The Inclusion Service supports schools in the identification of teaching approaches that enable pupils with additional needs make progress and take an active part in their settings. It is staffed by teachers who have expertise and experience of working with young people with special needs and also understand national and local expectations for schools in their delivery of inclusive practice.
Schools request support directly from the Inclusion Service. Parents with concerns should discuss these with their SENCO who should decide whether specialist support from an agency outside of school is needed. If the SENCO feels their Inclusion Consultant could help they should discuss the issue at one of their termly meetings. Specialist teaching is purchased through a service level agreement with the school.
Schools can choose to pay for specialist teachers to come into school for a prescribed period of time to deliver bespoke teaching programmes to identified pupils. Specialist Teachers also provide support to SENCOs in the delivery of SEN throughout the school.
Every school has an allocated Inclusion Consultant (IC) who meets with the SENCO on a termly basis. The SENCO discusses with their IC what the school’s concerns and priorities are, and this forms the basis of the work plan for that period. Each school has an allocated number of core sessions that they can use for any of the purposes mentioned above. Extra sessions with an IC can be purchased if the school requires more support.
For more information you can contact Sefton SEN and Inclusion Service on 0151 934 2347 or by emailing SEN & Inclusion Service: SENIS@sefton.gov.uk
You can find the Sefton SEN and Inclusion Service at:
Sefton SEN and Inclusion Service
Ainsdale Hope Centre,
Sefton’s High Needs Funding provides time-limited support for children with high level needs. Additional resources may be required to support an individual child who has high level needs which are preventing him/her from making progress.
This is a limited resource, and Headteachers have requested that local authority officers work to ensure that the system is fair and equitable, and that funding is genuinely responsive to individual children who have the highest needs. Consequently, moderation and review of how resources have been used is an important part of this process. Funding is reviewed termly for all pupils in receipt of high needs funding by the Inclusion Consultant team, and targets and progress against these are discussed and developed to ensure that the funding is appropriate and used to ensure it has a positive impact on the outcomes for pupils.
Apart from a few, exceptional circumstances (e.g. sudden change in needs arising from severe illness or accident), there is an expectation that this application will be part of a robust, graduated approach to the child’s educational needs. Consequently, there is an expectation that the child’s needs would have been supported through:
- Interventions, resources and approaches which have been provided from the setting’s budget over time
- Thorough review of such interventions, indicating how the child has responded to the additional input.
- Advice from external agencies which has been implemented and reviewed.
- Involvement from parents.
- Assessment over time to monitor progress (even when such progress is made in small steps).
The application for High Needs Funding will usually be part of an ongoing process to support the child’s individual needs. The application will therefore be a considered action taken as a relevant, targeted response to the child’s presenting needs as supported by all the resources available, including external agencies.
Panel meets half termly. The panel comprises of local authority officers, head teachers, SENCOs and partners from health and social care. At panel the following considerations will be discussed:
Have parents agreed to this application, and is there evidence of ongoing parental involvement?
Does the child have High Level Needs i.e. complex or significant special educational needs?
Has the setting implemented interventions, resources and approaches over time which have been provided from the setting’s budget OR if the child is new to the setting, has advice from external agencies been provided to support transition?
Has advice from external agencies been implemented and reviewed?
Has the setting devised an Action Plan which is appropriate, relevant and reasonable?
And has a timescale been set to review the Action Plan?
Settings receive the decision via letter and every pupil in receipt of HNF is allocated a lead professional from the Inclusion team who will monitor their progress termly.