Swindon Core Standards for SEND

Local Authority's Expectations of Education providers in relation to SEND

The Swindon Core Standards for SEND have been co-produced by Educational Professionals, Professionals from support services and parents and carers. These documents are currently in draft format and are open for consultation. If you have any comments or feedback about these documents please email MyCareMySupport

The Core Standards is open for consultation until 30th June. It will then be launched for use by all education settings in Swindon in September 2019 and training will be available for all SENCos.

The Core Standards outline the Local Authority's expectations of education providers in relation to the identification of SEND and the provision for pupils with SEND. They cover early years through to post-16 and link with The Early Years SENCo Handbook.

Guidance and support for using the Core Standards

Overview of the Core Standards

Contents Page

Flowchart for using the Core Standards

Guidance document

Summary document

Universal Support (Quality First Teaching)

Quick-checker

Quick-checker summary chart

Quick-checker progress tracker

Universal Provision Checklists

Cognition and Learning

Speech and Language

Social Communication and Interaction

Social Emotional and Mental Health (SEMH)

Physical/Medical

Hearing Impairment

Visual Impairment

SEN Support (targeted support)

Identification criteria for SEN Support

Cognition and Learning

Speech and Language

Social Communication and Interaction/Autistic Spectrum Condition (ASC)

Social Emotional and Mental Health (SEMH)

SEMH Identification

Definition of SEMH primary needs

Primary/secondary SEMH needs pyramids

Pupil EQ profile

Physical/Medical

Hearing Impairment

Visual Impairment

Identification summary chart

Menu of Provision for SEN Support

Cognition and Learning

Speech and Language

Social Communication and Interaction/Autistic Spectrum Condition (ASC)

Social Emotional and Mental Health (SEMH)

ABC chart

ABC chart guidance

Stress reduction plan

Physical and/or Sensory Needs

Assessments

Assess - Plan - Do - Review and Evidencing the Graduated Response

High Needs

Guidance for applying for a Statutory EHC Needs Assessment

Guidance criteria for High Needs and suggested supporting evidence

Section 8 – Annual Review guidance

Annual Review checklist

Annual Review flowchart

Section 9 - Whole school good practice for SEND

Whole school good practice for SEMH

Whole school good practice for SCID/ASC

SEND reflection framework

MAT SEND review guide

TA review guide

Preparing for adulthood review guide

A guide to making conversations count for all families

Section 10 - Transitions

Transitions Guidance

Ready for School

Ready for College

Child person-centred planning sheets

Young person person-centred planning sheets

Training Materials

Core Standards Poster

PowerPoint training slides of Swindon Core Standards for SEND

Example Cognition and Learning Identification

Example Speech and Language Identification

Example Progress Plan

Example Progress Tracker

Example Pupil Passport

Example Quick Checker

Example Quick Checker - Summary Sheet

Example Quick Checker Progress Tracker

Example Identification Summary Table

Example Social Communication and Interaction Identification

Example Social Emotional and Mental Health Identification

Profiles

Example 2 Quick-Checker Summary Sheet

Example 2 Cognition and Learning Identification

Example 2 Quick Checker

Example 2 Social Emotional and Mental Health Identification

Example 2 Socal Communication and Interaction Identification

Example 2 Identification Summary Table

Example 2 Progress Plan

Example 2 Pupil Passport

The following are fundamental to the process:

Considering the views, wishes and feelings of the child or young person and their parents
Allowing the child or young person and their parents to participate as fully as possible in decisions
Providing the child, young person and their parents with the information and support necessary to participate in those decisions
Supporting the child or young person and their parents in order to help them achieve the best possible outcomes, both educationally and in other areas, preparing them effectively for adulthood
A strong culture of inclusion in every school
Personalised learning approaches including innovative use of new technologies
High quality accommodation and specialist facilities
Strong professional development arrangements and collaboration between schools
‘Team around the child’ approach to provide co-ordinated multiagency support
Engagement of parents and carers in their child’s learning

The Local Authority propose to maintain special schools for those children with the most complex needs but break down the barriers between special and mainstream schools and ensuring mutually beneficial curriculum and social links. By working in partnership with Swindon mainstream and special schools to The Local Authority will build and extend on existing good practice. Through targeted support we aim to increase the capacity of mainstream schools to effectively meet a wide range of special educational needs.

Swindon Local Authority Accessibility Statement

Responsibilities of All Local Schools

All schools should co-operate with the Local Authority in developing the Local Offer and each school must publish its own detailed information on the Local Offer.