1. Heads of Services Training Hamilton House 28th February 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

2. 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.

3. 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

4. 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

5. 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)

6. 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?

7. 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

8. 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

9. 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

10. 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?

11. 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.