South Gloucestershire
Children's Partnership

• 1.1 – Introduction and Purpose of the Toolkit
• 1.2 – Definition of Special Educational Needs and Disability
• 1.3 – National and Local Context
• 1.4 – Vision and Principles: The South Glos Way
• 1.5 – Leadership of SEND – currently being reviewed
• 1.6 – SEND Code of Practice: Statutory Guidance
• 1.7 – The Legal Framework
• 1.8 – Working with Families
• 1.9 – A Person Centred Approach
• 1.10 – Co-production
• 1.11 – The South Glos Local Offer
• 1.12 – The Role of the EHCP Co-ordination Team
• 1.13 – The Role of SEND Clusters
• 1.14 – Special Schools and Specialist Provision
• 1.15 – Structure Chart and South Glos Services
• 1.16 – #SouthGlosConnect Recovery Curriculum and the Toolkit

• 2.1 – Universal Provision: High Quality Teaching
• 2.2 – The Graduated Approach: Assess, Plan, Do and Review
• 2.3 – The South Glos Graduated Approach: All, Some, Few
• 2.4 – The Four Broad Areas of Need
• 2.5 – The Graduated Approach: Cognition and Learning
• 2.6 – The Graduated Approach: Communication and Interaction
• 2.7 – The Graduated Approach: Social Emotional and Mental Health
• 2.8 – The Graduated Approach: Sensory and/or Physical
• 2.9 – Early Help Arrangements and Preventative Services
• 2.10 – Supporting CYP with Medical Needs (see also section 9 below)
• 2.11 – Education, Health and Care Needs Assessments  (currently being reviewed)
• 2.12 – Effective Transition
• 2.13 – Training and Workforce Development (under development)

• 3.1 – Guidance on SEMH and Reducing Exclusions
• 3.2 – The role, operational and financial procedures of the High Risk Group (HRG) and HRG Plus
• 3.3 – Fair Access Protocol (external link)
• 3.4 – Managed Move Guidance/Supportive Transfers – under review
• 3.5 – PRU Provision (PLC) Placement Process (external link)
• 3.6 – PRU (PLC) Referral Form (external link)
• 3.7 – Reduced Timetables Guidance
• 3.7.1 – Flexi-schooling Guidance
• 3.8 – Alternative Provision Guidance
• 3.9 – Alternative Provision Provider Directory
• 3.10 – Anxiety Toolkit
• 3.11 – Understanding Adversity and Trauma
• 3.12 – Mental Health and Wellbeing Education settings Pathway
• 3.13 – Emotionally Based School Avoidance (EBSA) Toolkit

• 4.1 – Funding in Mainstream Provision (Currently being developed)
• 4.2 – Funding: SEND Clusters (in development). For High Risk Group funding arrangements see document 3.2 – The role, operational and financial procedures of the High Risk Group (HRG)
• 4.3 – Funding in Resource Bases and Specialist Provision (Currently being developed)
• 4.4 – Allocation of top-up funding (element 3) for children and young people with SEN – Operational Guidance
• 4.5 – Early Years Inclusion Support Funding & Transition Support Funding – Operational Guidance
  • 4.5.1 – EYISF Application (Sept 24)
  • 4.5.2 – Exceptional Circumstances EYISF (Sept 24)
  • 4.5.3 – TSF Application (Sept 24)
  • 4.5.4 – My Way to a Smooth Transition enhanced form (Sept 24)
  • 4.5.5 – Exceptional Circumstances TSF (Sept 24)
  • 4.5.6 – EYISF and TSF Funding Guidance
  • 4.5.7 – Exceptional Circumstances Review EYISF and TSF (Sept 24)
  • 4.5.8 – EYISF 6 Month Review (Sept 24)
  • 4.5.9 – EYISF Year End Review (Sept 24)
  • 4.5.10 – TSF End of Year Review (Sept 24)

• 5.1 – The Role of the CEO/Headteacher
• 5.2 – The Role of Governors/Trustees
• 5.3 – The Role of the SENCo
• 5.4 – The Role of the Teacher
• 5.5 – The Role of Support Staff
• 5.6 – Parent Carer Forum and SENDIAS South Gloucestershire
• 5.7 – Children in Specific Circumstances
• 5.8 – Best Practice Annual Reviews
• 5.9 – Writing the SEN School Information Report
• 5.10 – Delayed Transfer/Repeating a Year Guidance
• 5.11 – Children Missing Education (external link)

• 6.1 – South Glos SEN Forms Overview Guidance

SEN Support Forms

• 6.2 – South Glos My Support Plan
• 6.3 – South Glos My Support Plan – with prompts

EHC Needs Assessment Forms and guidance

• 6.4 – Education, Health and Care Needs Assessment Request Form for Educational Settings
• 6.5 – Education, Health and Care Needs Assessment Request Form for Parents/Carers or CYP (over age of 16)
• 6.5.1 – EHCP Decision making guidance
• 6.6 – Appendix A CYP Contribution to EHC Needs Assessment
• 6.7 – Appendix A Parent Carer Contribution to EHC Needs Assessment
• 6.8 – Appendix B Educational Setting Contribution to EHC Needs Assessment

EHCP Annual Review Forms

• 6.9 – EHCP-annual-review-meeting-form
• 6.10 – EHCP Annual Review School Contribution Form
• 6.11 – EHCP Annual Review CYP Contribution Form
• 6.12 – EHCP Annual Review Parent/Carer Contribution Form
• 6.12.1 – EHCP Annual Review Flowchart

Other forms and policies

• 6.14 – Auditing Provision: Whole School SEND Reviews
• 6.15 – Whole School Accessibility Audit
• 6.16 – Individual Pupil Accessibility Audit
• 6.17 – SEND Pupil Risk Assessment
• 6.18 – Personal Needs Plan: Bathroom Agreement/Personal Care Plan
• 6.19 – Supporting Children & Young People with Medical Needs – see ‘Section 9: Health’
• 6.20 – HRG and SEND Cluster Impact Review
• 6.21 – High Risk Group Referral form
• 6.22 – High Risk Group Costed Provision Plan
• 6.23 – High Risk Group Ready for Reintegration Diagnostic Tool

• 7.0 – Contents
• 7.1.01 – Introduction – purpose of the toolkit
• 7.1.02 – Definition of Special Educational Needs and Disabilities (SEND)
• 7.1.03 – Vision and principles
• 7.1.04 – Leaders of SEND
• 7.1.05 – The SEND Code of Practice
• 7.1.06 – The Legal Framework
• 7.1.07 – Working with families
• 7.1.08 – Person Centred Planning
• 7.1.09 – Co-production
• 7.1.10 – South Glos Local Offer
• 7.1.11 – The Role of EHCP Team
• 7.1.12 – SEN Clusters
• 7.1.13 – Special school & Specialist Provision
• 7.1.14 – Staffing Structure
• 7.2.01 – The Whole Team Approach
• 7.2.02 – Universal provision – High Quality Teaching
• 7.2.03 – Roles and Responsibilities in EY’s settings
• 7.2.04 – Graduated Approach
• 7.2.05 – Developing inclusive environments and strategies
• 7.2.06 – Effective Transition
• 7.2.07 – Admission to school – delayed and deferred entry
• 7.2.08 – Early Help Arrangements and Preventative Services
• 7.2.09 – Supporting CYP with Medical Needs
• 7.2.10 – Educational Psychology Service Early Years
• 7.3.01 – The Graduated Approach Assess, Plan, Do, Review
• 7.3.02 – South Gloucestershire’s Graduated Approach All, Some, Few
• 7.3.03 – The Four Broad Areas of Need
• 7.3.04 – Inclusive Practice
• 7.3.05 – Working with other Professionals
• 7.4.01 – Education, Health and Care Needs Assessments
• 7.4.02 – EHCna Process Flow Chart
• 7.4.03 – EHCna Form Guidance
• 7.4.04 – Providing Educational Advice For An EHC Needs Assessment
• 7.5.01 – What is an EHCP
• 7.6.01 – EHCP Annual Review
• 7.7.01 – Universal Funding
• 7.7.02 – SEND Funding
• 7.7.03 – Supporting families with funding
• 7.8.01 – How health services are delivered
• 7.8.02 – Supporting CYP with medical needs
• 7.8.03 – Health – Supporting Children with SEND and their Families

• 8.1 – Preparing for Adulthood from the Earliest Years
• 8.2 – Preparing for Adulthood Pathway Guides (external link)

• 9.1 – How Health Services are Delivered
• 9.2 – Supporting Pupils with Healthcare Needs (BNSSG Guidance)

• 10.1 – An introduction to children’s social care (external link)
• 10.2 – Care and support for children and families (external link)
• 10.3 – Care and support for adults (external link)

• Appendix 1 – Glossary
• Appendix 2 – A Guide to Making Conversations with Schools Count for All Families
• Appendix 3 – Signposting Parents: Information, advice and support (external link) / Things to do (external link)
• Autism Toolkits
  Primary Schools – Autism Toolkit
  Secondary School – Autism Toolkit
  Appendix 1 Sensory integration for Autism toolkit
  Appendix 2 Sensory analysis questionnaire
• Appendix (Section 7.1)
  Education Improvement and Commissioning structure chart
  Portage Information for parents and carers
  Signposting Parents
  Virtual School structure chart
  Early Years Childcare structure chart
• Appendix (Section 7.2)
  Individual healthcare plan Information to support EP request
  One page profile
  PEN PORTRAIT
  Pupil Premium
  Setting informaiton – EY’s consultation
  Supported transition 2021
  Transition guidance notes for practitioners
  Additional Guidance for Requesting Early Years EP Involvement
  ART form
  Covid information for families
  Early Help Assessment and Plan – Partner Agencies Oct 2023
  Early Help Review and Action Plan – Partner Agencies Oct 2023
  Early Years Consultation Meetings Educational Psychology
  Early Years Transition document
  EP consultation consent form
• Appendix (Section 7.3)
  Initial individual child support meeting
  One page profile
  SEN support plan and review
  The Childs Voice final March 2021
  Working in Patnership with Parents – Holding a Succesful Meeting
  Evidence of Graduated response
  Evidence Record for SEN plan
  Individual healthcare plan
  Information sharing consent form
• Appendix (Section 7.4)
  Education Setting request Education Health guidance to support application form 6.4
  Educational Advice – help sheet
  EHC na process flow chart
  EHCP-Decision-making-guidance-2021_
  One page profile
  Provision Map guidance
  Blank Provision Map
  Education Health and Care Needs Assessment Request Form from Parents Carers or CYP (if over 16)
  Education Setting request Education Health and Care (EHC) needs assessme.._word
• Appendix (Section 7.5)
  EHCP consult letter LA decide
  Evidence of Graduated response for EHCP
• Appendix (Section 7.6)
  Annual Review CYP Contribution Form
  Annual Review Parent_Carer Contribution Form
  One page profile
  EHCP annual review meeting form
  EHCP Annual review School contribution
• Appendix (Section 7.7)
  IF individual
  IF Cohort
• Appendix (Section 7.8)
  Individual healthcare plan
• Early Years Autism Toolkit
  Autism Toolkit – Early years
  Appendix 1 Sensory integration for Autism toolkit
  Appendix 2 Sensory analysis questionnaire