1. What is the Local Authority’s decision-making criteria in relation to when to complete an assessment of need?
Attendance, Attainment, Areas of Need/levels of Special Educational Needs and how this is impacting on learning, school provision and adjustments, and how this is supporting the child’s or young person’s outcomes. Information about health and social care provision where this is available and how this is impacting on education.
2. What delegated funding has been provided to Newton Abbot College for children with Special Educational Needs without Education, Health and Care Plans (EHCPs)?
60% of Newton Abbot College’s notional budget has been spent on Special Educational Needs (SEN) support for the whole school. This totals £717,029.
3. Please provide an outline of the support you expect local schools to provide for children with a diagnosis of Autism and Pathological Demand Avoidance (PDA).
In line with the Special Educational Needs and Disabilities (SEND) Code of Practice, schools are expected to:
- Be needs led in their approaches to meeting both the identified and formally diagnosed needs of children and young people. This would relate to Autism And Pathological Demand Avoidance (PDA) where diagnosed – in Devon, it is likely to be an Autism diagnosis with a profile of PDA).
- Diagnostic reports would include some initial recommendation to meeting needs, in addition to signposting supporting services and agencies.
- Schools can access on request a range of supporting teams and services.
- Schools are expected to maintain and build setting staff skills, knowledge and understanding through Continuing Professional Development (CPD) opportunities and development activities.
A request for guidance/advice (Request for Access) from the Communication and Interaction Team may be considered by school/setting teams where:
- Communication and Interaction is the identified primary area of need.
- A strong graduated response to identifying and meeting needs has been adopted.
- Cycles of an Access, Plan, Do and Review (APDR) have been completed.
- Impact/Outcomes of the above are well evidenced.
- Desired outcomes for requested engagement will support the access, engagement and progress of children and young people in an educational setting.