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This means your child may have a sensory impairment or a physical disability that means they need extra support and resources to be able to access their learning. What should you do?

Contribute to the multi-professional assessment of children’s needs, including children with complex learning difficulties and neurodevelopmental needs. Assessment requests from Schools are agreed and verified, as appropriate, with the SENISS Advisory Teacher An initial developmental assessment to decide whether Portage is the most appropriate service for a child. Our Early Years Specialist Advisory Teachers offer a wide menu of support to our Early Years Settings through the Universal Offer. This support includes pupil specific observations and assessments, consultations and coaching, collaborative working and awareness raising training modules.

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Providing bespoke advice for individual children, practitioners, and parents through a weekly advice line service Advise on appropriate activities and techniques, providing example resources where appropriate, and modelling and evaluating their use. The SENISS Team consists of 2 Operational Managers (who are also Specialist Advisory Teachers), 13 Specialist Advisory Teachers and 1 Business Support Officer. Are you a parent with concerns about your child or would you like an informal chat about what to expect from our service?

Through the provision of information, advice and support we promote informed decision making and our service is free to access, accurate, confidential, comprehensive and easy to understand. How it works It is not the function of the SEND Early Notification to serve as a recommendation for a specialist setting, although in some cases a specialist setting may be the most effective way of providing the arrangements a child As part of this duty, Health professionals will share information about the named child with the Early Years SEND Team, who will then consider how supported early education will be provided. There is no generally accepted right time for a SEND Early Notification to be made. Health colleagues will notify the LA at a time that is considered to be appropriate. The Early Years team work closely with specialised Educational Psychologists. Educational Psychologists have qualifications in psychology and educational psychology. They are interested in how children learn. They use knowledge of child development and psychological theory to help find solutions in relation to a child’s needs.

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In line with the SEND Code of Practice, where health services anticipate a child under school age has, or is likely to have SEND when they start school they are required to have a discussion with the parents and then make a notification to the local authority. This duty is Section 23 of the Children and Family Act 2014. Specialist Advisory Teacher support for children/young people undergoing EHC processes and those with EHC Plans The sooner the Special Educational Need (SEN) is identified the sooner arrangements for meeting the identified needs can be put into place.

This means your child may find it difficult to manage their emotions, relationships and being around other people. They may become withdrawn and behave in ways that are not helpful to their learning, health or wellbeing. Sensory or physical needs SENISS can carry out a number of informal or standardised assessments to support identification of your child or young person’s needs. Members of the SENISS team have additional qualifications enabling them to identify and diagnose Dyslexia and Dyscalculia as well as to complete some assessments for Access Arrangements (KS3/4) which are pre-examination adjustments for pupils based on evidence of need and normal way of working.Schools should provide a clear description of the types of special education provision they normally provide to parents of children with SEN understand what they can expect the school to provide - all Doncasterschools provide this and it is known as ' schools contribution to the local offer' We collaborate with parents, carers and young people to co-produce our resources. We also provide volunteering opportunities for those looking to increase their involvement with the service. Monitor the progress of identified children, especially at important transition times between classes and schools.