SEND and SEND Information Report
- The Children’s Hospital School at GOSH
- The Activity Centre at GOSH
- The University College Hospital School
- First steps on your journey
- Our vision
- How will we know we're successful?
- Let's Talk Communication Pack (SEND)
- Communicating the SEND report
- Who to contact for more information
We have collaborated with our school community in preparing our SEND Information Report. We will keep our report under review by asking parents and children what is working well and what they would like to see improved.
Our school serves a local, national and international population. Our offer reflects this.
GOSH School Special Educational Needs and Disabilities (SEND) policy (.pdf) (377.6 KB)
Please see our for more detail about our approach and our day-to-day procedures.
A glossary at the end of this document explains the terms and abbreviations used.
What kind of school is The Children's Hospital School?
The Children’s Hospital School at Great Ormond Street and University College Hospital is a Foundation Special School for the 5-18 age range on both hospital sites with some provision to teach under fives at Great Ormond Street. We also have an Activity Centre located at GOSH. Children are taught in schoolrooms and on wards on both sites.
The Schoolroom at GOSH
The Schoolroom is an open plan, vibrant learning environment, where qualified and experienced teaching staff use a wide range of specialist equipment and resources to engage pupils in learning. It has an induction loop system for hearing impairment and is fully wheelchair accessible, with accessible toilets nearby. In addition, it has a small outside area that includes a sensory garden.
The Schoolrooms at UCH
Education is provided by an experienced teaching team for inpatients of school age on the paediatric floor (T11) and the adolescent floor (T12). Specialist teachers are available and shared between UCH and GOSH. Both schoolrooms are bright, vibrant, safe spaces with excellent resources. They are wheelchair accessible and sufficiently large to accommodate a pupil in a bed. On both wards there is a well-equipped activity area and on T11 there is also a sensory room.
The Hospital School at UCH offers, when staff are available, teaching sessions at the UCH Macmillan Cancer Centre for school aged patients receiving Ambulatory Care.
The Activity Centre at GOSH
The Activity Centre is for inpatients, outpatients and siblings of all ages (0-18 years old). It is a wheelchair accessible, educational and recreational facility that parents are welcome to drop into with their children. It is home to the sensory room, which provides a stimulating and interactive learning space and also a Den, where children and young people aged 10 years and above can relax and have fun. It is open from 10.00 -12.30 and 2.00 - 4.30pm and during most of the school holidays.
We offer the Early Years Curriculum for children of reception age with guidance and support from our SEND team where appropriate.
The head of the Activity Centre is Aoife O’Connor who works closely with the SEND Team.
First steps on your journey
Students are enrolled at the school while they are inpatients at either hospital, but remain on the register of their home schools. They may attend for long, short or recurring periods of time. Students receive treatment for a wide variety of medical conditions, some of which are complex and can be life limiting. For this reason the child’s education is tailored to fit around their medical treatment.
Priority is given to long-stay or recurring pupils, those studying for and sitting exams, and those with an Education and Health Care plan (EHCP). By arrangement, we may teach siblings of long-stay pupils who are unable to attend their home school. We do not teach outpatients or day patients at GOSH. Day patients are accepted in the Schoolroom at UCH if they are staying in Paul’s House or the Cotton Rooms. Children are either taught on an individual basis on the ward or in our main schoolrooms where they can be given specialist support to access the curriculum.
Our most recent OFSTED report (2018) noted:
“The school has developed its own varied and stimulating curriculum which is used at both the University College Hospital and Great Ormond Street Hospital sites. The curriculum is well constructed and dynamic, and the school’s approach to delivering it is highly personalised to meet the very wide range of needs and abilities of pupils.”
Download our school admissions flowchart (.pdf) (0 bytes)
We seek to minimise the interruption and disruption to children & young people’s education so that academic progress and an interest in learning will continue, as far as their health permits.
What we think is important
- Providing personalised, challenging, enjoyable and innovative learning opportunities
"You genuinely made him enjoy learning again and school time has always been his favourite time of day during his stay" (Parent of a long stay pupil)
- Making learning an integral part of children and young people’s stay in hospital
"School was my saviour" (Pupil)
- Fostering the value of friendship and determination
- Preparing and empowering pupils in the present and for the future
- Supporting, nurturing and valuing families
How we learn from other schools
We are a learning community and believe that it is important to work with other schools to make sure that our SEND knowledge, expertise and skills, are up to date. We also share our best practice with other schools through outreach, hosting visits from teachers and professionals, active involvement in specialist SEND forums and Camden’s training hub.We visit other schools to look at aspects of good practice such as moderation, approaches to assessment and curriculum innovation.
We have an active outreach programme and our Leading Practitioner SEN is currently the joint lead of the SEND Network within the National Association for Hospital Education (NAHE).
Our Assistant Headteacher / Special Educational Needs Coordinator (SENCO) and Leading Practitioner SEN attend the Local Authority SENCO forum, which informs all schools of current national developments and local projects on inclusion.
Let's Talk Communication Pack (SEND)
The ‘Let’s Talk Communication’ pack is a set of visual resources designed to support children with communication difficulties during their hospital stay. The pack will be available on every inpatient ward from November 2019.
You can download spare copies of the resources here:
"All about me" (.pdf) (0 bytes)
Now and next board (.pdf) (0 bytes)
Photos around the hospital (.pdf) (0 bytes)
Medical symbols (.pdf) (0 bytes)
Symbols (.pdf) (0 bytes)
Choosing board (.pdf) (0 bytes)
Makaton signs (.pdf) (0 bytes)
Makaton Alphabet (.pdf) (0 bytes)
Support teams and referral numbers (.pdf) (0 bytes)
Additional symbols - Obs and Misc - GOSH School (.pdf) (0 bytes)
If you are parent/carer please feel free to download resources to support your child during their stay or in preparation for an admission to hospital.
The pack was designed by the GOSH School SEN teachers, Speech and Language Therapists, Learning Disability Nurses, Occupational Therapists and the Play Team.
For more information please contact firstname.lastname@example.org
Communicating the SEND Information Report
We have placed the information on our website and have copies available from the office and in our waiting area.
- You will also find our SEND policy on the following website under policies.
- Please let us know if you would like to talk to a member of staff to answer any questions you may have: let us know if you would like an interpreter or British Sign Language signer and we will do our best to provide this support.
- On our website we have videos about our school and how we support our pupils.
- The school SEND Information Report links to the information that Camden Local Authority provides for parents and carers of children with SEND. This sets out a wide range of information about the specialist services, schools, colleges and organisations that can provide support and information for families of children and young people with SEND. This is located on the Camden Local Authority website.
Who to contact for more information
We are an inclusive school and all of our teachers have experience of working with pupils with a variety of Special Educational Needs. In addition, we have a team of teachers who have specialist qualifications, experience and interest in working with children and young people with a wide range of SEND. We work with individuals and small groups and also provide advice and support to all staff.
Our SEN team:
Jackie Goldsmith is our Assistant Head Teacher (Achievement for All) and SENCO. She has whole school responsibility for SEND and Inclusion and is available to discuss any concerns regarding SEND. Her specialisms include Speech and Language Therapy, Autistic Spectrum Disorders (ASD) and Hearing Impairment (Stage2 signing - CACDP)
Anthea Hawke is our SEND team leader and Leading Practitioner for pupils with SEN. Her specialisms include Severe and Profound Learning Difficulties (S/PMLD) (MA Hons), and Multi Sensory Impairment (mandatory teaching qualification -Diploma)
Suki Bahwara is our specialist teaching assistant for pupils with S/PMLD.
Kai Smith is a specialist teacher of pupils with SLD and ASD
Our Headteacher, Jayne Franklin provides leadership on inclusion and high achievement for all.
Our SEND Governor is Lizzie Yauner who can be contacted via the school office. She has responsibility for monitoring and supporting the school on SEND matters.
Key Areas of our SEND Information Report
There are twelve key aspects to our report and these are presented under the following headings:
- What school leaders and governors do to make sure that all children/young people feel welcome, included and achieve their potential.
- How do we develop the skills, knowledge and expertise of school staff?
- How we work with specialist services and teams
- How we identify, assess and plan for children and young people with SEND
- How we review the progress of children and young people
- How we ensure high quality teaching and support for children and young people
- How we ensure a broad and balanced curriculum
- How we make sure our school environment is accessible and stimulating
- How we work in partnership with parents and carers
- How we listen and respond to children and young people
- How we support transitions, between schools
- How we support health and well-being including safety and positive behaviour
1. What school leaders and governors do to make sure that all children/young people feel welcome, included and achieve their potential.
The day to day provision is managed by Jackie Goldsmith, Assistant Headteacher, who has responsibility for SEN, Inclusion and Achievement for All. The SEND Team is involved at all stages of the provision. SEND provision and issues are also regularly discussed in the Leadership Team meetings. The approach to working with pupils is always highly individualised and the support for pupils with SEND is planned in conjunction with parents and carers. Contact is made with a child’s/young person's home school wherever possible.
A profile of children/young people we identify as having a SEN and/or a disability is stored and maintained on the school database.
We carefully monitor the progress and wellbeing of children/young people with SEND and the quality of our provision, including teaching and support. For example, senior leaders observe lessons and hold professional dialogues with teachers and support staff.
We are consistently working to change and improve our provision. We describe these changes in our School Improvement Plan (SIP) and this is available on our website.
Our governing body has a strong set of skills appropriate to our setting. Our named SEND Governor, Lizzie Yauner, meets with our SEND Team on a regular basis and makes visits to the school, focusing on teaching and learning.
We fully involve our Governors when we review and revise our SEND policy and our SEND Information report at the end of each school year.
2. How do we develop the skills, knowledge and expertise of school staff?
We are an inclusive school and training takes into account the needs of pupils with SEND. We ensure teaching staff have an awareness of the different special educational needs and disabilities of children/ young people in our school so that they:
- Are able to plan and teach/support lessons which meet the needs of all children/young people
- Understand the social and emotional needs of children/young people with SEND
All staff have the opportunity to attend weekly Makaton signing sessions in School.
We participate in national awareness days in order to raise awareness of SEND.
We encourage families to share their experiences about what works best in the hospital setting and these are used as the basis of discussion in staff training sessions.
We know that children will frequently have a range of needs. Teachers with specialist knowledge, experience and training are allocated to pupils with specific needs as far as resources allow. We work within the following areas:
- Communication and Interaction; e.g. speech and language delay, ASD
- Cognition and Learning; e.g. Dyslexia, Learning difficulties
- Social, Emotional and Mental Health difficulties
- Sensory and/ or Physical e.g. Hearing impairment, Visual Impairment
- Medical needs
3. The contribution that specialist services and teams make to the progress, well-being and future of our children/young people with SEND
Teaching and support staff work closely with relevant members of specialist services within and outside of the hospital which provide support for our school. We work with services provided by GOSH and UCH, Camden Local Authority (staff training and where pupils’ home LA is Camden) and the home LAs of our pupils
|Specialist Service||Examples of what they do|
Observe children’s/young people’s learning.
Complete assessments including contributions to EHC plans.
Advise staff, parents + children around approaches to learning.
|Connexions Service (UCH)||Work with children and young people to help plan appropriate learning pathways and plan next steps in education or the world of work.|
Support around psychological needs that may impact on education.
Advise on and contribute to EHC plans.
Visiting Specialist Teaching Services e.g;
Hearing Impaired service
Visually Impaired service
Support and advise parents, children/young people and school staff on meeting the specific needs of HI and VI pupils.
|Occupational Therapists||Advise and support regarding mobility, self-care and functional skills.|
|Speech and Language Therapists||Advise and support regarding language and communication.|
|Physiotherapists||Advise and support regarding desirable posture and mobility.|
|Education Welfare Service||Advise and support relating to school attendance.|
|The CAMHS Team||
Support the emotional and personal development of children.
Support around medical needs that may impact on education and advise towards EHC plans.
|Social work team within the Hospital||Advise and support to families and children/young people.|
|Chaplaincy Team||Advise and support the spiritual wellbeing of the families.|
|Play Specialist Team||Advise and support, promoting creativity and wellbeing|
|Music therapy||Promote creativity and wellbeing through music.|
These services provide a range of support including:
- Working one to one and with small groups of children/young people
- Providing training for teaching and support staff
- Helping us to assess needs, plan next steps and review progress
4. How do we identify, assess and plan support
Personalised planning and listening to the views of the child and their family are central to our ethos.
We meet pupils and families at the earliest possible opportunity where their stay is likely to be two weeks or more. We focus on sharing information that will enable us to plan effectively and to help us identify the member of staff with the most relevant experience and qualifications.
Each pupil is then allocated a key teacher, who meets with the pupil and family to determine targets, topics and strategies for learning. Home schools are contacted at the earliest opportunity to obtain information to support planning. Our aim is to gather as much relevant school information prior to admission to enable us to provide the most effective teaching approaches.
We are committed to working collaboratively as a staff team and with outside agencies to meet the needs of pupils. Team teaching and assessment are viewed as core and good practice.
Assessment is highly individualised and ongoing, with home school assessments often providing the starting point. These are supplemented by regular, careful and sensitive observations. Where appropriate, a range of summative assessments are used. Pupil self-assessment is also encouraged as this is acknowledged as a means of building self- esteem and actively involves pupils in their learning.
(For more information see our SEND policy): www.gosh.nhs.uk/childrens-hospital-school/about-us/policies
For some pupils our school may be the first to identify their special education needs.For these pupils, we follow National guidance for the identification of SEND.
5. How we review your child’s/ young person’s progress
It is very important that ALL of our children/young people enjoy success and celebrate achievement.
Where possible parents and carers will receive regular progress reports. These may be verbal, or through the use of photographs and videos. There is on-going liaison with all those involved with the child’s/ young person’s education.
Targets are discussed with children and young people, and their parents/carers and then set and reviewed at least termly. If a target is met or no longer appropriate, it may be adapted or new targets set. Targets are monitored on a regular basis by the senior leadership team, to ensure that pupils are making good progress where possible.
Due to medical circumstances, some children/young people may not make progress or may regress. In these circumstances the teacher will meet with the family and members of the SEND team to discuss if a change in approach is appropriate, for example, changes in timing, frequency or focus of sessions.
We report formally on the work covered and the progress of all children/ young people who have engaged in 20 or more teaching sessions by the end of their stay. This report is shared with the child’s/young person’s home school. Families will also receive books or videos illustrating experiences and progress made during their time at the hospital school
6. How we make sure that teaching and support help your child/young person to learn and make goodprogress
“The curriculum makes very strong links between subjects and helps pupils to develop their skills and knowledge in a range of subjects. As a result, all pupils make excellent progress.”
Given the significant medical needs of the children/young people and the need to prioritise medical treatment, we try to be as flexible as possible around the time and location of teaching. Schoolrooms sessions run between 10.00 - 12.00 pm on both sites and 2.00 -3.30pm at GOSH and 1.30-3.30pm at UCH. Children/young people taught on the ward are usually offered individual daily sessions of up to one hour.
We know that high quality teaching and well-matched support will make a big difference to the progress of children/young people with SEND. The school leaders work with teachers and support staff to provide effective teaching and support for children/young people with SEND in a variety of ways. These include:
- Highly individualised, carefully differentiated planning which ensures that all children/ young people are able to make progress
- Supporting teachers to take full responsibility for the learning and progress of all children/young people
- Using a wide variety of teaching approaches and taking into account different learning styles
- Providing a stimulating, rich and interactive teaching environment
- Using regular, clear and rigorous assessments that help teachers to track pupils’ progress and identify gaps in their understanding
- Providing additional adult support from well trained and well supervised teaching assistants and learning mentors
- Making available specialist equipment and digital technology to support access and participation in learning
- Providing a staged induction to schoolroom and ward lessons
- Taking a team teaching approach where appropriate
"You make lessons fun, relaxed and enjoyable. You bring colour in to the teaching." (Parent)
"You didn’t just teach him, you really helped him" (Parent)
"I love everything here!" (Child)
7. How we make sure that children/young people with SEND enjoy a broad and balanced curriculum*
We provide a curriculum that is broad, balanced, motivating, individualised and accessible to each child/young person. We want an exciting and relevant curriculum to be one of the many reasons our children/ young people enjoy engaging with school activities.
We work hard to ensure that all of our children/young people achieve in all areas of the curriculum. We strive to develop our pupils’ leadership skills by encouraging them to take responsibility and by building their confidence in their own abilities. For further information contact Danielle Valdar our Assistant Head Teacher for Curriculum
We bring in a number of outside agencies to support this work including:
- Singing Hands – Teaching songs using Makaton
- Chance to Shine – Teaching team building, ball and cricket skills
- Drama companies, the Philosophy Foundation, Bauer Media, British Museum Project, National Portrait Gallery, Chefs Adopt A School, City of London Sinfonia, the October Gallery, the Royal Ballet at the Royal Opera House.
Our SENCO and the Senior Leadership Team monitor the curriculum to ensure all children have access to the full range of activities offered. Additional staff provide support for learning in the schoolroom or on the wards.
Teaching assistants provide support in class working with individuals and small groups. They will also work with individual children/young people on the ward under the guidance of the teaching team.
Specialist Teaching Assistants provide in class support and work with individuals on the ward.
8. How we make sure that our school and classrooms are safe, accessible and stimulating
We work hard to make sure that our teaching environments are as safe, stimulating and as accessible as possible. We provide a range of specialist equipment and resources to facilitate learning, communication and independence. This includes switches and digital technology, iPads and laptop computers.
Specialist teams, for example Physiotherapists, Occupational Therapists, Speech and Language Therapists and Sensory Support Services, provide guidance, advice and equipment for children/young people with particular access or support needs.
We have an accessibility plan and over the past three years, have made the following improvements:
- Updating of our sensory room and purchase of new equipment
- Increased training and use of Makaton throughout the school. Most teaching staff have at least the foundation level of signing ability
- Ensuring displays are child friendly, interactive and at an accessible height for wheelchair users
- Increasing staff skills and improving access to personalised storytelling
- Purchasing height adjustable tables for the schoolroom at GOSH
We receive training from the hospital for moving and handling but our first point of call is the parent/carer or nursing team. We try to maintain the school as an environment free from medical intervention. For this reason children/young people will return to wards for any medical procedures. There is no treatment room in the school.
9. How do we work in partnership with parents and carers?
We know that parents are the first educators of their child/young person and believe that working together effectively is an important part of helping the child/young person to succeed.
We actively encourage the involvement of parents/carers in their child’s/ young person’s education and will always do our best to involve them from the start, even when face-to-face contact is not possible. Parents are often present during teaching sessions on the ward or immediately after when we welcome a chance to exchange information.
We communicate clearly and regularly, often on a daily basis, with parents and carers about, for example:
- How we support their children
- Their children’s achievements and well-being
- Their children’s participation in the full life of our school
We also support parents through the provision of:
- Bi-lingual staff members and access to the translation and interpretation services
- Drop in slots for specialist advice and support relating to hospital and home school education, for example: transition between the hospital and provision in their home local authority and advice on EHCP plans
If you would prefer to speak to an independent adviser about any aspect of your child’s / young person’s education, you may wish to talk to your Local Authority’s Special Educational Needs and Disability Information Advice Support Service (SENDIASS)
Contact details for your local SENDIASS can be found on your Local Authority’s website.
If you feel that we have not been able to address your concerns satisfactorily, we have a complaints policy and procedure. This is published on the school website or a hard copy is available from the school office.
10. How we listen and respond to children and young people with SEND
We believe it is important to listen to what children/young people say about our school.
- Talk to children and/or groups of children/young people after lesson observations to understand their experience of the lesson
- Refine lessons in accordance with their responses
- Invite children/young people to make personal contributions to their review meetings, for example, through in depth interviews with advocates, the use of video, choice mats and symbol cards etc.
- Discuss and agree individual targets with pupils
- Ensure the child’s / young person’s voice is heard and acted upon through parents/ carers or those who know the child well, advocating on their behalf and representing their views
- Ensure children/young people have the opportunity to discuss any concerns, worries or support they may like to help them engage with school
- Encourage the completion of pupil questionnaires at the end of the academic year or at the end of an admission (these can be named or anonymous)
“The excellent curriculum is tailored to the individual needs of pupils and helps them learn how to keep themselves safe online and in the community.” “Pupils feel very safe in school and parents overwhelmingly agree that this is the case.” OFSTED 2018
11. How we support children/young people joining our school and leaving our school – and makingtransitions
Before teaching begins, a member of staff will meet the family to collect and share information. Our focus is on understanding what is important to the child/young person and to understand their learning style. We use this information to plan effective teaching and for some pupils, to create personal passports which can help facilitate transitions between different settings.
We contact home nurseries/schools/colleges at the earliest opportunity to request information. This might include: IEPs, EHC plans, medium term plans and individual targets. We try where possible to follow the child's/young person’s home school curriculum using familiar resources, e.g. visual timetables, ‘now and then’ squares, specialised equipment, objects of reference and augmentative communication. We encourage on-going links with the home schools through Skype, Face time, emails, visits and cards.
Your child’s/young person’s key teacher or our Communications Officer, Tyah Pinnock liaises with home schools and provides information to the Local Authority when a child/young person leaves the hospital. The Local Authority supports applications for home tuition and the process of integration back into the home schools, helping families to arrange visits to new schools or other settings. Tyah and teaching staff work alongside the SENCO to support families to access appropriate services, and make applications for EHC plans. They also attend student reviews, including those for EHCP’s and work with home schools and their LA to maximise the support they can provide for the pupil during their stay in hospital.
Support for children/young people and their families is offered through all key transitions. These include transitions within the hospital school, for example, transition between UCH and GOSH and between ward teaching and the schoolroom or Activity Centre. Where a child moves between Key Stages, we have meetings and arrange taster sessions to ensure that the new teachers have a clear understanding of the child’s needs.
We are part of the Pan-London Hospital and Home Tuition service network
We value developing friendships and encourage peer support including at times of transition and award certificates for friendship for pupils who help others.
12. How we support children’s and young people’s health and general wellbeing – including their safety, attendance and positive behaviour
Many of the children at GOSH School and UCH have medical needs which are complex and can be life limiting. Children/young people attend for long, short and recurring periods of time. The school takes the personal development and wellbeing of children very seriously.
We know that children/young people are unlikely to flourish unless they are developing positive relationships, feel safe and are aware of healthy lifestyles.
As many of our children/young people are absent long term or on a recurring basis from school, we keep them in touch with learning and friendships through technologies (including Skype, Facetime and e-mail). We welcome visits where possible from their home school teachers.
We actively encourage the development of peer friendships in the hospital through linking pupils via social media within lessons. When engaging in cross phase project work we use Google plus for pupils to post work and ‘live chat.’ Within this, older pupils are encouraged to support younger children. We use FaceTime or Google hangout to enable children / young people who are in isolation on the wards, to link into lessons and award ceremonies in the main schoolroom, for example our weekly certificate giving for Star of the Week and for Friendship and Determination.
We encourage positive relationships, behaviour and respect for all and have a whole school Relationships Policy.
We have a zero tolerance policy on bullying and communicate openly about all aspects of bullying.
The school’s work to keep pupils safe and secure is outstanding. Students say they feel safe and know who to seek help from if they are concerned. They are particularly well informed about the dangers of cyber bullying and know what actions to take if this occurs.’ OFSTED 2018
Specialist support and visitors promoting health and wellbeing
|Specialist Support||Available||What they do|
|Specialist Teaching Assistant||
GOS - 5 days a week
UCH - 1 day a week and access as and when required
|Work with children/young people, parents and staff focusing on increasing engagement with learning, confidence and friendships|
|A Chance to Shine||GOS - Half a day per week||Promote an active and healthy lifestyle for pupils as long as their health permits.|
|Hospital Therapy, psychological and social work teams (see section 3 for full details)|
The hospital also has a range of visitors who support the children’s /young people’s well- being in a variety of ways, for example, ‘Spread a Smile’, ‘Pets As Therapy’ dogs, ‘Giggle Doctors’, ‘Readathon’ and City of London Symphonia.
All our children have medical needs and are not currently accessing mainstream education. We therefore follow the guidance as set out in ‘Ensuring a good education for children who cannot attend school because of Health Needs ‘ 2013 available here: www.gov.uk/government/publications/education-for-children-with-health-needs-who-cannot-attend-school
We are part of the Medical Needs Network group working to promote awareness of good practice for pupils with medical needs.
Our Assistant Head Teacher (Quality of Teaching), Bianca Costa, has responsibility for Health and Safety concerns across the school.
We provide specialist support and up to date training for staff on safeguarding, keeping children safe and meeting children’s /young people’s emotional needs.
All of our staff and governors have an up to date Disclosure and Barring Service check.
How will we know if we are successful?
We constantly monitor important evidence for success and take action where we are less successful. We conduct questionnaires for parents, children/young people and home schools at the end of each admission or annually.
These are the areas we focus on to make sure we are meeting the needs of children with SEND:
- Academic standards and progress
- Level of inclusion in all aspects of school life, e.g. working alongside peer groups
- Physical access to school
- Access to information
- Access to the curriculum
- Level of involvement in activities on the ward and school room
- Destinations and smooth transitions – e.g. feedback from home schools
- Parent feedback - confidence and trust
- Children and young people’s feedback – enjoyment, positive attitudes to self, peers and school, positive friendships, personal resilience and confidence as learners.
- Pupil and Parental complaints – (few and resolved) - through the school or the hospital Patient Advisory Liaison Service (PALS)
Glossary - What words and phrases mean
|Acronym||What it means|
|CACDP||Centre for Advancement of Communication for Deaf People|
Child and Adolescent Mental Health Services - a specialist NHS service
They offer assessment and treatment when children and young people have emotional, behavioural or mental health difficulties.
|NSPCC||National Society for the Prevention of Cruelty to Children|
|OFSTED||Ofsted is the Office for Standards in Education, Children’s Services and Skills. They report directly to Parliament and are independent and impartial. They inspect and regulate services, which care for children and young people, and those providing education and skills for learners of all ages.|
|SENCO||Special Educational Needs Coordinator. (First person to talk to about any SEN questions or concerns) who leads on the day to day operation of our Sen procedures following guidance in the SEN Code of Practice.|
|SEND||Special Educational Needs and Disabilities|
|SENDIASS||Special Educational Needs and Disabilities Information Advice and Support Service - National Service with Representation in all Local Authorities (replaces Parent Partnership). This service provides impartial support, advice and information|
|SEN Register||Children will be placed on SENS - Special Educational Needs Support or with additional Statement for SEND or EHCP - Education, Health and Care Plan|
|SENJIT||Special Educational Needs Joint Initiative for Training - provides training for those working with children and young people with SEN|
|PALS||Patient Advisory Liaison Service - provides confidential advice, support and information on health related matters and resolves concerns or problems for families whilst in the care of the hospital|