ISEND Early Intervention
Who are we?
The Front Door to ISEND
Assessment and Planning
Intervention and
Support
Statutory Work
Provider Services
Community
Resources
Early Intervention
Education Psychology Support
Behaviour and Attendance Support
Early Years Support
Language and Learning Support
ASD Support
Conversions
EHC and SEN Casework
Education Psychology
Provision
The new ‘Front Door’ Concept
A combination of systematic planning discussions with a
“front door” consultation where immediate support is needed
“Front door” consultation
Systematic planning discussions
•
• Termly advice and planning
conversations with schools and
settings
All requests for additional support,
including statutory, to come through
the “front door” initially
•
Initial consultation discussion
• Part of the core offer
•
Triage process to decide on most
appropriate next steps – e.g. core
support, traded support, statutory
assessment
•
Information gathered would support
statutory assessment process, if the
decision was taken to move to that
• Focusing on all SEND support and
services
• Supporting whole-school planning,
building capacity, and providing
advice
4
Core Support
Support for whole-school, capacity-building and planning
Statutory support for individual pupils where required
•Building capacity in schools to meet pupils’ additional needs
•Support for school development planning
•Strategic planning conversations and challenge
•Cross-service support and advice
•Support for individual pupils based on statutory requirements
Traded Support
Additional whole-school or pupil level support
•Additional support to meet individual pupils’ needs
•Commissioned by individual schools or groups and
Developed in consultation with school and college leaders
EPS Current Service Delivery
EP Service
For ALL settings
Traded through SLA
Yearly meeting to problem
solve and prioritise early
intervention e.g.
• Assessment to inform SBP
• Person centred planning
with parents/carers
• Interventions
• Training
• Whole school development
Statutory Input
Health
Stat.
assess
& AR
Early
years
ASD
SEND &
Tribunal
ESBAS Current Service
Delivery
• Attendance Support
• Behaviour Support including Adviser Observation
and Assessment
• Training around Attendance or Behaviour
Management
• Antibullying Support including group work
• Family Keywork for Troubled Families
Currently using a referral system via local partnerships or
directly through Team Leaders. Support is priced in units
whether traded or statutory, dependent on thresholds.
LLSS Current Service
Delivery
1. Traded through SLA
 Planning meeting
2. Centralised training
 Available to all schools
3. Core work
 Language focus
4. Statutory input
 Complex cases
ASD Current Service Delivery
• Statutory complex case work to individual children and
young people with ASD may come from the SEN
department or from the Educational Psychology Service.
It is currently free at the point of delivery.
• Individual support to children and young people with
ASD is prioritised through the multi-agency ASD
Monitoring & Support Groups and may be requested by
parents, schools or pediatricians. This may be delivered
by South Downs, Torfield School or Peacehaven Heights
outreach.
https://czone.eastsussex.gov.uk/specialneeds/autism/Pages/main.a
spx.
www.eastsussex.gov.uk/autism
ASD Current Service Delivery
(cont)
• Support to, and development of, ASD
resourced-based provisions within schools
and to short breaks/residential settings.
• A diagnosis of ASD is required but a child
or young person does not need to have a
Statement of SEN.
New Early Intervention Team
Proposed structure of service delivery
includes ‘Traded / Statutory / Core’ with a
proposed new access route to services.
• What do you value most in current models of
delivery?
• What do you value least in current models of
delivery?
• What would you like to see us do differently?
• What would you like to see beyond the ‘Front
Door’?