COVID-19 SEND advice and support for children and young people
The COVID-19 pandemic means many aspects of our lives have changed and may not be conducted in the same way. Here is the latest information on how the Integrated SEND Service will be operating and how some processes will be carried out.
Special Educational Needs and Disability Information Advice Service (SENDIAS) Support:
- Do you have a query about COVID-19 arrangements for children and young people with SEND which isn’t answered here?
- Do you need to know what your rights and responsibilities for supporting children and young people with SEND are?
The SENDIAS Service is available for information, advice, and support for children and young people with SEND and their parents/carers.
The service SENDIAS provide is free, impartial and confidential. You can contact them by emailing sendias@buckinghamshire.gov.uk or by leaving a voicemail on 01296 383 754.
"We" refers to the Integrated SEND Service or service referenced in a heading.
It continues to be the aim that all pupils, in all year groups, remain in school full-time.
More evidence has emerged that shows there is a very low risk of children becoming very unwell from COVID-19, even for children with existing health conditions.
From 5 November 2020, only children whose doctors have confirmed they are clinically extremely vulnerable are advised not to attend school during the period this advice is in place.
You should speak to your child’s GP or specialist clinician if you have not already done so, to understand whether your child should still be classed as clinically extremely vulnerable.
Your school will make appropriate arrangements for you to be able to continue your education at home.
> Full details on the New National Restrictions from 5 November 2020
It is important that we support our children and young people to experience successful transitions back to school, recognising that transition is a process and not a single event. We know that an individual’s experiences during this time can have a powerful and long-lasting effect on academic outcomes, as well as impacting on their emotional and social well-being.
During a period of transition (or the return to school following prolonged absence) children and young people can experience:
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A loss of attachment to familiar people, friends, the environment and objects within
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that environment
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Role and identity uncertainty
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Entry into an environment that is unfamiliar and less predictable
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A perceived loss of control
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A feeling of being de-skilled and less valued
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Uncertainty about the future
The Integrated SEND Service have released this Transition and the Return to School which covers what we can do to support children upon their return to school.
> Read Transition and the Return to School during the COVID Pandemic (PDF/A 475KB)
Short Breaks Services – Update as of November 2020
We are very pleased to advise that we are delivering a limited short breaks service through our contract with Action for Children. The service is delivering a range of daytime and overnight short breaks that are compliant with all government guidance for Personal Protective Equipment and social distancing where possible through the residential short break and Bucks Activity Project services.
At this time residential short breaks 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 sessions individual risk assessments will have been completed by Action for Children and the child’s social worker together with the family.
Bucks Activity Project are delivering limited targeted short breaks to families who want them and are accepting new children and young people to the service. Individual risk assessments are also completed with families and social workers where appropriate.
We will continue to review the situation and keep you all informed of updates or changes.
If you are worried and need help you can contact us as follows:
- If your child/ren have a social worker please call 01296 383762
- 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 383962 (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
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:
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SEN Aylesbury Hub senaylesbury@buckinghamshire.gov.uk
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SEN Wycombe Hub senwycombe@buckinghamshire.gov.uk
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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 EHC Coordinator. 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, EHC Coordinators 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 EHC Coordinator 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 Department for Education (DfE).
> Download this information as a PDF document
Update: 28 August 2020 | Expiration of EHC Regulations
The regulations that were made to provide additional flexibility over the statutory timescales for various EHC needs assessment and plan processes will expire as planned on 25 September 2020. The normal statutory timescales will apply from that date.
A minor update has been published to reflect this change - Changes to the law on education, health and care needs assessments and plans due to coronavirus.
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:
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SEN Aylesbury Hub senaylesbury@buckinghamshire.gov.uk
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SEN Wycombe Hub senwycombe@buckinghamshire.gov.uk
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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 EHC Coordinator 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.
The notice modifying the duty on local authorities to secure or arrange the special educational and health care provision specified in children and young people’s EHC plans expired on August 3 2020.
It is now the case that delivery of the provision is a statutory duty, and the use of reasonable endeavours to do this is no longer an option. This is in line with children and young people making a full return to school.
Changes made during 1 May until 3 August using inventive and creative uses of technology and staff resources, may continue, if they provide a better way of delivering provision in EHCPs.
The following information has been provided by the iSEND Service in August 2020.
During the current Coronavirus (Covid-19) outbreak the Integrated SEND Service, Specialist Teachers have continued to support schools, settings, pupils and their families in order to achieve the best possible outcomes. We are now entering a new phase as to how this support can be provided.
The DfE have issued guidelines for full opening for schools, special schools and other settings. They state that “All CYP, in all year groups and setting types, are expected to return to education settings, full time, from the beginning of the autumn term.”
With regard to specialist workers the guidance states that
- Specialists, therapists, clinicians and other support staff for pupils with SEND should provide interventions as usual.
- Supply teachers, peripatetic teachers and/or other temporary staff can move between settings.
- They should ensure they minimise contact and maintain as much distance as possible from other staff.
The new government guidelines say that services can now return to providing support in schools. In the 7 August DfE update, it says, “that peripatetic teachers will be expected to comply with the school arrangements for managing and minimising risk, including taking particular care to maintain distance from staff and pupils”. We will be working with schools to ensure this is the case.
We appreciate that each school will be carrying out their own risk assessments and before any visit is made the Specialist Teacher will be contacting the school to ask for this. In some circumstances, our support can be provided more efficiently remotely so everything should be assessed on a need-led basis to ensure the best possible outcomes for our children and young people.
In order to carry out virtual support for pupils in settings, it is the settings’ responsibility to ensure the appropriate measures are in place, such as the technology, a quiet area/room, an adult present with the CYP.
What services have been delivered?
During the COVID period the following services were delivered efficiently remotely and should be considered moving forward:
- Annual review meetings
- Liaison with SENCos to discuss outcomes and progress
- Liaison with schools to give advice on individual pupil needs
- Virtual training sessions for staff
- SEN support plan meetings
- Parent support groups
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
- Deliver telephone contact and advice sessions to enable schools to access advice and support on a range of issues;
- Provide statutory support for pupils with an EHCP and where appropriate for those without an EHCP– this support may be delivered within a setting or remotely depending on the needs of the individual case and guidelines issued by Government
- Provide written reports and attend annual review meetings – attendance may be in person following social distancing measures or through remote links
- Receive new referrals and arrange contact and consultations with schools
- Advise on and model strategies in school, remotely or face to face, to support school and parents in providing education at this time;
- Provide advice on transition for managing changes in routine, preparing to return to school or a new setting (during lockdown or once lockdown eases)
- Maintain a safeguarding duty to all vulnerable children and young people.
In line with the Tiered Approach, from 8 September, a new telephone line will be set up as a “quick queries” service for schools. It will cover general Specialist Teacher support queries (specifically related to Down syndrome, Language, ASD and Cognition and Learning Support). The phone line will run on a Tuesday afternoon. The number will be 01494 475 199 and we will run from 1.30pm to 4pm.
This will enable
- Schools to call if they would like to
- Staff to speak directly to a Specialist Teacher to discuss a child or young person and to gain initial support
- Access advice easily and at the earliest stage for pupils with communication and interaction needs
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 as they prepare for the return of their pupils. We will update our support as necessary and in line with guidance from Public Health England and the Government.
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).
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- Supporting someone with anxiety
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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.
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.