Welcome to the final edition of the SEND Newsletter for the academic year, with a huge thank you to you all for your commitment and hard work in supporting children and young people with SEND in West Sussex!

This edition provides a wealth of examples below where we have been able to highlight some excellent practice we have seen.  We know we haven’t captured many of the examples you will be nurturing in your own schools and settings so please do share these with our teams!

I was delighted to be able to greet so many of you at the SENCO Conference on 21^st June which was so well-received by those attending. One observation from a West Sussex colleague really  captured the atmosphere in the room, ‘ It’s clear that the SENCo community in attendance is strong, bonded by a unified commitment to the children in their care and really wanting to reflect and be developed.’ If you weren’t able to attend please see the links to the presentations below and we hope to see you next year!

It only remains for me to wish you all a relaxing  and restorative summer break and to again express my gratitude for your support!

We are continuing to highlight examples of inclusive practice in our West Sussex schools in the Inclusion section of Tools for Schools.

Take a look at the inspiring case studies found under the following headings:

• Therapeutic Thinking
• Transitions
• Supporting social, emotional and mental health needs
• Pupil voice
• Celebrating diversity
• Supporting physical and sensory needs

We regularly add new examples, so it's worth checking in from time to time!

We were delighted that so many of you attended the SENCO Conference on 21 June!  

The theme of this conference was around engaging with pupil voice, and we were lucky to have Tara Elie from When the Adults Change as our motivational key note speaker (pictured between Helen Johns on the left and Claire Prince on the right).  Tara also ran a useful and thought-provoking workshop on coaching conversations and restorative approaches.

The afternoon session opened with an inspiring presentation by young people from Angmering School.  This included a film explaining, in their own words, how they feel when they are not listened to and conversely how they feel when they are, and the difference this makes to them. 

You can see the presentations from the afternoon workshops by following the links below:

The Authentic Pupil Voice

Autism in Schools project

Parent Carer Views: how to strengthen the home school relationship

Using Progression Tools to unlock communication and understanding

Starting school successfully – planning a positive transition into YR for children with SEND

Some quotes from delegates about the morning:

Tara reminded me why I do this job.

Some brilliant strategies for conversations in school with parents and students.

Lots of practical advice and guidance that I can use in my practice and to help my staff.

We are already starting to plan the SENCO Conference for 2024.  Please forward any ideas you have for venues, workshops or keynote speakers to Kathryn Kellagher.

The West Sussex Transforming Care Team, NHS Sussex, the West Sussex Parent Carer Forum and Reaching Families have worked together to develop a fantastic animation explaining the Autism assessment process to children.

The film was written by an autistic child diagnosed at a Child Development Centre and is narrated by an autistic child too. 

Please share this with colleagues, partners , children and families and anyone that may find it helpful.

We are looking to broaden the membership of the weekly panel that meets to make decisions on Education, Health and Care needs assessments.

SENCOs from six schools attended an initial training session on 3 July.  The plan is to run a rota so that each SENCO will attend once or twice a term.  

We are planning a second training session on 18 September.  If you would like to be involved, please contact Kathryn Kellagher and she will add you to the list.

The West Sussex Dyslexia & Dyscalculia Inclusive Practice Award is designed to raise knowledge and understanding of specific literacy and numeracy difficulties, improve classroom practice and develop the ability to support individual pupils throughout a setting.

The LBAT Team is currently inviting interest from Primary and Secondary Schools to join our next cohort.

We are looking for schools who:

• wish to develop and improve dyslexia and dyscalculia friendly classroom practice throughout their setting.
• have a whole school commitment to identifying pupils, providing access to dyslexia and dyscalculia relevant interventions and seeking good progress from pupils with specific literacy difficulties
• can demonstrate involvement from all stakeholders
• are committed to the active involvement of parents and pupils in decisions about provision
• have the support of the senior management team

Participating schools will be required to:

• attend 3 days of training in Spring Term 2024
• deliver training to all staff during the Summer Term 2024/Autumn Term 2025
• compile a portfolio of evidence by Spring 2025 – demonstrated through a visit to the school by LBAT team members

For more information or to book a place, please email Anna Ronchetti. 

The Compass Card scheme has now come to an end in West Sussex and has been replaced by the West Sussex Disability Register, managed by West Sussex Libraries.

The West Sussex Disability Register collects information for those aged 0-25 with a Disability. By a disability we mean:

• Something that has a big effect on your day to day life
• Every day things might take more time, effort, planning or support
• You might need to do things differently or need more help than most other people your age
• Something you live with for life or have had for a long time
• You do not need a diagnosis to join the register

Through membership families, children and young people can:

• Access discounts on local and national attractions
• Receive regular eNewsletters with local events, activities and information
• Help influence services and plan events
• Find out about free specialist library resources

To find out more and sign up please visit our Disability Register Website

If you would like further information, support for completing the form or any of our leaflets please get in touch with the Disability Register team

On May 3^rd the Learning Behaviour and Advisory Team delivered training on developing mathematic skills in children with Down's Syndrome to a range of staff from primary and secondary schools.  The training was delivered centrally so schools supporting pupils with Down’s Syndrome could connect.

Research in the past 15 years has advanced understanding of the specific learning profile of young people with Down’s syndrome (S Buckley Down’s Syndrome Education International).  It has identified that visual learning and reading is a strength and that number skills are often two years behind the young person’s literacy skills. 

The training gave an overview of the learning profile and how this relates to learning mathematics, an overview of the latest research, and practical ideas to teach number skills.

School staff attending the training said

“I found the demonstration of how maths appears to a child with down’s syndrome very helpful.  Lots of ideas to try especially the maths memory book.”

“I have better knowledge of the general learning profile and the importance of different teaching strategies, praise and motivation.”

Staff said they will now plan with the learning profile in mind, use numeracy checklists to inform provision, use more visuals and concrete apparatus and  introduce linear board games.

Further reading

Article on teaching numeracy and research

Recorded numeracy lessons for children Down’s Syndrome