Skip to content ↓

Outreach Packages

Fortis Trust Outreach Service

Below we have provided extensive information on what our Bronze, Silver and Gold packages feature.  Please note, these can be customised as per the need for the school/academy.

Packages can be made bespoke for the school/academy, including Specialist, independent and alternative provisions.

Enquires

For enquires and costings, please get in contact with Lorraine Lewin to find out more: lorraine.lewin@fortistrust.co.uk or 01634 683990

Bronze Service Packages

Benefits of Buying this Service

Fortis Trust Outreach Service is part of the services of Fortis Trust. Fortis Trust strives to provide high quality education as a result of strong partnerships between its academies, institutions and local partners.  We support and assist schools in enhancing existing talents and strengths and ensuring all children achieve highly in their academic and personal development.  The Lead School within the Trust is Bradfields Academy, an Outstanding all-through special needs school. Bradfields Academy is an innovative and forward-looking specialist SEND provision which provides education for students who experience a co-morbidity of complex learning disabilities and difficulties [CLDD] including speech, language, emotional, sensory, physical and autistic spectrum disabilities.  The Outreach Team share a wealth of experience and knowledge and provide high quality support and advice to enable students with SEND to succeed in the mainstream setting within Nurseries, Primary and Secondary schools.

Our Service Standard

The team strives to respond to enquiries within 24 hours and to provide targeted responses within agreed timeframes negotiated with stakeholders. The work of the service is varied and tailored according to the needs of individual schools and academies. To ensure the best possible specialist support the Outreach Service is provided by outstanding practitioners who have a track record of delivering change within schools to improve SEND provision.

This contract entitles the mainstream school to:

  • All services as listed as Core Support;
  • Three SENCO support packages;
  • The choice of two Training Programmes;
  • Attendance of qualified SEND practitioners at all meetings including delivery of intervention and/ or training;
  • All direct work with students, school teams and governing bodies.

Core Support  

The following interventions will be delivered as full day support visits.

Four individual or joint observations to support the school staff to implement strategies, resources and routines to enable students to access Teaching and Learning. This will include a written report and recommendations.

Four Planning Sessions with Key staff to ensure Teaching & Learning is effectively differentiated to support pupils’ needs. This will include a written report and recommendations.

One Resource Creation workshop for staff focussing on children with specific learning difficulties or personalised to the needs of an individual child. This activity is suitable for teaching assistants and support staff.

Individual support for a maximum of 4 pupils to develop strategies to self-manage anxiety and understanding of any diagnosed conditions.

Two Transition planning sessions for children moving to the next year group, key stage or from primary to secondary transfer. Includes personalised report and recommendations.

One day visit to Bradfields Academy to observe best practices in teaching and learning and pastoral support. The visit will include the opportunity to speak to specialist teachers and support staff. Lunch is provided.

Two Parent Partnership Support programmes including choice of targeted workshops, coffee mornings and individual meetings with parents to explain SEND and the impact on learning and behaviour. Top tips are included on how to support and manage children at home. All programmes are 2.5 hour. No limit to number of parents attending.

Termly SENCO networking opportunity held at Bradfields Academy or within a host school. This includes agenda created by participating SENCOs to share best practice or discuss common barriers. Refreshments are provided.

SENCO Support

The following interventions will be delivered as half day support visits.

Partnership focused learning walks to explore school and classroom environment. Advice and recommendations provided to ensure that the setting is inclusive for SEND/SEMH needs. Includes initial feedback and written report.

Support to identify SEN needs for individual/groups of pupils. This includes discussion of full background history and recommendations on appropriate screening and full assessments options.

Target setting for children with SEND and behaviour difficulties. Using SMART approaches to ensure targets are relevant to areas of difficulty and achievable for the student.

Support with EHCP application. This includes suggestions for provision mapping, signposting to external agencies, recommendations regarding high needs funding, attendance at annual reviews and how to challenge when funding offered does not meet the needs identified.

SENCO networking opportunities held at Bradfields Academy or at one of the Medway Schools. This includes agenda created by participating SENCOs to share best practice or discuss common barriers.

Training to Mainstream School Staff Teams

All training is delivered within the mainstream school and can take place during INSET, school day or twilight sessions. We will endeavour to accommodate requests to fit in with the school timetable or annual schedule of events.

ABC Forms

Aims: To ensure all staff understand the purpose and how they should be used. Staff will be confident in using the forms to identify triggers and how to effectively support, manage and minimise incidents.

ADD/ODD

Aims: To develop knowledge and understanding of the difficulties that pupils can experience and be confident in supporting pupils using a tool kit of effective strategies that will be created throughout the session.

ADHD

Aims: To develop staff knowledge and understanding of ADHD by acknowledging the difficulties pupils with ADHD can experience within the mainstream setting.  Staff will be able to plan effectively using effective strategies and consistent approaches to enable pupils to access Teaching and Learning successfully.

ASC

Aims: To develop knowledge and understanding of Autism as a Spectrum condition. To be able to implement effective strategies to support pupils with Autism including those who are high functioning and those who are non-verbal. To build a tool kit of strategies and resources to support children with Autism within the setting.

Attachment Disorder & Early Trauma

Aims: To understand and identify different attachment profiles and implement effective strategies to support pupils within the setting. To build understanding of early trauma and implement strategies to support pupils within the school context.

Barriers to learning/Inclusive Classrooms

Aims: To understand the potential barriers to learning experienced by pupils with a range of different SEND needs. To develop a tool kit of effective strategies and approaches to ensure that all pupils are able to access Teaching and Learning.

Bespoke Training on SEND specific disorders

Aims: Training is suitable for all staff and can be delivered as whole school training session. The length of the training is dependent on requirements of the individual schools, existing staff knowledge and the needs of the pupils within their settings (if a full day training is required the charge will be £750)

Behaviour Management

Aims: To be able to implement effective strategies and routines to ensure that challenging behaviours and low level disruption are minimised. To ensure that a consistent approach is implemented by all staff to support pupils to access Teaching and Learning.

Clever Fingers

Aims: To understand how this intervention can support pupils to develop their motor skills and how to use resources effectively. This training includes how to plan, assess and review the effectiveness of the intervention.

Colourful Semantics/Russian Handwriting

Aims: Building staff knowledge and awareness of how this resource will benefit children’s literacy by focusing on the meaning of words by breaking down and colour coding various parts of a sentence. This resource is designed to help children develop their grammar by joining the structure of a sentence and its meaning.

Comic Strip Conversations/Social Stories

Aims: To understand why, when and how social stories and comic strip conversations can support children with Autism to cope with different situations and to encourage positive behaviours. Staff will be confident in writing social stories to meet the needs of their pupils. This session includes a practical element where FOS staff support staff in developing specific social stories.

De-escalation

Aims: To be able to implement strategies and techniques to minimise challenging behaviours by the use of de-escalation techniques whilst keeping children safe. To understand the ‘assault cycle’ and how these principles can be used to calm pupils when heightened.

Differentiation

Aims: To understand the importance of differentiation and how to effectively differentiate to ensure that ALL pupils are given the most effective opportunity to progress and achieve.

Downs Syndrome

Aims: To be able to use effective strategies and routines to support pupils with Down Syndrome.  Staff will be confident in using the strategies and will have a tool kit of methods and approaches to use in different situations.

Dyscalculia

Aims: To be able to understand the difficulties pupils with dyscalculia have in a learning environment and be able to implement effective strategies and resources to support progress within Mathematics.

Dysgraphia

Aims: To be able to understand the difficulties pupils with dysgraphia have in a learning environment and the potential signs to be able to implement effective strategies and support within recording tasks.

Dyslexia

Aims: To be able to understand the difficulties pupils with dyslexia have in a learning environment and be able to implement effective strategies and resources to support progress within English and all subjects.

Dyspraxia

Aims: To be able to understand the difficulties children with dyspraxia (verbal/physical) experiences and be able to implement effective strategies and approaches to enable pupils to access all areas of teaching & learning.

Foetal Alcohol Syndrome Disorder (FASD)

Aims: To develop an awareness of the difficulties a pupil with FASD can experience and be able to recognise FASD and implement effective strategies and routines to support pupils. 

Global Development Delay (GDD)

Aims: To understand what is meant by global delay and be able to effectively support pupils who have shown traits or been given a diagnosis.

Development Delay

Aims: To understand where to access support and advice from external professionals and how to implement effective strategies within school context.

Hypermobility

Aims: To develop understanding of hypermobility and how it affects pupils within a mainstream setting. Staff will be able to implement effective strategies and routines to support pupils to access Teaching and Learning including unstructured sessions.

Identiplay (Practical session)

Aims: To understand how Identiplay can support the development of play and communication skills and be able to effectively plan, assess and monitor the impact of this intervention on the pupils included.

Intensive Interaction

Aims: To develop awareness and knowledge of the Fundamentals of Communication and be able to plan, assess and monitor the impact of this approach on developing social communication for Autistic Learners.

Lego Therapy

Aims: To develop awareness of how Lego Therapy can support Autistic pupils in developing turn-taking and social communication skills. Staff will be able to select appropriate resources and effectively plan, implement and monitor the impact of the sessions. The training will include FOS staff modelling a Lego therapy session.

Leuven Well-being and Involvement Scales

Aims: To be able to understand how using the scales can positively impact on pupils’ wellbeing and engagement and use them to inform effective action plans. Staff will be able to effectively plan, assess, review and monitor the impact on pupil progress, well-being and engagement.

Midday meal supervisor training.

Aims: To up skill staff team’s knowledge and confidence and increase the levels of engagement and interaction during the lunch break. Staff will understand how incidents can be minimised through positive engagements with the pupils during unstructured times.

Pathological Demand Avoidance (PDA) or Demand Avoidant Profile

Aims: To develop an awareness of what PDA is and the signs and symptoms that learners may have PDA. Staff will understand the connection with anxiety and the difficulties pupils with PDA experience both at home and school. The training will include how to implement effective strategies and routines to support PDA learners and to minimise anxiety within the mainstream setting.

Positive Behaviour Support (PBS)

Aims: To develop an awareness of how Positive Behaviour Support can help to reduce challenging behaviours and how the process can improve the child’s/young person’s quality of life and to understand why they are displaying the behaviours.

SEN Plans

Aims: This training provides advice and guidance on the development of School Based SEN Plans. It explores Paragraph 6.48 of the Special Educational Needs and Disability (SEND) Code of Practice, published by the Department for Education (DfE) which recommends using school-based plans to support pupils with special educational needs. Recommended for SENCO, SLT and SEND assistants.

Sensory Circuits (practical session)

Aims: To build understanding on how and why Sensory Circuits can support learners with SEND and be confident in delivering Sensory Circuits (safely) to pupils. The training includes how to plan, assess and monitor the impact on pupil engagement.

Sensory processing disorder

Aims: To understand how sensory processing difficulties can impact on learners and be confident in implementing strategies, routines and resources to support pupils within the school day.

Signing Workshop

Aims: Staff will develop a basic awareness of how to perform signs with learners and be able to recognise and use key signs within the classroom environment.

Transition and Anxiety 

Aims: To understand the impact of transition on pupils and why the process needs to be effectively planned. Staff will be able to plan an effective transition package to minimise anxiety when pupils are moving to different key groups/key stages/schools.

Well-Being Tool kit

Aims: Staff will understand the importance of well-being and how the Well-Being Tool kit can be used to support emotional well-being of pupils in all year groups. The training will include how the tool kit can be effectively used to support learners and enable them to make progress

Silver Service Package

Benefits of Buying this Service

Fortis Trust Outreach Service is part of the services of Fortis Trust. Fortis Trust strives to provide high quality education as a result of strong partnerships between its academies, institutions and local partners.  We support and assist schools in enhancing existing talents and strengths and ensuring all children achieve highly in their academic and personal development.  The Lead School within the Trust is Bradfields Academy, an Outstanding all-through special needs school. Bradfields Academy is an innovative and forward-looking specialist SEND provision which provides education for students who experience a co-morbidity of complex learning disabilities and difficulties [CLDD] including speech, language, emotional, sensory, physical and autistic spectrum disabilities.  The Outreach Team share a wealth of experience and knowledge and provide high quality support and advice to enable students with SEND to succeed in the mainstream setting within Nurseries, Primary and Secondary schools.

Our Service Standard

The team strives to respond to enquiries within 24 hours and to provide targeted responses within agreed timeframes negotiated with stakeholders. The work of the service is varied and tailored according to the needs of individual schools and academies. To ensure the best possible specialist support the Outreach Service is provided by outstanding practitioners who have a track record of delivering change within schools to improve SEND provision.

This contract entitles the mainstream school to

  • All services as listed as Core Support;
  • One SLT Mentoring and Coaching Programme;
  • Four SENCO support packages;
  • The choice of three Training Programmes;
  • Attendance of qualified SEND practitioners at all meetings including delivery of intervention and/ or training;
  • All direct work with students, school teams and governing bodies.

Core Support  

The following interventions will be delivered as full day support visits.

Four individual or joint observations to support the school staff to implement strategies, resources and routines to enable students to access Teaching and Learning. This will include a written report and recommendations.

Four Planning Sessions with Key staff to ensure Teaching & Learning is effectively differentiated to support pupils’ needs. This will include a written report and recommendations.

One Resource Creation workshop for staff focussing on children with specific learning difficulties or personalised to the needs of an individual child. This activity is suitable for teaching assistants and support staff.

Individual support for a maximum of 6 pupils to develop strategies to self-manage anxiety and understanding of any diagnosed conditions.

Two Transition planning sessions for children moving to the next year group, key stage or from primary to secondary transfer. Includes personalised report and recommendations.

One day visit to Bradfields Academy to observe best practices in teaching and learning and pastoral support. The visit will include the opportunity to speak to specialist teachers and support staff. Lunch is provided.

Two Parent Partnership Support programmes including choice of targeted workshops, coffee mornings and individual meetings with parents to explain SEND and the impact on learning and behaviour. Top tips are included on how to support and manage children at home. All programmes are 2.5 hour. No limit to number of parents attending.

Termly SENCO networking opportunity held at Bradfields Academy or a host school. This includes agenda created by participating SENCOs to share best practice or discuss common barriers. Refreshments are provided.

Coaching and Mentoring for Senior Leaders and Designated Staff

Coaching and mentoring for key staff, including modelling how to support individual pupils to engage in learning using appropriate and effective strategies and resources. Includes bespoke planning and support delivered over a four week period.

Coaching and mentoring of staff to support pupils who display challenging behaviours. Including planning meetings and how to implement effective and consistent behaviour management techniques. Includes bespoke planning and support delivered over a four week period.

SENCO Support

The following interventions will be delivered as half day support visits.

Partnership focused learning walks to explore school and classroom environment. Advice and recommendations provided to ensure that the setting is inclusive for SEND/SEMH needs. Includes initial feedback and written report.

Support to identify SEN needs for individual/groups of pupils. This includes discussion of full background history and recommendations on appropriate screening and full assessments options.

Target setting for children with SEND and behaviour difficulties. Using SMART approaches to ensure targets are relevant to areas of difficulty and achievable for the student.

Support with EHCP application. This includes suggestions for provision mapping, signposting to external agencies, recommendations regarding high needs funding, attendance at annual reviews and how to challenge when funding offered does not meet the needs identified.

SENCO networking opportunities held at Bradfields Academy or at one of the Medway Schools. This includes agenda created by participating SENCOs to share best practice or discuss common barriers.

Training to Mainstream School Staff Teams

All training is delivered within the mainstream school and can take place during INSET, school day or twilight sessions. We will endeavour to accommodate requests to fit in with the school timetable or annual schedule of events.

ABC Forms

Aims: To ensure all staff understand the purpose and how they should be used. Staff will be confident in using the forms to identify triggers and how to effectively support, manage and minimise incidents.

ADD/ODD

Aims: To develop knowledge and understanding of the difficulties that pupils can experience and be confident in supporting pupils using a tool kit of effective strategies that will be created throughout the session.

ADHD

Aims: To develop staff knowledge and understanding of ADHD by acknowledging the difficulties pupils with ADHD can experience within the mainstream setting.  Staff will be able to plan effectively using effective strategies and consistent approaches to enable pupils to access Teaching and Learning successfully.

ASC

Aims: To develop knowledge and understanding of Autism as a Spectrum condition. To be able to implement effective strategies to support pupils with Autism including those who are high functioning and those who are non-verbal. To build a tool kit of strategies and resources to support children with Autism within the setting.

Attachment Disorder & Early Trauma

Aims: To understand and identify different attachment profiles and implement effective strategies to support pupils within the setting. To build understanding of early trauma and implement strategies to support pupils within the school context.

Barriers to learning/Inclusive Classrooms

Aims: To understand the potential barriers to learning experienced by pupils with a range of different SEND needs. To develop a tool kit of effective strategies and approaches to ensure that all pupils are able to access Teaching and Learning.

Bespoke Training on SEND specific disorders

Aims: Training is suitable for all staff and can be delivered as whole school training session. The length of the training is dependent on requirements of the individual schools, existing staff knowledge and the needs of the pupils within their settings (if a full day training is required the charge will be £750)

Behaviour Management

Aims: To be able to implement effective strategies and routines to ensure that challenging behaviours and low level disruption are minimised. To ensure that a consistent approach is implemented by all staff to support pupils to access Teaching and Learning.

Clever Fingers

Aims: To understand how this intervention can support pupils to develop their motor skills and how to use resources effectively. This training includes how to plan, assess and review the effectiveness of the intervention

Colourful Semantics/ Russian Handwriting

Aims: Building staff knowledge and awareness of how this resource will benefit children’s literacy by focusing on the meaning of words by breaking down and colour coding various parts of a sentence. This resource is designed to help children develop their grammar by joining the structure of a sentence and its meaning.

Comic Strip Conversations/Social Stories

Aims: To understand why, when and how social stories and comic strip conversations can support children with Autism to cope with different situations and to encourage positive behaviours. Staff will be confident in writing social stories to meet the needs of their pupils. This session includes a practical element where FOS staff support staff in developing specific social stories.

De-escalation

Aims: To be able to implement strategies and techniques to minimise challenging behaviours by the use of de-escalation techniques whilst keeping children safe. To understand the ‘assault cycle’ and how these principles can be used to calm pupils when heightened.

Differentiation

Aims: To understand the importance of differentiation and how to effectively differentiate to ensure that ALL pupils are given the most effective opportunity to progress and achieve.

Downs Syndrome

Aims: To be able to use effective strategies and routines to support pupils with Down Syndrome.  Staff will be confident in using the strategies and will have a tool kit of methods and approaches to use in different situations.

Dyscalculia

Aims: To be able to understand the difficulties pupils with dyscalculia have in a learning environment and be able to implement effective strategies and resources to support progress within Mathematics.

Dysgraphia

Aims: To be able to understand the difficulties pupils with dysgraphia have in a learning environment and the potential signs to be able to implement effective strategies and support within recording tasks.

Dyslexia

Aims: To be able to understand the difficulties pupils with dyslexia have in a learning environment and be able to implement effective strategies and resources to support progress within English and all subjects.

Dyspraxia

Aims: To be able to understand the difficulties children with dyspraxia (verbal/physical) experiences and be able to implement effective strategies and approaches to enable pupils to access all areas of teaching & learning.

Foetal Alcohol Syndrome Disorder (FASD)

Aims: To develop an awareness of the difficulties a pupil with FASD can experience and be able to recognise FASD and implement effective strategies and routines to support pupils. 

Global Development Delay (GDD)

Aims: To understand what is meant by global delay and be able to effectively support pupils who have shown traits or been given a diagnosis.

Development Delay

Aims: To understand where to access support and advice from external professionals and how to implement effective strategies within school context.

Hypermobility

Aims: To develop understanding of hypermobility and how it affects pupils within a mainstream setting. Staff will be able to implement effective strategies and routines to support pupils to access Teaching and Learning including unstructured sessions.

Identiplay (Practical session)

Aims: To understand how Identiplay can support the development of play and communication skills and be able to effectively plan, assess and monitor the impact of this intervention on the pupils included.

Intensive Interaction

Aims: To develop awareness and knowledge of the Fundamentals of Communication and be able to plan, assess and monitor the impact of this approach on developing social communication for Autistic Learners.

Lego Therapy

Aims: To develop awareness of how Lego Therapy can support Autistic pupils in developing turn-taking and social communication skills. Staff will be able to select appropriate resources and effectively plan, implement and monitor the impact of the sessions. The training will include FOS staff modelling a Lego therapy session.

Leuven Well-being and Involvement Scales

Aims: To be able to understand how using the scales can positively impact on pupils’ wellbeing and engagement and use them to inform effective action plans. Staff will be able to effectively plan, assess, review and monitor the impact on pupil progress, well-being and engagement.

Midday meal supervisor training.

Aims: To up skill staff team’s knowledge and confidence and increase the levels of engagement and interaction during the lunch break. Staff will understand how incidents can be minimised through positive engagements with the pupils during unstructured times.

Pathological Demand Avoidance (PDA) or Demand Avoidant Profile

Aims: To develop an awareness of what PDA is and the signs and symptoms that learners may have PDA. Staff will understand the connection with anxiety and the difficulties pupils with PDA experience both at home and school. The training will include how to implement effective strategies and routines to support PDA learners and to minimise anxiety within the mainstream setting.

Positive Behaviour Support (PBS)

Aims: To develop an awareness of how Positive Behaviour Support can help to reduce challenging behaviours and how the process can improve the child/ young person’s quality of life and to understand why they are displaying the behaviours.

SEN Plans

Aims: This training provides advice and guidance on the development of School Based SEN Plans. It explores Paragraph 6.48 of the Special Educational Needs and Disability (SEND) Code of Practice, published by the Department for Education (DfE) which recommends using school-based plans to support pupils with special educational needs. Recommended for SENCO, SLT and SEND assistants.

Sensory Circuits (practical session)

Aims: To build understanding on how and why Sensory Circuits can support learners with SEND and be confident in delivering Sensory Circuits (safely) to pupils. The training includes how to plan, assess and monitor the impact on pupil engagement.

Sensory processing disorder

Aims: To understand how sensory processing difficulties can impact on learners and be confident in implementing strategies, routines and resources to support pupils within the school day.

Signing Workshop

Aims: Staff will develop a basic awareness of how to perform signs with learners and be able to recognise and use key signs within the classroom environment.

Transition and Anxiety 

Aims: To understand the impact of transition on pupils and why the process needs to be effectively planned. Staff will be able to plan an effective transition package to minimise anxiety when pupils are moving to different key groups/key stages/schools.

Well-Being Tool kit

Aims: Staff will understand the importance of well-being and how the Well-Being Tool kit can be used to support emotional well-being of pupils in all year groups. The training will include how the tool kit can be effectively used to support learners and enable them to make progress.

Gold Service Package

Benefits of Buying this Service

Fortis Trust Outreach Service is part of the services of Fortis Trust. Fortis Trust strives to provide high quality education as a result of strong partnerships between its academies, institutions and local partners.  We support and assist schools in enhancing existing talents and strengths and ensuring all children achieve highly in their academic and personal development.  The Lead School within the Trust is Bradfields Academy, an Outstanding all-through special needs school. Bradfields Academy is an innovative and forward-looking specialist SEND provision which provides education for students who experience a co-morbidity of complex learning disabilities and difficulties [CLDD] including speech, language, emotional, sensory, physical and autistic spectrum disabilities.  The Outreach Team share a wealth of experience and knowledge and provide high quality support and advice to enable students with SEND to succeed in the mainstream setting within Nurseries, Primary and Secondary schools.

Our Service Standard

The team strives to respond to enquiries within 24 hours and to provide targeted responses within agreed timeframes negotiated with stakeholders. The work of the service is varied and tailored according to the needs of individual schools and academies. To ensure the best possible specialist support the Outreach Service is provided by outstanding practitioners who have a track record of delivering change within schools to improve SEND provision.

This contract entitles the mainstream school to

  • All services as listed as Core Support;
  • Two SLT Mentoring and Coaching Programme;
  • All SENCO support packages;
  • The choice of five Training Programmes;
  • Attendance of qualified SEND practitioners at all meetings including delivery of intervention and/ or training;
  • All direct work with students, school teams and governing bodies.

Core Support  

The following interventions will be delivered as full day support visits.

Four individual or joint observations to support the school staff to implement strategies, resources and routines to enable students to access Teaching and Learning. This will include a written report and recommendations.

Four Planning Sessions with Key staff to ensure Teaching & Learning is effectively differentiated to support pupils’ needs. This will include a written report and recommendations.

One Resource Creation workshop for staff focussing on children with specific learning difficulties or personalised to the needs of an individual child. This activity is suitable for teaching assistants and support staff.

Individual support for a maximum of 10 pupils to develop strategies to self-manage anxiety and understanding of any diagnosed conditions.

Two Transition planning sessions for children moving to the next year group, key stage or from primary to secondary transfer. Includes personalised report and recommendations.

One day visit to Bradfields Academy to observe best practices in teaching and learning and pastoral support. The visit will include the opportunity to speak to specialist teachers and support staff. Lunch is provided.

Two Parent Partnership Support programmes including choice of targeted workshops, coffee mornings and individual meetings with parents to explain SEND and the impact on learning and behaviour. Top tips are included on how to support and manage children at home. All programmes are 2.5 hour. No limit to number of parents attending.

Termly SENCO networking opportunity held at Bradfields Academy or a host school. This includes agenda created by participating SENCOs to share best practice or discuss common barriers. Refreshments are provided.

Coaching and Mentoring for Senior Leaders and Designated Staff

Coaching and mentoring for key staff, including modelling how to support individual pupils to engage in learning using appropriate and effective strategies and resources. Includes bespoke planning and support delivered over a four week period.

Coaching and mentoring of staff to support pupils who display challenging behaviours. Including planning meetings and how to implement effective and consistent behaviour management techniques. Includes bespoke planning and support delivered over a four week period.

SENCO Support

The following interventions will be delivered as half day support visits.

Partnership focused learning walks to explore school and classroom environment. Advice and recommendations provided to ensure that the setting is inclusive for SEND/SEMH needs. Includes initial feedback and written report.

Support to identify SEN needs for individual/groups of pupils. This includes discussion of full background history and recommendations on appropriate screening and full assessments options.

Target setting for children with SEND and behaviour difficulties. Using SMART approaches to ensure targets are relevant to areas of difficulty and achievable for the student.

Support with EHCP application. This includes suggestions for provision mapping, signposting to external agencies, recommendations regarding high needs funding, attendance at annual reviews and how to challenge when funding offered does not meet the needs identified.

SENCO networking opportunities held at Bradfields Academy or at one of the Medway Schools. This includes agenda created by participating SENCOs to share best practice or discuss common barriers.

Training for Mainstream School Staff Teams

All training is delivered within the mainstream school and can take place during INSET, school day or twilight sessions. We will endeavour to accommodate requests to fit in with the school timetable or annual schedule of events.

ABC Forms

Aims: To ensure all staff understand the purpose and how they should be used. Staff will be confident in using the forms to identify triggers and how to effectively support, manage and minimise incidents.

ADD/ODD

Aims: To develop knowledge and understanding of the difficulties that pupils can experience and be confident in supporting pupils using a tool kit of effective strategies that will be created throughout the session.

ADHD

Aims: To develop staff knowledge and understanding of ADHD by acknowledging the difficulties pupils with ADHD can experience within the mainstream setting.  Staff will be able to plan effectively using effective strategies and consistent approaches to enable pupils to access Teaching and Learning successfully.

ASC

Aims: To develop knowledge and understanding of Autism as a Spectrum condition. To be able to implement effective strategies to support pupils with Autism including those who are high functioning and those who are non-verbal. To build a tool kit of strategies and resources to support children with Autism within the setting.

Attachment Disorder & Early Trauma

Aims: To understand and identify different attachment profiles and implement effective strategies to support pupils within the setting. To build understanding of early trauma and implement strategies to support pupils within the school context.

Barriers to learning/Inclusive Classrooms

Aims: To understand the potential barriers to learning experienced by pupils with a range of different SEND needs. To develop a tool kit of effective strategies and approaches to ensure that all pupils are able to access Teaching and Learning.

Bespoke Training on SEND specific disorders

Aims: Training is suitable for all staff and can be delivered as whole school training session. The length of the training is dependent on requirements of the individual schools, existing staff knowledge and the needs of the pupils within their settings (if a full day training is required the charge will be £750)

Behaviour Management

Aims: To be able to implement effective strategies and routines to ensure that challenging behaviours and low level disruption are minimised. To ensure that a consistent approach is implemented by all staff to support pupils to access Teaching and Learning.

Clever Fingers

Aims: To understand how this intervention can support pupils to develop their motor skills and how to use resources effectively. This training includes how to plan, assess and review the effectiveness of the intervention.

Colourful Semantics/Russian Handwriting

Aims: Building staff knowledge and awareness of how this resource will benefit children’s literacy by focusing on the meaning of words by breaking down and colour coding various parts of a sentence. This resource is designed to help children develop their grammar by joining the structure of a sentence and its meaning.

Comic Strip Conversations/Social Stories

Aims: To understand why, when and how social stories and comic strip conversations can support children with Autism to cope with different situations and to encourage positive behaviours. Staff will be confident in writing social stories to meet the needs of their pupils. This session includes a practical element where FOS staff support staff in developing specific social stories.

De-escalation

Aims: To be able to implement strategies and techniques to minimise challenging behaviours by the use of de-escalation techniques whilst keeping children safe. To understand the ‘assault cycle’ and how these principles can be used to calm pupils when heightened.

Differentiation

Aims: To understand the importance of differentiation and how to effectively differentiate to ensure that ALL pupils are given the most effective opportunity to progress and achieve.

Downs Syndrome

Aims: To be able to use effective strategies and routines to support pupils with Down Syndrome.  Staff will be confident in using the strategies and will have a tool kit of methods and approaches to use in different situations.

Dyscalculia

Aims: To be able to understand the difficulties pupils with dyscalculia have in a learning environment and be able to implement effective strategies and resources to support progress within Mathematics.

Dysgraphia

Aims: To be able to understand the difficulties pupils with dysgraphia have in a learning environment and the potential signs to be able to implement effective strategies and support within recording tasks.

Dyslexia

Aims: To be able to understand the difficulties pupils with dyslexia have in a learning environment and be able to implement effective strategies and resources to support progress within English and all subjects.

Dyspraxia

Aims: To be able to understand the difficulties children with dyspraxia (verbal/physical) experiences and be able to implement effective strategies and approaches to enable pupils to access all areas of teaching & learning.

Foetal Alcohol Syndrome Disorder (FASD)

Aims: To develop an awareness of the difficulties a pupil with FASD can experience and be able to recognise FASD and implement effective strategies and routines to support pupils. 

Global Development Delay (GDD)

Aims: To understand what is meant by global delay and be able to effectively support pupils who have shown traits or been given a diagnosis.

Development Delay

Aims: To understand where to access support and advice from external professionals and how to implement effective strategies within school context.

Hypermobility

Aims: To develop understanding of hypermobility and how it affects pupils within a mainstream setting. Staff will be able to implement effective strategies and routines to support pupils to access Teaching and Learning including unstructured sessions.

Identiplay (Practical session)

Aims: To understand how Identiplay can support the development of play and communication skills and be able to effectively plan, assess and monitor the impact of this intervention on the pupils included.

Intensive Interaction

Aims: To develop awareness and knowledge of the Fundamentals of Communication and be able to plan, assess and monitor the impact of this approach on developing social communication for Autistic Learners.

Lego Therapy

Aims: To develop awareness of how Lego Therapy can support Autistic pupils in developing turn-taking and social communication skills. Staff will be able to select appropriate resources and effectively plan, implement and monitor the impact of the sessions. The training will include FOS staff modelling a Lego therapy session.

Leuven Well-being and Involvement Scales

Aims: To be able to understand how using the scales can positively impact on pupils’ wellbeing and engagement and use them to inform effective action plans. Staff will be able to effectively plan, assess, review and monitor the impact on pupil progress, well-being and engagement.

Midday meal supervisor training.

Aims: To up skill staff team’s knowledge and confidence and increase the levels of engagement and interaction during the lunch break. Staff will understand how incidents can be minimised through positive engagements with the pupils during unstructured times.

Pathological Demand Avoidance (PDA) or Demand Avoidant Profile

Aims: To develop an awareness of what PDA is and the signs and symptoms that learners may have PDA. Staff will understand the connection with anxiety and the difficulties pupils with PDA experience both at home and school. The training will include how to implement effective strategies and routines to support PDA learners and to minimise anxiety within the mainstream setting.

Positive Behaviour Support (PBS)

Aims: To develop an awareness of how Positive Behaviour Support can help to reduce challenging behaviours and how the process can improve the child’s/young person’s quality of life and to understand why they are displaying the behaviours.

SEN Plans

Aims: This training provides advice and guidance on the development of School Based SEN Plans. It explores Paragraph 6.48 of the Special Educational Needs and Disability (SEND) Code of Practice, published by the Department for Education (DfE) which recommends using school-based plans to support pupils with special educational needs. Recommended for SENCO, SLT and SEND assistants.

Sensory Circuits (practical session)

Aims: To build understanding on how and why Sensory Circuits can support learners with SEND and be confident in delivering Sensory Circuits (safely) to pupils. The training includes how to plan, assess and monitor the impact on pupil engagement.

Sensory processing disorder

Aims: To understand how sensory processing difficulties can impact on learners and be confident in implementing strategies, routines and resources to support pupils within the school day.

Signing Workshop

Aims: Staff will develop a basic awareness of how to perform signs with learners and be able to recognise and use key signs within the classroom environment.

Transition and Anxiety 

Aims: To understand the impact of transition on pupils and why the process needs to be effectively planned. Staff will be able to plan an effective transition package to minimise anxiety when pupils are moving to different key groups/key stages/schools.

Well-Being Tool kit

Aims: Staff will understand the importance of well-being and how the Well-Being Tool kit can be used to support emotional well-being of pupils in all year groups. The training will include how the tool kit can be effectively used to support learners and enable them to make progress.