Ordinarily Available Provision Guidance
This guidance aims to support schools to deliver on the inclusion strategy by setting clear expectations of what all schools should be providing and the support and guidance that the Local Authority will provide to enable schools to deliver on these expectations.
As a working tool we hope this guidance will act as a basis for sharing ideas and good practice and will grow as a central resource for support and signposting to the wealth of resources within the city and available nationally. Throughout this guidance the term child or children are used when referring to children and young people.
To view the guidance, you can download the Ordinarily Available Provision guidance PDF. The guidance includes a section on resources, tools and training - you can now find an expanded online version of this below.
Resources, tools and training
We have developed a comprehensive list of ‘Resources, tools and training’ to support the Ordinarily Available Provision Guidance. This includes details of support services available for all education settings, in addition to details of agencies/specialist services, assessment tools, interventions and training and professional development opportunities linked to all four areas of Special Educational Needs and Disabilities (SEND).
Please note that this is not an exhaustive list, and the links will be routinely reviewed and updated. The links are for professional’s convenience and are not an endorsement of the service or resource. Please refer to Southampton City Council’s disclaimer for full details of this.
The active engagement of the parent/carer is an essential resource in developing all individual plans.
How to use
Use the search box below to search for names of items in the table. To further refine your search, click one of the buttons to only search within a specific table.
Outreach services
Agencies, services, teams and specialists
| Name | Outline/Overview from site | Link |
|---|---|---|
| Educational Psychology Team | Educational Psychologists (EPs) are professional psychologists with specialist training in child development, how children learn, their emotions, behaviour and how environments affect learning. They work closely with parents and carers, Early Years settings, schools and colleges to help children and young people aged from 0-25. | Educational Psychology |
| Speech & Language School Assistants (SALSA) | The experienced practitioners of the Language Intervention Team (SALSA Outreach) offer different services packages to suit your school’s needs. | Speech & Language School Assistants |
| Specialist Teaching Advisory Service - Visual Impairment (VI) and Hearing Impairment (HI) | The Specialist Teaching and Advisory Team provide a statutory service for families and schools around children and young people with sensory impairment, aged 0-25yrs, in Southampton, following hospital referral. | Specialist Teaching Advisory Service - Visual Impairment (VI) and Hearing Impairment (HI) |
| Southampton Inclusion Partnership |
Southampton Inclusion Partnership (SIP) aims to provide a sustainable, aspirational and inspirational partnership that empowers the learning and lives of children and young people with special educational needs and disabilities (SEND). As such, it provides high quality training and development for people at all stages of their career, from teaching assistants and support staff, trainee and early career teachers through to middle and senior leaders, working within both mainstream and specialist settings. Services include an outreach service commissioned by Southampton City Council and an initial teacher training programme, offering a Primary PGCE with SEND specialism. The service works with a range of local, regional and national partners and is led and managed by Springwell School. |
Southampton Inclusion Partnership |
| Inclusion Services |
Inclusion Services is a team within the Education department of Southampton City Council. Inclusion Services share a common ambition of improving outcomes for children and young people in Southampton by working in collaboration with:
|
Support and inclusion in education |
| SEND & Portage Early Years Specialist Service | SEND & Portage Early Years Specialist Service offers teaching group sessions in the community, home teaching visits and parent training courses for young children with SEND aged 0-3 years; who are delayed in at least two areas of development. | SEND & Portage Early Years Specialist Service |
| Southampton Early Years and Childcare service | The Early Years and Childcare Service has developed an excellent understanding of all aspects of early years and childcare, aligned with up to date knowledge of current legislation and best practice. It provides targeted support and challenge to providers to ensure they are working to improve outcomes and to reduce inequalities for children; this contributes to ensuring the optimum development of the health and wellbeing of children and young people. | Southampton Early Years and Childcare service |
| School Nursing Services | School Nursing Services aim to support every child's health throughout their time at school and college. They work with children, young people, families and other organisations. Their priority is to support the health and wellbeing of children in Southampton by promoting good health. | School nursing |
| Virtual school |
The Virtual school team support the education of children and young people who are looked after. They don't have school buildings as all the children and young people they focus on remain the responsibility of and attend the school at which they are enrolled. In addition they also provide an advisory service for previously looked after children and children who have ever had a social worker. They work together with schools, carers, social workers, health professionals and education professionals, to help children achieve their full potential. |
Virtual school |
| Southampton Language Service |
Southampton Language Service has offered services for schools and settings throughout Southampton for over 25 years (previously the Ethnic Minority Service). The aims of the service are to meet the needs of bilingual learners and pupils where English is an additional language. Their team provides an in-depth training programme and effective use of bilingual strategies for raising the attainment and wellbeing of English as an additional language (EAL) pupils. They have a team of trained and experienced Bilingual Assistants (BA) who can support accessing the curriculum, using their first/home language. |
Southampton Language Service |
| Music services |
Southampton Music Service brings a breadth of musical resource, specialism and activity to all communities in Southampton. Southampton Music Service is the lead organisation for the Southampton Music Hub Partnership. |
Music services |
| School attendance and support | Improving and promoting school attendance is everyone's responsibility and in Southampton confronting school absence is being raised across all agencies and is becoming a shared responsibility. It is a priority for all council services and partner agencies and needs to become a priority for all communities. | School attendance and support |
Communication and interaction
Agencies, services, teams and specialists
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| Raising Awareness of Developmental Language Disorder | RADLD.ORG was created to Raise Awareness of Developmental Language Disorder or ‘DLD’. There you can learn more about DLD, access resources and find out how to raise awareness. | DLD | All | Raising Awareness of Developmental Language Disorder |
| Selective Mutism Information & Research Association (SMIRA) | SMIRA became a UK Registered Charity in 1992, having been set up initially to support families with selectively mute children. This work has since been extended to provide information to health and education professionals involved in the upbringing of such children and young people. | Selective Mutism | All | Selective Mutism Information & Research Association |
| I CAN Charity | I CAN is the children’s communication charity. They are experts in helping children develop the speech, language and communication skills they need to thrive in a 21st century world. Their vision is a world where all children have the communication skills they need to fulfil their potential. Their mission is that no child should be left out or left behind because of a difficulty speaking or understanding. | SLCN | All | ICAN CHARITY |
| Ambitious about Autism |
Ambitious about Autism stand with autistic children and young people, champion their rights and create opportunities. They run specialist education services, an award-winning employment programme and children and young people are at the heart of the charity's decision-making, policy work and campaigning. They also use their expertise to deliver training and consultancy to a wide range of organisations to improve awareness and understanding of autism. |
ASC | All | Ambitious about Autism |
| National Autistic Society | National Autistic Society help the 700,000 autistic people in the UK and their families. Be it running specialist schools, campaigning for improved rights or training companies on being more autism-friendly, they are dedicated to transforming lives and changing attitudes. | ASC | All | National Autistic Society |
| Afasic | Afasic supports and provides information for families with children and young adults who have Speech Language and Communication Needs (SLCN) with a focus on Developmental Language Disorder (DLD). | SLCN, DLD | All | Afasic |
| Autism Education Trust | Since 2007, the Autism Education Trust (AET) has been helping you to develop good autism practice. They champion a world where being different is something to be celebrated and where all autistic learners experience a positive education that supports their well-being. | ASC | All | Autism Education Trust |
Assessment tools
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| Speechlink Assessment |
Speech, language and communication needs (SLCN) screening, assessment, intervention and support Speech Link and Language Link empower SENCos, teachers and TAs in their work with SLCN and indicate the need for further support for the child where required. They do this through screening, intervention, staff training and support which are all included in one yearly subscription. |
SLCN, EAL | All | Support for SLCN |
| Expressive Vocabulary Test | Third Edition EVT-3 | Expressive Vocabulary Test, Third Edition (EVT-3) is a norm-referenced and individually administered test of expressive vocabulary and word retrieval based on words in Standard American English. | SLCN | All | Expressive Vocabulary Test, Third Edition |
| New Reynell Developmental Language Scales (NRDLS) |
Identify speech and language delays and impairments from an early age. A widely used and reliable assessment for gaining a diagnostic overview of the language ability of children aged from 2 years to 7 years 6 months, NRDLS assesses both production and understanding of language, to help you guide intervention and evaluate its effectiveness. |
SLCN | Primary (until 7yr 6m) | New Reynell Developmental Language Scales |
| Progression Framework Resource | The Progression Framework is intended to assist practitioners in identifying areas where autistic pupils may require additional support, so that specific programmes can be planned and implemented. It can also provide evidence of the effectiveness of such support. It is recommended that, where possible, discussions about learning needs, interventions and progress involve the pupil, their parents or carers and all those who work with them. | ASC | All | Progression Framework Resource |
| WellComm |
The complete speech and language toolkit, from screening to intervention. Delayed language skills lead to under-performance later in life. WellComm helps you to identify pre-school and primary school children who are experiencing barriers to speech and language development so that you can support them early in their education journey. |
SLCN | All | WellComm |
| Test of Abstract Language Comprehension (TALC) | The Test of Abstract Language Comprehension (TALC) is an assessment that looks at children’s understanding of abstract language through verbal reasoning. It is used by the speech and language therapist to identify what types of questions and abstract language your child may be struggling with. The assessment can be used with children from the age of 2+. | SLCN | All | Test of abstract language comprehension |
| Speech Sound Inventory (SSI) | The Speech Sound Inventory (SSI) is an assessment and measuring tool. The Speech Sound Inventory (SSI) can be used by Speech and Language Therapists but has also been designed as an accessible method for teachers to gather information on an individual child’s speech sound production. | SLCN | Primary | Speech Sound Inventory |
| British Picture Vocabulary Scales (BPVS) |
Assess a child’s receptive (heard) vocabulary to identify any delay in vocabulary development, even before they are in full-time education. BPVS3 is an easy-to administer one-to-one test. Pupils respond to a stimulus word by selecting a picture from four options that best illustrates that word’s meaning. As no reading or spoken response is required, you can use BPVS3 to assess language development in non-readers, pupils with expressive language impairments, pupils with autism and other related communication difficulties, as well as those with English as an Additional Language (EAL). To help pupils who may be colour vision deficient, the large-format illustrations have black outlines and vivid colours. |
SLCN, EAL | All | British Picture Vocabulary Scale |
| Communication Supporting Classroom Observation Tool | This tool was developed as part of the Better Communication Research Programme (BCRP) in 2012. The BCRP was a 3 year research programme that was part of the Government’s response to the 2008 Bercow Review of provision of services for children with speech, language and communication needs (SLCN) | SLCN | All | Communication Supporting Classroom Observation Tool |
| Universally Speaking |
Universally Speaking is a series of booklets for anyone who works with children and young people. The booklets show where children should be with their communication skills at any given age. You can use the booklets to find out whether the children you work with are on the right track, what helps them learn to talk and listen and what to do if you have concerns about any of their communication abilities. |
SLCN | All | Universally Speaking |
| The Coventry Grid Version 2 | The Coventry Grid is an attempt to summarise the differences between the behaviour of children with Autistic Spectrum Disorder and those with significant attachment problems. It is based upon clinical work with children rather than research. | ASC | All | The Coventry Grid Version 2 |
Interventions, resources and tools
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| Widgit | You can use Widgit Online to create both print and interactive materials from a range of easy-to-use templates or from scratch using their intuitive document writer. | All areas of CAI | All | Widgit Online |
| What Works database |
What Works is a moderated online library of evidenced interventions that aim to support children's speech and language. What Works helps early years practitioners, teachers, school leaders, and speech and language therapists find the most appropriate interventions for children and young people by providing a free and easily accessible overview of the evidence base for each intervention. |
All areas of CAI | All | What Works database |
| The ASD Girls' Wellbeing Toolkit | An evidence-based intervention promoting Mental, Physical & Emotional Health | ASC | All | The ASD Girls' Wellbeing Toolkit |
| Speechmark books and materials | Speechmark books and materials on special educational needs, social and emotional wellbeing, early years and language and vocabulary provide best practice and inspiration to practitioners in education, health and social care. | SLCN, ASC, SEMH | All | Speechmark |
| Talkabout series | Talkabout is a structured programme for teaching and measuring social skills. It is a whole scheme of work which helps you assess, teach and measure your work easily. It uses a hierarchical method of teaching social skills which means that having assessed the child using the Talkabout assessment, teachers will choose the appropriate level or book to start work at. | SLCN, ASC, Social Skills | All | TALKABOUT |
| Black Sheep Press | Resources for teachers and speech and language therapists working with children who have developmental language disorder (DLD) and speech, language and communication needs. | SLCN | All | Black Sheep Press |
| Word Aware Series | Word Aware is a structured whole school approach to promote the vocabulary development of all children. Focussed on whole class learning, the resource is of particular value for those who start at a disadvantage – including children with Developmental Language Disorder, Special Educational Needs and those who speak English as an additional language, but it will extend the word learning of all students. | SLCN, DLD, EAL | All | Word Aware |
| Active Listening for Active Learning | The resource is crammed with practical activities, strategies and resources for preschool, mainstream and special school settings. With strong themes of peer support, teamwork and inclusion throughout. Active Listening for Active Learning may be the first step towards restoring the self-esteem of children who are finding the classroom an overwhelming rather than enjoyable challenge | SLCN | All | Active Listening for Active Learning |
| The Selective Mutism Resource Manual | For anyone who needs to understand, assess or manage selective mutism, this is a comprehensive and practical manual that is grounded in behavioural psychology and anxiety management and draws on relevant research findings as well as the authors' extensive clinical experience. | Selective Mutism | All | The Selective Mutism Resource Manual Second Edition |
| Social Stories – Carol Gray |
Carol Gray, Consultant to Children, Adolescents, and Adults with Autism, provides support via workshops and presentations, information, referral, resources, and direct services to individuals with autism, their families, and professionals who work on their behalf. She is an internationally sought-after keynote and seminar speaker, and has completed over one thousand presentations. Carol is best known for the development of Social Stories, a respected evidence-based practice used worldwide with people with autism of all ages. |
All areas of CAI | All | Social Stories - Carol Gray |
| Teaching Children with Autism to Mind-Read: A Practical Guide for Teachers and Parents | The difficulties experienced by children with autism and related conditions in inferring the thoughts, beliefs, desires and intentions of others are well documented in numerous studies. It now seems that these deficits underlie many of the social and communication problems that are characteristic of autism. Teaching Children with Autism to Mind-Read explores the relationship of "theory of mind" deficits to other areas of children's functioning and describes existing experimental work that has attempted to enhance the skills associated with understanding others' minds. | ASC | All | Teaching Children with Autism to Mind-Read: A Practical Guide for Teachers and Parents |
| Talk Boost | Talk Boost are targeted interventions for children who need help with talking and understanding words to boost their language skills to narrow the gap between them and their peers. Differentiated for children between the ages of 3-10 years, the programme aims to accelerate children’s progress in language and communication by an average of six months, after a nine-week intervention. | SLCN | Primary | Talk Boost |
| BLAST 2 |
BLAST is Boosting Language Auditory Skills and Talking. BLAST 2 is designed for all children in reception aged from 4-5. There are 30 consecutive daily sessions providing a half term of work for a group of 4-8 children. |
SLCN | Primary (until 6ys) | BLAST Programme |
| Schools Therapy Resource Pack | The School Therapy Resource Pack has been compiled and written by the Solent Children’s Therapy Team with significant input from OT School Action produced by the Winchester and Eastleigh Paediatric Occupational Therapy Team, the Language Resource Pack for Schools produced by the Winchester and Eastleigh Speech and Language Therapy Team and the Fizzy training and Clever Hands programmes developed by the Children’s Therapists of the Kent Community NHS Trust. | SLCN | All | Children's Therapy Service |
Training and professional development
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| ELKLAN | Elklan are national leaders in training education practitioners, other professionals and parents, to help children and young people develop the skills they need to succeed in life. | SLCN | All | Elklan Training Ltd |
| Makaton training |
Today over 100,000 children and adults use Makaton symbols and signs, either as their main method of communication or as a way to support speech. In addition to children and adults with communication and learning difficulties and the community around them – for example, teachers, health professionals, friends, public service bodies etc. Makaton is increasingly used by the general public to aid communication. |
SLCN | All | Makaton |
| The Speech, Language and Communication Framework (SLCF) | Developed by The Communication Trust, the SLCF is a free online professional development tool which sets out the key skills and knowledge needed by the children and young people's workforce to support the speech, language and communication development of all children and young people. | SLCN | All | SLCF |
| NASEN Professional Development and Learning | The NASEN menu of Continuing Professional Development and Learning provides all professionals with the opportunity to learn, develop and improve, whether you are new to the profession, have many years of experience, or are a leader in education. | All areas of CAI | All | Communication and Interaction |
Cognition and learning
Agencies, services, teams and specialists
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| National Literacy Trust | National Literacy Trust empower people with the literacy skills they need to succeed in life. Together they're helping people change their stories. | Literacy | All | National Literacy Trust |
| The Dyslexia/SpLD Trust |
The Dyslexia/SpLD Trust initiated and managed this nationwide DfE funded project, co-directed by Dyslexia Action and PATOSS. The Literacy and Dyslexia/SpLD Professional Development Framework is now available for anyone seeking to assess and improve their knowledge and skills in respect of literacy and supporting the Dyslexic learner. Many of the resources recommended are free and widely available. Some commercially available resources with a strong evidence-base may also be recommended, although The Dyslexia-SpLD Trust cannot endorse any specific product or resource. The Framework's resources are continuously updated. |
Dyslexia | All | The Dyslexia/SpLD Trust |
| The British Dyslexia Association (BDA) | The British Dyslexia Association (BDA) has been the voice of dyslexic people since 1972. They are a membership organisation working to achieve a dyslexia-friendly society for all. | Dyslexia | All | British Dyslexia Association |
| The Dyscalculia Network | The Dyscalculia Network helps parents and teachers find support for those struggling with all aspects of numeracy. | Dyscalculia | All | Dyscalculia Network |
Assessment tools
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| CAT4 | The Cognitive Abilities Test (CAT4) reveals hidden potential by assessing the main types of reasoning ability known to make a difference to learning and achievement, providing you with a rounded profile of the whole child. | Executive Functions | All | CAT4 |
| Wide Range Achievement Test | Fifth Edition (WRAT5) | The Wide Range Achievement Test, Fifth Edition (WRAT5™) provides an accurate and easy-to-administer way to assess and monitor the reading, spelling, and maths skills, and helps identify possible learning disabilities | Literacy, Numeracy, Executive Functions | All | Wide Range Achievement Test |
| Wechsler Individual Achievement Test - Third UK Edition WIAT-III UK | The Wechsler Individual Achievement Test - Third UK Edition (WIAT-IIl UK) provides a reliable assessment of reading, language and numerical attainment in one test | Literacy, Numeracy, SLCN | All | Wechsler Individual Achievement Test Third UK Edition |
| CoPS | A digital cognitive profiling tool for early identification of challenges with literacy skills and executive function for ages 4–7. | Executive Functions, Literacy | Primary (4-7yrs) | CoPS |
| Phonological Assessment Battery PhAB and PhAB2 Primary |
An essential toolkit to identify pupils with phonological difficulties. Accurately identify children who have phonological difficulties and need additional help to process and use the sounds in spoken language. |
Executive Functions, SLCN, Phonics | All (until 14yrs) | Phonological Assessment Battery |
| Test of Word Reading Efficiency | Second Edition (TOWRE-2) | Test of Word Reading Efficiency, Second Edition (TOWRE-2) is a measure of an individual’s ability to pronounce printed words and phonemically regular nonwords accurately and fluently. | Literacy | All (from 4yrs) | Test of Word Reading Efficiency Second Edition |
| York Assessment of Reading for Comprehension (YARC) |
A detailed analysis of reading skills for every phase of learning. There is a York Assessment of Reading for Comprehension (YARC) appropriate to all school age ranges: Early Reading, Primary Passage Reading and Secondary Passage Reading. |
Literacy | All | York Assessment of Reading for Comprehension |
| Salford Sentence Reading Test (Revised) Specimen Set Third Edition |
Recently updated and restandardised, the Salford Sentence Reading Test is a popular individual test of oral reading for 5 to 10 year olds. This third edition includes new percentile norms for less able readers up to age 12. The Specimen Set contains the Test Cards X and Y, the Teacher's Manual, and a sample copy of the pupils' Record Sheet. |
Literacy | All (until 12yrs) | Salford Sentence Reading Test (Revised) Specimen Set Third Edition |
| Hodder Group Reading Tests | These wide-range tests assess pupils’ reading comprehension at word, sentence and continuous text level, and are especially useful in assessing mixed-ability groups. | Literacy | All | Hodder Group Reading Tests |
| Sandwell Early Numeracy Test |
Assess pupils' ability with numbers and identify specific numeracy skills requiring targeted teaching. Identify specific number skills that require targeted teaching and monitor the impact of teaching interventions on a one-to-one basis. |
Numeracy | All (until 14yrs) | Sandwell Early Numeracy Test |
| Dyscalculia Screener and Dyscalculia Guidance |
An initial screener for teachers concerned about a pupil’s numeracy progress and skills application. Screen small groups or individual pupils who show difficulty with numbers and arithmetic calculation using standardised assessment that ensures accurate benchmarks. |
Numeracy | All (6-14yrs) | Dyscalculia Screener and Dyscalculia Guidance |
| Auditory Skills Assessment | ASA™ is a tool for early identification of young children who might be at risk for auditory skill deficits and/or early literacy skill difficulties. This screener provides accurate, developmentally based results to help determine which children may need follow-up, intervention, or further evaluation | Literacy, Executive Functions | Primary (until 7yrs) | Auditory Skills Assessment |
| Comprehensive Test of Phonological Processing | Second Edition | The Comprehensive Test of Phonological Processing Second Edition (CTOPP-2) helps evaluate phonological processing abilities as a prerequisite to reading fluency. | Literacy, Executive Functions | All | The Comprehensive Test of Phonological Processing Second Edition |
| Dyslexia Screening Test - Junior | The Dyslexia Screening Test- Junior (DST-J) can be used to identify children in infant and junior school who are at risk of dyslexia | Dyslexia | Primary | Dyslexia Screening Test - Junior |
| Dyslexia Screening Test – Secondary (DST-S) | The Dyslexia Screening Test - Secondary (DST-S) helps to identify children in secondary school who are at risk of dyslexia. | Dyslexia | Secondary | Dyslexia Screening Test - Secondary |
| Kaufman Survey of Early Academic and Language Skills | The Kaufman Survey of Early Academic and Language Skills (K-SEALS) is a valuable tool for testing school readiness, identifying gifted children, evaluating program effectiveness, and researching children’s early development | Executive Functions, SLCN | Primary (until 7yrs) | Kaufman Survey Early Academic & Language Skills |
| Recall |
A digital test of executive function to assess working memory and processing speed in children aged 7–16 years. Assess the fundamental functions of working memory and processing speed using three sub-tests: Phonological loop – a word recall test, Visuo-spatial sketchpad – a pattern recall test, and Central executive function – a counting recall test. |
Working memory, processing speed | All (from 7yrs) | Recall |
| The Digit Memory Test | An assessment procedure for specialist teachers to investigate verbal memory difficulties in children’s learning. | Working memory | All (from 6yrs) | Auditory Memory Digit Test |
| Exact | Digital screening to identify students entitled to exam access arrangements that provides supporting evidence for applications. | Exam Access Arrangement | Secondary | Exact |
Interventions, Resources and Tools
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| Primary EYFS, KS1 & KS2 Reading and Phonics Intervention Programmes Compared | This page compares intervention strategies that are ideal for phonics or reading recovery catch-up. Many can be run in small groups and by teaching assistants, and several are dedicated to KS2 phonics intervention. Some are specifically designed for Pupil Premium budgets. You may also be interested in their whole-school reading scheme comparison as well as a page dedicated to writing interventions. | Literacy | Primary | Primary Reading and Phonics Intervention Programmes Compared |
| Interventions for Literacy | ‘Interventions for Literacy’ hosts a searchable database for ‘What Works’ in respect of literacy interventions. | Literacy | All | Interventions For Literacy |
| Cued Spelling | From the book 'Thinking Reading Writing', Cued Spelling is a procedure designed by Keith Topping and colleagues at the University of Dundee for two people working together. The pair might be parent and child working at home, or two children working together in school. | Literacy | All | Cued Spelling |
| Paired Reading | Paired reading is an evidence-based intervention which aims to improve children's reading accuracy, fluency and motivation. By reading together with a reading helper, children's reading experience is modelled and supported without attention being drawn to their errors. | Literacy | All | Paired Reading |
| Paired Writing | Paired Writing is a framework and set of guidelines to be followed by pairs working together to generate a piece of writing for a purpose. It gives a supportive structure to scaffold interactive collaborative behaviours through all stages of the writing process | Literacy | All | Paired Writing |
| Precision Teaching | A precision teaching approach ensures that the child has reached a level of accuracy and fluency in a particular skill that will enable them to maintain that skill over a period of time and generalise it to new situations and contexts – it also prevents them moving onto a new skill before they have mastered the current one. | Literacy | All | Precision Teaching |
| Reciprocal Teaching | Reciprocal teaching is a cooperative learning strategy that aims to improve students’ reading comprehension skills. A group of students take turns acting as the teacher in guiding the comprehension of a text. | Literacy | All | Reciprocal Teaching |
| Self-regulated strategy development | ‘Self-Regulated Strategy Development’ or SRSD is an approach that supports the development of writing skills. It provides a clear structure that helps pupils to plan, monitor and evaluate their writing. | Literacy | All | Self-Regulated Strategy Development |
| Accelerated Reader |
From recognizing students’ achievements to students discovering new interests, Accelerated Reader helps create a culture of reading through choice. Students who read more perform better in all their academic coursework. Help all your teachers make up for lost instructional time by helping students learn to love reading. This isn’t high dosage tutoring, but its impact may be even greater. |
Literacy | All | Accelerated Reader |
| Lexia® | Lexia® helps more learners read, write, and speak with confidence. They provide science of reading-based literacy solutions that support every student and educator. With a comprehensive suite of professional learning, curriculum, and embedded assessment solutions, Lexia helps schools connect educator knowledge with practical classroom instruction to accelerate literacy gains. | Literacy | All | Lexia |
| Primary EYFS, KS1 & KS2 Numeracy & Maths Intervention Programmes | The intervention programmes below are a mixture of teacher-led, teaching assistant-led and computer/app based. Great for recovery and catch-up situations | Numeracy | Primary | Numeracy Intervention Schemes Compared |
| The Maths Shed | This shed will try and share interventions available on the internet. These will not just be for those children struggling with Maths but for high flyers as well. | Numeracy | All | The Mathematics Shed |
| Dynamo Maths | Dynamo Maths is a research and evidence-based resource to support pupils with dyscalculia and those struggling with maths and not meeting age-related expectations. | Numeracy | Primary | Dynamo Maths |
| The Instructional Hierarchy | Linking Stages of Learning to Effective Instructional Techniques | Working memory | All | The Instructional Hierarchy |
| Working memory: Improving deaf children’s skills in working memory | This programme aims to support primary school teachers in helping their deaf pupils to develop their working memory. Parents can play an important role by helping their children access the web-based games. Parents should work in partnership with their child's teacher, who will introduce the concepts first in school and indicate which games are appropriate at the time. | Working memory, HI | Primary | Working memory |
| Cogmed |
Working memory, the cognitive capacity enabling short-term retention and processing of information, is a key factor for learning success. Students suffering from a working memory deficit often exhibit symptoms of inattention, and struggle to keep up with the demands of school. They have a hard time staying focused on the task at hand, find it difficult to parse instructions and follow through on tedious and multi-step assignments, and find organization and planning a constant challenge. |
Working memory | All | Cogmed |
Training and Professional Development
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| DFE - Literacy and numeracy catch-up strategies | This paper reviews catch-up strategies and interventions which are intended for low attaining pupils in literacy or numeracy at the end of key stage 2. This includes interventions which have been trialled with low-attaining year 7 pupils, or interventions which have been trialled and proved successful with younger or older pupils that may be applicable to low-attaining year 7 pupils. Further, this paper only includes programmes where independent analysis has provided an assessment of their effectiveness. | Literacy, Numeracy | Secondary | Literacy and numeracy catch-up strategies |
| EEF - Improving Literacy in Secondary Schools | This guidance report aims to help secondary schools improve literacy in all subject areas. It provides seven recommendations related to reading, writing, talk, vocabulary development and supporting struggling students. Throughout the report, recommendations emphasise the importance of disciplinary literacy. | Literacy | Secondary | Improving Literacy in Secondary Schools |
| Brooks’s What Works for Literacy Difficulties? | The effectiveness of intervention schemes. The intention of this book is to examine the effects of targeted school-based interventions on the development of reading, spelling and writing. Like the previous editions (see the publishing history, p.9), this 6th Edition provides information on intervention schemes for children and young people who struggle with reading, spelling, and/or writing. This book reviews intervention schemes that have been devised to help struggling readers and writers, and is intended to inform schools’ and other providers’ choices among such schemes. | Literacy | All | Brooks’s What Works for Literacy Difficulties? |
| Numbers Count | Numbers Count transforms mathematics for the lowest achieving learners AND raises standards for all the learners in your school. Numbers Count is an intensive intervention for learners in Years 1 to 8 who have the greatest difficulties with mathematics. It is delivered by a specially trained teacher who also supports other staff in school. | Numeracy | All (until 14yrs) | Numbers Count |
| NASEN Professional Development and Learning | The NASEN menu of Continuing Professional Development and Learning provides all professionals with the opportunity to learn, develop and improve, whether you are new to the profession, have many years of experience, or are a leader in education. | All areas of COG | All | Cognition and Learning |
SEMH
Agencies, Services, Teams and Specialist
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| Southampton Mental Health In Schools Team (MHST) |
The Mental Health In Schools Team provide the following target support: Education Mental Health Practitioners (EMHPs) provide:
CBT Therapists provide:
Southampton MHST also offers support to school and college staff by:
|
Mental health | All | Southampton Mental Health In Schools Team |
| Southampton Psychology Service | Critical Incident Response Support to Schools and other Educational Settings | All areas of SEMH | All | Southampton Psychology Service |
| Compass School |
Compass School are a Pupil Referral Unit based in Southampton who deliver a range of services to the children and young people across Southampton. Compass School is a specialist Alternative Provision for pupils who require additional support who because of exclusion or other reasons, would not otherwise access education in a mainstream school. They aim to provide personalised learning opportunities in a supportive environment that enables their pupils to either:
|
All areas of SEMH | All | Compass School |
| Child and Adolescent Mental Health Services (CAMHS) | The role of the Child and Adolescent Mental Health Service (CAMHS) West is to provide a comprehensive specialist mental health service to children and young people aged 5-18 years and who are registered with a Southampton City GP. They are here to help children and young people who are struggling with their emotional and mental health and whose difficulties are having a significant impact on their ability to participate in daily activities or keep themselves safe. They are a multi-disciplinary team, which means they come from a range of different professional backgrounds but all work together to best meet the mental health needs of children, young people and their families. | All areas of SEMH | All | Southampton Healthier Together |
| Behaviour Resource Service | A multi-agency specialist CAMHS service who works with children, young people and their families living in Southampton, who have severe and complex emotional and behavioural difficulties. These families have a combination of needs and the children or young people may be Children In Care, have other health related needs, learning disabilities or difficulty in accessing education. | All areas of SEMH | All | Behaviour Resource Service |
| Emotionally Based School Avoidance (EBSA) Guidance for Families | EBSA Information for Families | EBSA | All | When children are worried about going to school |
| Anna Freud | Anna Freud is a world-leading mental health charity for children and families. | Mental Health | All | Anna Freud |
Assessment tools
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| Motional – Emotional Wellbeing and Mental Health Screening Tool |
Motional is a suite of evidence-based, easy-to-use tools designed to measure, positively impact, and report on emotional health across the whole school or setting. It supports access to healthy life and learning through improved Emotional Wellbeing & Mental Health. Motional offers guidance, activities and resources for intervention work with individual pupils or whole classes, alongside data to provide a ‘whole school’ approach. |
All areas of SEMH | All | Motional |
| Pupil Attitudes to Self and School (PASS) | PASS takes the guesswork out of understanding why pupils may be reluctant, disengaged or even disruptive learners by sensitively exploring social and emotional wellbeing. It also provides interventions and guidance so you can start to address issues immediately | All areas of SEMH | All | PASS |
| Emotional Literacy Quick Reference Guide |
Measure pupils' ability to understand and express feelings and highlight areas for intervention. Developed by psychologists, this assessment uses stakeholder checklists – for the pupil, parent/carer and teacher – to discover a pupil’s strengths and challenges in five sub-scales of emotional literacy and, where necessary, highlighting areas for intervention:
|
All areas of SEMH | All | Emotional Literacy |
| BASC-3 Behavioural and Emotional Screening System BASC-3 BESS | The BASC-3 Behavioural and Emotional Screening System (BASC-3 BESS) offers a reliable, quick, and systematic way to determine behavioural and emotional strengths and weaknesses of children and adolescents in preschool through high school. | All areas of SEMH | All | BASC-3 Behavioural and Emotional Screening System |
| Self Image Profiles (SIP) | Self Image Profiles (SIP) helps quickly assess self image and self esteem in children and adolescents | Self esteem | All | Self Image Profiles |
| Boxall Profile® Online | The Boxall Profile® Online is the most popular measurement tool used in schools to identify children and young people’s particular mental health needs and has been cited by the Department for Education, as well as highlighted in the Department for Education’s 2018 Mental health and behaviour in schools advice. | All areas of SEMH | All | Boxall Profile |
| Strengths and Difficulties Questionnaire (SDQ) | The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire about 2-17 year olds. It exists in several versions to meet the needs of researchers, clinicians and educationalists | All areas of SEMH | All | Strengths and Difficulties Questionnaire |
| Beck Youth Inventories™ Second Edition (BYI-2) | The new Beck Youth Inventories™ Second Edition (BYI-2) uses five self-report inventories to assess symptoms of depression, anxiety, anger, disruptive behaviour, and self-concept in children and adolescents. | All areas of SEMH | All | Beck Youth Inventories Second Edition |
| Resiliency Scales for Children and Adolescents | Resiliency Scales for Children & Adolescents™ A Profile of Personal Strengths (RSCA) is a tool to profile personal strengths, as well as vulnerability in teens and children | All areas of SEMH | All | Resiliency Scales for Children and Adolescents |
| ACE & Resilience Questionnaire | ACE (adverse childhood experiences) represents specific challenges you may have faced and Resilience is the tools you learned or were given to cope with challenges. | ACE | All | ACE & Resilience |
| MCMHPW-Measures of Children’s Mental Health and Psychological Wellbeing |
Quickly screen and respond to children's mental health needs. This unique portfolio provides schools with a range of simple, questionnaire-based assessments to measure children’s social and emotional skills and support the early identification of mental health needs, either on a one-to-one basis or in groups. |
Mental Health | All | Measures of Children’s Mental Health and Psychological Wellbeing |
| Conners Forth Edition | Conners Forth Edition (Conners 4™) provides a comprehensive assessment of symptoms and impairments associated with ADHD and common co-occurring problems and disorders in children and youth aged 6 to 18 years. | ADHD | All | Conners Forth Edition |
Interventions, Resources and Tools
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| Zones of Regulation |
A Social Emotional Learning Curriculum and Regulation Program. For over 15 years, schools around the world have been using the original Zones of Regulation program as an empowering instructional tool to build safe, supportive environments that foster learning and well-being for all. |
Emotional Regulation | All | The Zones of Regulation |
| Think Good, Feel Good | A Cognitive Behaviour Therapy Workbook for Children and Young People | Self esteem | All | Think Good - Feel Good |
| The Homunculi | A flexible CBT approach to social and emotional wellbeing in children and adolescents on the autism spectrum | Emotional wellbeing, Social Wellbeing | All | The Homunculi |
| Starving the Anxiety Gremlin | A Cognitive Behavioural Therapy Workbook on Anxiety Management for Young People | Anxiety | All | Starving the Anxiety Gremlin |
| Drawing and Talking | Drawing and Talking Therapy is the number one alternative to CBT and direct talking therapies, that can often be confronting or limiting in the processing of pain or trauma. As an attachment-based therapeutic intervention, Drawing and Talking Therapy is designed to complement CAMHS and other specialist therapies. Drawing and Talking allows individuals to discover and communicate emotions through a non-directed technique, setting it apart from existing solution-focused and cognitive-based therapies and interventions. | SLCN, Emotional wellbeing | All | Drawing and Talking |
| Therapeutic Storywriting | Stories to support pupils’ emotional literacy and academic skills | Emotional wellbeing, Social wellbeing | All | Therapeutic Storywriting |
| Circle of Friends | Circle of friends is an approach to enhancing the inclusion, in a mainstream setting, of any young person ( known as ‘the focus child’), who is experiencing difficulties in school because of a disability, personal crisis or because of their challenging behaviour towards others. | Social Wellbeing | Primary | Circle of Friends |
| Language for Behaviour and Emotions Toolkit | This practical, interactive resource is designed to be used by professionals who work with children and young people who have Social, Emotional and Mental Health needs and Speech, Language and Communication needs. Gaps in language and emotional skills can have a negative impact on behaviour as well as mental health and self-esteem. The Language for Behaviour and Emotions approach provides a systematic approach to developing these skills so that young people can understand and work through social interaction difficulties | All areas of SEMH, SLCN | All | Language for Behaviour and Emotions |
| Supporting Children with Social, Emotional and Mental Health Needs in the Early Years |
Practical Solutions and Strategies for Every Setting. This accessible book offers essential guidance and practical ideas for Early Years staff to support children with social, emotional and mental health (SEMH) needs. It draws upon a wealth of experiences and insights to explore what SEMH is, why children may have SEMH needs, and what this can look like, giving practitioners the confidence they need to understand early signals and signs. |
All areas of SEMH | All | Supporting Children with Social, Emotional and Mental Health Needs |
| Schools Therapy Resource Pack | The School Therapy Resource Pack has been compiled and written by the Solent Children’s Therapy Team with significant input from OT School Action produced by the Winchester and Eastleigh Paediatric Occupational Therapy Team, the Language Resource Pack for Schools produced by the Winchester and Eastleigh Speech and Language Therapy Team and the Fizzy training and Clever Hands programmes developed by the Children’s Therapists of the Kent Community NHS Trust. | All areas of SEMH | All | Children's Therapy Service |
| Better Mental Health in Schools | Four Key Principles for Practice in Challenging Times. This book discusses and links to provision in schools and to supporting good mental health in pupils across four key areas for enhancing mental health and wellbeing — Cognition, Compassion, Containment, and Connection. Based in relevant and timely research it provides an accessible insight into practical ways to change practice. Rather than prescribe one programme, or suggest one curriculum design, the book shows how strengthening knowledge and understanding of some basic underpinnings of good mental health will scaffold the development of better mental health in schools and offers illustrations of how that could look in everyday practice. | Mental Health | All | Better Mental Health in Schools |
| Behaviour Barriers and Beyond | Practical Strategies to Help All Pupils Thrive. This practical resource helps school staff to reframe behaviour as a means of communicating a need, ensuring they can sensitively and effectively support children with a range of Social, Emotional and Mental Health (SEMH) needs and Special Educational Needs and Disabilities (SEND). | All areas of SEMH | All | Behaviour Barriers and Beyond |
| Supporting Behaviour and Emotions in the Early Years | The book focuses on the idea that all behaviour is a form of communication and explores central areas such as self-regulation and attachment, offering strategies that can be used to support challenging behaviour. Each chapter includes examples of practice, reflective questions and an activity for the reader to help consolidate their learning and encourage them to become ‘behaviour detectives’. | All areas of SEMH | All | Supporting Behaviour and Emotions in the Early Years |
| Nurturing Children's Resilience Following Adverse Childhood Experiences | Alongside the accompanying storybook, Maya’s ACE Adventures!, this guide provides adults with much-needed resources to talk to children about their traumatic experiences in ways that are non-threatening, safe, and can build a child’s confidence in speaking about their fears with a trusted adult. | Trauma | All | Nurturing Children's Resilience Following Adverse Childhood Experience |
| Helping Children with Loss - A Guidebook | This professional guidebook has been created to help adults provide emotional support for children who have experienced the loss of somebody they know, or something they loved. | Bereavement | All | Helping Children with Loss - A Guidebook |
| The Hero’s Mask Guidebook: Helping Children with Traumatic Stress | The Hero’s Mask Guidebook provides practical strategies to be used alongside the The Hero’s Mask novel. The Guidebook has been designed to promote an understanding of the impact of traumatic stress and what counsellors, therapists, educators, parents and caregivers can do to promote healing and recovery. The Guidebook and storybook can be used together to spark conversations around the difficult topics of loss and trauma and to create openings for renewing and strengthening emotionally supportive relationships with distressed children after traumatic experiences. | Trauma | All | The Hero’s Mask Guidebook: Helping Children with Traumatic Stress |
| Social Skills Improvement System SSIS Classwide Intervention Program SSIS - CIP | The Social Skills Improvement System Classwide Intervention Program (SSIS - CIP) provides interventions that focus on the top 10 social skills. SSIS-CIP is a structured, yet flexible and efficient way to teach skills to students from preschool to early adolescence | Social Wellbeing | All | Social Skills Improvement System Classwide |
Training and Professional Development
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| PACE - Playfulness, Acceptance, Curiosity, Empathy | Children with serious psychological problems secondary to histories of abuse, neglect, and/or multiple placements provide a serious challenge to parents and therapists. For the past 20 years Dr. Hughes has specialized in the treatment of children who manifest serious deficits in their emotional, cognitive, and behavioural development, and at the same time demonstrate considerable difficulty establishing and maintaining secure attachment relationships. | Trauma | All | P.A.C.E. |
| Thrive | Thrive offers a trauma-informed, whole school or setting approach to improving the mental health and wellbeing of children and young people. | Mental Health | All | The Thrive Approach |
| Emotional Literacy Support Assistant (ELSA) | This is the initial Emotional Literacy Support Assistant (ELSA) training course (delivered by Southampton Psychology Service, where the role of the ELSA originated), and includes both practical and theory elements. Successful completion of this course is a requirement for ELSA registration. | Emotional Wellbeing, Social Wellbeing | All | Emotional Literacy Support Assistant |
| Inclusive Solutions | For 18 years since founding Inclusive Solutions they have offered a range of inspiring inclusion oriented services including casework, person centred planning, innovative training and community building. Previously as Principal and Senior strategic Educational Psychologists in Nottingham City LEA, they bring a wealth of practical, applied solutions and processes from their work with children and young people with exceptional needs aged between 0-19. Together they have written several books such as: Creating Circles of Friends, Circles of Adults, Restorative Solutions, Keys to Inclusion and Person Centred Planning Together. Inclusive Solutions is also a small publishing house and has published a number of books for other leading internationally renowned inclusive authors including: Incurably Human, Taking the Time, Seeing the Charade, Quiet Riot and Dear Parents. | All areas of SEMH | All | Inclusive Solutions |
| Emotion Coaching Training |
Based on research by American Psychologist John Gottman, Emotion Coaching uses moments of heightened emotion and resulting behaviour to guide and teach the child and young person about more effective responses. Through empathetic engagement the child's emotional state is verbally acknowledged and validated, promoting a sense of security and feeling 'felt'. This activates changes in the child's neurological system and allows the child to calm down, physiologically and psychologically. Inappropriate behaviours are not condoned in Emotion Coaching and when the child is calmer, incidents are discussed in a more rational and productive manner. Moves are made to problem solve and engage in solution-focused strategies. |
Emotional wellbeing | All | Emotion Coaching |
| Reducing the Need for Restraint and Restrictive Intervention | Children and young people with learning disabilities, autistic spectrum conditions and mental health difficulties in health and social care services and special education settings | All areas of SEMH | All | Reducing the need for restraint and restrictive intervention |
| Southampton’s Children and Young People’s Pathways Document | Accessing safeguarding and support services (Including threshold guidance). This guidance is for everyone who works with children, young people and their families in Southampton. | All areas of SEMH | All | Southampton Pathways Document |
| Trauma Informed Schools UK | TISUK is a community interest company, passionate about changing children's lives through inspirational training for schools and communities, ensuring mentally healthy cultures for all. | Trauma | All | Trauma Informed Schools UK |
| NASEN Professional Development and Learning | The NASEN menu of Continuing Professional Development and Learning provides all professionals with the opportunity to learn, develop and improve, whether you are new to the profession, have many years of experience, or are a leader in education. | All areas of SEMH | All | Social Emotional and Mental Health |
Sensory and physical disabilities
Agencies, services, teams and specialists
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| The Rainbow Centre | Founded by a small group of parents seeking to provide the very best help and support for their children with Cerebral Palsy, The Rainbow Centre has been changing lives for children and adults with neurological conditions, including acquired brain injuries, since 1990 | PD | All | The Rainbow Centre |
| Council for Disabled Children | The Council for Disabled Children work collaboratively, from policy into practice, to ensure the best outcomes for children and young people. | All areas | All | Council for Disabled Children |
| Contact: For Families with Disabled Children |
Contact are here for all families with disabled children – supporting families, bringing families together and helping families take action for others. Their vision is that families with disabled children feel valued and are strong, confident and able to make the decisions that are right for them. |
All areas | All | Contact: For Families with Disabled Children |
| Specialist Teaching Advisory Service - Visual Impairment (VI) and Hearing Impairment (HI) | The Specialist Teaching and Advisory Team provide a statutory service for families and schools around children and young people with sensory impairment, aged 0-25yrs, in Southampton, following hospital referral. | VI, HI | All | Specialist Teaching Advisory Service - Visual Impairment (VI) and Hearing Impairment (HI) |
| pdnet |
pdnet is a free to join, national network that provides professionals in education with support in promoting positive outcomes for children and young people with physical disability. Their vision is for children and young people with physical disability to achieve as much as other learners at every phase of education, from Early Years Foundation Stage through to Post-16 studies. |
PD | All | pdnet |
| Southampton Sight | Southampton Sight has an amazing history since its inception in 1899 when it was known as Southampton Association for the Blind. The Association offered social support to blind people with the emphasis being on caring for every need. | HI | All | Southampton Sight |
| National Deaf Children’s Society | The National Deaf Children’s Society give expert support on childhood deafness, raise awareness and campaign for deaf children’s rights, so they have the same opportunities as everyone else | HI | All | National Deaf Children's Society |
| The Elizabeth Foundation |
The Elizabeth Foundation provide a wide range of services to offer deaf children the best possible start in life from birth to five years. Through all of their services they aim to help young children with all degrees of deafness learn to listen and talk. |
HI | All | The Elizabeth Foundation |
| South Hampshire Deaf Children’s Society | The South Hampshire Deaf Children’s Society was started by a group of parents in April 1960, who wanted to meet up with other families with Deaf children within their local community, and to create a social group for their children. | HI | All | South Hampshire Deaf Children's Society |
| Chloe's and Sophie's Special Ears Fund |
Chloe's and Sophie's Special Ears Fund aims to 'Brighten the lives of Deaf children'. As a charity their main objectives are to:
|
VI | All | Chloe's and Sophie's Special Ears Fund |
| Children's hearing services | Children's hearing services team of audiologists see children from birth to 18 years of age for the assessment and management of hearing loss. | HI | All | Children's hearing services |
| The University of Southampton Auditory Implant Service (USAIS) | The University of Southampton Auditory Implant Service (USAIS) was established in 1990 to help severely to profoundly deaf adults and children. Since the programme began at this centre the surgeons have implanted over 2,000 auditory implant devices. | HI | All | Auditory Implant Service |
| The Dyspraxia Foundation | The Dyspraxia Foundation is a country Wide charity, founded in 1987 as the Dyspraxia Trust by two mothers who met at Great Ormond Street Hospital for Sick Children. | Dyspraxia | All | The Dyspraxia Foundation |
| The Royal National Institute of Blind People | RNIB, the Royal National Institute of Blind People, is the UK's leading sight loss charity. They offer practical and emotional support to blind and partially sighted people, their families and carers. They raise awareness of the experiences of blind and partially sighted people and campaign for change to make our society more accessible for all. They want to change our world so there are no barriers to people with sight loss. | VI | All | Royal National Institute of Blind People |
| Sense |
Sense believe everyone should be able to take part in life, no matter their disability. Their work helps thousands of people who are deafblind or who have complex disabilities to communicate, experience the world and fulfil their potential. |
VI, HI | All | Sense |
| Nystagmus Network |
Nystagmus is a complex eye condition, characterised by wobbling or flickering of the eyes. The Nystagmus Network vision is for a world in which nystagmus is consistently and fully understood and supported in all environments. |
VI | All | Nystagmus Network |
| Guide Dogs |
Guide Dogs are here to help people with sight loss live the life they choose. Over the years they’ve developed a wide range of services with and without dogs to support people living with a vision impairment. Children and adults. Friends and family. Whoever you are, their expert staff, dedicated volunteers and life-changing dogs are here to help you live actively, independently, and well. They are a charity, almost entirely funded by donations, and they are the world’s largest assistance dog organisation. As world leaders in puppy socialisation and dog training, they are the only organisation to breed and train guide dogs in the UK. They are also the largest employer of specialists dedicated to helping children and young people overcome the challenges of sight loss. |
VI | All | The Guide Dogs for the Blind Association |
| Orthoptics |
Orthoptics orthoptic department assesses and treats a range of problems with eye movement and vision. They are experts in assessing children's vision, and in diagnosing underlying eye conditions in patients of all ages. Based at Southampton General Hospital, they see up to 14,000 patients a year. They hold clinics in the wider Hampshire area and provide pre-school vision screening. |
VI | All | Orthoptics |
| Moorfields Eye Hospital | Moorfields Eye Hospital NHS Foundation Trust is the leading provider of eye health services in the UK and a world-class centre of excellence for ophthalmic research and education. They have a reputation, developed over two centuries, for providing the highest quality of ophthalmic care. Their 2,300 staff are committed to sustaining and building on their pioneering legacy and ensuring they remain at the cutting edge of developments in ophthalmolog. | VI | All | Moorfields Eye Hospital |
| Simon Says | Simon Says support Hampshire young people up to the age of 18 years who have a significant person in their life who has died or is dying. | Bereavement | All | Simon Says |
| The National Sensory Impairment Partnership (NatSIP) |
NatSIP, the National Sensory Impairment Partnership is a partnership of organisations working together to improve outcomes for children and young people with sensory impairment. This website offers access to a wealth of SI resources, most of which are now freely available. They encourage you to register on the site for full access to everything they have to offer. Registration is free, and open to anyone. |
Sensory | All | The National Sensory Impairment Partnership |
Assessment tools
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| Schools Therapy Resource Pack | The School Therapy Resource Pack has been compiled and written by the Solent Children’s Therapy Team with significant input from OT School Action produced by the Winchester and Eastleigh Paediatric Occupational Therapy Team, the Language Resource Pack for Schools produced by the Winchester and Eastleigh Speech and Language Therapy Team and the Fizzy training and Clever Hands programmes developed by the Children’s Therapists of the Kent Community NHS Trust. | Sensory, Fine Motor Skills, Gross Motor Skills | All | Children's Therapy Service |
| Sensory Profile 2 | The Sensory Profile™ 2 family of assessments provides standardised tools to help evaluate a child's sensory processing patterns in the context of home, school, and community-based activities | Sensory | All (until 14yrs) | Sensory Profile 2 |
| Sensory Profile School Companion (SPSC) | Sensory Profile School Companion (SPSC) provides school-based clinicians the ability to evaluate a child’s sensory processing skills and how these skills affect the child’s classroom behaviour and performance | Sensory | Primary | Sensory Profile School Companion |
Interventions, Resources and Tools
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| Raising a Sensory Smart Child | The Definitive Handbook for Helping Your Child with Sensory Processing Issues | Sensory | All | Sensory Smarts |
| Sensory Processing Challenges - Effective Clinical Work with Kids & Teens | Occupational therapist Lindsey Biel, co-author of the bestselling Raising a Sensory Smart Child, gives clinicians a practical, easy-to-follow roadmap to understanding SPD, equipping you with everything you need to know to become more aware of the challenges and better able to provide comprehensive care. | Sensory | All | Sensory Processing Challenges |
| Detailed Assessment of Speed of Handwriting, Second Edition DASH-2 | Detailed Assessment of Speed of Handwriting, Second Edition (DASH-2) is a reliable measure of handwriting speed for children and young adults. DASH-2 helps identify functional handwriting difficulties and provides relevant information for intervention planning. | Fine Motor Skills | All | Detailed Assessment of Speed of Handwriting Second Edition |
| Developmental Test of Visual Perception | Third Edition DTVP-3 | Developmental Test of Visual Perception, Third Edition (DTVP-3) provides assessment of visual perception and visual-motor integration. | VI | All (until 13yrs) | Developmental Test of Visual Perception, Third Edition |
| Goal-Oriented Assessment of Lifeskills | Goal-Oriented Assessment of Lifeskills (GOAL) aids evaluation of functional motor abilities needed for daily living | Gross motor skills | All (from 7yrs) | Goal-Oriented Assessment of Lifeskills |
| pdnet: Effective Practice Hub |
The Effective Practice Hub holds a wealth of useful resources to help support children and young people with physical disability. Free to access, resources available include information and advice leaflets, case studies, risk assessment examples and ‘top tips’. All resources have been written and shared by professionals from across the physical disability sector and then quality assured by the pdnet Editorial Board. |
PD | All | pdnet: Effective Practice Hub |
Training and Professional Development
| Name | Outline/Overview from site | Area of focus | Age range | Link |
|---|---|---|---|---|
| Specialist Teaching Advisory Service - Visual Impairment (VI) and Hearing Impairment (HI) |
Free training for Children and Young people with hearing and/or Vision loss in Southampton City Council area. For details email: sta@southampton.gov.uk |
HI/VI | All | Specialist Teaching Advisory Service - Visual Impairment (VI) and Hearing Impairment (HI) |
| Council for Disabled Children | Embedding a Sensory Approach in SEN Schools: It’s Not Just a Fidget Toy | Sensory | All | Embedding a Sensory Approach in SEN Schools |
| NASEN Professional Development and Learning | The NASEN menu of Continuing Professional Development and Learning provides all professionals with the opportunity to learn, develop and improve, whether you are new to the profession, have many years of experience, or are a leader in education. | All areas of Sensory/Physical | All | Sensory and Physical |
| The National Sensory Impairment Partnership (NatSIP) |
The Mainstream Training Pack contains the following documents:
|
Sensory, VI, HI | All | The National Sensory Impairment Partnership |
| Supporting pupils at school with medical conditions | Statutory guidance for governing bodies of maintained schools and proprietors of academies in England | Medical | All | Supporting pupils at school with medical conditions |
| British Sign Language (BSL) | The British Deaf Association estimates that British Sign Language (BSL) is the preferred language of 87,000 deaf people in the UK. BSL has a different grammar and word order to English and doesn’t have a written form. For many deaf people, BSL is an important part of their deaf identity. | HI | All | Learning British Sign Language |
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