The unique relationship that you have with your children as parents and carers means that you will often pick up on potential areas of concern before they are seen by staff in schools and settings. Therefore, it is important that you feel confident in being able to initiate those early conversations, and to understand how to go about asking questions or raising concerns. 

It can be an anxious time and knowing where to start can feel overwhelming. You may have initial concerns linked to the following:

• Cognition and Learning; progress or acquiring skills  

• Friendships  

• Emotional wellbeing  

• Speech and language development  

• Physical development  

• Concentration / attention / tiredness  

• Attendance  

• Transitions  

Often, a good starting point is the school website as it can help you identify the best person to speak to in the first instance (usually your child's class teacher or form tutor) and also provide links to other sources of information and support, including Warwickshire's Local Offer webpages. 

You could also contact your child's GP or Health Visitor. The first step is to make contact with someone; whether it's an education or health professional they will be able to point you in the right direction. 

This month we're highlighting the important role of the Special Educational Needs Coordinator or SENCo. Did you know? By law, every school is required to have a designated teacher responsible for coordinating SEN provision - a SENCo. This person has to be a qualified teacher and must have completed the National Award for Special Educational Needs Coordination.

Sam Godfrey, Director of Safeguarding at Stowe Valley Multi Academy Trust, who coordinates the three SENCos across Kineton School, Bilton School and Southam College shares an insight into the day-to-day life of a secondary SENCo...

What is the role of a SENCo? 

The SENCo's role is vast and imperative. The SENCo oversees the day-to-day coordination of provision for children with a special educational need and/or disability (SEND). They are there to train, upskill, advise and support both the staff and our children and young people. The SENCo ensures that the schools SEND policy is fulfilled and that the school meets its responsibilities in line with the SEND code of conduct and the Equality Act.

Describe a typical day 

The day of a SENCo can be so variable, which is what makes it so great (and so busy). In our schools, every SENCo still has a teaching commitment so part of our day will involve teaching our young people. The SENCo will also use the day to take part in many other activities such as leading nurture groups with students, liaising with and advising school staff, conducting lesson observations, updating records with students such as their pupil passports, meeting parents or liaising with early years providers, educational psychologists, social care professionals or any other external agency. A SENCo will also use the day for planning interventions and reviewing each child or young person's action plan regularly to improve SEND provision. SENCos will often have break and lunch duties too….so they really are superheroes with lots to do!

How do you work with parents, carers and young people? 

We try to work with parents and carers as much as possible. This can be via phone calls, letters or meetings. We ask all our young people and parents to take part in creating their one-page student profiles. At every parents evening, the SENCo or a member of the SEND team is available so that parents or students can request a slot to discuss any concerns. In addition we have a dedicated area on our schools' websites signposting parents and young people to a SEND padlet (an online notice board) with a wealth of information and direct emails to make contact with each of our SENCos. We have also sent out student and parent surveys recently in some of our schools and we are following this up with a parent drop-in event this half term, which we are very excited about.

Where can I find more information? 

You can find general information about the role of SENCos on the Warwickshire Local Offer webpages. If you would like to get in touch with the SENCo at your child's educational setting, then a good starting point is the school website where they will often have a dedicated page with a contact for the SENCo and a copy of the SEND policy. You could also ask at the office and the staff should be able to direct you to the right person.

Here’s the latest news on progress to deliver our action plan following the Ofsted and CQC inspection last year in our ‘Written Statement of Action’. 

Area 1: Autism waiting times and support for families:

• Additional clinical staff are now in post and more assessments are being carried out.
• A new model of assessment is also being tested to improve the process of assessment and diagnosis, and information and advice for families is being improved.
• A further Autism Conference is planned for later in the year following the success of the conference in Warwick on 2nd April with over 250 people attending. 
• A review of Speech and Language Therapy and a skills audit of children and young people mental health staff are underway.  

Area 2: Communication and engagement with parent carers:

A wide programme of communications and events continues including: 

• Webinars on Education, Health and Care Plans, Autism support, the Graduated Approach, Transitions and the Local Offer. The next planned webinar on 9 June 2022 will focus on Early Conversations (see above for details).

• Warwickshire SEND newsletter: May Newsletter 

• Updates on the Local Offer Facebook page.  

A live feedback form has also been developed to capture feedback, positive and negative, to hear from parents, carers and young people to help us continue to improve services.

A young people’s forum meets monthly to capture the voice of children and young people with SEND. Please register your interest for the forum here (see article above for more information).

Area 3: Inclusion in schools:

An Inclusion Framework for Schools trial is going well in 17 schools in Rugby. Staff have carried out SEND reviews with peer-to-peer support, to identify training needs. Learning from the trial will be used to roll out an inclusion framework across all mainstream schools with the support of 'change champions'.

Area 4: Workforce development:

• A multi-agency working group is reviewing current training and developing a programme of support to improve the knowledge, skills and understanding of staff in schools, with the aim of increasing parental confidence and improving outcomes for children and young people. This includes a pilot in 30 schools on a new approach called Collaborative and Proactive Solutions with Dr Ross Greene from USA, to support young people with behavioural challenges which can lead to exclusions. Parental and school confidence in the implementation of this pilot has been extremely positive to date.

Area 5: SEND local offer webpages:

• The improved local offer webpages provide information about local services and support available across education, health and social care for families with children and young people aged 0 to 25 with SEND. Briefing sessions are available to professionals and communities.
• Flyers have been shared with schools, GPs, Children and Family Centres and other venues to promote the webpages.

For further information please contact fis@warwickshire.gov.uk.

For more information about any areas of the Written Statement of Action please email Rachel Barnes, Change Delivery Manager at WCC at sendchange@warwickshire.gov.uk. We would love to hear your feedback. Thank you. 

Warwickshire teenager Tom Enoch has been showing Joe Wicks just how it’s done with a TOMFIT workout session.

Tom is an inspiring young man who, during lockdown, put on fitness classes for young people with Down syndrome. Tom met up with Joe in London with his family to film some workouts and put Joe through a really tough 15 minute workout.  

You can follow more of Tom's workouts on his Instagram account @tom.fit16

Fifteen-year-old George Cornall recently made a big breakthrough, winning with his first ever full-length medal round at the Men’s May Monthly Medal at Kenilworth Golf Club. This included taking eight shots on the 17th, having hit his first two tee shots out of bounds!

It may not sound particularly outstanding, but this was the first time George, who is diagnosed with ASD (autism spectrum disorder) had ever completed a medal round on a full length course. 

Want to change how you receive these emails?
You can update your preferences or unsubscribe from this list.