologist | | |

|PARENTAL PERMISSION CLAUSE (requires parental signature) |

| |

|I agree to my child ______________ being referred to the Early Years Intervention Team |

| |

|________________________parent/carer |

| |

|_____________________ date |

|Requested by: |Organisation: |

|Position/Role: |Contact Tel. No: |

|Please send a copy of this form to: |

|Early Years Intervention Team, Brombrough Satelite Children Centre, Gratrix Road |

|Bromborough, CH62 7BW |

EQUIPMENT REQUEST FOR CHILDREN IN MAINSTREAM SCHOOL/SETTING

To: Service for Pupils with Medical or Physical Needs

Hamilton Building

Conway Street

Birkenhead

Wirral CH41 4FD

From: ……………………………………………………..

Date: …………………………………………………….

Name of Child: ……………………………………………………

Date of Birth: ……………………………… Unit No……………………..

School/Setting: ……………………………………………………………..

Clinical Reasoning ……………………………………………………………..

Equipment Required: ……………………………………………………………….

Page No. ………………………………………………………………

Catalogue No.

Size, ………………………………………………………………

Colour etc

Cost ………………………………………………………………

Name and address

of Supplier: ………………………………………………………………

………………………………………………………………

………………………………………………………………

Safety & Maintenance ………………………………………………………………

Implications

………………………………………………………………

Signed: ……………………………………..

Designation: ……………………………………..

Manager’s Signature ……………………………………..

ac. Headteacher/SENCO

File copy

GLOSSARY OF TERMS

|EYIT |Early Years Intervention Team |

|EYIO |Early Years Intervention Officer |

|EHCP |Educational, Health and Care Plan |

|EYIW |Early Years Intervention Worker |

|EP |Educational Psychologist |

|ASC |Autism/Social Communication |

|EY ASP |Early Years Additional Support Plan |

|PCP |Person Centred Plan |

|LTG |Long Term Goals |

|EYFS |Early Years Foundation Stage |

|SEND |Special Educational Need and Disability |

|SENCo |Special Educational Needs Coordinator |

|CYPD |Children and Young Peoples Department |

|PVI |Private, Voluntary and Independent Settings |

|OT |Occupational Therapy |

|SLT |Speech and Language Therapy |

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EARLY YEARS

INTERVENTION

TEAM

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Support for Practitioners,

Parents

and Settings

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Appendix A

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Appendix B

Approved by:

Appendix C

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Appendix D

“Sarah notices if other people are sad and wants to cheer them up”

Sarah’s Profile

• To feel that she is doing well and achieving things. To Sarah this means getting certificates and stickers and being told “Well done”

• To always be able to see Mrs Smith when she is in the classroom

• To know what is going to happen next even before she starts the first activity of the day

• To feel that people are happy with her and to know she is forgiven if she has fallen out with someone

• Not to be rushed, it is really important to Sarah to be able to do things in her own time

• Not to have to speak in front of the class when she is worried her words may be “bumpy”

• Not to have children looking at her when she gets “bumpy words”

• To be with her friends and have fun with them. Sarah’s friends are Karl, Mark, Oliver and Sam. She says they make her laugh. Sarah likes people who are kind

• Not to be with children who are unkind and who hurt her.

• To play games with Fitkids at lunchtime on Monday

• To use a computer when she has writing work to do

• To have her shoes and socks on so that they feel tight.

• To know what is going on around her and to share her sense of justice when others are falling out! Sarah likes to give her opinion on who is in the right.

Things we like about Sarah

Sarah is very kind, helpful,

curious and loving

She asks interesting questions,

makes us laugh and is very pretty

What’s Important to Sarah at school

How Best to Support Sarah

• UNDERSTAND THAT SARAH IS VERY AWARE THAT THERE ARE THINGS THAT SHE CAN’T DO AS WELL AS THE OTHER CHILDREN. SUPPORT HER BY GIVING HER EVERY OPPORTUNITY TO DO WELL BY OFFERING HER PRACTICAL TASKS TO DO AND ALWAYS ACKNOWLEDGING HER SUCCESS WITH WORDS, STICKERS AND CERTIFICATES.

• It is really important to Sarah to be able to see Mrs Smith when she is in the classroom. Be aware that when Sarah is asked a question she may reply whilst looking at Mrs Smith; support her by not drawing attention to this.

• Remember that Sarah has to know what is happening next. Support her by putting her pictures of the plan of the day on her planner with her each morning. Sarah will then take each picture off as the activity comes to an end.

• Know that it can make Sarah very worried to know that she has to speak in front of the class. Support Sarah by letting her know that she can just raise her hand at register time.

• Sometimes children can be unkind to Sarah. Always encourage Sarah to just sit with you for a few minutes before you ask her why she is upset. Sarah is more likely to be able to explain if she does this first.

• Be aware that it is really important to Sarah to know that people are happy with her. Always let her know that you have forgiven her if you have had any cross words.

• Sarah finds it really hard if she is rushed. Support her by making sure there is enough time to do an activity before it starts or let her know that she is not expected to finish it in the session.

• Sarah can get distracted when things are going on or disagreements happening in class. Support her by saying ”look at me” and holding her hand to help her focus

Appendix D

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Appendix E

Differentiated support available to all children

“You[pic]-)*-/01?DEPQcdvw‹÷îåÜÓÊÁ³Á Á÷“~m_mVMBMh5 Ž5?NH[pic]\?^J[?]h5 Ž5?\?^J[?]h*qÇ5?\?^J[?]h$q>5?9?CJ$\?^J[?]aJ$!h$q>h$q>5?9?CJ$\?^J[?]aJ$(jh$q>hîu@CJ$U[pic]aJ$mHnHu[pic]h((‡5?CJ$\?^J[?]aJ$$jhÎ#‹5?U[pic]\?^J[?]mHnHu[pic]jh?RU[pic]mHnH plan for, support and evaluate children’s personal, social and emotional development, have good positive behaviour management strategies in place”

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No further action

Child "demonstrates an improvement in self-help, social or

personal skills … demonstrates an improvement in

behaviour"

=

Adequate progress

Early Years Additional Support

Child has an individualised behaviour management

programme & appropriate support

Setting

seeks

outside

advice

Setting seeks further advice

Possible Wirral Early Intervention Fund

Child continues to "have emotional or behavioural difficulties which substantially and regularly interfere with the child's own learning or that of the group"

Child "still presents

persistent emotional

and/or behavioural

difficulties which are

not ameliorated by the

behaviour

management

techniques usually

employed in the

setting"

Early Years Support

Setting makes "different opportunities, alternative

approaches"

Early Education Grant Funding

Appendix F

EARLY YEARS INTERVENTION TEAM

EY Intervention Request for Service

15Misc029/COC/PAP

Agreed Intervention Begins

• At home

• In setting

• In school

Action notes re involvements given to admin to update case records/capita

Planning and allocation meeting 1 x month for 1 ½ hr max

Agreed Intervention Begins

• At home

• In setting

• In school

Action notes re involvements given to admin to update case records/capita

Planning and allocation meeting 1 x month for 1 ½ hr max

Birkenhead/South

West/Wallasey

Given to CO’C/PB

Logged by Admin on data base/Efile

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Appendix G

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Appendix H

CHILDREN’S OCCUPATIONAL THERAPY SERVICE (OT1)

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Appendix I

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15misc022/COC/PAP

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