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resources.

Navigating a sea of resources can be exhausting, we hope to give you a few of the key things that have helped us......

Page under construction..... 

HEALTH: 

TEACHING & LEARNING: 

PRIMARY FRAMEWORK TEACHING AND LEARNING STRATEGIES TO SUPPORT FASD

SECONDARY FRAMEWORK: TEACHING AND LEARNING STRATEGIES TO SUPPORT FASD 

Some great FASD SCHOOL support here from New Zealand, they lead the way on FASD; why re-invent the wheel, lets learn from them!

FASD STRATEGIES as recommended by Dr Cassie Jackson ASW conference 2021

SCHOOL: 

FASD EDUCATION SUPPORT

Disabled Children and the Equality Act 2010: What teachers need to know and what schools need to do

Exclusion, Temporary or Alternative Education ; your rights

Pupil Premium Plus: 

https://www.adoptionuk.org/blog/pupil-premium-plus-the-lowdown

This guidance from PAC below is very helpful but is slightly out of date as the monetary value has gone up to £2,345 per child per school or via EOTAS: https://www.pac-uk.org/wp-content/uploads/2014/08/PAC-UK-Education-Service-Pupil-Premium-Plus-Flyer.pdf

https://afaeducation.org/free-dt-resources/explore-our-resources/ppplus-and-support-from-virtual-schools/

EPPLAC meetings & paperwork: more info to follow as template being updated for local services. This is a document that is used to identify key strengths and areas to support for your child in school. Education Plan for Previously Looked After Children (we are currently challenging the title of the form!)..... So what are they?? ......  

Education Plans for Previously Looked After Children are a continuation of the good practices seen within the regular (PEP) Personal Education Plan reviews for 'Looked After Children'.

The purposes of these meetings are to:

  • Encourage positive collaboration and communication between home and education provision

  • Raise awareness of the needs and issues faced by children and their parents

  • Review the support, interventions and progress of the child

  • Identify unmet needs of the child

  • Discuss PP+ allocation, in relation to the child’s needs and the benefit of the school’s cohort of Previously Looked After Children.

So what all this means to us is this document can be a vital tool to support and EHCP and can inform the School about your childs needs through regular meetings which should be held through a SEND review. If your School don't do this with you currently they need to so contact the School SENCO to arrange. 

EHCP & SEN: 

EHCP Getting Started! Really useful guide to help you prepare everything you need to consider

SEN Code of Practice

Support & Template Letters:

https://sossen.org.uk/information_sheets.php

Useful facebook support groups: EHCP Experiences & SEND support, Dorset LA EHCP, SEND& EOTAS Support group, Somerset EHCP Support, EHCP Experiences Devon, EHCP Experiences Hampshire, Bristol & surrounding areas EHCP support

Supporting documents: 

I have added this education support link again here as it is a very powerful document that should be included in any EHCP application as well as any review as Maria Catterick summarises beautifully everything a school needs to know in a nutshell

The law and SEND:

NODDY  ‘no-nonsense’ Guide to SEN law February 2022

(important document if you are appealing decisions)

Disabled children legal handbook (free downloadable book) 

HOME EDUCATING: 

Flexi Learning: http://www.home-education.org.uk/articles/article-flexi-schooling.pdf

Very helpful SEND legal advice here: https://www.specialneedsjungle.com/send-law-now-why-mustnt-confuse-eotas-home-education/

Important guidance if due to physical or mental health needs your child needs to attend education part time: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/941900/health_needs_guidance_accessible.pdf

Education Other Than School (EOTAS): 

https://www.sendiass4bcp.org/resources/ParentCarer/parentcarerdocuments/Education-Otherwise/EOTAS.pdf

De-registering your child from School: 

Latest government statement re EHE

Government guidance: https://www.gov.uk/government/publications/elective-home-education

Support: http://www.home-education.org.uk/m/deregistration.htm#:~:text=Deregistration%20must%20be%20in%20writing,be%20signed%20by%20a%20parent.

VIRTUAL SCHOOL HEAD: On the 1st September 2018, virtual school head teachers became responsible for promoting
the educational achievement of previously looked-after children living within their local area. Statutory guidance from the Department for Education (DfE) requires virtual school heads to provide information and advice to adoptive parents, special guardians and carers and also to
providers of funded early years education and designated teachers. Virtual school heads must also ensure that their local authority fulfils their duty to provide suitable advice and information for the purpose of promoting the educational achievement of previously looked-
after children. If you don't know who your Virtual Head is Google Virtual Head in your area, they should have a website with details of what is happening in your area. 

Statutory rights of children looked after & post looked after:  https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/683556/Promoting_the_education_of_looked-after_children_and_previously_looked-after_children.pdf

DESIGNATED TEACHERS: Every School is required by law to have a Designated Teacher who represents children in care and those who have left it. It is their role to liase with the Virtual School, SENCO and other school staff. Please ask your school who your designated teacher is as they should participate in every meeting you have at School and support your family. They will take part in specialist training that is available through the Virtual School.  https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children.

 

FUNDING FOR EQUIPMENT:

BENEFITS:

TIPS ON HOW TO SUPPORT CHILDREN & TEENS: 

Nate Sheets YouTube videos were my lifeline when I started finding out what really works for children with FASD  https://www.youtube.com/watch?v=fSsCXnsYKRI   I particularly like his 'tips for educators' where I have found that without school 'getting' the needs of our children a lot of the difficulties we see at home stem from School. If a child is struggling in school then he/she is likely to blow at home, mine did exactly this.... masked all day and then literally as soon as they came out were bouncing all over the place. Until we put in lots and I do mean lots!... of sensory breaks in School and the School learnt to pace their language we then saw a noticeable difference. Also we did a lot around keeping our children safe in school as they are impulsive and very easily influenced by others..... this needs to written into risk assessments.

RISK ASSESSMENTS: To make sure your School has considered risk ask for their risk assessment of your child or young person. The actions from this should inform SEND reviews or/and EHCP reviews. So for example it is risk assessed that additional staff need to support your child or young person on a school trip this should be included in the risk assessment and the EHCP as additional funding will be required from school budgets. Examples of risk assessments can be found here

EQUALITY

Equality Act Guide 

TOP TIPS HANDBOOK

FASD NETWORK RESOURCES

NATIONAL ORGANISATION FOR FASD (NOFAS) RESOURCES

ME & MY FASD

TUNING INTO TEENS

JUSTICE SYSTEM: 

Nobody made the connection; powerful research discussing why early intervention is everything, should be included in every EHCP application!

DIAGNOSIS:

 

Some good advice from NOFAS of how to seek a diagnosis found here