SEND policy, including LIFT referrals

[bizzylizzy]

Has anyone re-done their SenD policy this year, to include recent changes April 2015 and to include the LIFT process. If so would anyone be so kind as to share it? After a recent SENCO training, I am fully aware that there is no longer CAF or IEP's (these are now called 'Targeted plans'. I have looked on the Kelsi website ( I am in Kent) for help with devising my new policy, but no luck. Can anyone help?

[louby loo]

What is 'LIFT'? I've not heard of it.... and our IEPs are now called 'one plans' :blink:

I will admit I've had my eye of the ball for a couple of months though- so possibly have missed something. :mellow:

xx

[Thumper]

Hi I struggled a bit to. Ended up tweaking the PSLA policy to fit for our setting. What is LIFT?

[twinthinguk]

i have not heard of lift either....I have created our new plans, now called individual plans.

[bizzylizzy]

LIFT is Local Inclusion Forum Team, it is where we now gave to take a child that we want to refer. I come from Kent, if that helps, I am aware that we are the only county that has LIFT at the moment! I think from what I can gather from my SENCO course the targeted plan can be called whatever you want, but needs to include everything which is in KCC' s document! Hope that makes sense!

[Stargrower]

Never heard of LIFT here in the wilds of East Anglia. And our IEP's are called...wait for it...IEP's!

 

I thought the changes to the CoP in April didn't affect early years. Think I might need to update!

[finleysmaid]

humm regional variations again!! no lift here ...or inclusion support!! not heard of any changes that affect us......Caf's still in operation here....IEP's whatever we want to call them as long as they fulfill their objective!_...So NO help from me then! sorry!!!! :rolleyes:

[Mouseketeer]

All regional expectations do is put the rest of us in a tail spin because we think we've missed something

 

No idea what ' LIFT' is.....except we are still expected to when 6 weeks later every lift and pulley has been installed to incoming school to support child and staff

[twinthinguk]

here in West Sussex we had a inclusion team but they have been majorly restructured and and now called something along the lines of targeted support. To be honest there is not much support if you are good or above from Ofsted, they have a phone line you can ring but only 4 consultants for the whole of West Sussex. Its all very new so not sure how it works yet.

[Panders]

Has anyone re-done their SenD policy this year, to include recent changes April 2015 and to include the LIFT process. If so would anyone be so kind as to share it? After a recent SENCO training, I am fully aware that there is no longer CAF or IEP's (these are now called 'Targeted plans'. I have looked on the Kelsi website ( I am in Kent) for help with devising my new policy, but no luck. Can anyone help?

I have sent you a pm

[louby loo]

humm regional variations again!! no lift here ...or inclusion support!! not heard of any changes that affect us......Caf's still in operation here....IEP's whatever we want to call them as long as they fulfill their objective!_...So NO help from me then! sorry!!!! :rolleyes:

Same as us really ..... We get - "well you could use a 'one plan'....... or actually call it whatever you want to call it- as long as it has targets" (and fits on to an A4 sheet!!!). I still call them IEPs in reality :lol:

[lsp]

Yep - SENCO has recently updated her training and I think IEP's are now Support Plans. CAF's are Family Support Process but CAF is quicker to say so that is what we still call them!! Area SENCO equivilent is now 'Vunerable Children Strand Advisor' covers SEND, 2 year funded, forces children and children in need. Never heard of LIFT but then again LA puting on briefings this term so you never know???????

[Panders]

LiFT is a forum where SENCo's meet to discuss and support each other, in conjunction with Early Years Teaching Service, children who need more than just extra help from practitioners, SENCos seek specialist advice and intervention from the Education Psychology team and Specialist Teaching & Learning Service, Lots of form filling beforehand for referrals and then they are discussed and decisions made.

LIFT meetings are usually once per term. This appears to be a Kent initiative

[sunnyday]

I have sent you a pm

Hmmm - perhaps you'd like to send me one

[Panders]

Hmmm - perhaps you'd like to send me one

Have you been to a LIFT meeting yet? Ours aren't always at the same place, I don't go everytime and you don't have to have made a referral to go along, it is not in place of SENCO Forums, but in addition and you can go along and just listen or contribute if you think you have anything to help - bit like on here :1b

[sunnyday]

Have you been to a LIFT meeting yet? Ours aren't always at the same place, I don't go everytime and you don't have to have made a referral to go along, it is not in place of SENCO Forums, but in addition and you can go along and just listen or contribute if you think you have anything to help - bit like on here :1b

Not yet no, receive minutes though......

[thumperrabbit]

Have you been to a LIFT meeting yet? Ours aren't always at the same place, I don't go everytime and you don't have to have made a referral to go along, it is not in place of SENCO Forums, but in addition and you can go along and just listen or contribute if you think you have anything to help - bit like on here :1b

From the things you mention on here Panders Kent seems to me the place to be .. and that's not only because of you and Sunnyday

[sunnyday]

From the things you mention on here Panders Kent seems to me the place to be .. and that's not only because of you and Sunnyday

:wub:

[blondie]

Hmmm - perhaps you'd like to send me one

and me too - I think you are very lucky - your county council is great wish mine was too . any help with send would be great

[bizzylizzy]

Hi panders, thank you for sending a copy of your policy, but I am not sure if you are aware, but there are no longer Action or Action plus anymore and as far as I have been made aware(from recent SENCo training) our policies must clearly state the referral process, including LIFT. Yes I have been to a few LIFT meetings, ours are normally in the same place, been a lot of confusion with forms etc, loads of paper work before and while taking to LIFT! To be honest not sure Kent is 'the place to be' or if we are just guniea pigs for every new initiative, but that's another post.

[Guest]

The requirement to have a SEN and also an Equal Opportunities policy was removed from the 2014 EYFS Statutory Framework but it says:

 

3.73 Providers must make the following information available to parents and/or carers:

• how the setting supports children special educational needs and disabilities

The 2015 SEND Code of Practice also says:

5.7 Early years providers must provide information for parents on how they support children with SEN and disabilities

 

So even if you don't have a policy (and I would say it's still good practice to have a policy) you'll need a user friendly document for parents and carers, I would say the shorter the better so it's accessible.

 

The link below takes you to the Early Years section of the SEND Code of Practice, I've also attached a document from the National Children's Bureau which is useful.

 

https://www.gov.uk/government/publications/send-guide-for-early-years-settings

 

 

 

Emailing what_early_years_providers_need_to_know.pdf.zip

[bizzylizzy]

Thanks KatKat1972, I have always had and will have a Senco policy, yes I also have a copy of the SEND code of practice, I will look over the other document you have attached, many thanks. I want to condense the policy as you say the shorter the better, but want to make sure everything is included, so just wanted to look and see what others have!

[Guest]

Hi panders, thank you for sending a copy of your policy, but I am not sure if you are aware, but there are no longer Action or Action plus anymore and as far as I have been made aware(from recent SENCo training) our policies must clearly state the referral process, including LIFT. Yes I have been to a few LIFT meetings, ours are normally in the same place, been a lot of confusion with forms etc, loads of paper work before and while taking to LIFT! To be honest not sure Kent is 'the place to be' or if we are just guniea pigs for every new initiative, but that's another post.

I am also struggling with it now. I have attended a couple of LIFT meetings but still have no idea how to blend all this into the policy, so any help will be highly appreciated. I am reviewing the implications of the new Code of Practice (1 Sept 2014), the use of Best Practice Guidance and using the LIFT process. ...and SENCo job description

[blondie]

I am also struggling with it now. I have attended a couple of LIFT meetings but still have no idea how to blend all this into the policy, so any help will be highly appreciated. I am reviewing the implications of the new Code of Practice (1 Sept 2014), the use of Best Practice Guidance and using the LIFT process. ...and SENCo job description

why do they not just send out a policy for us to use - amend a bit to work with your own setting - at least we would all be able to have a holiday instead of spending it trying out work out what we should/shouldn't write and how to do it !!!!!!!

I don't know but would guess that school staff do not spend as much time as early years settings working during "the holiday" :blink:

Edited August 14, 2015 by blondie

[Guest]

I have sent an email to Inclusion Team and got the reply from Deborah Lynch

-------------

Hello xxxxx

 

Thank you for contacting the EY Inclusion & Equality team and drawing our attention to the need for a SEN exemplar policy. I agree that some guidance on writing an SEN policy would be a useful addition to our Kelsi website and plan to take this work forward. I have attached a document that has recently been published by the National Children’s Bureau which I think you may find helpful when reviewing your current SEN policy.

 

Please get in touch If you have any further enquiries.

 

Kind Regards

Deborah Lynch

 

-----------------

Dear Sir/Madam,

 

As it is that time of the year when many providers are reviewing their policies, it seems that many of us are currently struggling with implementing/adapting/reviewing SEN policy. We are reviewing the implications of the new Code of Practice (1 Sept 2014), the use of Best Practice Guidance and using the LIFT process as well as SENCo job description. We are eagerly searching KELSI website in hope to find some hints, however find only the information which is relevant to school but not to EY settings.

 

We all would really appreciate it if SEN exemplar policy (Early Years) could be added to KELSI site (similar to safeguarding one).

 

Your help will be highly appreciated.

 

Yours faithfully,

Xxxx

[Guest]

Oh I do not know how to add a toolkit here as it is in .pdf format.

[Guest]

This is what I managed to squeeze out of my head, KELSI site and the internet. Please feel free to comment.

 

Supporting children with special educational needs (This is a Statutory Policy)

 

Policy statement

In the early years there is a strong focus on early identification and intervention as being key to improving outcomes for children with SEND. The SEND Code of Practice encourages us to look at three sets of requirements together: the SEN requirements, the Early Years Foundation Stage Framework and the duties under The Equality Act 2010. These requirements, taken together, strengthen the importance of high quality early years provision for all children.

 

Special Educational Needs and Disability Code of Practice: 0-25 years (2015)

 

This is statutory guidance for organisations who work with and support children and young people with special educational needs and disabilities.

The leaders of early years settings, schools and colleges should establish and maintain a culture of high expectations that expects those working with children and young people with SEN or disabilities to include them in all the opportunities available to other children and young people so they can achieve well

DfE and DH (2015) SEN and disability code of practice: 0-25 years, para 1.31

 

The Code requires:

· early identification and an early response to SEND

· identification of SEND with parents

· a graduated approach to responding to SEND

· a cycle of assess, plan, do, review

· the involvement of specialists where a child continues to make less than expected progress

 

 

At XXXXXX we recognise that all children have the right to access a broad and balanced curriculum, allowing them to progress and learn at a pace and level reflective of their individual abilities. The pre-school believes that all children have a right to gain experience and develop their knowledge and understanding alongside their peers no matter what their individual needs, and are committed to the inclusion of all children.

 

The policy is reflective of the Special Educational Needs and Disability Code of Practise 0-25 years which came into place from September 2014 which is a product of the Statutory Guidance on duties, policies and procedures relating to part 3 of the Children’s and Families Act 2014.

 

We aim to support and enhance the learning for children with Special Educational Needs (SEND) and Additional Educational Needs (AEN) through our policies and practises where we aim to promote inclusion in the widest possible sense.

 

At XXXXX we can make provision for every kind of frequently occurring special educational need without a statement of special educational needs / Education, Health and Care Plan, for instance speech and language needs, autism, learning difficulties and behaviour difficulties etc. There are other kinds of special educational need which do not occur as frequently and with which the pre-school is less familiar, but we can access training and advice so that these kinds of needs can be met.

 

We regularly monitor the progress of all children to review their progress. Early identification of children with SEN is a priority. The pre-school will use appropriate screening and assessment tools, and ascertain children’s progress through:

· evidence obtained by practitioners’ observation, assessments and reports;

· the non-statutory Early Years Outcomes guidance as a tool to assess the extent to which a young child is developing at expected levels for their age (the guidance sets out what most children do at each stage of their learning and development, these include typical behaviours across the seven areas of learning);

· ECaT assessment;

· Leuven scale of well-being and involvement;

· information from parents;

· Records from previous settings.

 

We aim to offer support according to the different strengths and needs of individual children and their families, by:

 

Identifying a child who may have a SEND or an AEN through our admission procedure or by the regular observation, planning and evaluation process we have within the pre-school, in conjunction with the Early Years Foundation Stage (EYFS) and the Best Practise Guidance which will identify whether a child is a universal child, a child who may need some targeted support or whether a personalised targeted plan will need to be in place to support the child.

 

The new Special Educational Needs Code of Practise states that children, will be monitored under four main areas which are:

• Social, Emotional and Mental Health

• Cognition and Learning

• Communication and Interaction (including speech, language and communication needs, Autism Spectrum Condition)

• Physical Impairment.

 

When a child has been identified as having a SEND or AEN then the key person will discuss with the nursery Special Educational Needs Co-ordinator(SENCO) on how additional support can be put in place for the child, and what level of support is required, this will then be implemented on the enhancement and planning sheets

for the child.

 

Alongside this the key person and/or SENCO they will discuss with the parents and carer’s additional support which is needed for the child, as well as the support which may be needed for the staff within the nursery to the support the child. If it is deemed necessary a member of the Local Authority, Equality and Inclusion Team, who will then be requested to visit the nursery providing an Early Years Inclusion Request Form is sent off and approved. When they visit the nursery they will offer advice on whether a Local Inclusion Forum Team (LIFT) referral is required, during this visit all parties involved with the child will meet to discuss the way forward during this meeting permission is obtained from the parent or carer, to progress forward.

 

If speech or language is identified as being delayed and a hearing test has been undertaken, then a Speech and Language referral form can be completed with the parent and sent direct to the local speech and language team. A child with English as an additional language will not be regarded as having a learning difficulty solely because the language or form of language taught them at home, but will be identified on the AEN register to ensure they are fully supported within the nursery.

 

All collated observations, referral information and development tracking grids will then be taken to the LIFT meetings for the individual child to be discussed and a plan of support is put in place for that child, which may include other agencies becoming involved at that point, this is then discussed fully with the parent/carer to ensure their full involvement, and cooperation.

 

If it is deemed necessary for a specialist teacher to visit the setting to support the child or give guidance to staff, regarding target plans or to suggest that funding for financial support for the setting can be applied for, the teacher will suggest that a Severe and Complex Accessibility and Resources Funding form (SCARF) be completed and sent off to the Local Authority for approval.

 

If despite this the setting having taken relevant and purposeful, action to support and aid the child to make some expected progress, then it may be necessary to complete an Education, Health and Care Plan Assessment, which is a formal request for a plan to be put into place for the child to secure the best possible outcomes for them, by bringing together, education, health and social care services who will work together to meet the child’s needs and support the achievement of the agreed outcome.

 

Throughout this process the SENCo and key person will ensure that the parent or carer is fully undated and involved in the decisions regarding their child’s well-being and development, and will aim to follow up any other concerns or worries they may have.

 

A register will be kept in the SENCO file to identify both children who have identified as being SEND or AEN, this will be regularly updated with the SENCo and individual Key Person, to ensure that the child is being fully supported to ensure that they are progressing and developing to their level of ability.

 

The SENCo at XXXXXX is Miss XXXXXXX XXXXXXX (the deputy manager), who is a qualified Level 3 practitioner and attended relevant SENCo training.

 

All our permanent staff have had the Paediatric First Aid and Safeguarding training. The manager has also attended 2 days SENCo training and regularly attends LIFT meetings.

 

Early Years Local Inclusion Forum Team (EY LIFT)

All referrals for advice and Specialist Teacher involvement come through the EY LIFT process with the expectation that BPG checklists will accompany the referral. The purpose of the meeting is also to discuss issues around inclusion to ensure that settings are meeting the needs of all children. Our SENCo or a member of staff regularly attends LIFT meetings even when we do not have a child to discuss as this enables us to access support and share of good practice between practitioners.

 

Our setting was allocated to a Tunbridge Wells 1 LIFT group which meets termly (please see the dates below).

 

 

Severe & Complex Accessibility & Resources Funding (SCARF)

The pre-school Severe and Complex Accessibility Resource Funding (SCARF), is a non-statutory agreement provided by Kent County Council to enable pre-school children with profound, severe and complex needs to access additional resource, when attending a Kent setting and living in the local authority area. For more information see SEN early years learning resource (SCARF) on KELSI website.

 

 

The pre-school liaises with outside agencies such as the Early Years Support Service, Educational Psychologists, Physiotherapists and Speech and Language Therapists to ensure that each child receives maximum support. Where one-to-one support is needed, every effort is taken to seek funding for ancillary support.

[Rafa]

WOW! That is a very well written and thorough SEND policy! You obviously get a great deal of support in Kent. : )

[Mouseketeer]

EY adviser has today informed me that I need a deputy Senco......fully trained at that, why don't I just get my deputy a deputy gggrrrrr

Edited September 10, 2015 by Mouseketeer

[sunnyday]

EY adviser has today informed me that I need a deputy Senco......fully trained at that, why don't I just get my deputy a deputy gggrrrrr

Really - more training to fork out for then they just don't 'get it' - we don't have an endless supply of funds to do this.......

 

Did you ask her where she got this info from? That's my stock answer in these circumstances - 'can you tell me where I can read about this requirement' - of course it doesn't work if they can then direct you to written info in Statutory requirements