# data[].attributes.headline
Early years and childcare for children with special educational needs and disabilities

# data[].attributes.subject
Early years and childcare for children with special educational needs and disabilities

# data[].attributes.body
ll babies and young children are unique and develop differently. Some may have needs which are identified before, at, or soon after birth, usually by health and medical professionals. The needs of other babies and children may become evident over time and you might be the first person to notice these, or they could be noticed by others.

# data[].attributes.attachment_link.title
Early years and childcare for children with special educational needs and disabilities – Herefordshire Council

# data[].attributes.attachment_link.description
Information for parents and carers about early years and childcare services for children with special educational needs and disabilities

# data[].attributes.headline
Transport for children with special educational needs or mobility problems

# data[].attributes.subject
Transport for children with special educational needs or mobility problems

# data[].attributes.body
If your child has mobility difficulties which prevent them from walking to or accessing the site of their local school, we will consider travel assistance to the closest suitable school to their home. We will assess the appropriateness of walking distance and site access on an individual basis.

# data[].attributes.attachment_link.title
Transport for children with special educational needs or mobility problems – Herefordshire Council

# data[].attributes.attachment_link.description
Transport assistance for children with special educational needs and disabilities

# data[].attributes.headline
Admissions process for young people with an EHCP

# data[].attributes.subject
Admissions process for young people with an EHCP

# data[].attributes.body
If your child or young person has an EHC plan there is a separate process for applying for a secondary school place. You do not need to apply through the normal process for transfer to secondary school.

The SEN Team will be your key contacts and will support to you and your young person with an EHCP with making the application.

Moving from one phase of education to the next is a significant change and it's important that parents, carers or young people think about what school or college should be named in their EHC plan.

For this reason, there should always be an annual review of the EHC plan before a transfer to a new phase of education.

# data[].attributes.attachment_link.readable_text
Admissions process for young people with an EHCP

If your child or young person has an EHC plan there is a separate process for applying for a secondary school place. You do not need to apply through the normal process for transfer to secondary school.

The SEN Team will be your key contacts and will support to you and your young person with an EHCP with making the application.

Moving from one phase of education to the next is a significant change and it's important that parents, carers or young people think about what school or college should be named in their EHC plan.

For this reason, there should always be an annual review of the EHC plan before a transfer to a new phase of education.

Annual review before transfer to a new phase of education

For a move to secondary school, SEN regulations require that the EHC plan must be reviewed and amended before 15 February in the year your young person will start at the new school. This means the annual review process should begin in the autumn term of Year 6.

Before the annual review takes place you may choose to attend open days and information sessions for a variety of schools/settings to establish whether the provision is appropriate for your child's needs.

Process for moving to a new phase of education

Where a child or young person is moving to a new phase of their education, the process is as follows:

1. Local authority (LA) reviews the plan

2. LA sends proposed amendments and a copy of the plan (with section I left blank) to the parent or young person

3. Parent or young person has at least 15 days to make representations about the proposed amendments/content of the plan

4. LA issues a final amended plan, with notice of appeal rights, by the statutory deadlines

Support and further information about the Annual Review and transition to secondary school

If you would like to discuss your child's transition to secondary school, you can contact the SEN Review Team using the contact details at the bottom of the page.

You can find more information about moving to a new phase of education with an EHC plan on Ipsea's website.

Find out more about the Annual Review process by watching this short video produced by The Council for Disabled Children:

We're very sorry. JavaScript is required to play YouTube videos.

SEN Review Team contact details

Contact us for all enquiries relating to a child or young person with an existing EHC plan. This includes all annual review queries, phase transfers and ceasing plans.

# data[].attributes.attachment_link.title
Young people with an EHCP moving to secondary school - Herefordshire Council

# data[].attributes.attachment_link.description
Find out about young people with an EHCP moving to secondary school

# data[].attributes.body
Marches Family Network: Providing Quality Inclusive Breaks for Children and

Young People with Disabilities

Marches Family Network is a unique charity organization that provides

exceptional, inclusive short breaks for children and young people with

disabilities and their families throughout Herefordshire and the surrounding

areas. It started in 1982 as a self-help parent group under Contact A Family and

became independent in 1995. Since then, it has grown into a remarkable

organization with a clear aim to empower children, young people, and their

families, support them to reach their full potential, promote social inclusion,

and raise disability awareness.

Our Mission:

Empower children, young people, and their families

Support children and young people with disabilities to reach their full

potential

Raise disability awareness

Promote social inclusion

We believe that children and young people with disabilities have the right to

the same opportunities as their non-disabled peers. We strive to provide these

opportunities through our short break sessions and by collaborating with

people and providers in our local communities. Our programs offer activities,

services, and short breaks for children and young people aged 0-25 years with

diverse disabilities. All our sessions are group sessions so that young people

can socialize with peers and develop friendships. We also welcome siblings,

where space is available.

Our youth team is trained to meet the varied and complex needs of children

and young people who attend our sessions. Young people can attend sessions

with their PA's, and we encourage you to contact our office on 01568 614908

for more information.

# data[].attributes.attachment_link.description
Log into Facebook to start sharing and connecting with your friends, family, and people you know.

# data[].attributes.body
LOOK is a small local charity which connects and supports

visually impaired children, young people, and their families.

https://www.look-uk.org/

Herefordshire Branch of the National Autistic Society

They offer a range of support and activities for autistic

people of all ages and their families.

https://nas-herefordshire.co.uk/

ASPIRE Youth Club

Our Youth Club, after school Tea Club, day trips and activity

during school holidays are a great way to meet people, make

new friends and get out and about

.https://aspireliving.org.uk/your-support/younger-people/

PEGS

PEGS is a social enterprise set up to support parents,

carers and guardians who are experiencing Child to Parent

Abuse (including those with adult offspring).

https://www.pegsupport.co.uk/#Homesupportforparents

ERIC is the national charity dedicated to improving children’s

bowel and bladder health.

https://eric.org.uk/

21 Plus here to provide support for family members, carers,

friends, and professionals, supporting children and young

people with Down’s syndrome.

https://21plus.org.uk/

info@downs-syndrome.org.uk

# data[].attributes.headline
Understanding Challenging Behaviour: A Comprehensive Guide

# data[].attributes.subject
Understanding Challenging Behaviour: A Comprehensive Guide

# data[].attributes.body
What is Challenging Behaviour?

Challenging behaviour refers to problematic or difficult behaviour often

exhibited by individuals with learning disabilities. This includes aggression

(e.g., kicking, biting, hitting), destruction (e.g., breaking windows, ripping

clothes, throwing objects), self-injury (e.g., skin picking, head banging, self biting), outbursts, and other behaviours such as running off, screaming, eating inedible objects or engaging in repetitive movements. Challenging behaviour is characterized by compromising the safety of the individual or others around them, and negatively impacting their quality of life.

While challenging behaviour is prevalent in people with learning disabilities, it is not solely limited to this group. The term has been particularly applied to the learning disability context due to its high occurrence rate. The severity of challenging behaviour can vary from person to person, with some

behaviours resulting in serious injury (e.g., blindness, brain damage) and

others being significantly disruptive or stressful.

Who is Affected?

Challenging behaviour is more common in people with learning disabilities

than in people without disabilities, though the pattern varies depending on

the type of behaviour and the age of the individual. For instance, significant

self-injury occurs in 3-12% of children in schools catering for those with

severe learning disabilities, compared to children without disabilities where

the rate is substantially lower. However, seriously violent behaviour,

especially involving the use of weapons, is less common among adults with

learning disabilities compared to other adults.

It is important to note that challenging behaviour is not always a facet of

learning disabilities and may be indicative of other underlying issues. Urgent

action is required to limit or reverse the effects of challenging behaviours

that may cause serious injury, like eye poking or headbanging.

www.challengingbehaviour.org.uk

# data[].attributes.attachment_link.readable_text
Claire

The family of Claire Steeples, 43, tell her story, where determination and the use of a personal budget to buy care, have transformed Claire's life.

Malachy

Cathy and Mark share their experience of lockdown, in which they fully isolated as a family bubble - a way of living that was not entirely new to them.

Laura

Laura has a severe learning disability. She has a great happy life but her mother's greatest concern for Laura is her Pica behaviour, or eating objects not suitable to be eaten.

We offer information resources about Positive Behaviour Support (PBS), which is a person-centred approach to supporting people with a learning disability.

Our resources give information about different aspects of communication and teaching new skills, support packages, transition planning and planning for the future.

Our resources give information about healthcare, answering your frequently asked questions on topics such as consenting to treatment and reasonable adjustments.

We have produced resources showing how methods using early intervention can reduce the severity and frequency of challenging behaviour and improve quality of life.

The information on this page will help you understand what is meant by poor support and abuse, and who to talk to if you suspect your relative is coming to harm or not being cared for properly.

The wellbeing of the whole family is of paramount importance to harmony and happiness; our resources provide advice and tips on how to keep parents, siblings and children well.

Our factsheets, FAQS and templates give valuable information about you and your family members’ legal rights.

We are constantly updating and sharing resources that may provide some useful information and tips to you and your families during the pandemic.

Do you have a story to tell either about your connection to us, your experience of supporting someone, or what you think still needs to change.

The CBF has launched its brand new private Facebook group. Find out more about ‘The CBF Family Forum’ here, including how to sign up.

An animation has been co-produced which shares the voices of parents and carers.

What we do

Making a difference to the lives of people with severe learning disabilities whose behaviour challenges.

What we do

Do you support someone with severe learning disabilities and behaviours that challenge? We can help.

If you are involved in supporting people with severe learning disabilities and behaviours that challenge, we can help.

Keep in touch

The Challenging Behaviour Foundation's newsletter 'Challenge' is produced three times a year. Subscription is free of charge.

Sign up to our newsletter

Support our work

We know there are at least 30,000 families in the UK caring for someone with a severe learning disability whose behaviour challenges. What you raise can make a huge difference to what we can achieve for families across the UK.

Donate

# data[].attributes.attachment_link.title
Homepage for the Challenging Behaviour Foundation

# data[].attributes.attachment_link.description
Claire Malachy Laura Do you have a story to tell either about your connection to us, your experience of supporting someone, or what you think still needs to change. The CBF has launched its brand new private Facebook group. Find out more about 'The CBF Family Forum' here, including how to sign up.

# data[].attributes.body
Contact - Provide information on challenging behaviour which can be

accessed for free online. www.contact.org.uk. They also run training

sessions for parents free of charge, currently online. Details of these

sessions are available on the website.

NHS England - The NHS website has a section on managing challenging

behaviour. You can access this at www.nhs.uk and search challenging

behaviour.

Challenging Behaviour Foundation - the charity provides information

and support to families and professionals caring for individuals with

severe learning disabilities who are described as having challenging

behaviour. Lots of free resources are available at

www.challengingbehaviour.org.uk. You can also contact the on 0300

666 0126.

# data[].attributes.headline
The following sections address key areas affecting feedback. The information provided aims to be helpful.

# data[].attributes.subject
The following sections address key areas affecting feedback. The information provided aims to be helpful.

# data[].attributes.body
Self Care

With these ever-changing times, it's more important than ever to try and

make time for ourselves, even if only for the smallest amount. A little

tweak here and there can change our busy daily routines and really help

how we feel. This may be as simple as taking five minutes to grab a cup of

tea while it's still hot.

Below are some links which you may find helpful.

Mind - Provides suggestions that other carers have said they find helpful.

Even just choosing one small thing to change might help you feel more

able to cope. www.mind.org.uk

NHS - Top tips to improve your mental wellbeing.

Visit www.nhs.uk and search for Every mind matters.

Sleep

86% of children with additional needs have difficulties with sleep. If

your child or young person is having difficulties you are not alone. The

following websites provide useful information.

Contact - Help your child sleep. The information booklet is available

online for free.

Visit contact at www.contact.org.uk. Helpline 0808 808 3555.

Every mind matters - The website has lots of helpful ideas for sleep

issues. www.nhs.uk/oneyou/every-mind-matters/coronavirus-how-tofall-asleep-and-sleepbetter/

Disabled Living Foundation - Provide information and advice on

equipment to assist your child at home. Including baby monitors, beds,

sleep systems and night time postural support, cots and accessories.

www.livingmadeeasy.org.uk

Helpline 0300 999 0004.

Toileting Needs

All children learn to use the potty or toilet at a different stage in their

life.

Most children start to show an interest in moving on to a potty or toilet at about two years old. If your child has a physical or learning disability, they may not be ready to start until they are older.

They may need longer to learn to use the potty or toilet.

Some children, particularly those with profound and multiple difficulties may not be able to use the toilet on their own but will need to have a toileting program which will ensure their needs are treated with respect.

All children are different and the way they learn to use the toilet may be

linked with the specific condition they have.

It is a good idea to get in touch with the relevant support groups to get

advice from people who have more experience. You can find more

information on the local offer and on the Contact website at

www.contact.org.uk

It is important to speak to a doctor to check for physical problems if

your child is having difficulty in learning to use the toilet. You may

require a referral to the Paediatric Continence Service.

Ask your school nurse or SENCO for advice if you are not sure.

# data[].attributes.body
The Children's Community Nurses (CCN) provide nursing care to

children from birth to 18 years old, who have an identified nursing

need and are registered with a Herefordshire GP.

This extends to the age of 19 years old for young people in

specialist educational settings.

Care is provided to enable children and young people's acute and

complex health needs to be managed in their own homes, schools

and respite centres.

https://www.wyevalley.nhs.uk/services/communityservices/childrens-community-nursing.a

# data[].attributes.body
For parents who have children with SEND, its worth being aware, that if it

is needed you can actually apply for a GP proxy, for your child / Young

person with SEND.

So what is a GP Proxy? It is a form that allows someone other than the

Patient, such as a parent carer, to access and manage parts of the

Patient’s GP online services account which can include ordering repeat

prescriptions and sending a note to the Patient’s GP. For security, the

proxy is given their own online access account and not the Patient’s own

login details.

This is a really simple form that needs completing with forms of ID. It is

also worth noting, that when I personally applied for a GP Proxy, they

asked how old my daughter was. Luckily for me I had decided to apply

for the proxy before she turned 13, as if I had waited they Doctors would

have wanted to see my daughter to assess whether or not a proxy could

be given.

The Proxy has made life so much easier, especially when I have to re order medication as I can now do it all though my NHS app, making it quicker and easier to track whether the repeat prescription has been approved.

So if your child is now in double figures and you believe that a GP Proxy

is something that would help you and your child, just contact your GP

Surgery and request the simple form.

# data[].attributes.body
Wellbeing & Emotional Support Team

The team includes:

• Education Mental Health Practitioners (EMHPs)

• Wellbeing Practitioners

• Senior Practitioners

• Clinical Leads

• Operational Leads &Service Leads

There are Three Domains of Support

• 1:1/Group Support

• Consultations

• Whole School Approach

They work in schools across Herefordshire & Worcestershire

We support children and young people who experience “common

mental health difficulties”

With Common Mental Health Difficulties like

Fears & Phobias

Panic Attacks

Anxiety

Sleep Problems etc

They have more information and advice by visiting their dedicated

web page

https://camhs.hacw.nhs.uk/west

# data[].attributes.body
Hereford have a small number of on-site placements for young people

with Social, emotional & mental health difficulties (SEMH) as their

primary need, these are called Nurture Hubs.

The Nurture Hubs provide a small specialised environment where

developmental gaps are addressed using the principles of nurture.

These hubs also provide advice and training to schools on best practice

in supporting young people with SEMH within their setting.

# data[].attributes.body
If your family is on a low income, the distance criteria are more generous

by lowering the statutory walking distance for over eights, and extending

the range of schools. You will meet the criteria for low income if your child is eligible for free school meals or you are on the maximum amount of working tax credit or equivalent under Universal Credit. Your child will then be eligible for free travel if they are: age 8-10 living over 2 miles from the nearest suitable school age 11-16 living within 2 and 6 miles of school if it is one of the three nearest suitable schools.

age 11-16 living between 2 and 15 miles of the nearest school preferred on the grounds of religion or belief.

Qualifying schools

To be entitled to free school transport, your child must attend a ‘qualifying school’.

These are:

state maintained schools academies, free schools and pupil referral units an independent school named in section I of your child’s EHCP.

You can’t get school transport if your child does not have an EHCP and

is placed at an independent school at your own expense.

Eligibility for transport is considered to the nearest suitable school only.

Alternative provision

If your child is on roll at a mainstream school but has been placed in a

pupil referral unit temporarily then they may get school transport if they

meet the eligibility criteria, even if they don’t qualify for their usual

school.

# data[].attributes.body
Most children make their own way to school either accompanied by their

parents, or independently if they are older. For some disabled children this may not be possible, either because their school is too far away, or because they are not able to walk or use public transport in the same way as other children.

Local authorities must make free travel arrangements for these children

This factsheet will Tell you which children are eligible for free school transport

what sort of transport can be provided

how to apply for school transport how to challenge a school transport decision

where to find out more.

This factsheet covers children of compulsory school age (5-16) in England only.

References to children with Education, Health and Care plans (EHC plans)

Local Authority Duties in brief Local authorities must make travel

arrangements they consider necessary

to enable eligible children to attend

school.

These arrangements must be

provided free of charge under section

508B of the Education Act 1996.

Local authorities also have the discretion

under section 508C of the Education

Act 1996 to provide transport for a

wider group of children. This could be

free or charged for.

who is eligible?

Some criteria apply to all children, and pupils with special educational needs or

disabilities (SEND) may be eligible under these. Others apply only to children with a

disability, special need, or mobility difficulty.

Distance

This applies if your child lives outside the statutory walking distance to their nearest suitable school. Statutory walking

distance is defined as 2 miles for children under 8, and 3 miles for age 8 and over. The distance measured is the shortest route along which a child can walk in

reasonable safety. This may not be the same as the driving route and may include footpaths.

unsuitable walking route

This applies if your child lives within the 2 or 3 mile limit but there is no safe walking

route, for instance if the only route were along an unlit busy road with no pavement.

Children with a special Educational

need, Disability, or mobility Difficulty

If your child cannot reasonably be

expected to walk to school because of a

special educational need, disability, or

mobility problem, they will be entitled to

free school transport, regardless of the

distance they live from the school.

An assessment must be made on the child’s individual needs.

Statutory guidance

says:

‘Usual transport requirements (e.g. the

statutory walking distances) should not

be considered when assessing the

transport needs of children eligible due

to SEN and/or disability.’

This criterion applies to all children with SEND or mobility difficulties, not just children with EHC plans or who attend special schools.

Some children may be unable to walk to school because of a physical disability or medical issue; for others there may be psychological or behavioural issues which may put a child at risk.

Local authorities should consider whether a child can walk, alone or with an adult,

and if it would be reasonable to expect a parent to accompany the child on foot. Age should also be taken into account; it may be reasonable to expect a parent to walk a 6-year-old to school but not a

15-year-old.

Your ability to drive your child to school must not be considered when looking at eligibility under special educational needs or disability.

# data[].attributes.body
Herefordshire's disabled children's social care team is made up of social workers and support workers. They work closely with a range of professionals and agencies including specialist schools, occupational therapy, physiotherapy, child and adolescent mental health services, health visitors, speech and language therapists and many more.

They work with disabled children and young people and their families and have a range of roles and responsibilities

depending on the child's needs.

Some examples include:

Advice and guidance to families and professionals

Signposting to other services

Specialist short breaks and respite

Supporting the transition to adult services

Social care needs assessment for disabled children

Carer's assessment for parents/carers of disabled children

Specialist family support

The disabled children's social care referral criteria sets out how we establish if a child is eligible for an assessment for services.

Contact a Family has produced a guide for families about social care services when your child has additional needs.

Contact disabled children's social care team

Address:

For immediate safeguarding concerns call: 01432 260800

For assessment and information please:

Telephone: 01432 261584

# data[].attributes.headline
Targeted Short Breaks (TSB) allowance scheme for SEND children

# data[].attributes.subject
Targeted Short Breaks (TSB) allowance scheme for SEND children

# data[].attributes.body
The short breaks allowance scheme is aimed at children with special educational

needs and disabilities who require extra support to take part in leisure activities

out in the community.

The funding will be uploaded directly on to a prepaid card account, which you

use like a bank/ debit card, to pay for your chosen activities.

• TSB allowance prepaid card guidance - quick guide

• TSB allowance prepaid card guidance

www.herefordshire.gov.uk/family-support/short-breaks-scheme/3

Who can apply?

If your child has an Educational and Health Care Plan (EHCP) which shows that they are on Special Educational Needs (SEN) Tariff D or above, your child is automatically

eligible for TSB Allowance.

You can apply online and a card will be sent out and funding loaded onto it.

If your child does not have an EHC Plan or does but is on tariff A to C

and you feel they need extra support to take part in activities in the community, you

are still able to apply for the TSB Allowance. in this situation you will be able to apply as a special circumstance. The local authority will ask you to provide us with as much extra information as you have, such as Disability Living Allowance (DLA ) confirmation, and reports from professionals. The Children with Disabilities Team will look at these applications and they will inform you of a decision promptly.

Apply online for the TSB allowance

What the allowance can be used for

The TSB allowance is to help children with special educational needs and disabilities to take part in leisure activities whilst allowing the person/s that care for them to have a short break. It can be spent on a wide range of things. Read more about what the TSB allowance can and cannot be used for by looking on

www.herefordshire.gov.uk/family-support/short-breaks-scheme/3 page .

Spend is monitored and audited so we ask that you keep hold of receipts and proof of purchase for audit purposes.

Fraud prevention privacy notice

If you apply for the TSB allowance, the personal information the local authority collect from you will be shared with fraud prevention agencies who will use it to prevent fraud and money-laundering and to verify your identity. If fraud is detected, you could be refused certain services, finance, or employment.

View further details of how your information will be used by the Local Authority and these fraud prevention agencies, and your data protection rights, on the council Fraud prevention privacy notice.

Short Breaks team contact details

Telephone: 01432 260123

# data[].attributes.attachment_link.title
Targeted Short Breaks (TSB) allowance scheme for SEND children – Herefordshire Council

# data[].attributes.attachment_link.description
Targeted short breaks and activities for SEND children

# data[].attributes.attachment_link.title
Local offer special educational needs and disabilities – Herefordshire Council

# data[].attributes.attachment_link.description
Herefordshire Council provides local authority services, including Council Tax, planning applications, bin collections, libraries, roads and parking

# data[].attributes.body
The Child and Adolescent Mental Health Service (CAMHS) in Herefordshire

provides specialist mental health services for children and young people up

to 18 years old and supports their families/carers.

To be referred into the Herefordshire CAMHS service, children and young

people should live in Herefordshire and be registered with a GP in the county.

This includes children and young people with a diagnosed learning disability.

CAMHS are an NHS service that supports children and young people

who experience emotional and mental health difficulties such as:

Problems with relationships (with family, carers, or at school)

Feeling depressed, anxious, self-harming or problems with eating

Experiencing traumatic event(s) in their lives which is affecting

them emotionally

Helpful information for parents and carers | Herefordshire and Worcestershire CAMHS

5 - 11 Years | Herefordshire and Worcestershire CAMHS

# data[].attributes.attachment_link.description
Helpful information for parents and carers

# data[].attributes.body
The primary aims of the service are:

To ensure a high quality service is delivered to families with children

suffering from a wide variety of developmental disorders and disabilities,

by taking a lead role in the assessment, diagnosis and management of

these conditions

Our service is open Monday - Friday 9am to 5pm offering:

Early diagnosis of a range of conditions and developmental disorders

A coordinated approach to care planning

Maximise life chances and improved outcomes for children

www.wyevalley.nhs.uk/services/community-services/paediaticians/referral-criteria-and-response-time.aspx

Community Paediatricians

Child Development Centre

Ross Road

Hereford

HR2 7RL

Office Tel No: 01432 356438

# data[].attributes.attachment_link.description
Wye Valley NHS Trust - Improving health, promoting independence, supporting communities within Herefordshire

# data[].attributes.body
Children's Hearing Service

Multi disciplinary team who are working

with families to provide early

identification, treatment and assessment

for hearing difficulties.

Advise and support

alongside screening for Yr1 children.

Speech Therapy (SALT)

Speech therapists work with children to help

with a range of communication difficulties.

Including listening and concentrating,

eating, drinking and swallowing as well as

developing speech.

Occupational Therapy

An Occupational Therapist can assess,

evaluate, advise and/or provide

intervention for children who's daily

living is compromised by physical,

motor , sensory or learning difficulties.

Contact- 01432 269584

Ophthalmology (Eye Clinic)

If your child requires a comprehensive eyesight examination, ophthalmology at the hospital provide a paediatric ophthalmology clinic.

Referral required.

Contact- 01432 372925

# data[].attributes.body
Physiotherapists will usually be involved at an

early stage of your child’s development and

work with active exercise. They focus on joint

range, muscle tone, movement and gross motor activities.

Direct line physiotherapy department

County Hospital

(01432) 269584

# data[].attributes.body
Is a team that provides a comprehensive

service for patients who are registered with

a Herefordshire GP.

They advise on incontinence products where maintenance of continence is not possible.

TEL: 01432 677352

# data[].attributes.body
School Nurses have specialist knowledge and skills to enable them to work with children and young people aged from 5 - 19 . All schools have an allocated school nurse.

TEL: 07813 451034

# data[].attributes.attachment_link.title
Health and wellbeing for children with special educational needs and disabilities – Herefordshire Council

# data[].attributes.attachment_link.description
Local offer health and wellbeing information for children and young people with special educational needs and disabilities

# data[].attributes.body
As an organization, we are dedicated to hearing from a broad

range of voices in our diverse community. Our goal is to inform

decision-makers and enact positive change in healthcare services

based on the experiences of those we serve.

We recognize that factors such as culture, location, wealth, and

discrimination can lead to poorer health outcomes, and we are

committed to changing this. At Healthwatch, we are ready to do

more by amplifying the voices of marginalized communities and

reducing the barriers they face.

Call: 01432 277044 between the hours of 09:00 – 17:00 Monday to Friday.

Post: Healthwatch Herefordshire, County Offices, Plough Lane, HR4 0LE

Email: info@healthwatchherefordshire.co.uk

Making a complaint: Find out about our complaints process

(Calls cost no more than a national rate call and apply to any type of line

including mobile, BT, other fixed line or payphone. Please note that calls are

recorded and stored for training and monitoring purposes.)

# data[].attributes.body
SENCO stands for Special Educational Needs Coordinator.

Every school across the UK must have an appointed SENCO by law. SENCOs play a

vital role within schools in the management and delivery of any additional support a

child may have to support their education. This is usually a qualified teacher who has

been designated to fill this role. They are responsible for the day-to-day operation of

the school's SEN policy.

If you suspect your child may have difficulties in school or with learning, firstly speak

to your child's teacher or EY provider, SENCO or Headteacher to raise your concerns.

Commonly it is the class teacher who notices the difficulties first and will talk to you

about the concerns they have and how they will manage those barriers that have

arisen, usually by consulting the SENCO. They must tell you when they first start

giving extra or different help. In early years this is called Early Years Action and in

schools, it is called SEND support in schools.

Your child may only need help for a short time or many years or perhaps for the whole

of their education.

How will a SENCO help my child?

If your child attends school, the objective is to ensure your child with SEN (Special

Educational Need) can engage in activities alongside pupils who do not have SEN and

prevent disabled children from being treated less favourably than others.

They can do this in a number of ways. The barriers your child has to education will be

thoroughly assessed and an individual plan will be drawn up.

It could be, for example, that funding is necessary to build a ramp to gain access to the classroom.

Likewise, if your child needs extra support in the classroom, a Teaching Assistant (TA) will be available to sit with a child during lessons to keep them engaged and be on hand to explain the lesson in a way the child can understand.

Or even simple adjustments such as a pen grip to make writing easier, or if needed sitting closer to the front of the classroom to make viewing the board easier.

# data[].attributes.headline
Understanding EHCP: A Parent-friendly Guide

# data[].attributes.subject
Understanding EHCP: A Parent-friendly Guide

# data[].attributes.body
An Education, Health and Care Plan (EHCP) is a document that outlines

the educational, health and social care needs of a child or young person.

It is used when a child requires additional support beyond what is

typically provided. The EHCP is statutorily required and is reviewed

annually to ensure that the child’s needs are being met.

The plan is designed to focus on outcomes – that is, what the child or

young person wants to achieve – and outlines what is needed to achieve

those outcomes. Parents and professionals collaborate to determine the

outcomes they would like to see and how best to meet them.

An EHCP is composed of 12 sections that provide key information such as:

Section A: The views, interests and aspirations of the child/young

person.

Section B: The child’s or young person’s Special Educational Needs.

Section C: Health needs related to their SEN or to a disability.

Section D: Social care needs related to their SEN or to a disability.

Section E: Planned outcomes for the child or young person.

Section F: Provision for the needs mentioned in Section B.

Section G: Any health provision.

Section H1: Any social care provision that must be made for a child or

young person.

Section H2: Any other social care provision related to a child’s SEN or

to a disability.

Section I: The name/type of school or setting.

Section J: Details of any personal budget.

Section K: Advice and information from the EHCP assessment.

This comprehensive document is designed to ensure that all parties

involved in a child’s education are working together towards a common

goal – the well-being and successful development of the child.

# data[].attributes.headline
Expert Parent Top Tips For Health Appointments

# data[].attributes.subject
Expert Parent Top Tips For Health Appointments

# data[].attributes.body
Appointment Checklist:-

Being proactively involved and working in partnership with those

providing health services to your child will inevitably develop your

confidence, enable better outcomes for your child and give you a sense

of control and understanding of how the system is working for your

family.

1. Try and ensure the practitioner has had sight of any plan, profile

or passport that will help them to understand who your child is in a

wider context. A simple single page with some photographs and

personal information about them can really make a difference.

2. Prepare any questions you want to ask to take with you (you

could send this to the practitioner beforehand).

3. Prepare and share any evidence that might be useful to share

with the practitioner. e.g. food/seizure/reflux diaries, video of child

or young person evidencing area of concern (this could be done on

your mobile). Clinical decisions will be made easier in light of visual

evidence which does not often present in clinics.

4. Consider finding someone to accompany you to the appointment.

Spend time beforehand going through your concerns so they can

support or remind you to address those issues in the

clinic/appointment.

5. Ask how much time you will have when the appointment is made.

If you feel this is too short, ask for a double appointment. You can

recheck how much time you have when you go into the appointment

to make sure you can prioritize the time you have.

6. If you feel it inappropriate to ask these questions in the presence of

your child, ask for an additional appointment just for you.

Alternatively, take someone with you and ask them to sit with your

child while you have some time with the professional, or ask if there is

a member of staff who can do this.

7. Think through what you would like as an outcome of the

appointment and share that with the practitioner early on in the

appointment. Also, be copied in to all correspondence and give the

practitioner a list of the other professionals involved with your child if

you would like them to be copied in as well. Make sure the hospital

and hospital staff/community therapists send a copy of the clinic

letters or reports to your GP. Often, GPs do not routinely receive

these letters (especially if your child receives medical care/therapy

through their school).

8. Support your child or young person to be as prepared and involved

in the appointment as possible. If they wish to be and it is

appropriate, encourage direct communication between them and the

practitioner. Taking along a photo or drawing they've done can really

get practitioners to engage on a more personal level (and get some

decorations to make their clinic more interesting!).

9. Having an up-to-date list of medication with doses is really

important if attending A&E. If it's the middle of the night and a child is

admitted, you need to make sure they will get their usual meds and

doses rather than relying on clinical staff to look them up (this is

particularly important if a child is on an unusual medicine or unusual

dose).

10. If a child has to have an elective investigation, e.g. MRI scan or inpatient admission, consider requesting a visit beforehand. Certainly,

in some hospitals, this type of service is available to adults with

learning disabilities. In my opinion, it should be considered a

reasonable adjustment. There may be other adjustments that could

be made by staff in preparation to improve an experience. For

example, I have even heard of instances where, for example, pink

sheets on the bed were used for one lady with learning disabilities to

make her feel less anxious!

# data[].attributes.body
Where children/young people are supported in preparing for meetings

to discuss and review their SEND provision and are enabled to express

their views and contribute to discussions - in whatever means is

appropriate - we see a significant and positive shift in the overall

content and quality of meetings, with actions agreed that are realistic

but that aim high, driven by individualised, person-centred outcomes.

In preparing for a meeting, you could talk through some of the

questions below with your son/daughter, to help guide some thinking:

What do they enjoy?

Do they have any worries?

Is there anything they would like to ask their teacher/s?

Is there anything they think would help them?

Is there anything that is not helping them?

What would they like to change?

Is there a member of staff at the school/college that works closely

with your child/young person? If so, would the child/young person

like them to be present for support?

Would your child/young person prefer to voice their opinions

through pictures, posters, drawings, etc.?

What should you take with you?

Notepad and pen

Any relevant reports or letters

Other useful information (e.g. own research)

Your list of questions/views/concerns

Remember:

You know your child best.

Be prepared.

Keep an open mind.

Stay solution-focused.

# data[].attributes.headline
A Two-Part Guide to Organizing and Preparing for Meetings

# data[].attributes.subject
A Two-Part Guide to Organizing and Preparing for Meetings

# data[].attributes.body
Part 1: Organizing a Meeting

Request a meeting by reaching out to the relevant individuals and

coordinating a suitable date, time, and location.

Alternatively, send an email or brief letter outlining the attendees,

topics to be discussed, and your availability.

You may also be able to request the school to arrange the meeting.

Part 2: Getting Ready for a Meeting

If you have been invited to a meeting, inquire about the attendees and

their roles. Additionally, ask about the meeting's agenda, duration, and

location.

Obtain a copy of the latest records and monitoring of your child's

educational support before the meeting and take notes if necessary.

Prepare a list of talking points and questions to bring to the meeting,

using a meeting planner if useful.

Consider writing down your child's abilities, areas of difficulty,

accomplishments, and any relevant medical information.

Bring any necessary documentation, such as medical letters or

reports.

If desired, bring a supportive friend, relative, or advocate to the

meeting and inform the organizer beforehand.

Determine specific outcomes you hope to achieve from the meeting

and be prepared to compromise and negotiate if necessary.

If needed, make childcare arrangements in advance.

# data[].attributes.body
You have the right to request a meeting with any of the team

of professionals involved with your child/young person. There

are a variety of reasons that you might want to have a

meeting including:

Concerns about your child’s progress

Concerns about how any special educational

needs/disability your child may have are being met

Concerns about your child being bullied

Concerns about your child’s behaviour, how it is being

managed and the impact on their education

Be clear why you want to have a meeting.

Who do I need to meet with?

If the issues are school related you may want to meet with

your child’s class teacher and the special educational needs

coordinator (SENCo) or head teacher. There may be other

professionals involved with your child from outside of the

school, such as a speech and language therapist, specialist

teacher etc., who you would also like to attend.

If the issues are relating to a statutory assessment or an

Education, Health and Care Plan (EHC Plan) / Statement of

SEN you may want to meet with someone from the Statutory

Assessment service at the Local Authority. If your child has an

EHC Plan they will have a named caseworker/EHC coordinator

you can speak to.

# data[].attributes.headline
Annual review before transfer to a new phase of  education

# data[].attributes.subject
Annual review before transfer to a new phase of  education

# data[].attributes.body
Guidelines for Moving to Secondary School with an EHC Plan

When moving to secondary school, it is important to be aware of the Special

Educational Needs (SEN) regulations. Under these regulations, the EHC plan must

be reviewed and amended before 15 February in the year your child will start at

the new school. This means the annual review process should commence in the

autumn term of Year 6.

Before the annual review, it is recommended that you attend open days and

information sessions for various schools/settings to determine whether they are

suitable for your child's needs.

Moving to a New Phase of Education: Process

If your child is moving to a new phase of their education, the process is as follows:

1.The Local Authority (LA) reviews the plan

The LA sends the proposed plan amendments and a copy of the plan (with

section I left blank) to the parent or young person.

2.

The parent or young person has 15 days to make representations about the

proposed amendments/content of the plan.

3.

The LA issues a final amended plan, with notice of appeal rights, by the

statutory deadlines.

# data[].attributes.headline
Young people with an EHCP moving to secondary school

# data[].attributes.subject
Young people with an EHCP moving to secondary school

# data[].attributes.body
Admissions process for young people with an EHCP

If your child or young person has an EHC plan, there is a separate process for applying

for a secondary school place. You do not need to apply through the normal process

for transfer to secondary school.

The SEN Team will be your key contacts and will support you and your young person

with an EHCP with making the application.

Moving from one phase of education to the next is a significant change and it's

important that parents, carers or young people think about what school or college

should be named in their EHC plan.

For this reason, there should always be an annual review of the EHC plan before a

transfer to a new phase of education.

Secondary school admissions - Herefordshire Council

# data[].attributes.headline
Special Educational Needs and Disabilities (SEND) and Education, Health and Care plans

# data[].attributes.subject
Special Educational Needs and Disabilities (SEND) and Education, Health and Care plans

# data[].attributes.body
Education Provision:-

Most children with SEND will have their needs met within the local core

offer at their education setting.

There are 3 levels of support:-

1.Universal level (every child)

2. SEN support

3.High needs support

This would normally require an Education Health and Care plan. Every

school will have someone designated to monitor SEND provision often

this will be a SENCO (special educational needs coordinator). However,

SEND is the responsibility of all teachers.

Children are continuously assessed to ensure they are making progress,

if not a plan is made and acted on and then the child is reviewed – this is

the responsibility of the teacher and SENCO.

If little or no progress is being made external professionals can be

brought in to advise this may include speech and language, educational

psychologists, physiotherapists, community nurses, occupational

therapists, hearing support workers etc.

If needs cannot reasonably be met by the education setting, then a

referral for an EHCP can be made. This is usually done by the education

setting with the full knowledge of the child and parents.

Referrals can also be made by parents, young people over the age of 16

or any other professional that works with the family.

Please click on the link below for the Herefordshire Send Local offer

pages

https://www.herefordshire.gov.uk/local-offer/about-send

# data[].attributes.wish_content.attachment_props.alternative_text
Special Educational Needs and Disabilities (SEND) and Education, Health and Care plans

# data[].attributes.headline
Admission to primary school for children with an EHCP

# data[].attributes.subject
Admission to primary school for children with an EHCP

# data[].attributes.body
https://www.herefordshire.gov.uk/local-offer-parents-carers/earlyyears-childcare-children-special-educational-needs-disabilities/6

There is a separate admissions process for applying for a primary school

place if your child has an Education, Health and Care Plan (EHCP).

If you would prefer a different primary school for your child to the one

named in your child's EHCP, it is important that you contact your SEN

Officer by calling: 01432 261756

or

email: _senteamdiary@herefordshire.gov.uk

(please note the underscore at the start of the email address).

You can also find more information about moving to a new phase of

education with an EHC plan on IPSEA's website.

# data[].attributes.headline
Moving to primary school for children with SEND

# data[].attributes.subject
Moving to primary school for children with SEND

# data[].attributes.body
When choosing a school for your child with special educational needs,

you will want to know how much support will be available to them to

ensure that they can access school life and meet their full potential.

If your child has a physical disability, you are likely to be interested in

how easily your child will be able to access different areas within the

school.

Schools must publish information about their provision for special

educational needs and disabilities on their website. You can find links to

school SEND information on the schools directory, where you can also

see the accessibility rating for each school.

Once you have an idea of a few schools, it is always best to visit and find

out, by talking with staff and with other parents, what support they will

be able to offer your child.

If your child is in a nursery or preschool setting, you should be able to

discuss moving into primary school with the teachers and other

professionals supporting your child.

# data[].attributes.wish_content.attachment_props.alternative_text
Moving to primary school for children with SEND

# data[].attributes.headline
SEND Support  - The start of the journey

# data[].attributes.subject
SEND Support  - The start of the journey

# data[].attributes.body
All children and young people should receive quality first teaching as their basic

entitlement to education. Teachers are responsible and accountable for the

progress and development of the pupils in their class, including where pupils

access support from teaching assistants or specialist staff. However, once the

class teacher and SENCo have identified that your child has Special Educational

Needs, the School will agree what provision is required for your child that is over

and above the whole class teaching. This may include:

Individual Reading Groups

Small Group Work (Spelling, Writing, Maths, etc.)

Social Skills Group Work

Behaviour Support

Access to specialist equipment (e.g. sloping table, workstation, etc.)

This list does not include everything but are just a few examples of the

provisions that the School is able to make at SEND Support. SEND support

programmes may be delivered within a classroom or in some cases your child,

along with others, may have part of their education delivered in a small group as

part of the School’s inclusion policy.

Your child will have an Individual Plan, often referred to as an IEP (Individual

Education Plan); IDP (Individual Development Plan); IBP (Individual Behaviour

Plan). The plan will be reviewed regularly with the objectives, progress, and

provision reviewed. This is known as the APDR (Assess, Plan, Do, Review) and

forms a part of the graduated pathway.

# data[].attributes.wish_content.attachment_props.alternative_text
The start of the journey in sen young children

# data[].attributes.body
You can apply for an EHCP Needs Assessment by contacting your local authority’s Special Educational Needs (SEN) team. Parents, carers, educators or young people aged 16 and over can request an EHCP.

When submitting a request, certain paperwork is required to ensure all relevant information is considered. If you’re unsure about what needs to be submitted, your local SENDIASS (Special Educational Needs and Disabilities Information Advice and Support Service) can provide guidance.

Once the request is submitted, the local authority has six weeks to decide whether to proceed with the assessment. If the decision is made to proceed, a panel will review all of the gathered information and decide whether an EHCP is necessary.

Appealing an EHCP

If you disagree with the local authority’s decision regarding your child’s EHCP, you have the right to appeal through the First-tier Tribunal, commonly known as the SEND Tribunal. Young people over 16 years old also have the right to appeal.

Reasons for appeal:

You can appeal to the SEND Tribunal if the local authority:

Refuses to conduct an EHC needs assessment or re-assessment.

Refuses to issue an EHC Plan.

Issues or amends an EHC Plan, but you disagree with sections regarding special educational needs, provision, or placement.

Decides not to amend an EHC Plan after an annual review.

Decides to cease maintaining the EHC Plan.

Before appealing, it is essential to consider mediation, unless it relates to a specific case concerning school placement. Mediation can help resolve disagreements between families and the local authority without the need for a tribunal.

# data[].attributes.body
While many children with special educational needs receive support through SEN services, some may need extra help. EHCPs are for children and young people whose needs go beyond what mainstream schools, nurseries or colleges can offer.

If you feel like your child needs extra help, you can request an EHC Needs Assessment from your local authority. They’ll work with you to assess your child’s needs and decide whether an EHCP is the best way forward.

Don’t worry if your child doesn’t have a medical diagnosis – it’s not necessary to apply for an EHCP. The goal is to ensure your child gets the support they need, based on their individual challenges and strengths

Here’s what an EHCP typically includes:

Assessment of Needs: This section details the child’s strengths and difficulties in areas like learning, communication, behaviour, physical health and emotional well-being.

Desired Outcomes: The plan outlines long-term goals for the child, focusing on what they should achieve in education, health, and independence. It should take into account the views, interests and aspirations of the child, alongside those of their parents.

Support Plan: It specifies what support and resources will be provided, including specialised teaching methods, equipment, therapies or additional assistance.

Who Will Provide Support: The EHCP lists all the professionals involved in the child’s care, including teachers, speech and language therapists, occupational therapists, or healthcare providers, as well as personal budget arrangements.

Review Process: EHCPs are reviewed annually to ensure they continue to meet the child’s needs and help them make progress.

# data[].attributes.body
An Education, Health, and Care Plan (EHCP) is a legal document in the UK designed to support children and young people up to the age of 25 who have special educational needs and disabilities.

It outlines the specific educational, health and social care needs an individual requires and how these should be met.

# data[].attributes.body
If your child is not developing or progressing as expected, the early years setting should follow the graduated approach. This is a four-part cycle designed to help your child make progress by regularly reviewing what’s working and adjusting support as needed.

The cycle includes:

Assess – The setting observes your child closely to understand their strengths and the areas where they may need help.

Plan – Together with you, the SENCO and key staff will agree on the outcomes you want to work towards and the support needed to help achieve them.

Do – The agreed support is put in place and carried out by staff who know your child well.

Review – Progress is reviewed regularly with you, and changes are made if something isn’t working.

This process isn’t one-off, it’s ongoing. Your child’s needs may change over time, and support should be flexible and responsive.

What support looks like will depend on your child. It might involve more one-to-one time, help during certain activities, or changes to the environment to make it calmer and more accessible. Some children may benefit from visual aids or quiet spaces, while others may use communication tools like picture exchange systems or Makaton.

You should always be involved. Your views matter, and so do your child’s. Even at a young age, their preferences and behaviours can help shape the support they receive.

# data[].attributes.body
Some families may decide to home educate their child. You don’t need permission unless your child attends a SEN school. It’s a legal and valid option, but comes with responsibilities, especially around SEND support, which can be harder to access outside the school system.

If you’re thinking about this, it’s worth getting advice from SENDIASS or a support organisation first.

# data[].attributes.body
Some children have more complex or significant needs that can’t be met within a mainstream school. In these cases, a SEN school may be the most appropriate setting. This usually applies to children with an EHCP (Education, Health and Care Plan).

Types of SEN schools include:

Autism-specific schools – designed for children with a diagnosis of autism.

Speech and language schools – supporting communication-based needs.

Social, Emotional, and Mental Health (SEMH) schools – for children who may struggle with behaviour, trauma, or emotional wellbeing.

Profound and Multiple Learning Difficulties (PMLD) schools – for children with significant cognitive and physical needs.

Placement in a SEN school must be agreed as part of an EHCP and usually involves advice from professionals and the local authority.

# data[].attributes.body
Most children attend mainstream primary schools. These schools are required to make reasonable adjustments and provide extra help so that children with additional needs can take part in lessons and school life.

Mainstream schools follow the graduated approach, this means assessing, planning, doing, and reviewing support regularly, to see what works and what needs adjusting.

How SEND is supported in mainstream:

Differentiated teaching: Lessons are adapted to meet different needs and learning styles.

Support staff: Teaching assistants may support individuals or small groups.

Small group work: Focused sessions on phonics, literacy, social skills, motor skills, or emotional regulation.

Examples of adjustments your child might receive:

A visual timetable to help them understand the structure of the day.

Sensory breaks if they feel overwhelmed.

Extra processing time during lessons or assessments.

A quiet space to retreat to when needed.

Fidget toys, ear defenders, or movement cushions.

With the right support in place, mainstream schools can be a positive and inclusive setting where your child can make friends, feel part of the community, and develop their confidence as well as their learning.

# data[].attributes.body
Every child has the right to an education that meets their needs. It’s not just a nice idea; it’s a right that’s protected in law.

Understanding how SEND support works in primary schools means you can feel more confident about the steps being taken to help your child thrive right from the start. It helps you work in partnership with teachers, know what support your child is entitled to, and make sure their needs are being met in a way that works for them.

With the right knowledge, you can be a strong advocate for your child and ensure they get the best possible start in their education.

# data[].attributes.body
Primary school can be a big step for any child, and even more so for children with Special Educational Needs and Disabilities (SEND).

Whether your child is starting Reception, transferring to a new setting, or already at primary school and needing extra support, this guide is here to help you feel informed, supported, and confident as you navigate your child’s primary school journey.

# data[].attributes.body
A Guide for working with parents of children with Special Educational

Needs or Disabilities (SEND)