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Special Educational Needs and Disabilities (SEND) Local Offer

Education & Schools

Children can start school in the September before their fifth birthday and attend up until they are aged 11.  In the September before their 12th birthday they transfer to secondary school and can attend up until they are aged 18. Some special schools offer places for young people up to 19 years. 

Parents of children and young people who do not have an Education, Health and Care plan must apply for a school place.  It is not an automatic process..  Details on when and how to apply, and information on our schools and how admissions decisions are made are available at www.royalgreenwich.gov.uk/admissions  

Image of children leaving school

Nearly all children with special educational needs and disability (SEND) go to a 'mainstream' early years setting or school. Many children and young people may need some extra help or support at some time. Very few children will have special educational needs (SEN) that are long-term or a disability or medical condition that significantly affects their learning. It is important to identify children who do have special educational needs and disability (SEND) as early as possible. This is known as early intervention and makes sure they get the help they need.

If you are worried about your child you should talk to their class teacher, school SENCO or early years setting. You could talk to another professional such as a health visitor, GP or childminder. They will be able to help find out whether your child may have special educational needs and disability. 

  

For further information please contact:  

School Admissions

Telephone: 020 8921 8043

Email: school-admissions@royalgreenwich.gov.uk

Please select one of the drop down menus below

Future planning for Special Educational Provision


The new free school at Hargood Road will provide 240 specialist school places for children and young people diagnosed with Autistic Spectrum Disorder (ASD) with complex educational needs.

The new 240 place all-through special school will be established over two separate sites within the borough and delivered in two stages:

  • Stage one will incorporate a new secondary and sixth form campus to be built on the former primary school site on Hargood Road, SE3 and is planned to open from September 2025.  
  • Stage two will develop the primary phase provision to be located at an alternative site within the borough and is planned to open from September 2026.

Selecting an academy trust 

As the strategic commissioner of special school places in the local area, we are launching a competition process to appoint a suitably qualified academy trust to run the new special free school.

This is following the council's Cabinet decision in November 2022 to delegate to the Director of Children's Services the authority to undertake a competition process to appoint a suitable academy sponsor to run the new all-through special free school. It also follows a recently completed consultation process showing an overwhelming support from local residents and relevant stakeholders for the new school.

FIND OUT MORE

Summary of parent responses re future developments in Special Educational Provision 

Special Educational Needs Banding Funding Formula

 Send Admissions Policy  

Summary of professional responses re future developments in Special Educational provision

 Special Educational Needs and Disabilities Partnership Strategy

School Place Planning and Capital Programme 2022/23 - 2024/25

Hargood Road - SEND Provision
Initial Feasability Report

 Proposed site photos

Archived proposals and provision plans

National strategies and policies

NATIONAL

Code of Practice 2014

Children have ‘special educational needs and disability’ if they have learning difficulties or disabilities that make it harder for them to learn than most children of the same age.

The government says that children have a learning difficulty if they:

  • have a significantly greater difficulty in learning than the majority of children of the same age
  • or if they have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age

This is the definition given in the Special educational needs and disability code of practice 0-25 years. The Department for Education has a guide that explains how the system that supports children and young people with special educational needs and disabilities works.

Special educational needs and disability code of practice: 0 to 25 years

Easy Read - Changes to special educational needs and disability support


OFSTED Inspection framework for Local Area SEND Reviews 

This document sets out the framework and handbook for inspecting local area arrangements for children and young people with special educational needs and/or disabilities (SEND). It was devised jointly by Ofsted and the Care Quality Commission (CQC) for use from 2023 and will be periodically reviewed and amended.

                                            

Easy Read - Inpection of your local area


Supporting pupils at school with medical conditions

Statutory guidance for governing bodies of maintained schools and proprietors of academies in England.

This statutory guidance is for:

  • governing bodies of local-authority-maintained schools
  • proprietors of academies
  • management committees of pupil referral units (these are places that provide education for children who can’t go to a mainstream school)
  • It’s also relevant for anyone supporting children with medical conditions.

The templates give example text that schools can use to:

  • create and invite parents to contribute to a child’s individual healthcare plan
  • ask for parental agreement for administering medicine
  • keep a record of medicine administered to children
  • keep a record of staff training in administration of medicines
  • Statutory guidance sets out what schools and local authorities must do to comply with the law. You should follow the guidance unless you have a very good reason not to.

Supporting pupils with medical conditions: templates

Supporting pupils with medical conditions: links to other useful resources


Public Sector Equality Duty 

The Public Sector Equality Duty, which came into force across Great Britain on 5 April 2011, requires schools to:

  • Remove or minimise disadvantages suffered by people due to their disabilities.
  • Take steps to meet the needs of people with disabilities where these are different from the needs of other people.
  • Encourage people with disabilities to participate in public life or in other activities where their participation is disproportionately low.

These duties apply to inclusion within the school setting but also to trips out of school,
school journeys, shortened school days etc. Detailed information about the Equality Duty can be found here.

Local strategies and policies

LOCAL

SEND Partnership Strategy

At the heart of establishing this shared direction and ambition is our joint vision:

Image of document

'All children and young people with special needs and disabilities in Royal Greenwich, regardless of their background or circumstances, should have a happy and fulfilled childhood where they belong, grow and succeed so that they enter adulthood ready, willing and able to achieve their highest potential'

Following our recent Area SEND Inspection the Royal Borough of Greenwich SEND Local Area Partnership has now published our Post Inspection Action Plan – August 2023 – March 2024.

Local Area SEND Partnership with GPCPF - memorandum of understanding

This Memorandum of Understanding forms the basis of an understanding between the Greenwich Parent Carer Participation Forum (GPCPF) and the SEND Local Area Partnership including Royal Borough of Greenwich(RBG), Oxleas NHS Foundation Trust and South East London Integrated Care Board (Greenwich).


Send Admissions Policy

SEND Admissions Policy Admissions to special schools and specialist designated provision September 2023

At the Royal Borough of Greenwich, we aim to ensure that all children and young people with an Education, Health and Care Plan (EHC Plan) are in an education provision that can meet their needs. For a majority of children and young people with EHC Plans their needs will be met in mainstream schools. There are however a small number of children and young people that will require specialist provision.

In order to ensure equity of access and transparency the Royal Borough of Greenwich have developed this policy. This policy will set out how all requests for a specialist provision will be managed. This policy will give you:

• An overview of the Special School Provision and Designated Special Provision in the Royal Borough of Greenwich.

• A description/designation for each provision/type of provision

• The admissions criteria and the admissions process.

It will also advise you of all the documentation that is required and how to make an application. All Admission Panel will meet termly. Dates for Admissions Panels will be widely circulated and available on the Local Offer every June for the proceeding academic year.

Special Provision available in the Royal Borough of Greenwich


Accessibility Strategy

Accessibility strategy

 Guidance for schools on updating their school Accessibility Plan

OUR VISION:

'Greenwich will be a great place for children and young people with special needs and disabilities to grow up. This means that all children and young people with Special Educational Needs and Disabilities (SEND)1 will have access to inclusive learning and to be provided with the opportunities for realising aspirations, achieving potential and participating fully in education and the wider society'.

COMMITMENT:

'Royal Greenwich will work effectively with its partners to ensure that its vision for children and young people with SEND is realised and to help all educational settings identify and achieve their own aims'.

 


Royal Borough of Greenwich SEND Services - Handbook for schools


RBG SEND PANELS PROCESSES FOR SCHOOLS

SEND Assessment & Review Panels 2022-2023

Contains information about the following panels:

A. Needs Assessment Panels

B. SEND Admissions Panels

C. SEND Complex Case Panel

D. SEND Tribunal Panel

E. Travel Assistance Panels


SUPPORTING CHILDREN WITHOUT AN EHCP AT SEN SUPPORT

The Royal Borough of Greenwich Vision:

'All children and young people with SEND in Greenwich, regardless of their background or circumstances, should have a happy and fulfilled childhood where they belong, grow and succeed so that they enter adulthood ready, willing and able to achieve their highest potential.'

Why have a policy?

This document has been produced to ensure there is:

• Support, clarity and consistency across all mainstream schools in Royal Greenwich in their approaches to include pupils with SEND into mainstream school.

• A focus on the early identification of needs so that professionals can intervene early with the most appropriate support for a child and their family.

• Support is available at the earliest opportunity, and not dependent on a diagnosis but driven by needs.

• An emphasis on the highest expectations and aspirations for children and young people with SEND.

• A rapid response to putting appropriate interventions in place from the earliest opportunity.

• Transparency in SEND processes, so parents and young people know what to expect and when it will happen.

• Choice and control for young people and parents over the support they/their children receive.

The advice also relates to pupils with an Education, Health and Care plan (EHCP) and should be read in conjunction with this.


Quality Assurance & Budget 

The Royal Borough of Greenwich SEND Local Area Partnership (LAP) will work to ensure that the assessed special educational needs of children are supported with consistently good quality Education, Health and Care (EHC) Plans. The SEND LAP is aspirational for all children and committed to giving them the opportunity to thrive by ensuring there is quality provision in place to meet identified needs, support outcomes and plan for transition.

Local Area EHC Plan Quality Assurance Framework December 2022


Royal Borough of Greenwich Positive approaches for Social Emotional and Mental Health

OUR VISION:

'We want all children and young people in Greenwich to experience a safe, healthy and happy childhood where they enjoy family life and school and feel a part of the community. Our plan aims to ensure that every child growing up in Greenwich will begin, continue to develop and move into adulthood well'

This document outlines the values, principles and key priorities that will underpin the ethos that the Royal Borough of Greenwich will promote in our schools to improve support and provision for children and young people with social emotional and mental health needs. It is intended for everyone with responsibilities for children and young people with social emotional and mental health needs including

• headteachers

• pastoral and safeguarding leads

• special educational needs coordinators (SENCOs)

• school governors; particularly chairs and governors with responsibility for special educational needs and disabilities (SEND)

• outreach services, social workers and partner agencies in health and the voluntary sectors

• parents and carers


Royal Borough of Greenwich Medical Needs Guidance

These guidelines set out the duties placed on local authorities to ensure that children and young people with health needs receive a good quality education.


Royal Borough of Greenwich Best Practice Guidance for Schools on the Use of Reduced and Part-time Timetables

Royal Borough of Greenwich has issued this local guidance on the use of reduced timetables to ensure adherence to the current statutory framework so that all Royal Greenwich schools follow best- practice and meet legal and safeguarding requirements.  This guidance is intended to support all mainstream and special schools, including academy and independent schools, pupil referral units and alternative provision settings. Reduced timetables are sometimes referred to as “part-time timetables” or “reduced educational provision”.

Revised September 2023


ASD Outreach Service Guidance for visiting schools

(adapted from the National Autistic Society website)

 


RBG SEND BANDING SYSTEMS FOR FUNDING

Funding arrangements for children and young people with Education, Health and Care Plans & Funding arrangements for Commissioned Providers - SEP 2023

This document sets out the funding arrangements for all children and young people 0 to 19 years in Royal Greenwich early years provision and schools with an Education, Health and Care Plan and the funding arrangements for commissioned providers, which include designated special provisions and special schools.


GUIDANCE for EDUCATION OTHER THAN AT SCHOOL (EOTAS)

All children and young people are entitled to high-quality education and the Royal Borough of Greenwich is committed to ensuring that the needs of the most vulnerable groups of learners are met.

Getting ready to move on to a new school

Applying for a Primary school

The Royal Borough of Greenwich provides information for parents applying for a Primary School place for their child. 

An interactive version of the ‘Primary Schools in Royal Greenwich’ booklet is available on our website.

Reference hard copies are available in Royal Greenwich primary schools and libraries. Our Families Information and Outreach Service organises sessions to support parents in making informed and realistic preferences, and provide help in completing the relevant forms.

There are TWO separate systems for applying to Primary school, dependent on whether your child has a statement of EHC Plan or if they are receiving interventions at the school based stage of SEND support.

Applying for a school if your child does NOT have an EHC Plan:

  • You need to complete the Common Application Form, stating your preference schools, from 1st September with a closing date of the 15th January. Details on how to apply are available on the Admissions page.
  • It is important that you consider each school’s admission arrangements and previous years’ application rates before deciding on your preference schools.
  • You will receive the outcome of your application on the 18th April.

 

Applying for a school if your child has an EHC Plan:

  • Parents will be supported to state their preference for a Primary School at the FS1 annual review of the EHC Plan in the Autumn term
  • In December the schools will respond to the consultation and you will be informed of the outcome, If necessary, further schools will be consulted
  • In January final decisions about school placement are made
  • By 15th February the final EHC Plan will be sent out

 

Transport to school

Detailed information is available in the Local Authority transport policy but, children of preschool age will not be transported by RBG other than in exceptional circumstances, for example, where they have special educational needs, either the parent/carer or child has a disability or there is intervention by RBG on the grounds of safeguarding or social care.

Events

Parents should ask the early years setting their child attends for the general transition arrangements they have for all children, in some areas of the Local Authority early years settings have arrangements in place where they come together to share information on the children moving from their setting into Primary school.

These events are held on an annual basis to support vulnerable students to make a successful transition to their chosen Primary school placement. The events are organised to enable the transfer of child based information between the early years setting and primary school to support transitions to be as successful as possible.

Early years SENCO’s/ practitioners and Primary SENCO’s/ class teachers come together on an annual basis in the summer term, once their school placement has been decided. The focus of these events is on the transfer of children without an EHC plan, as this group of children will not have an annual review/transition meeting to plan for their transition.

These events for “vulnerable” children transferring to Primary school, include:

  • Children with SEND with a focus on those at SEND support
  • Looked after children (LAC)
  • Children who have had behaviour support while in the early years setting
  • Children with English as an additional language

Transition planning for children who have an EHCP or complex needs

  • Discussion with parents and Early Years setting re transition planning
  • Establishment of key worker for the transition, identified at a Team around the Child meeting
  • Key worker to set date for transition meeting and co-ordinate attendance.

 

The term before the child moves into Primary school

  • Transition planning meeting to take place, usually in the FIRST half of the term, involving all professionals, parents and all settings involved in the transition
  • Transition meeting to consider all key issues including level of support/involvement of key professionals/support for independence skill/targets for successful transition.
  • Agreement to be reached re which professionals will provide support materials.
  • Follow up meeting if necessary in the SECOND half of term.
  • Reciprocal meetings between settings to take place to get to know child.
  • Agree professionals to complete a “Profile” to support the child and new staff in
  • understanding their needs
  • If appropriate make photo books of the new setting to act as an adapted Social Story for the child.
  • Handover to take place for services that will no longer input such as Early Years Inclusion Team.

 

The term the child starts at Primary school

  • Transition review meeting with all involved professionals and parents after approx 6 weeks review how the child has settled into the school. Meeting to review transition targets in school and in the home setting.
  • PLP targets to be set for next term with all involved.

 

Transfer process into specialist provisions/schools

  • All schools have information in their Local Offer/SEND information report which outlines the specific processes for transition in and out of their schools, Special schools and DSP’s have specific processes, typically including:
  • Supported transition visits
  • Exchange visits between schools
  • Transition books to support individual students as needed
  • Transition passports/profiles

Advice on support available for children attending Private, Voluntary or Independent (PVI) settings transitioning to school

Support for transition to Primary School

    Related Advice

    Support available in Greenwich mainstream schools for children with SEN/disabilities

    This document has been produced to provide support and clarity to parents, on the type of support, interventions and strategies that should be available to your child in a mainstream setting in the Royal Borough of Greenwich (RBG).

    The information is primarily for parents with children at SEN support of the Code of Practice i.e. identified as having additional educational needs but not with an Education Health Care Plan, but also applies to pupils with an Education, Health and Care Plan. This document should be read alongside the more detailed guidance in the full support and guidance document for schools, for specific details for individual areas of need (below).

    What the Royal Borough of Greenwich expects your child’s schools to do, to

    ensure your child is included?

    • RBG and partner agencies believe that wherever possible, your child should be educated alongside their local peers in their local school/community
    • Schools are expected to meet the individual needs of your child, including any additional needs through personalised learning plans and a graduated response,responsive to your child’s changing needs.
    • This response may need to become more intensive with more specialized input being delivered over time, and in some cases may result in a request for statutory assessment if the resources available to the school are not sufficient to meet your child’s needs.
    • Your child’s school will be expected to adapt the curriculum, to enable your child’s learning, which may include adaptations to the way the curriculum is delivered e.g. providing a sensory curriculum in older year groups etc.

    RBG EXPECTS YOUR CHILD’S SCHOOL TO:

    1. Set suitable learning challenges for your child
    Teachers are expected to set high expectations for every pupil, including planning
    lessons for pupils with additional needs.


    2. Respond to your child’s individual needs
    Lessons should be planned to ensure that there are no barriers for your child to achieve
    and if necessary access will be made for your child to use specialist equipment and
    different approaches. There is detailed information available about this in the full
    document, organised into different areas of need:

    • Cognition and Learning: (Moderate and Specific Learning Difficulties) this includes dyslexia
    • Speech & Language Difficulties
    • Autistic Spectrum Disorder (ASD)
    • Behavioural, Emotional and Social Difficulties
    • Physical Disability /Medical Condition
    • Sensory Impairment: (vision & hearing)

    Information is available in each of these specialist areas, based on good practice to meet needs, on:

    • How the classroom/whole school environment should be adapted for your child
    • How the curriculum should be adapted for your child
    • Any specialist teaching methods or interventions that may be appropriate to consider
    • Links with you and other important people in their life outside of school
    • Support for social development /pastoral support

    3. Plan with you and your child to meet your needs:
    Schools are expected to plan with you and your child, around what you and your child want them to achieve in their life, leading to achievable and realistic actions and next steps. This will be captured in your child’s “pupil profile” which is always completed when a statutory assessment is requested, but is recommended to be completed at the point that is clear that your child has additional educational needs, and should be updated with you and your child on a regular basis.


    Outcomes (future goals) will then be set with you and your child as steps towards the
    longer term aspirations.


    FUNDING AVAILABLE IN MAINSTREAM SCHOOLS FOR CHILDREN (up to
    16 years of age) WITHOUT AN EHC PLAN:
    Schools receive funding from RBG to support your child if they need extra support at SEN Support level. It is expected that schools typically have sufficient funds available to provide support if your child needs up to and including 20 hours of support, without needing to ask for a statutory assessment. Schools can request additional support if they have exceptional needs within a year group etc.
    If you require information for students older than 16 years this can be provided through the SEN department.


    SEN Team information


    If you require information for children below statutory school age (i.e. not yet in Reception then please use the following link to the detailed guidance, as funding is organised in a different way.
    Early Years SEND Inclusion Funding information

    Getting ready for moving to secondary school

    There are a range of different secondary schools in Greenwich to meet the needs of different groups of children. All Greenwich secondary schools are very inclusive, and can meet the needs of most children, with the additional support delegated to them, and support from specialist Outreach services that are available. If you are choosing a school outside of Greenwich, it is important to check that the same services will be available to your child from the neighbouring Local Authority.

    Getting ready to move to Secondary School

    To be read alongside the general admissions booklet for all children transferring to secondary school

    Secondary Transfer 2024

    Click here for the dates of Greenwich secondary school open events in autumn 2023 for transitions to secondary school September 2024

    Applying for a secondary school

    The Royal Borough of Greenwich provides information for parents applying for a secondary school place for their child An interactive version of the 'Secondary Schools in Royal Greenwich' booklet is available on our website.  Reference hard copies are available in Royal Greenwich primary schools and libraries. Our Families Information Service organises sessions to support parents in making informed and realistic preferences, and provide help in completing the relevant forms.

    There are TWO separate systems for applying to secondary school, dependent on whether your child has a statement of SEN/EHC Plan or if they are receiving interventions at the school based stage of SEND support.

    Applying for a school if your child has a statement of SEN/EHC Plan:

    • Parents will be supported to state their preference for a secondary school at   the Annual Review in Year 5 of their statement of SEN/EHC Plan
    • Between the review and September of year 6, if your child has a Statements of SEN it will be converted to an EHC Plan
    • You will be involved in this conversion and will receive a copy of the proposed EHC Plan
    • In October of year 6 the Local Authority will consult with the schools of your preference
    • In December the schools will respond to the consultation and you will be informed of the outcome, If necessary, further schools will be consulted
    • In January final decisions about school placement are made
    • In mid-February the final EHC Plan will be sent out
    • Induction days are typically organised by secondary schools at the beginning of July, prior to secondary transfer, to give students a “taster” day of being at secondary school. Some outreach services provide additional supported sessions to aid the transition process.

    Applying for a school if your child does NOT have a statement of SEN/EHC Plan:

    • You need to complete the Common Application Form, stating your preference schools, by 31st October in Year 6. Details on how to apply are available on our website.
    • It is important that you consider each school’s admission arrangements and previous years’ application rates before deciding on your preference schools.
    • You will receive the outcome of your application on National Offer Day in early March of Year 6.
    • Induction days are typically organised by secondary schools at the beginning of July, prior to secondary transfer, to give students a “taster” day of being at secondary school. Some outreach services provide additional supported sessions to aid the transition process.

      Transport to school

    Detailed information is available in the Local Authority transport policy but, parents can request home to school transport by completing a Travel Assistance form
    Transport is usually only agreed in exceptional circumstances:
    If the educational setting (special schools, designated special provision or to a school that is the only one that can meet need, and:

    • The pupil lives more than 3 miles from the school (over the age of 8)
    • The pupil lives more than 2 miles from the school (under the age of 7)
    • The pupil is too vulnerable to use public transport even with support

    Pupils may be transported to their nearest mainstream school if:

    • They have significant mobility difficulties or they are too vulnerable to use public transport even with support (Medical Transport)
    • For pupils who have medical needs that mean that they cannot use public transport: medical transport requests will be sent to the Senior Medical Officer (SMO) for their confirmation that the pupil requires transport provision. Parents are expected to provide treating medical professional’s details and outline of medical difficulty. One agreed, this arrangement will be reviewed AS ADVISED by the SMO annually

    General transport provision will be reviewed each year at annual review. Schools should look to encourage independent travel and where possible provide travel training for age appropriate students were possible.

    More information can be found on the Home to school transport page

    Two events are held on an annual basis to support vulnerable students to make a successful transition to their chosen secondary school placement. Both events are organised to enable the transfer of detailed student based information between primary and secondary schools to support transitions to be as successful as possible. Secondary and Primary SENCO’s are invited to attend on an annual basis in the first half of the summer term, once their school placement has been decided. The primary focus of both these events is on the transfer of students without a statement/EHC plan, as this group of students will not have an annual review to plan for this transition.

    • A day event for “vulnerable” children transferring to secondary school, including:
      o Children with SEND with a focus on those at SEND support
      o Children with a Statement/EHC plan
      o Looked after children (LAC)
      o Children who have had behaviour support while at primary school
      o Children known to the attendance advisory service
      o Children with English as an additional language

    • A half day event covering the same issues specifically for students with an ASD

    Transfer process between or into specialist provisions/schools

    All schools have information in their Local Offer/SEND information report which outlines the specific processes for transition in and out of their schools, including at secondary transfer. Special schools and DSP’s have specific processes, typically including:

    • Supported transition visits
    • Exchange visits between schools
    • Transition books to support individual students as needed
    • Transition passports/profiles

    Forms used to transfer information between primary and secondary schools


    The Local Authority (in collaboration with Greenwich schools) has devised an information sharing template, to support the transfer of information between primary and secondary schools. This form is designed to support the discussion between primary and secondary SENCO’s and to be used as a written record of this contact between the schools.
    At the point of transfer all students with an ASD will also have a communication profile/passport, which will be circulated to all the adults that will be involved in supporting the student in their secondary school, which gives an immediate profile of the young person. This is developed in collaboration with parents, the student and their primary school.
    As above, special schools and DSP’s have their own school specific systems to serve the same purpose.

    Description of different transition projects available to support students moving to mainstream secondary school in Greenwich

     
    There are many different transition projects that students can access in Greenwich to support their transition to secondary school. Many schools now run their own schemes for specific groups of children, and details can be obtained from the individual schools. Special schools may have an extended programme of visits to familiarise students with the new setting, and again details can be got from the individual schools.

    Schemes run centrally to support students transferring to mainstream secondary schools are:

    Education Health and Care Plans

    What is an Education, Health and Care Plan?

    The Children and Families Act puts children and young people at the centre of the assessment and planning process so that outcomes are co-produced with parents/carers and/or with young people themselves; 16 to 25 year olds should be especially involved with this.

    Education, health and care (EHC) plans are legal documents outlining the support a child or young person will receive to meet their special needs across education, health and social care and achieve positive outcomes. The focus is very much on what is important for children and young people – what they and you want to achieve now and in the future.

    Children and young people aged from birth to 25 with special educational needs and/or a disability may be eligible for an EHC Plan.

    For an introduction to the Education, Health and Care Plan and how it may help your family, have a look at this video from the Council for Disabled Children

    Information Contained in an Education, Health and Care Plan

    The information contained in an Education, Health and Care Plan covers a child or young person's education, health and care needs, their desired outcomes, and the range of multi-disciplinary support that will be provided to help them achieve their outcomes and aspirations. This information is split into different sections.

    Section A: All about me. This is the section where the child / young person and/or their parents can write about themselves. What are their interests, hopes and dreams? What is their story so far? What makes a good day and what makes a bad day for them?

    Section B: My education needs. This section gives details of the child / young person's special educational needs (e.g. communication, cognition and learning).

    Section C: My health needs. This section gives details of the child / young person's health needs which relate to their special educational needs or to a disability.

    Section D: My social care needs. This section gives details of the child / young person's social care needs which relate to their special educational needs or to a disability.

    Section E: My outcomes. This section contains information about the outcomes for the child or young person that have been agreed and the steps needed to achieve them.  

    Section F: The special educational provision required for me to achieve my outcomes. This explains what is needed, what is going to happen, who is going to do it, what skills, qualifications or training they require, how often it will be made available and when it will be reviewed.

    Section G: Health Provision. This section sets out any health provision reasonably required by the learning difficulties or disabilities which result in the child or young person having special educational needs.

    Section H1: Social Care Provision. This section sets out any social care provision which must be made for a child or young person under 18 resulting from Section 2 of the chronically Sick and Disabled Persons Act 1970 (CSDPA).

    Section H2: Social Care Provision. Any other social care provision reasonably required by the learning difficulties or disabilities which result in the child or young person having special educational needs.

    Section I: Education Placement. This is where the young person or their parents/carers may express a choice about the nursery / school / college they would like the young person to attend. 

    Section J: Personal Budget. If a young person or their parents/carers request a personal budget, details of this will be specified here. 

    Section K: This section lists all of the reports and assessments that have been used to write the EHCP. 

     

    Education, Health and Care Plans are Person-Centred

    The EHC plan puts children, young people and families at the centre of the assessment and planning process. This is called "person-centred planning". Sixteen to 25 year olds should be especially involved in the planning, but all children and their families should be involved from the beginning. You may be involved in a MAPPING session looking at you and your child’s aspirations for the future.

     

    The video below from the Council for Disabled Children explains what we mean by putting the young person and their family at the centre of the plan:

    The Education, Health and Care Plan Means Joined-Up Care

    The Local Authority is responsible for making sure services across the three areas (Education, Health and Social Care) are brought together and that the plan is co-ordinated between those services and the family.

    Joint assessments will help parents and young people to ‘tell their story’ only once and will focus on the outcomes that children and young people can achieve as well as identifying the support needed to do this.

     

    How can I apply for an EHCP?

    Usually you will apply for an EHCP after some intervention at SEN Support and using the Assess/Plan/Do/Review cycle to try out different interventions with the support of a range of professionals as well as your child’s school. You can find out a lot more about this in the Royal Borough of Greenwich Support without an Education Health Care Plan document 

    If your child needs more support than is available at SEN Support you will usually make an application for a Needs Assessment for an EHCP in collaboration with your child’s school/nursery, The School SENCO will usually lead on this with your support. Other professionals may be asked to work with your child as part of this process, or usually would have been involved at an earlier stage so that lots of professional information is available to help inform decision making.

    You can also apply for an EHC Plan yourself if you need to, although you will need to send lots of supporting information with your application

    Click here for the Profile document

    There will always be situations where you will need to move straight to make a Needs Assessment request without using the Assess/Plan/Do/Review cycle/s at SEN Support e.g. after a traumatic brain injury, moving into the country, or if your child’s needs are particularly complex. All applications are looked at individually.

    You may also like to take a look at one of the EHCP Easy Read guides below

                

    If you or your child has an EHCP

    It should be reviewed every year, this is called transtion planning.

    Take a look at the video and easy read document below to find out more

    The Needs assessment process

    EHC NEEDS ASSESSMENT AND PLAN TIMELINE

    If you request a new Education Health and Care (EHC) plan, the whole process must take no more than 20 weeks. However there are certain exemptions which could prolong this. Parent carers should be informed of any exemptions. These are the only exemptions that could apply:

    • The child or young person is absent from the area for a period of at least four weeks
    • Exceptional personal circumstances affect the child or the young person, and his/her parent
    • The educational institution is closed for at least four weeks. This may delay the submission of information

    The Special Educational Needs and Disability Regulations 2014  set out the process for assessments.

    Needs Assessment easy read

    STAGES OF THE ASSESSMENT PROCESS

    Weeks 0-6   
    • A request for an EHC needs assessment is made by a school or education setting, or a professional, parent carer or young person age 16+ with SEND
    • We gather initial information and evidence that is already available
    • Professional advice is requested and considered
    • Progress to EHC needs assessment or notification not to proceed with an EHC needs assessment issued. Feedback is provided, with the right to appeal
    Weeks 6-16
    • We request and gather further advice and information for the EHC needs assessment. See the SEND Code of Practice: 0-25 years, Chapter 9.49 for the full list of who must be consulted
    • Consideration of all the information gathered. This is both prior to and during the EHC needs assessment
    By week 14
    • Decision to issue an EHC plan or notification not to proceed issued. Feedback is provided, with the right to appeal
    • If it is agreed to issue an EHC plan, a draft EHC plan is prepared in accordance with Section 38 of the Children and Families Act 2014.
    • Personal budgets discussed as appropriate with the parent carer or the young person. They may then decide to make a request for a personal budget, including a request for direct payments - see Section 49 of the Children and Families Act 2014
    By week 16
    • Consultation on the draft EHC plan. This is an opportunity to consider views on the draft plan and request a particular school or other institution to be named in the plan.
    • When a draft EHC plan is issued you have at least 15 calendar days to:
      • Consider and provide views on the draft EHC plan and ask for a particular school or other institution to be named in the final EHC plan
      • Arrange a discussion/ meeting with us to discuss the draft EHC plan
    Week 20
    • We issue the final EHC plan to the parent carer or the young person.
    • Issue their right to appeal matters within the EHC plan, in accordance with Section 51(2)(c) of the Children and Families Act 2014 and the time limits for doing so.
    • Support will be put in place as agreed from this point

     WHAT HAPPENS AS PART OF THE ASSESSMENT?

    The Royal Borough of Greenwich will seek information and advice on:

    • your child’s needs
    • the provision required to meet those needs
    • the outcomes expected to be achieved by your child.

    We will get advice from a range of different people including:

    • The child’s parent and/or the young person;
    • Educational advice: usually from the school SENCO
    • Medical advice and information from a health care professional;
    • Psychological advice and information from an educational psychologist;
    • Advice and information in relation to social care;
    • Advice and information from any other professionals that are working with your child. We will make some suggestions based on your child’s needs, but will also ask you if there are any professionals you think are important to your child that you would like us to seek advice from as part of the assessment. Most people contributing to the assessment will be professionals that know yiur child well and have been involved over a period of time.
    • If your child is in or beyond year  9, advice and information in relation to provision to assist the child or young person in preparation for adulthood and independent living will be requested from the involved professionals.

    We will also consider whether a social care assessment or health assessment is also needed or you can request this as part of the assessment.

     

    CAN REPORTS THAT HAVE ALREADY BEEN WRITTEN FORM PART OF THE ASSESSMENT OF MY CHILD?

    We will often use existing advice/reports where there is a recent report which is sufficient to inform the assessment. Advice will need to be current and accurately reflect your child’s current needs.

    If you already have your own advice and reports, these can be submitted as part of your own advice and they will form part of the assessment and decision making process.

    Professional advice must be clear, accessible and specific and address:

    • Your child’s needs
    • The special educational provision required to meet those needs
    • The outcomes which this provision will aim to achieve.

     

    HOW WILL YOU AND YOUR CHILD BE INVOLVED IN THE ASSESSMENT?

    We will:

    • Consult with you and your child, taking into account their likes/dislikes,views, wishes and feelings
    • Engage with your child and yourself to ensure you can both participate as much as possible in decisions in whatever way possible.

    Educational Outcomes

    Children and Young People with SEND receiving SEN Support

    The data on educational outcomes for 2014/15 is available, and has been analysed to look at how our children and young people with SEND are doing, in comparison to other Local Authorities across the country. We are extremely proud of the excellent outcomes our children are achieving in the Royal Borough of Greenwich, thanks to work for families, schools and other agencies all working together.

    Educational Outcomes for children and young people with SEND on SEN Support


    Children and Young People with SEND who have an Education Health and Care Plan (EHCP)

    In Greenwich, we delegate more money than most Local Authorities to schools, to meet the needs of students with a SEND at SEND support, so the group of children with an EHC Plan have greater needs than most other Local Authorities. Despite that, our children have done really well.

    Educational Outcomes for children and Young People with an EHCP


    Key Stages and expected levels of attainment

    An explanation of key stages and expected levels of attainment

    SENCo Newsletters

    Issue 68

    Attachments February 2024

     

     

    2023

    Issue 67

    Issue 66

    Issue 65 

    Issue 64

    Issue 63

    Issue 61

    Issue 60 

    Image of the word archive

    Disagreement resolution and mediation processes

    Parents of children with SEND expect that the services they receive will support their child to reach their desired aspirations and outcomes. Royal Greenwich works in partnership with parents to achieve this and always hopes to resolve any disagreements at an early stage.

    These disagreements may occur between the parents and the school, or parents and the Local Authority or Health Service.

    Special Educational Needs Officers in Royal Greenwich work closely with schools to resolve any differences themselves and are usually able to resolve disagreements between them and parents. You can contact the SEN team on 020 8921 8029 or special-needs@royalgreenwich.gov.uk

    There may be times, however, when parents or carers feel that they would like an independent person to support them in a disagreement they have with the SEN team or with other services that they feel should be supporting them.

    If you still have a problem you might be able to:

    • Seek some help to put your concerns forward
    • Make a complaint
    • Ask for independent disagreement resolution or mediation
    • Appeal against a decision.

    Greenwich SENDIASS (Special Educational Needs and Disability Information, Advice and Support Service)

    Royal Greenwich SENDIASS is available to provide advice and support to any Greenwich families with a child with a special educational need, or where parents believe their child may have a SEN. The service offers parents information, advice and guidance so they can make appropriate, informed decisions regarding the learning of their children.

    This includes:

    • Listening to parents concerns
    • Telephone information, support and advice
    • Written information about SEND
    • Help for parents to understand letters and reports from services and professionals working with their child
    • Help to write letters about their child’s SEND
    • Accompany parents to meetings at their school or early learning setting
    • Liaising with other children’s services
    • Home visits, if required

    This is a confidential service and information is only shared with the parent’s or carer’s permission unless there are concerns about the safeguarding of a child.

    They can be contacted on 020 8921 8402.

    Making a Complaint

    All schools and colleges in Royal Greenwich have a complaints procedure. They will send you a copy if you ask for it.

    In most cases you will need to:

    • Have tried to resolve your complaint by speaking to the right people
    • Put your complaint in writing using the word ‘complaint’
    • Be clear about all the issues you would like resolving
    • State what you would like to happen
    • Give a reasonable time by which you would like a response

    If you are not happy with the outcome of making a complaint or feel that it has not been dealt with properly, you should appeal to the school governing body.

    Parents can also choose to use a more independent disagreement resolution or mediation service to resolve disagreements across education, health and social care

    Parents can contact themselves directly on: 020 7365 3635. They also have a website at www.kids.org.uk

    Both are free but there is a difference between the 2 services:

    Disagreement Resolution Service:

    The purpose of disagreement resolution is to look for a way forward that all parties accept. This service is available to all children and young people with SEN – with or without a statement or plan. You can choose whether or not to use it.

    The disagreement resolution service is there to help resolve three kinds of disagreement between parents or young people and the organisations that are responsible for making provision for children and young people with SEN. These are:

    • Between parent/young people and their education providers – early years setting, schools or colleges
    • Between parents/young people and the Local authority or health commissioning group – this may be during an EHC assessment, during an EHC review, or during a reassessment – but can be used for children with SEN who does not have a statement or EHC plan.
    • Between the Local Authority and the health commissioning group

    Disagreement resolution is voluntary and all parties have to agree for it to take place.

    The meetings are confidential and if you later appeal to the SENDIST tribunal, the tribunal will disregard any offers or comments made during the meeting.

    If you decide not to use disagreement resolution, you can still appeal to the SENDIST tribunal.

    Royal Greenwich SENDIASS can help you decide whether dispute resolution is right for you (020 8921 8402).

    Mediation

    If the disagreement relates to a statement or Education, Health and Care plan – you can ask for independent mediation.

    Parents and young people over 16, have the right to go to mediation following a decision by the Local Authority:

    • Not to carry our an EHC needs assessment
    • Not to draw up an EHC plan
    • Not to amend a statement or EHC plan
    • To cease to maintain a statement or EHC plan

    Or on the content of a final or amended EHC plan – including the health and social care element of the plan.

    However before registering an appeal to the Special Educational Needs and Disability Tribunal (SENDIST) about the SEN elelment of the plan you must contact the mediation service within two months of the date of the relevant decision letter to obtain a certificate to say that you have discussed mediation UNLESS:

    (a)The appeal is solely about the name of the school, college or other institution named on the plan;

    (b)The type of school, college or other institution specified in the plan or;

    (c) The fact that no school or other institution is named.

    Entering into mediation does not affect the right to appeal to the Tribunal.

    What will the mediation adviser do?

    The Mediation Advisor will provide information over the telephone about mediation and answer any questions about the mediation process.

    Once you have received this information you can decide whether you want to go to mediation about the SEN element of the Plan.

    If you do not wish to go to mediation:- simply let the medication adviser know and they will proide you with a certificate confirming that you have received mediation informatiom. The mediation adviser must send you the certificate within three working days of you telling them that you do not want to go to mediation. The certificate will enable you to lodge your appeal, either within two months of the date of this letter or within one month of receiving the certificate whichever is the later.

    You can also ask for mediation on the health and social care element of the place - you do not have to speak to a mediation adviser first. If you are asking for mediation on health - you will have to say what the issues are and what provision you would like.

    If you do choose to go to mediation, the meeting must take place within 30 days and the Local authority must agree. If the mediation is only about health provision, the Local Authority has to inform the health commissioning group within 3 days and they must arrange the meeting within 30 days.

    Once the mediation meeting has taken place, KIDS will issue a certificate within 3 days, and if you still wish to appeal to the SENDIST tribunal – you will have to send this to the tribunal.

    If the mediation has not been successful, parents or young people can also appeal to a Special Educational Needs and Disability Tribunal (SENDIST) in the following cases:

    • A decision not to carry out an EHC needs assesment or re-assessment
    • A decision not to issue an EHC plan foloowing assessment
    • The description of a child's SEN specified in an EHC plan; the special provision specified; the school or other institution specified in the plan or that no school or other institution is specified.
    • An amendment to these elements of the EHC plan
    • A decision not to amend an EHC plan following a review or re-assessment
    • A decision to cease to maintain an EHC plan

    The Royal Greenwich SENDIASS Service will be able to advise you on this process (0208 921 692)

    Mediation contact details: 

    Collis Mediation Ltd, Tel: 07715 958 290 Email info@collismediationltd.com

    Complaints about the social care or health element in a plan

    For social care complaints you should contact:

    childrens-complaints@royalgreenwich.gov.uk or 020 8921 3082

    For decisions made by the NHS Greenwich Clinical Commissioning Group you should contact greccgcomp@nhs.net or greccg.nhsgreenwich@nhs.net

    If you need help to make a complaint about services commissioned or provided by the NHS you can contact Voiceability by calling 0330 088 3762 or email nhscomplaints@voiceability.org

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