1. ISEND Early Intervention Who are we?

2. The Front Door to ISEND Assessment and Planning Provider Services Conversions EHC and SEN Casework Education Psychology Statutory WorkEarly Intervention Education Psychology Support Behaviour and Attendance Support Early Years Support Language and Learning Support ASD Support Community Resources Provision Intervention and Support

3. The new ‘Front Door’ Concept

4. A combination of systematic planning discussions with a “front door” consultation where immediate support is needed 4 Termly advice and planning conversations with schools and settings Part of the core offer Focusing on all SEND support and services Supporting whole-school planning, building capacity, and providing advice All requests for additional support, including statutory, to come through the “front door” initially Initial consultation discussion Triage process to decide on most appropriate next steps – e.g. core support, traded support, statutory assessment Information gathered would support statutory assessment process, if the decision was taken to move to that Systematic planning discussions“Front door” consultation

5. Core Support Support for whole-school, capacity-building and planning Statutory support for individual pupils where required Building capacity in schools to meet pupils’ additional needs Support for school development planning Strategic planning conversations and challenge Cross-service support and advice Support for individual pupils based on statutory requirements Traded Support Additional whole-school or pupil level support Additional support to meet individual pupils’ needs Commissioned by individual schools or groups and Developed in consultation with school and college leaders

6. EPS Current Service Delivery EP Service Traded through SLA For ALL settings Yearly meeting to problem solve and prioritise early intervention e.g. Assessment to inform SBP Person centred planning with parents/carers Interventions Training Whole school development Statutory Input Stat. assess & AR Early years ASD SEND & Tribunal Health

7. ESBAS Current Service Delivery Attendance Support Behaviour Support including Adviser Observation and Assessment Training around Attendance or Behaviour Management Antibullying Support including group work Family Keywork for Troubled Families Currently using a referral system via local partnerships or directly through Team Leaders. Support is priced in units whether traded or statutory, dependent on thresholds.

8. LLSS Current Service Delivery 1.Traded through SLA Planning meeting 2.Centralised training Available to all schools 3.Core work Language focus 4. Statutory input Complex cases

9. ASD Current Service Delivery Statutory complex case work to individual children and young people with ASD may come from the SEN department or from the Educational Psychology Service. It is currently free at the point of delivery. Individual support to children and young people with ASD is prioritised through the multi-agency ASD Monitoring & Support Groups and may be requested by parents, schools or pediatricians. This may be delivered by South Downs, Torfield School or Peacehaven Heights outreach. https://czone.eastsussex.gov.uk/specialneeds/autism/Pages/main.a spxhttps://czone.eastsussex.gov.uk/specialneeds/autism/Pages/main.a spx. www.eastsussex.gov.uk/autismwww.eastsussex.gov.uk/autism.

10. ASD Current Service Delivery (cont ) Support to, and development of, ASD resourced-based provisions within schools and to short breaks/residential settings. A diagnosis of ASD is required but a child or young person does not need to have a Statement of SEN.

11. New Early Intervention Team Proposed structure of service delivery includes ‘Traded / Statutory / Core’ with a proposed new access route to services. What do you value most in current models of delivery? What do you value least in current models of delivery? What would you like to see us do differently? What would you like to see beyond the ‘Front Door’?