Author: Mcleod, David

SEND Outreach Communication and Interaction Team Case Study
Name has been changed to protect privacy

Background Information.
Amira was referred into the service by the Local Authority Inclusion Panel but this would now be dealt with by a referral to SEN ASAP (SEN Advice and Support Allocation Panel).
ASAP is a school support service - school make the referral (with parental permission) and outline how the child /young person is at school and the help they would like.
SEN ASAP meet every two weeks and discuss / allocate referrals to specialist teachers.
The child /young person and parent are consulted as part of the referral.
If allocated Specialist Teachers will visit the school.
They give advice and support to school to help the child /young person. They may write a report which parents will receive a copy of.
A SEN Support Worker (SSW) may be allocated to work with the school staff to further develop their skills in meeting the needs of the child /young person.

Support
Regular visits to school during reception, year 1 and year 2. Visits have not been as necessary during year 3—keep in touch via email and attending review meetings.
Specialist staff have worked in partnership with school staff to help Amira to:
learn key life skills
learn to work independently
develop her communication
communicate and interact with classmates
support Amira in managing her sensory differences in school
Provided key resources such as visual schedules /timetables and advised on interactive resources to help develop social communication and play skills.

Parent’s view of the support
School support assistant has been amazing and has made a massive difference.
Home and school working together is important. Attending joint training has helped.
Having positive relationships with teachers has helped.
Support from the Local Authority specialist staff has helped raise expectations of what Amira is capable of.
The enthusiasm of Local Authority specialist staff has had a positive impact on the school.
Attendance at meetings to jointly plan next steps has been helpful. Having a team of people all thinking about Amira (school staff, specialist teacher, speech and language therapist) has helped.
Amira has made excellent progress from reception to year 3.

School’s view of the support
In reception class Amira had little communication and moved around the classroom, flitting between activities.
The advice and support helped them to prepare activities at the right level of development for Amira.
Showing staff how to do activities helped them learn new skills which helped Amira to learn and achieve:
activities which helped Amira to learn in a structured way
follow a visual timetable
take part in movement breaks
use Amira’s interests which helped to motivate Amira around learning
sensory activities which helped to develop communication
strategies to help Amira to sit for group activities and learn to take part in the routines of school
This gave staff the confidence to help Amira learn.
Working together, specialist teacher is an important part of care and education has been involved over a period of 3 years and has built up trust with parent..
Empowered parent.