Sunderland's Family Hubs

SEND Local Offer

Sunderland

The behaviour support service works with schools/academies to improve behaviour and to secure engagement of children/young people. The team works with schools who refer any behaviour related concerns which may be children who are at risk of exclusion. Specialist training can be provided- see website for full details. The service is a school only referral.  Schools must buy into the Service through a Service Level Agreement.  Work from the team includes advice to schools and direct work with specific children who have been identified for support. The work may include emotional regulation/feelings, peer relation, anxiety, anger etc.  Support can last up to 12 weeks but on a small number of specific occasions it maybe extended or revisited. Typically referrals will be having Range 2 support or above in their mainstream school. Within each referral a detailed assessment is carried out at the beginning/end of intervention and a detailed reports is produced with any recommendations as appropriate.

Behaviour Support Service (Age range 4-16 years, N-KS4)

Key Stage 1 Behaviour Team (PRU1) facilitate the Pupil Referral Unit provisions (Nurture Groups) for KS1 children (aged 3-7 years) as part of Sunderland Additional Educational Needs. Children are referred for support due to them presenting with challenging emotional and behavioural concerns within their school setting.  These are early intervention placements, though some children may have had / be at risk of exclusion. The Team works in partnership with schools to support the development of positive attitudes to learning, conduct and behaviour in and around their settings. The Team supports the engagement of children and their families to improve progress and positive outcomes.  The Team will support the development of strategies to reduce levels of disruptive behaviours which can hinder learning, and so reduce exclusions. Work can help to determine the specific needs of children and the most appropriate support/provision required for them to reach their full potential. The Team works very closely with other professionals.  Support is offered to staff to enhance their understanding of the roots of behaviour and parents are supported in developing strategies. The Team offers short term intervention placements across two bases: Part time provisions are based at Valley Road Primary School. Children attend 4 half days a week, Monday to Thursday, either on a morning or an afternoon and reviewed after 12 weeks.  The curriculum offers the children Literacy and Numeracy as well as a breadth of PSHE opportunities.  Children remain in their own school for the remainder of their week.  Full time provision is also the Local Authority Provision for Permanently Excluded KS1 children. Full time provision is based at Farringdon Primary School. Children attend on a full time basis for a 12 week intervention placement, after which progress is reviewed.  A full curriculum offers the children the whole breadth of areas of learning.  At the end of their placement they are then reintegrated into their mainstream school or to another appropriate setting. Referrals to both provisions are made through the Central Provisions panel (CPP) which is held every two weeks at the Tudor Grove Centre. Play Group Nursery and parent carers are offered support on a weekly basis within a Play Group.  The group provides early years experiences for the child.  Parents are encouraged to engage in the activities and also observe the modelling of positive strategies to improve their child's behaviours.  Children are able to develop skills in readiness for reintegration into school.  Staff will support this reintegration. Outreach As part of a Service Level Agreement the Team can provide Outreach support to a referred child and a small group of children to improve children's listening, concentration, behaviour and adherence to requests.  Programmes will be developed according to the child's individual needs. Inset Training is offered to develop skills of colleagues in managing/understanding children's challenging behaviours; improving self-esteem and in developing positive strategies.  Further opportunities will be cascaded throughout the year.  Staff may also visit the PRU provisions to observe experienced staff working with challenging children and offering effective advice. Criteria for access<ul><li>Inappropriate levels of behaviours within an educational setting eg. aggressive or destructive behaviour, inappropriate attitudes to learning, poor relationships</li><li>Withdrawn, emotional, isolating behaviours</li><li>Repetitive and ongoing issues</li><li>School have exhausted and can demonstrate the strategies and resources already used to support the child in their setting</li></ul>Universal services<ul><li>INSET opportunities</li><li>Opportunity to observe within the provisions</li></ul>Targeted services<ul><li>Parenting support</li><li>Development of Nurture groups within schools</li></ul>Specialist services<ul><li>Pupil Referral Units: Nurture Group Provisions</li><li>Outreach support</li><li>Play Group</li></ul>

Key Stage 1 Pupil Referral Unit / Behaviour Team (PRU1)

The PECS teaching protocol is evidence based practice.  Research Autism rates PECS as having “strong positive evidence”.  Their website states “There is a significant amount of research evidence to suggest that PECS is generally positive, with considerable anecdotal evidence from parents and professionals regarding the effectiveness of PECS.  It is a straightforward and positive approach, cost effective and not overly time consuming to implement.  There is, however, much confusion regarding the correct use of PECS and it should only be implemented by appropriately trained individuals.  PECS consists of six phases.  It begins by teaching an individual to give a single picture of a desired item to a “communicative partner”, who immediately honours the exchange as a request.  The system goes on to teach discrimination of pictures and how to put them together in sentences.  In the more advanced phases, individuals are taught to use modifiers, answer questions and comment. They are based in Brighton, however they serve the whole of the UK and Ireland.  They run approximately 95 PECS workshops per year, plus they also offer training in behaviour management, sexual and social safety for those with additional needs plus the highly acclaimed ‘Language of Emotions’ and more.

Pyramid Educational Consultants (PECS)

Pyramid Educational Consultants (PECS) Logo

Returners is an attendance provision for secondary students unable to attend mainstream education due to poor mental health normally associated with anxiety disorders. The aim of the provision is to provide a small nurturing environment where pupils can successfully access a broad curriculum, rebuild their confidence and self esteem, with a view to a successful return to mainstream education, a specialist provision or Post 16 education. They are based in Thornhill Academy where all pupils are taught and supported by a wonderful and dedicated team of professionals who not only see pupils for who they are now but for who they can become. An application for a place can only be made by the pupil's registered school via the Central Provision Panel.  The following criteria must be met:<ul><li>The young person's attendance must be less than 50%</li><li>They must be engaged with a Mental Health Service eg. CYPS or CAMHS</li><li>The young person does not display poor behaviour</li></ul>Please feel free to contact the Provision Manager Lyn White to arrange a visit.

Returners - Thornhill Academy

Sunderland College provides a wide range of academic and vocational courses for school leavers and adults ranging from Foundation Learning, BTEC to A-Level's.  The college offers a range of higher education qualifications, some in partnership with Universities of Sunderland and Teesside. Sunderland College also offer Apprenticeships and information is available from the Apprenticeship Team on 0191 511 6000 Sunderland College is dispersed over the city by four campuses:<ul><li>Bede Campus, Durham Road, Sunderland SR3 4AH</li><li>Hylton Campus, North Hylton Road, Sunderland SR5 5DB</li><li>Washington Campus, Stone Cellar Road, Washington NE37 2NH</li><li>St Peter's Campus, Charles Street, Sunderland SR6 0AH</li></ul>Criteria for access Sunderland College welcomes learners who have a disability and / or learning difficulty and will ensure, in line with its commitment to the Equality Duty under the Equality Act 2010 and the new (Special Educational Needs) Code of Practice 2014, that there is suitable access and appropriate and adequate support for individual students where necessary. Many students need additional help so they can succeed in their chosen courses of study.In many cases under the new Code of Practice, recommendations for support strategies will be outlined in Individual (0-25yrs) Education and Health Care Plans (EHCPs).  The college working in partnership with relevant agencies (eg. Local Authorities) is proud to fulfil its statutory duties to make extra provision for those individuals with more complex learning needs and disabilities. Sunderland College is therefore committed to developing a unique learning plan for all of its learners in order that each individual gets the most out of their college experience. Universal servicesSunderland college is a universal service but entry requirements and criteria apply for come courses and applicants are advised to contact the college directly. Targeted servicesSunderland College offers a Foundation Learning Programme which is a flexible learning programme designed around your needs.  The College will plan your learning and give you the support you need to gain the skills and qualifications you need to progress to your identified positive destination.  This could be a Level 1 or Level 2 vocational course, an Apprenticeship or Internship or to gain employment. The Foundation Study Programme is made up of the following elements:<ul><li>Personal Social Development</li><li>Functional Maths, Functional English and Functional ICT</li><li>A range of vocational choices at Entry 2, Entry 3 or Level 1 including Catering, ICT, Recycling, Motor Vehicle, Retail, Looking After Children, Looking after the Elderly, Land and Environment, Enterprise and Starting Your Own Business</li></ul>Some students will also follow a programme designed to develop the following:<ul><li>Communication Skills</li><li>Independent Living skills</li><li>Volunteering skills</li><li>Peer Mentoring skills</li><li>Community Awareness and Travel Training</li></ul>Teaching groups are small in order to ensure all students receive appropriate levels of support in the classroom.  Where there is an identified support need, Learning Mentors will work alongside teaching staff and support students both in and out of the classroom.We also work closely with Connexions, The Future's Team and a range of employers in order to prepare students for employment after college. Specialist services - The College Learning Support ServiceUnder the co-ordination of the college Learning Support Service a range of specialist support is also available for students with more complex support needs including those with:<ul><li>Learning Difficulties and / or Disabilities</li><li>Physical Difficulties and / or Mobility problems</li><li>Medical Conditions</li><li>Sensory Impairments</li><li>Specific Learning Difficulties (eg. Dyslexia, Mental Health, Autism Spectrum, Emotional and Behavioural Difficulties</li></ul>The Learning Support Service will continue to collate information on disability and / or learning difficulties via EHCPs or from individual learner declarations and distribute relevant information accordingly and within an appropriate timescale for adjustments to be made. All full time and part time students are entitled to (additional) learning support and there is a wide range of specialist support available including:<ul><li>Access arrangements for exams</li><li>Learning Mentor support</li><li>Personal Care</li><li>Teaching materials in alternative formats (Eg. Braille, large print, audio, coloured overlays, specialist software</li><li>Support from Communicators / Readers</li><li>Help with access and mobility</li><li>Educational Psychology</li><li>Specialist tutorial</li><li>Group support in class</li><li>1 : 1 support outside of classroom</li><li>Independent travel training.</li></ul>

Sunderland College caters for young people with identified learning difficulties and or disabilities from the age of 16 with an Education Health and Care Plan. For details of what Sunderland College can offer young people can be found in the SEND Information Report.  An extract of that information is below:   The transition into college can start in their last academic year at school; this could be either year 11 or year 13. Once an application has been made, the young person would be invited to attend an admission interview to discuss their chosen course of study; their current support need; and enable them to see the facilities on offer to further inform their choices.  Parents and carers are always welcome to visit Sunderland College before making a decision about a placement. Once a placement is agreed, the college staff will work with you to support your child in this transition period. For those young people who require a more focused transition, eg. young people with more complex medical needs, college staff would link with school staff to gather additional supporting information on both the academic and support needs of the young person. The information gathered would lead to an individualised and comprehensive transition plan.Curriculum The curriculum and students' timetable will be individualised to the needs and abilities of the young person.  Students will be given appropriate support in order that they experience success and feel safe.Teaching staff will use a range of creative teaching strategies to engage all students in all areas of the curriculum.  Students follow a programme that enables them to achieve qualifications where appropriate for the work they are able to produce.  For those learners with an EHCP programmes can also be non-accredited and specifically produced to develop and progress identified skills. Specialist resources, services and expertiseUnder the co-ordination of the College Learning Support service a range of specialist support is available for students with more complex support needs. All students are entitled to (additional) learning support and there is a wide range of specialist support available. Depending on the need of the individual student, Sunderland College has access to a wide variety of services. All students have a personalised curriculum offer which gives them access to a broad and balanced curriculum with access to specialists such as Speech Language Therapist, Occupational Therapist. Together with a range of other professionals each of these teams work closely with our learning support staff to ensure the progammes they develop meet the needs of your child.

Sunderland College

A independent special school for boys and girls aged from 4 to 19. The school offers SEN provision for children and young people with Autistic Spectrum Disorder and/or Severe Learning Difficulties.