Heads of Services Training Hamilton House 28th February 2013 Continuum of Provision – Pre-School to FHE Unless already mentioned I do not think I can beat the gaff of the member for a southern CC who said that disabled people should be put down because of the costs!! Speaker: Brian Perry

Continuum of Provision – Pre-School to FHE When involved? New Born Hearing Screening – Early Support Criteria for Involvement Close liaison with Acute Health, CI Centres etc Support to parents / carers – in the home Early Years Settings Childminders, Play Groups, Private nursery, Children’s Centres, Neighbourhood nursery, School based nursery, Special School assessment nursery, Independent School for the Deaf nursery, nursery attached to Deaf Resource Base/Unit etc.

Continuum of Provision – Pre-School to FHE Support Provided Early Years Funding High Needs Funding Block Decision making forum e.g. Pre-school forum What settings are available to you? Differences between rural / urban provision Communication approach used – who makes this decision? (what’s on offer?) Day / residential support Transport

Continuum of Provision – Pre-School to FHE Issues Parents returning to work, children in Early Years Settings sooner Who becomes the ‘main’ trainer in language acquisition? Parent / carer, Childminder, ToD, Specialist TA, EY setting TA etc. What support / advice do you provide for parents / carers re primary school provision What is your relationship with your Speech and Language Therapy Service? Acoustics Funding

Continuum of Provision – Pre-School to FHE Primary Settings Local Authority (LA)mainstream school, academies, resource base / unit attached to mainstream school or academy, (funded via delegated budget to school – LA funded and run by HI service) LA school for the deaf, independent school for the deaf. LA and academy Special Schools, independent school, free school Criteria for Involvement (NatSIP Eligibility Criteria)

Continuum of Provision – Pre-School to FHE Primary Issues / Questions Who makes decisions re placement ? Parental choice Threshold for statements What age would you expect to look at different provision for a child who is not acquiring spoken language as expected? What age would you ‘allow’ a child to attend a residential placement? What choices are there?

Continuum of Provision – Pre-School to FHE Secondary / High Similar provision as with Primary More likely to be supporting children / young people in academies Different choice of provision maybe discussed / wanted / required, when transferring from primary to secondary provision May depend on amount of support that can be provided from HI service

Continuum of Provision – Pre-School to FHE Secondary / High Issues Transport / travelling times if not in young person is not attending local school Peer Group Out of school activities Life chances Limited choice of alternative provision

Continuum of Provision – Pre-School to FHE Further and Higher Education Settings – FE 6th Form attached to school, 6th form College, College for the Deaf provision, day and residential LA and academy special school provision, work based training, apprenticeships. Funding for support Changes to FE funding – LA responsibility 0-25 Learning Difficulty Assessments (LDAs) conducted under section 139A of the Learning and Skills Act 2000 Presumably the 139a will then be taken over by the Single Plan

Continuum of Provision – Pre-School to FHE Further and Higher Education Issues – FE What level of support does your local FE college/s offer for Deaf learners (qualification of staff) Bought in LA support, in-house support LA attitude to residential Deaf College provision Support for Deaf learners on apprenticeships and work-based training LA staff in colleges need different approach to support What about those without a statement / EHC plan?

Continuum of Provision – Pre-School to FHE Further and Higher Education Settings - HE Encourage the Deaf prospective student to ask what type of support is provided at that University or Higher Education setting. Does the University expect the Deaf student to find own interpreting / note-taking support or is there in-house provision? If the student gives you permission try and speak to the DSA assessor about the needs of the students regarding support.