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SISS Update (October 2019)

7th October 2019

Inclusion Charter

The draft Inclusion Charter is now out for sign off to parents groups, schools through Collaborative groups, Early Years settings, LA, health and social care colleagues.  It will be finalised and published in December 2019.  Work on Solihull’s SEND Strategy will be based on the values of the Inclusion Charter and will commence in November 2019.

Speech and Language Strategy

Six schools have just completed the first year of the ELKLAN pilot.  This is a joint project delivered by SISS and the Speech and Language Therapy Service (SALT) aimed at supporting schools to gain Communication Friendly status.

A huge well done to the 27 school and SISS ARC support staff who have worked hard to achieve their Level 3 Award in Speech and Language Support for 5-11 year olds. Five of the six schools are now beginning their Level 4 award to become accredited Communication Friendly schools by the end of this academic year.  In addition, for 2019/20 we are running a pilot with SALT for Early Years ELKLAN, supporting 8 settings to become Communication Friendly.

The ELKLAN projects are the next phase of delivering Solihull’s Speech and Language Strategy.  Language Link continues to be used successfully in most schools, with particular successes for the Language Link training with parents.

Early Years Team Around the Child

Following the pilot of an Early Years Team Around the Child (TAC) Panel with health visitors and NHS Therapies.  The multi-agency panel has been launched in September 2019- further information, referral criteria and documents are available at:

SISS and CEPS SEMH High Needs Team

The High Needs SEMH Team is now in place and has started taking referrals from September 2019. The team includes a SEMH specialist teacher, two Inclusion Support Practitioners and a Community Educational Psychologist.  The aims of the team include supporting children and young people at risk of permanent exclusion, providing support and challenge to schools around the Graduated Approach for children and young people with SEMH needs and supporting positive pathways, where appropriate, into other mainstream or specialist provision.  Criteria and Pathway details are available at:

Policy work

We are working alongside colleagues form adult services and schools to produce a draft policy for ‘Provision of Equipment’ and a corporate ‘Manual Handling’ policy. Policies will be finalised by Easter 2020.

Physical Disability Friendly Schools

SISS are working with a pilot group of six schools to support them in using the PD net Standards to become ‘Physical Disability Friendly Schools’.

Changes to the Autism Team

The Autism Team is currently made up of a Team Coordinator, 3.8 full team equivalent teachers and 5 full time equivalent Inclusion Support practitioners.  The Team’s allocation model was reviewed in 2019, and revised, so that time for schools is allocated based on numbers of children with autism and numbers of children with high needs.

The Autism Team will now be a referral based service, providing support for children with high needs who require specialist advice and support. The Autism Intense Monitoring Team will focus on supporting pupils on significantly reduced timetables or at risk of permanent exclusion.  A referral can be made by schools following implementation of a Graduated Approach to support, under the direction of the school’s AET Lead/SENCo, this support can have been implemented pre- diagnosis.

In addition the team will continue to offer a basic package of support to schools and settings which includes; supporting transitions, training, AET Leads network meetings each term, parent drop in sessions and coffee mornings.

The team are developing training packages for parents and these will be made available in 2020.