This guide informs families about the support available by law for children and young people with special educational needs and disabilities (SEND) who don't have an education, health and care (EHC) plan.
The sections outline the Ordinary Available provision (OAP) in early years settings, schools, and colleges in Hammersmith & Fulham (H&F) including the support that all institutions should provide utilising their existing resources, without the need for extra or specialised support.
The aim is to increase the inclusive practice so that children with special needs and disabilities can attend their local setting or school in line with their and their parents or caregivers' wishes.
What to expect from early years settings, schools, and colleges in H&F
All settings should follow the key principles of the SEND code of practice: 0 to 25 years which includes considering the opinions and feelings of the child or young person and their parents, encouraging active participation in decisions, and providing necessary information and support.
The focus is on supporting both the child or young person and their parents to aid development and achieve the best possible educational outcomes, effectively preparing them for adulthood.
Key strategies for effective provision for children and young people with SEND
Partnership
Professionals working with parents, children's young people to create and review the SEND information report each year including goals and learning strategies.
Assessments
Child or young person are involved in the Graduated Approach; assess, plan, do, review, process: setting and reviewing targets and identifying their own learning strategies.
This involves professionals and families planning for what they want to achieve, putting that plan into action, and then seeing what has worked and to ensure that progress is made towards fulfilling their potential.
Pastoral
Professionals, parents and caregivers recognise and respond to the child or young person's need for positive well-being and mental health which includes pastoral support, building positive relationships with a focus on safety and value.
Environment
Settings that adapt the learning environment, making reasonable adjustments to meet the needs of children and young people.
Teaching, learning, care and health professionals to understand diverse needs, use different approaches, adapt teaching, use technology, and encourage children and young people to help and learn from each other (peer support).
Resources
Professionals to allocate resources to children and young people so that they can access all provisions.
Transitions
Professionals and parents to support with all transitions to ensure there is a coproduced transition plan.
Support for broad areas of need
The SEND code of practice groups together different kinds of SEND needs into 4 broad areas:
- cognition and learning
- communication and interaction
- social, emotional, and mental health
- sensory and or physical needs
Section 2 of the H&F Ordinarily Available Provision (PDF 1.68MB) provides more details about these areas of need and about the strategies, interventions and resources that can help support children and young people with a range of needs and barriers to learning.
Parents and carers should seek advice from professionals teaching the child or young person at the setting that they attend. Further support can be accessed via the settings' special educational needs coordinator (SENCO) who is a designated staff member in a school to oversee and coordinate support for children and young people with special educational needs.
In addition, the Inclusion and Specialist Intervention Outreach Service (INSPIRE) can support school and families to put these strategies into practice. INSPIRE work with schools to support staff in making the teaching and learning accessible.