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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: 

SCHOOL: 

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This guidance from PAC below is very helpful but is slightly out of date as the monetary value has gone up to £2,345 per child per school or via EOTAS: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: 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!)  

Education Plans for Previously Looked After Children are a continuation of the good practice 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: 

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

Other Provision: Ombudsman Report siting failings in system; useful if in an appeal situation to demonstrate LA need to support child

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 (Elected Home Education)

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.

Join here our friendly facebook Home Educating Friends group, lots of ideas and friendship

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

TOP TIPS HANDBOOK

FASD NETWORK RESOURCES

NATIONAL ORGANISATION FOR FASD (NOFAS) RESOURCES

ME & MY FASD

TUNING INTO TEENS

THE SYSTEM FAILS a very powerful video by Sarah Naish focussing on the role of the social worker; signposting to useful tools to assist professionals in assessment of need

JUSTICE SYSTEM: 

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

SEEKING DIAGNOSIS:

Ask your GP to make a referral to Paediatrics, the GP commissions this team so they will be able to do this as routine. If we know of 

a Paediatrician with FASD experience in your area we will tell you so please do ask , use the contacts page to do this.

In waiting for the paediatrician appointment start pulling together a short summary of what you know about birth history,

signs and symptoms you have seen as a baby/toddler, and what you see emerging now. Find below example of what this

summary might look like, please feel free to adapt this to suit your needs to help you get started, it is not a prescriptive list so

please have a look at other FASD traits and co-morbid conditions to think about what you see in your child and add to the

summary: DOCUMENT HERE

Take this with you, along with photographs you might capture of things that you see as possible FASD (you may not see any and

thats OK as remember FASD is a huge spectrum)... On the day your child might not wish to be examined so is useful to have

photos with you to describe what you see...... e.g flattened upper lip (photograph a not smiling/straight faced),  the ear (looking to

see if they have FASD 'train track' ears), feet (gaps in big toes to the next toe can be Sandal Toe or Hallux Valgus or cross over toes )

or cross over toes called Clinodactyly), spoon shaped toe nails (hyperplastic nails), poor nail growth, ridging, flaking loss of

nails (dysplasia), palm of hands (lines across palms.... called simian crease or palmer crease).

Important: Bring someone with you to your child's first Paediatric appointment where when called leave your child with that

person, tell the paediatrician you want to talk to then alone. NEVER let the Paediatrician talk about your child in front of them

due to risk of secondary trauma.  Go in alone at first to chat to the Paediatrician about what you see and know about your child. 

Give them the summary document to read. You might have an OT report that you could give them too. I took a copy of the

summary so I could talk through each thing I saw without them dismissing things. After calling in your child and the

Paediatrician examining them, take them back out into the waiting room for you to continue talking to the Paediatrician with the

child in the room (paediatricians will not be used to parents doing this as it is a new agreed way of working to avoid secondary

trauma or triggering the child). 

 

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