This book is aimed at anyone providing a service to children under five and their families such as local authorities, children’s centres and children’s groups. It ensures best practice in supporting young children’s speech, language and communication development by helping practitioners and organisations to reflect on their practice and to measure outcomes.
In the context of funding from education, a personal budget may be available where the support
provided by the school or other educational setting is insufficient to meet the student’s support
needs. The setting itself might decide to use additional resources, such as the money from ‘pupil
premium’, if the young learner is eligible to receive it.
Around 1% of school population could be on the autism spectrum. On the basis of this there is a high likelihood that there would be at least one child on the autism spectrum in a school or early years setting at any given time. It has been reported that some families find it difficult to access services for themselves and their children on the autism spectrum. It is the role of the professional to reach out to these families so that they have equal access to the services that are available.
Social stories are invaluable for SEND learners who thrive on routine where a change is unavoidable, imminent or necessary.
For example, a fire drill, although rehearsed and practised, is still an abnormal occurrence and will usually cause high anxiety. A social story was created for SEND learners with high anxiety levels within our school to ensure that fire drills could be managed safely, calmly and without causing unnecessary distress.
Although it is now some time since the implementation of the SEND reforms, this presentation continues to offer useful advice and information to those working in the early years sector about how to plan for adulthood for young children.
This document provides a detailed framework for good practice in the provision of SEND Information, Advice and Support Services.
The document can be used by local authorities, IAS Services, other local support services, children, young people and parents/carers in order to clarify expectations and to determine whether local IAS Services meet good practice or not.
Historically IASS (formerly Parent Partnership Services) have always used a variety of methods to seek feedback from service users.
Following a period of consultation the IASS Network developed a set of 6 core questions that all IASS were then asked to incorporate into their service user feedback questionnaires.
An initial Pilot phase saw 12 IAS Services gather feedback data from nearly 850 parents who had accessed their support.