SEND Outreach Support Services

How can we help you?

  • AUTISTIC SPECTRUM DISORDER - ASD OUTREACH
  • Supporting the achievement of individual children with a diagnosis of Autism by:
    • Providing specialist advice for schools from a range of professionals, including specialist teachers, speech and language therapists, outreach workers and an occupational therapist
    • Providing individual children with consultative visits and on-going support, as appropriate
    • Providing schools with a range of training opportunities to develop understanding of autism and good educational practice
    • Training and supporting staff in the implementation of specialist interventions in school
    • Delivering group-based interventions such as social skills and friendship groups
    • Ensuring smooth transitions through the provision of a structured programme of support for pupils. For example when children are moving from primary to secondary school
  • ASD support for families
    • Following diagnosis the child’s family is offered targeted training to assist their understanding and ability to support their child. ASD outreach staff are licenced trainers of the National Autistic Society Early Bird and Barnado’s Cygnet parent programmes
    • The service also provides on-going support, advice and sign posting for individual families
  • Providing support to children pre-diagnosis with a confirmed social communication disorder
    • Delivering targeted support to pupils awaiting a diagnostic assessment where required
    • Buy-in service available to purchase for on-going support for children pre-diagnosis
  • EARLY YEARS INCLUSION TEAM
  • We work with parents, carers and professionals to ensure an integrated approach to the planning and support of young children (under statutory school age) by:
    • Ensuring non-school, early years foundation stage providers are inclusive and support the identification and development of children with SEND
    • Offering advice and support to providers for under threes (including those in school settings)
    • Providing early years consultation sessions in collaboration with the Royal Greenwich education psychology services
  • The provision of training and support to childcare providers, and early education providers, in the private, voluntary and independent sector (including childminders).
  • This enables children with disabilities and additional needs to receive appropriate and inclusive childcare and early learning when accessing their setting.
  • This includes:
    • Development of staff skills in understanding and meeting the needs of young children with SEND in their setting
    • Understanding and implementation of legislation/guidance related to SEND
    • Direct support and training to setting-based SENCOs in their role, including induction and on-going CPD
  • SENSORY TEAM FOR DEAF & VISION IMPAIRED CHILDREN
  • We will work with:
    • Pre-school children from birth, including attendance at hospital and clinic appointments
    • Children attending local mainstream nurseries and schools, up to the age of 16, with support in key social settings
    • Children and young people additional needs and sensory loss who attend special schools, up to the age of 25
    • young people who attend a range of post-16 provisions. For example, sixth form centres, Shooters Hill Post-16 Campus, FE colleges and HE provisions
    • Home visits when children are not in school or nursery, and when needed for older children
    • Support for families, regarding general concerns about vision impairment and deafness
  • Support for nursery schools, Further Education (FE) and Higher Education (HE)
    • Advice on teaching strategies to support access. For example, multi-sensory approaches, differentiation, access in examinations - particularly external examinations and managing the physical environment
  • Support for learning for some pupils
  • A block of one-to-one or small group work relating to agreed targets:
    • Language development
    • Pre-braille and braille skills
    • Sign language and note-taking support for deaf students at 16+
    • Specific support, dependent on assessed need and student communication preference
    • Support within all teaching and learning sessions
  • Language assessment
    • Carried out by teachers of the deaf. For example, British Picture Vocabulary Scale (BPVS)
    • Carried out by speech and language therapists, with specialism in deafness, to cover phonological, grammatical, interactive and pragmatic skills
    • Carried out by speech and language therapists and the deaf instructors. For example, British Sign Language, expressive and receptive skills
  • Functional vision and hearing assessments
    • Carried out by advisory teachers to determine how well hearing and vision are used in a range of practical situations within the classroom
  • Observations in class
    • For information on the effectiveness of inclusion strategies and the functional ability of sensory impaired children in the classroom setting
  • Provision of low vision aids/radio aids
    • Specialist equipment to improve access to visual or spoken information, based on assessed need
  • Liaison between families and schools
    • Reports on visits
    • Home visits to discuss and agree strategies in the school setting for children needing substantial support
    • Attendance at annual reviews
  • Touch typing for children
    • Special classes for children with vision impairment, usually after school
  • Habitation training for all ages
    • Usually for vision impaired children
    • How to travel around school or make the journey from home to school
    • How to manage the physical environment and use everyday equipment
  • SUPPORT TEAM FOR EDUCATION IN PRIMARY & SECONDARY SCHOOLS (STEPS)
  • The achievement of pupils
    • Assessment of children's needs
    • Personalised learning programmes
    • One-to-one specialist dyslexia assessment and teaching
    • Support for children with complex needs, including Down's syndrome
    • Makaton, story box and word-up training to raise the achievement of pupils
  • Improving the quality of teaching
    • Outreach support, advice and supervision
    • Providing schools with a range of training opportunities, to develop understanding of high quality inclusive practice, including the ‘Dyslexia Friendly School’ quality mark
    • Training and supporting staff in the implementation of specialist intervention in schools
  • Behaviour and safety of pupils