Short Breaks Services – Update as of 22 April 2020

We are very pleased to advise that we will be delivering a limited short breaks service through our contract with Action for Children. The service will deliver a range of daytime short breaks that are compliant with all government guidance for Personal Protective Equipment and social distancing where possible.

At this time this service can only be offered to children and families deemed by Children’s Social Care to be at the very greatest need. When offering these currently limited daytime sessions individual risk assessments will have been completed by Action for Children and the child’s social worker together with the family.

In the meantime, it is important that you keep yourself and others safe by following government guidance on staying at home and social distancing. The Council has set up a community support hub with lots of advice and information www.buckinghamshire.gov.uk/coronavirus

We know that this a very worrying time for many families and we are doing all we can to offer continued support to parents, carers, and children.

Worried and need help?

If you are worried and need help you can contact us as follows:

• If your child/ren have a social worker please call  01296 383 762

• If your family has a family support worker from the Early Help Service please call 01296 383293

• If your child/ren do not have a social worker or a family support worker please call First Response Team: Telephone: 01296 383 962 (Monday to Friday, 9am to 5pm)

If you need an urgent response outside of these hours, contact the Emergency Duty Team on 0800 999 7677.

Easy Read - Explaining Closures to Children 

Bucks Activity Project Closed (PDF/A 462 KB)

During the COVID-19 pandemic, the guidance from the UK government regarding school closures and social distancing means that the annual review process will not be able to be conducted in the same way. No notice has been issued by the government to disapply the duty to conduct annual reviews and so these must continue to take place. However, the government has legislated to provide extra flexibility over the timing of these reviews. Where it is impractical to complete an annual review of an EHC Plan within the prescribed timescales for a reason relating to the incidence or transmission of coronavirus (COVID-19), then it must be completed as soon as is reasonably practical. There is no change to the statutory deadlines for phase transfer reviews.

The main principle underpinning all of the annual reviews is to ensure that the child or young person is at the centre of the process and can engage with the process in a meaningful way. Creative methods will need to be undertaken to ensure that as far as possible annual reviews continue to take place in a timely way and that the most accurate, reliable and comprehensive information is gathered and collated, given the constraints in place. Routine delay of annual reviews is not lawful.

Annual review meetings

We recommend that, where possible, virtual platforms are used to hold annual review meetings. We recognise this is an extremely difficult time for all, and that holding such meetings may be unusual, but we want to enable the opportunity.

EHC Coordinators have taken on new caseloads from the 6th April, and have made contact with SEN leads for schools that are now on their new caseloads. Should you have any specific questions around how annual reviews could work, please do liaise with them. We are regularly maintaining our online information via schoolsweb, schools bulletin and the Local Offer so do continue to check those.

We will be available to support with the arranging of virtual meetings where it is requested by families or settings, so do request this if needed. We wish to assure you that all iSEND staff members maintain full access to emails and electronic files during this time and will be happy to answer any queries that you may have.

In some cases, it will be more difficult than usual to gather all of the information required for the annual review. The annual review Headteacher’s or Principal’s report should clearly indicate which information is missing, the reason why it is missing and how and when it will be obtained.

We request that following the Annual Review meeting, settings send any paperwork to their area via email or any comms, not via post please, using the following address or directly to your EHC Coordinator:--

• SEN Aylesbury Hub senaylesbury@buckinghamshire.gov.uk

• SEN Wycombe Hub senwycombe@buckinghamshire.gov.uk

• SEN Chiltern South Bucks Hub sencsb@buckinghamshire.gov.uk

Local Authority decision – following the Annual Review

While staff remain healthy and able to work, we are committed to continuing to process Annual Reviews in a timely manner. Where this is not possible because of a reason related to COVID 19, this will be done as soon as is reasonably practical. The following are the potential outcomes, following Local Authority consideration of annual review paperwork:

• Continue to maintain the EHC plan in its current form

• Agree to amend the EHC plan

• Cease to maintain the EHC plan

Local Authority - Issuing Letters / Proposed Amended Plans

EHC Coordinators will draft and issue any proposed amended plans/intentions to cease to maintain the EHC Plan. Educational institutions will be consulted with through agreed points of contact and given calendar 15 days to respond. It is important to note that this timescale remains unchanged in the current situation and that settings are expected to provide a response to the consultation within 15 days, based on their consideration of the paperwork provided.

We are aware that communication within educational establishments may be challenging at this time, and are looking at ways to improve communication including a specific list of consultations to be sent to special schools and discussed in weekly meetings with your designated EHCCo. Every effort will be made to ensure that full and clear information is given to settings and understood by the correct point of contact. Should a weekly meeting not be possible, EHCCos will ensure Proposed Amended Plans are sent to the agreed contact for each setting and parents / young people electronically. Parents / young people will then have 15 days to respond if further amendments are required. We recognise, however, that absence because of illness, self-isolation. may affect the speed with which a family or setting can reply. In such circumstances, families and settings will need to communicate with their EHCCo about a possible delay in responding.

Once agreed, a Final Amended EHC Plan can be issued. If no amendments are required to the EHC Plan, a letter will be issued electronically to say that the plan will remain in its current format. Visit the Government website for the latest guidance in relation to amendments to the SEN legislation.

Buckinghamshire's SENDIAS Service is available for free, impartial, confidential information, advice and support on all matters relating to SEND for children and young people with SEND and their parents/carers. Please email sendias@buckinghamshire.gov.uk or call 01296 383754. 

Please note all guidance produced by the iSEND service in relation to statutory timescales and assessments are subject to change as further advice is provided by the DFE.

> Download this information as a PDF document

A critical incident may be defined as “any sudden and unexpected incident or sequence of events which causes trauma within a school community and which overwhelms the normal coping mechanisms of that school.” Critical incidents vary greatly in magnitude from the expected death of a staff member, to sudden and traumatic incidents such as a stabbing on site.

The COVID-19 pandemic means that there is an increased risk of critical incidents both within Buckinghamshire schools and the wider community. This is coupled with a general increase in levels of anxiety amongst the population owing to the pandemic and associated necessary measures taken by the UK government, including school closures and stringent social distancing rules. Therefore the heightened need to provide emotional and practical support to schools and settings at this time is recognised by all those within Buckinghamshire’s Integrated Special Educational Needs and Disabilities Service (iSEND).

Guiding Principles

In the event of a critical incident, the Buckinghamshire Council’s Educational Psychologists (part of iSEND) will offer support to the school’s management team in order to appropriately manage the event. The approach taken is based on research into best practice and is founded on helping schools manage the immediate aftermath of an event, including advice and support around communication, practical arrangements and managing emotions.

Whilst no two incidents are the same, responses to critical incidents follow a recognised pattern and with time, most children and adults will come to terms with what has happened and recover without the need for professional counselling. Help and support is best given by trusted, familiar adults as and when it is needed. Educational psychologists (EPs) will support schools to facilitate this and be confident in this role.

When an incident occurs, it is important that schools let the local authority know as soon as possible. Please contact eps@buckinghamshire.gov.uk or call on the number 01296 383219. The school will then be contacted via video call or telephone by a senior member within the Educational Psychology Team, who will help to identify what steps have been taken so far and what support is required.

Critical Incident Support

The school will be assigned a designated educational psychologist, who will be the setting’s key point of contact throughout the critical incident response. This EP will organise the support that is required. The latest government guidance on working during the COVID-19 pandemic will be followed; communication tools such as Skype will be used to promote supportive relationships during enforced remote working.

The precise nature of this will depend on the specific critical incident, but may include:

• Support regarding how to communicate the information to staff, children and parents, including considering the best form of words to express sadness whilst reducing anxiety and possible panic

• Sharing information with staff about typical emotional and behavioural responses to critical incidents (within themselves and children/young people) and how best to manage them

• Providing a focus for students to share feelings, for example, use of tutor mentor groups; other school sharing forums

• Identification of, and planning for, vulnerable children

• Advice around practical issues such as memorials and books of condolences

The EP managing the critical incident response will support the setting in the immediate aftermath of the incident, and they will also follow up with the school over subsequent days to support with any issues that arise. If after a period of time (approximately 1 month) there are members of the school community who are showing signs of continued elevated distress, the EP will discuss this and signpost to further support as appropriate.

For more information 

Online Information A wide range of resources relating to supporting children, young people and parents can be found on the Buckinghamshire Family Information Service website.

Information specifically for Buckinghamshire schools can be found via SchoolsWeb

Both of these sites are being regularly updated with the latest information.

For further information, please contact:

Dr Timothy Jones

Principal Educational Psychologist

tim.jones@buckinghamshire.gov.uk

07971 107 020

> Download this information as a PDF document

During the COVID-19 pandemic, the law around SEND as outlined in the Children and Families Act 2014 and the SEND regulations 2014 still applies for the most part. This guidance is about temporary changes in the law on timescales to both produce new plans, and processes linked to existing plans.

From 1st May to 25th September 2020 (inclusive) the Regulations which provide most of the statutory timescales for the EHC needs assessments and plans processes will be modified. If timescales are not able to be adhered to because of the restrictions imposed by COVID-19, then an exception period applies. It is important to note that no blanket policy should be applied to this, with each case being examined on an individual basis to see if such an exception applies. Required actions for the EHC needs assessment must still take place and should be carried out as soon as ‘reasonably practical’.

Guidance from the government regarding school closures and social distancing is already in force. This means that elements of the assessment process will not be able to be conducted in the same way. The main principle underpinning all of iSEND’s EHC needs assessments is to gather the most accurate, reliable and comprehensive information possible given the constraints in place.

Request for an EHC Needs Assessment

We recommend that if a school or a family would like to make a request for an EHC needs assessment during this unprecedented time, they initially have a conversation with their EHC Coordinator, or email the following addresses via area to request a call:

• SEN Aylesbury Hub senaylesbury@buckinghamshire.gov.uk

• SEN Wycombe Hub senwycombe@buckinghamshire.gov.uk

• SEN Chiltern South Bucks Hub sencsb@buckinghamshire.gov.uk

All new requests for assessment that do come in will continue to be considered by the Local Authority, within the six-week statutory timescale – unless the exceptions criteria apply. We are asking that during this period, any requests are submitted electronically via anycomms or email, using the addresses above, and not via post.

Please ensure that any available health, social care and educational information is included with the application – a parental/youth health response (separately or via the new referral form) and medical reports such as Paediatric or CAMHS reports/letters will support the process.

As per the government guidelines, the majority of iSEND staff are now working from home, maintaining full access to emails and electronic files. Officers will be available on the telephone and via email.

Decision Making

Decision-making meetings will be held virtually, using video conferencing tools such as Microsoft Teams. During the decision making process, the education, health and social care information submitted with the request will be reviewed. Using the family’s response, including the specific health questionnaire, and other supporting evidence, the Local Authority will consider whether any further information is required for the needs assessment. A request may then be sent to the paediatricians, CAMHS and/or the GP, or to social care for further information. The child/young parent and their carer should be contacted in the first instance for clarification if there is missing or unclear information.

Statutory Advice and Information

Within the challenges of the current circumstances, statutory information and advice must be provided within the parameters of the UK government’s latest guidance on working during the COVID-19 pandemic.  Therefore, the following guiding principles are in operation:

• All information should be gathered remotely. 
• Assessments and gathering advice should be done using video calling wherever possible. 
• Email may be appropriate for contacting setting staff and other relevant professionals (see below), but will not be the sole means of communication with children/parents. 
• Information held on file that is older than 12 months should only be used as evidence if its current accuracy has been confirmed by relevant individuals and all involved agree it is sufficient. 
• All involvement and correspondence is subject to the standard rules regarding consent and data protection; remote communication will always be done via encrypted means.
• Home visits should only be carried out where clinically necessary and where alternative means of communication cannot be used. PHE guidance on PPE use should be followed at all times and screening questions regarding household and Covid-19 should be used prior to every essential visit.
• Requests for advice to health professionals including Paediatricians and Therapists will be considered on a case by case basis. In some cases, sufficient health advice may already exist. In these cases, no further advice will be sought. 
• 9.47 SEND Code of Practice “…The local authority must not seek further advice if such advice has already been provided (for any purpose) and the person providing the advice, the local authority and the child’s parent or the young person are all satisfied that it is sufficient for the assessment process….”.
  The Designated Clinical Officer will support with the development of outcomes and provision from health information provided. 

Essential Sources of Information

As a minimum, the following sources should be used to inform the three areas (i.e. needs, outcomes and provision) required in the statutory advice: 

• Consultation with parent(s)/carer(s)
• Consultation with the child or young person*
• Information held on the child’s file and that has come in as part of the request for EHC needs assessment

*This consultation will be undertaken in an age-appropriate manner, whilst also taking into account any communication needs, so may require assistance from the parent/carer.

Sources of Information

In addition, the following sources are likely to significantly improve the statutory information and advice, and thus should be used wherever possible:

• Assessment of the child or young person (example, via questionnaire, self-report measure or online assessment tool)
• Observation of the child or young person engaging in relevant tasks via video calling or recorded material shared securely
• Consultation with setting staff (example, SENCO, class teacher, early years educator)*
• Consultation with other relevant professionals (example, speech and language therapists, occupational therapists, physiotherapists)**
• Previous advice gathered as part of the request for EHC needs assessment, and prior to the COVID 19 crisis, e.g. parental health questionnaires, speech and language therapy reports. Evidence of meaningful and purpose interventions put in by the current education setting to support the child or young person’s special educational needs

*Initial contact should be made with the setting’s designated point of contact, who will then be able to signpost on to relevant members of staff.

**Where unknown, parents/carers, or setting staff should be able to provide names of relevant professionals; contact with these individuals should be directed through central service lines.

Advisory Preface

Some statutory reports across education, health and social care will be prefaced with the following note: This report has been produced during the COVID-19 pandemic, and consequently, it was not possible to meet with [CYP] in person. The advice and information is based on the best sources of information available at the time of writing. It is recognised that, when circumstances allow, it may be beneficial to provide an addendum, and arrangements will be made accordingly, as part of the annual review process. It is important to highlight that we will do our utmost to adopt creative and flexible solutions to ensure that assessments conducted during this time continue to be of high quality and we hope that no significant amendments will be needed as a result of assessments conducted during this time.

Co-production; issuing decisions and EHC Plans

Following the assessment, should a decision be made not to issue the EHC plan, this will be communicated to families and settings by week 16 of the process. Should a plan be deemed necessary, the EHC Coordinator will work with young people and families via telephonic/electronic means to draft the EHC Plan, utilising the information provided. The draft EHC plan will then be issued to the family and setting electronically.

Parents / young people will be given 15 calendar days to comment on draft plans in line with normal timelines. Educational institutions will be consulted with through agreed points of contact and given calendar 15 days to respond. It is important to note that this timescale remains unchanged in the current situation and that settings are expected to provide a response to the consultation within 15 days, based on their consideration of the paperwork provided.

We are aware that communication within educational establishments may be challenging at this time. We are finding new ways to ensure communication is clear during this time Your designated EHCCo will make every effort to ensure that full information is given to settings and understood by the correct point of contact. We will continue to aim to issue Final EHC plans within 20 weeks. Where it is not reasonably practicable or is impractical to meet that time limit for a reason relating to the incidence or transmission of coronavirus (COVID-19), the specific time limit (such as to issue a plan to someone eligible for one within 20 weeks of the initial request) in the regulations will not apply.

Further guidance on the changes to timescales can be found on the Government website.

[i] Please note, all guidance produced by the iSEND service in relation to statutory timescales and assessments are subject to change as further advice is provided by the DFE.

> Download this information as a PDF document

On 28 April 2020, the Secretary of State for Education issued a notice modifying section 42 of the Children and Families Act 2014 (the duty to secure special educational provision and health care provision in accordance with EHC plan). The specified time period of that notice was 1 May to 31 May 2020. A second and third notice was issued. 

After July 2020, the national notices to modify section 42 of the 2014 Act will not be renewed. Once the notice expires or is cancelled, all children and young people with EHC Plans will need to have the full range of provision, as specified in their EHC plan. The Department for Education (DfE) will review whether any such flexibilities may be required locally to respond to outbreaks.

Read more about this modification notice

For many of us, the response to the Covid-19 emergency will already be impacting the way we go about our working lives – whether as a result of the need for increased efforts to ensure that the services, schools and settings you provide remain open; the impact to childcare arrangements as a result of closures to schools and settings; the Government guidance to where possible work from home or away from the workplace or the sickness and/ or periods of self-isolation. All of which will in some way affect or require us to change the way we’ve previously done things.

That said, it is really important that where we can, we maintain a business as usual approach, not least in ensuring we continue to focus on the improvements and progress required to make a positive difference to lives of children and young people with SEND and their families.

Impact Groups and Chairs:

1. ASD / SEMH Impact Group (Gareth Drawmer)
2. SEND Operational Impact Group (Hayley Nowley and Phil Ogley)
3. SEND Support Impact Group (Tim Jones)
4. Quality of EHCPs Impact Group (Hero Slinn / Lucy Pike)
5. Integrated Commissioning Impact Groups (Sally Parkinson)
6. Local Offer Advisory Impact Group (Anna Ellis and Andrew Howard)
7. Outcomes Impact Group (Andrew Howard)

Summary guidance:

Where possible, Impact Groups and the SEND Improvement Group will meet virtually – in practical terms it may not be possible or necessary for all members to take part in these ‘virtual meetings’ (more information relating to Skype for Business telephone conferencing can be found at the end of this document) and it will be for the Chairs of these groups to determine whether a meeting will proceed virtually and who needs to be involved. However it is important that these groups continue to reflect our Local Area partnership approach to co-production and SEND improvement, and be representative of all stakeholders across education, health, care and families.

On other occasions, it may be that documents that would usually be considered in a face to face meeting, are circulated, and time given to consider them, with comments returned to the Chair, thus conducting the session via email.

In order for the Impact Groups to continue to progress work plans and actions, the Chairs of the Impact Groups may decide to include a few key members including owners of current and outstanding actions; leads of individual work streams or task and finish groups; or those who are critical to the development of a piece of work. With the possibility of changes in commitments and work schedules for all of us, it is really important that we keep our availability and responses to meeting requests updated, this will allow the Chairs of these groups to make decisions about how best future meetings should proceed. If a ‘virtual meeting’ is not possible, for example, if the group is not quorate, then members are responsible for continuing to progress work and actions and where required continue to update the Chair of the Impact Group. Where ‘virtual meetings’ do not go ahead the Chairs of the Impact Groups liaise with those with open actions to request updates to inform work plans and the wider SEND Improvement Plan and SEND Self-Evaluation.

Information on setting up teleconferencing

> Download this information as a PDF document

During the COVID-19 pandemic, the guidance from UK government regarding school closures and social distancing means that elements of the decision-making process will not be able to be conducted in the same way. The main principle underpinning all of iSEND’s decision making in relation to placements is make the most appropriate decision, in line with legislation, utilising the most accurate, reliable and comprehensive information possible, given the constraints in place.

SEND Placement Panel

The purpose of the SEND Placement Panel is to provide professional guidance that enables transparent, consistent and focused decision making, in line with the legislation for the educational placement of children and young people with Education, Health and Care Plans. Cases will only be considered and outcomes gathered, when full information has been received from the setting / family as part of the annual review and in consultation with preferred / possible settings.

Expectation for SEND Panel Members

The Panel will continue to ‘virtually’ meet on a monthly basis on the last Thursday of every month. Papers will continue to be circulated one week in advance of any panel discussions. It is expected that all Panel members read the relevant paperwork to their area (guidance in relation to this will be sent out with the paperwork for panel) and provide advice to the Chair on each case during the meeting.

Decision Making

The Panel will be responsible for providing professional guidance to the Local Authority to enable consistent and appropriate decision making, in line with the SEND Code of Practice 2015;

If a child’s parent or a young person makes a request for a particular nursery school or post 16 institution within these groups, the Local Authority must comply with that preference and name the school or college in the EHC Plan, unless:

• It would be unsuitable for the age, ability, aptitude or SEN of the child or young person, or
• The attendance of the child or young person there would be incompatible with the efficient education of others, or the efficient use of resources SEND Code of Practice 2015 (9.79)

This means that Panel members will need to consider:

• Parental preference for children under 16
• Young person preference for those over 16
• A significant change in the child or young person’s ability, aptitude or SEN
• The setting and the other students that currently attend there
• The use of LA resources

The final decision in relation to placement remains with the Local Authority.

It is important to note that the Local Authority’s decisions do not have to be made following guidance from a Panel. To enable efficient decision making, decisions will be made as early as possible within the Local Authority, following consultation with proposed settings, without always needing a Panel’s advice. The Panel’s main purpose is to offer guidance and consistency where decisions require further professional advice. This will also enable advice as to an appropriate way forward to support the child and the setting following the Local Authority’s decisions. This is why we are continuing to run panels ‘virtually’ given the important advice that they can provide.

Panel Outcomes

Decisions will be recorded during the Panel meeting. An outcome summary sheet will be sent to all attendees following on from the Panel. It is important that all attendees are mindful of GDPR regulations and do not share information unless explicitly permitted to do so. Decisions made regarding placements of children and young people will be communicated to families and settings (where possible for the latter) via the allocated EHC Coordinator. Please note all new placements agreed will be for September 2020 at the earliest given the current circumstances.

Please note all guidance produced by the iSEND service in relation to statutory timescales and assessments are subject to change as further advice is provided by the DFE.

> Download this information as a PDF document

During the current Coronavirus (Covid-19) outbreak the Integrated SEND Service, Specialist Teachers continue to support schools, settings, pupils and their families in order to achieve the best outcomes possible. This has impacted everyone. SEND families have already seen many changes here in Bucks as a result including home schooling via online classes; Specialist teachers providing support to parents rather than teachers.

From 1st May, for at least one month, the Section 42 duty has been eased. This means that there is no absolute duty to provide the help in Section F. Instead Buckinghamshire Council and Buckinghamshire Clinical Commissioning Group must use ‘reasonable endeavours’ to provide the help. ‘Reasonable endeavours’ means they must do what they reasonably can to provide the help – it might not be possible to provide it exactly as written in Section F. For example, it may be that it is not possible to provide face to face one to one support for your child at the moment. If this is the case, your Specialist Teacher will work with you to find other ways of giving support to your child. This is likely to involve inventive and creative use of technology and staff resources.

Related Guidance

The Special Educational Needs and Disability (Coronavirus) (Amendment) Regulations 2020

Temporary Changes Guidance EHCPs

We will continue to:

• Liaise with schools and settings regarding the needs of individual pupils;
• Provide advice and guidance on how to best meet the Special Educational Needs of individual pupils;
• Run advice sessions to enable schools to access advice and support on a range of issues;
• Provide statutory support for pupils with an EHCP – this support may be delivered within a setting or remotely depending on the needs of the individual case and social distancing guidelines issued by Government;
• Provide reports and attend annual review meetings – attendance is currently  through remote link up following social distancing measures;
• Support the Local Authority during Tribunal Appeals, attending meetings, providing evidence and reports as requested;
• Support the statutory processes of EHCP needs assessments, as requested;
• Attend placement panels and read the associated paperwork;
• Receive new referrals and make contact to discuss individual needs;
• Provide and model strategies remotely to support school and parents in providing education at this time;
• Provide transition support for managing changes and in preparation for returning to school or a new setting once restrictions are lifted; this will include virtual packs
• Differentiate work set by schools for pupils working at home;
• Signpost to relevant resources and online learning tools;
• Provide e-mail advice and guidance for schools and parents;
• Liaise with other professionals as appropriate;
• Maintain a safeguarding duty to all vulnerable children and young people
• Maintain regular contact with families for pupils on our caseload and this may include virtual ‘Teams’ sessions to help the child or young person and their family manage under the current circumstances;

Additional services we may offer at this time include:

• Producing additional guidance and resources for schools;
• Our own safeguarding protocol for undertaking remote support;
• A ‘return to school’ strategy to help individual pupils and families prepare for the end of lockdown and return to normal schooling;
• Our training offer for schools and what this may include ‘virtually’ over the coming weeks;
• Our training offer and support packages for next academic year once we are out of ‘lockdown’;

We will work on producing additional guidance and resources for schools and will update regularly with answers to any Frequently Asked Questions we receive. We understand that these are unprecedented times for schools and we want to endeavour to do all we can to support schools effectively and safely.

Please note all guidance produced by the iSEND service in relation to statutory timescales and assessments are subject to change as further advice is provided by the DFE.

> Download this information as a PDF document

Easy Read COVID-19 Explainers 

Coronavirus - Social Distancing (PDF/A 501 KB)

Coronavirus Self Isolation (PDF/A 471 KB)

Free Lessons 

Timetable for free online lessons (PDF/A 134 KB)

Multi-sensory Impairment

Tips on supporting a child with multi-sensory impairment (PDF/A 261 KB)

Hearing Impairment

Tips on supporting a child with a hearing impairment (PDF/A 318 KB)

Visual Impairment

Supporting your child with a visual impairment (PDF/A 297 KB)

Computer tips for those with a visual impairment (PDF/A 515 KB)

Computer shortcut keys for those with a visual impairment (PDF/A 387 KB)

Useful apps for those with a visual impairment (PDF/A 366 KB)

Useful websites for those with a visual impairment (PDF/A 480 KB)

Social, Emotional and Mental Health Needs

Routine for Social, emotional and mental health needs (PDF/A 273KB)

Tips for Positive Home Learning SEMH (PDF/A 294 KB)

Physical Disability

Physical Disability Team Resources (PDF/A 245 KB)

Downs Syndrome

Down Syndrome Support Team Resources (PDF/A 279 KB)

Autism

Autism Home Learning Support (PDF/A 499KB)

Advice for those with Autism

Coping with COVID-19 Isolation

A useful booklet on Supporting Children with Learning Disability/ASD Coping with COVID-19 Isolation developed by colleagues in Community Family Psychology, Neurodevelopmental Team and Children’s Occupational Therapy (20 March 2020).

Free Tools for Teachers by the autism education trust (Covid-19 Edition)

The autism education trust says these are 'Six essential tools for teachers supporting autistic children and young people through homeschooling and return to school'. Additional resources can also be found on the autism education trust's COVID-19 Information Centre.

Language Impairment

Speech and Language Home Learning Support (PDF/A 499KB)

Cognition and Learning difficulties

Cognition and Learning Home Learning Support (PDF/A 499KB)

Coping with COVID-19 Isolation

A useful booklet on Supporting Children with Learning Disability/ASD Coping with COVID-19 Isolation developed by colleagues in Community Family Psychology, Neurodevelopmental Team and Children’s Occupational Therapy (20 March 2020).

You may also be interested in...

Ordinarily Available Provision

Provision that the local authority expects to be made available for children and young people with special educational needs and/or disabilities.

Educational resources for families at home

Round up of educational resources for families at home by ages and topics.

Family Well-Being Information Pack

Looking after your children and looking after yourself during the COVID-19 outbreak.

What can help your mental health and wellbeing

NHS FAQs

NHS England and NHS Improvement have produced a Coronavirus FAQs document for their Learning Disability and Autism Programme. They will provide an update on questions and answers each Friday for the next few weeks. You can find the NHS FAQs on the Council for Disabled Children website.

NHS COVID-19 Parent Guide

The NHS has produced this COVID-19 Parent Guide on what to do if your child is ill or injured and you're unsure if/when to call your child’s GP, NHS 111 or go the Accident and Emergency Department (A&E).

Guide for making most of the virtual health appointments

Useful for children who may be waiting for an assessment which may be delayed due to COVID-19.

One Page Profile for Educational Settings (Doc 55.1KB)

A One Page profile specifically designed for children returning to an education setting.

Coronavirus (COVID-19): guidance on vulnerable children and young people

Vulnerable children include those who have a social worker and those children and young people up to the age of 25 with education, health and care (EHC) plans.

Occupational Therapy Resources (PDF/A 1.18MB)

Covering Mindfulness and Supporting Mental Health, physical health and 100 things to do indoors.

Easy Read Guidance

Public Health England has easy read guidance on coronavirus (COVID-19) and how it may affect you. There is also other information available about coronavirus (COVID-19) from Mencap and how to manage difficult feelings you are having.

Guidance on supporting children and young people’s mental health and wellbeing.

Advice for parents and carers on looking after the mental health and wellbeing of children or young people during the coronavirus (COVID-19) outbreak.

Children's Guide to Coronavirus

A colourful and visual guide by the Children's Commissioner including facts, a worry buster, and resources.

SENDcast Episodes

The SENDcast is a weekly podcast focusing on Special Educational Needs (SEN), it is a new way to keep up to date with policy changes, best practice and to improve your knowledge around SEND. View the latest Episodes from SENDcast on Coronavirus support:

• Supporting someone with anxiety
• Life at home supporting children with special needs
• Corona and pupils with SEND

This guidance sets out the main messages for individuals and organisations that can support planning, and help slow the transmission of the coronavirus as the outbreak progresses across the country.

It’s accompanied by a Q&A, mostly aimed at direct payment holders, that directly responds to questions and concerns previously raised by direct payment holders, personal assistants, and charities and organisations that support them.

• Coronavirus (COVID-19): guidance for people receiving direct payments
• Coronavirus (COVID-19): Q&A for people receiving a personal budget or personal health budget
• Annex A: template contingency plan
• Annex B: example documentation

Children with special educational needs and disabilities in England will benefit from £37.3 million of direct support in 2020-21, which is expected to help more than 75,000 families in England.

Families with children that have complex needs and disabilities will receive grants for vital equipment to make their lives easier while implementing social distancing measures, including computers, specialist equipment and educational toys.

£10 million of the total has been committed specifically in response to the unique difficulties presented by the coronavirus pandemic, helping parents educate and look after disabled or critically ill children who are staying at home more than usual.

The multi-million-pound settlement for Family Fund, detailed today by Children and Families Minister Vicky Ford, will help low-income families with seriously ill or disabled children with the cost of equipment, goods or services - from washing machines and refrigerators to sensory and educational equipment that they might not otherwise be able to afford. The grants are typically worth £400 to £500 per family, but vary depending on need.

Family Fund provides grants to low-income families raising disabled or seriously ill children and young people, and aims to improve their quality of life by paying for a wide range of items that can ease the daily pressure. Families in England can find out more and apply for grants from Family Fund directly.