Swindon Assistive Technology Service,
Multi Agency Unit,
The Learning Campus,
Tadpole Lane, Swindon SN25 2NB
Telephone: 01793 753040 /07909441704
Web: http://www.uplands.swindon.sch.uk/Advisory-Services/A-A-C/
LOCAL OFFER
Our aim is to improve inclusive opportunities and educational outcomes for children and
young people with Special Educational Needs who need Assistive Technology and/or
Alternative and Augmentative Communication (AAC).
Hours of business- School term time 8:30am- 4:30pm.
Key contactsAdvisory Teacher – Joanne Clarke
jclarke@swindon.gov.uk
07909441704
Admin support- Caroline Towers/Alison Andrews aandrews@swindon.gov.uk
07909442940
ctowers@swindon.gov.uk
Type of Provision- Education support to improve inclusive opportunities and educational
outcomes for Swindon children and young people who are ICT dependent for any or all of
the below reasons:
-Communication (Augmentative and Alternative)
-Alternative written recording
-Access to the curriculum
‘Support and solutions to aid access and learning’
This service provides support and assistive solutions to aid access and achievement within
school for pupils with Special Educational Needs. Schools, Early Years settings, Professionals
and Families in Swindon can contact the service directly to talk about a referral, which
should be made by the school or educational setting using the Service Referral Form. This
must include parent/carer permission for the involvement of the Advisory Teacher.
The Service offers a variety of services including assessments, advice, training and support
as well as provision of equipment.
Age-range- The service works with children and young people with 2 year old funding in
nursery or preschools settings, throughout Primary and Secondary schools till the end of
year 11, or the end of year 13 in Sixth Form settings.
Access criteriaIn line with the Local Authority’s priorities, Looked-After Children may not need to
meet these criteria for equipment to be loaned or advice on use of assistive technology to
be given. Children and young people with more than one area of difficulty may be loaned
equipment when they do not met the criteria in individual areas.
Area of
difficulty /
barrier to
achievement
Spelling
Reading
Accuracy or
comprehension
Others consulted
Advisory Teacher
for Specific
Learning
Difficulties
(Dyslexia)
Advisory Teacher
for Specific
Learning
Difficulties
(Dyslexia)
Writing
Handwriting
Advisory Teacher
for Physical
Disabilities,
Occupational
Therapist
Computer
access
Advisory Teacher
for Physical
Disabilities,
Advisory Teacher
for Visual,
Impairment
Occupational
Therapist,
Examples of
difficulty
Advice would be
given if…
ICT Equipment may
be loaned if…
Achievement is
below 5th
percentile*
Achievement is
below 2nd percentile
AND spelling age
below 8 years 6
months
Achievement is
Achievement is
th
below 5
below 2nd percentile
percentile*
AND reading age
below 8 years 6
months
Memory difficulties If having difficulties If having difficulties
(working and short in other areas
in other areas
term)
Sequencing
difficulties
Quality of content
Readability
Yes
If typing can provide
Speed compared
a more efficient
with typing
method of
Effort compared
recording.
with typing
Mental processing
Motor planning
Access difficulties
using standard
equipment:
Mouse
Keyboard
Screen
Yes
Yes
Area of
difficulty /
barrier to
achievement
Others consulted
Maths,
science, etc.
Examples of
difficulty
Advice would be
given if…
Difficulties in
recording by hand
Difficulties in
drawing
mathematical
shapes, graphs, etc
If having difficulties If having difficulties
in other areas
in other areas
Visual or
Hearing
Impairment
Advisory Teacher
for Visual
Impairment
Social
Communicatio
n and
Interaction
Advisory Teacher
for Social
Communication
and Interaction
Difficulties/Autism
Speech and
Intelligibility of
Language Therapist speech
Speech and
language
ICT Equipment may
be loaned if…
If difficulty is a
barrier to learning
and accessing the
curriculum
If difficulty is a
barrier to learning
and accessing the
curriculum
If difficulty is a
barrier to learning
and accessing the
curriculum
If difficulty is a
barrier to learning
and accessing the
curriculum
Yes
Yes
Word finding
difficulties
If having difficulties If having difficulties
in other areas
in other areas
Semantic and
grammar
difficulties
If having difficulties If having difficulties
in other areas
in other areas
*A child scoring at the 5th percentile would mean that 5 children in a hundred within the
same age range would score at or below the same level.
ReferralsReferrals should be made by schools/ settings. Schools will have identified children and
young people with a special educational need prior to referral through their graduated
approach. Parents can contact the Advisory Teacher for informal advice prior to referral.
Following referral, parents and schools will receive reports of visits and can contact the
Advisory Teacher for further information and discussion as needed.
CostThe basic service is free at the point of delivery for Swindon pupils.
Training (not linked to individual pupils) and additional services can be provided at
additional cost. A training offer of courses is produced every year and is available from the
website.
Multi-Agency WorkingThe Advisory Teacher works with the following agencies when relevant for individuals:
-Schools
-Education Psychology
-Paediatric Therapy (Occupational and Physio)
-Speech and Language Therapy
-LACES team
-Advisory Teacher for Hearing Impairment, Visual Impairment, Specific Learning
Difficulties/Dyslexia, Social Communication & Interaction Difficulties/Autism,
Physical Impairment
Support providedOn referral to ensure equity of provision and aid caseload management, pupils will
be classified as requiring Low, Medium or High levels of support by the Advisory Teacher.
This classification will be reviewed yearly, at the end of a trial of equipment, during
transition times or at the request of a school. Classification is based on a mainstream
placement.
Following assessment of the pupil’s assistive technology needs, advice and/or
equipment will be provided. Pupil views are sought during the assessment process and prior
to solutions being provided. Solutions (including advice given) aim to enable pupils to
become as independent as possible. Once a solution is established and working well,
support would normally decrease until a review is needed. For Special Resource Provisions
and Special Schools, where staff are expected to have higher levels of expertise,
intervention levels may be lower. Involvement of another Advisory Teacher may also lower
the intervention level.
Schools will be informed of the classifications for their pupils on a yearly basis.
Schools continue to be able to request a review of solution or advice as needed. This
provision is flexible and for guidance only. Actual provision/ support will be negotiated with
individual schools depending on needs of the pupil and staff confidence. Hours include
travel, report writing, liaison with family and other professionals, equipment provision
and/or set up plus follow up, as well as visits to schools. Reports are sent to schools, parents
and other relevant professionals; opportunity to discuss an aspect of the report is offered.
LOW level of support No expected visits or attendance at Annual Review. If requested and
agreed this would mark a change in intervention level.
 E-mail and telephone support
 Technical support for serious equipment faults


‘Like for like’ replacement following failure of device when appropriate
Warranty repairs
MEDIUM level of support 1-3 visits including Annual Review if available
 Assessment of assistive technology needs or review plus follow up
 Equipment and specialist software purchase
 Delivery and initial training for support staff
 Support/ monitor visits as appropriate
 Arrangements and information for transfer between settings and phases in
education
 Plus as LOW
HIGH level of support 2-4 visits including Annual Review priority
 Multi Agency meetings as appropriate
 Intervention support visits as needed
 On-going training and development of pupil skills
 On-going monitoring and support
 Plus as MEDIUM
Achievement and ProgressPupil’s progress is monitored and recorded. Each year data for a tracker group is
closely monitored and outcomes are used to inform the support for individual pupils and/or
the Service Development Plan. When pupils are identified as not making appropriate
progress, this may lead to an increase in the level of support.
Feedback on services is collected annually from all schools which make use of the
service, plus a sample of parents and pupils. This feedback is used to inform the Service
Development Plan.
Devolving expertise within schoolsDeveloping expertise of Assistive Technology and Augmentative & Alternative
Communication is developed on three levels:
Awareness:
- Regular newsletters to schools regarding assistive technology developments,
resources and strategies.
- Attendance/input at relevant cross-borough and Advisory Teacher training
Enhanced:
- Initial training in use of specialist equipment and software, plus advice on strategies
and use
- Specialist software courses
- Accessibility settings courses
- Annual AAC Day
Specialist:
- On-going training and development of skills with complex software and
communication aids
Support for emotional and social development (to include extra pastoral support
arrangements for listening to the views of pupils and students with SEN and measures to
prevent bullying)
During observations and meetings with students in schools, there is the opportunity to
discuss any concerns the students have in a confidential manner.