At Emmanuel we are keen to ensure that all students receive the best possible education. We work hard to accommodate the needs of all individuals, and plan carefully to incorporate necessary adjustments and interventions, so that every student can reach their full potential.
SEN may be related to learning and cognition; speech, language and communication; social, emotional and mental health; or physical and sensory conditions. In all cases, the specific needs of students are identified in collaboration with staff, parents and specialist agencies, and the appropriate provision is then planned, implemented and reviewed. This tailored provision can come in many forms, including in-class support, daily organisational and emotional support, therapeutic and academic interventions, and practical adaptations.
We have two core facilities to reach the varied needs of our students; Learning Support and Student Support. Learning Support is managed directly by our Special Educational Needs Co-ordinator (SENCO), Suzannah Diamantis, who is responsible for the leadership and management for SEND provision across the school. Student Support is led by Julian Bennett (Student Support Manager) with regular input from our SENCO. Both of these facilities are staffed with specialist teams to create individual programmes of support for our students.
The local offer for Nottingham City can be found below:
SEND Information Report
The Nottingham Emmanuel School is home to a diverse cohort of students, with an equally diverse range of needs. We currently provide for students whose needs fall into all the four broad areas of SEND need, as listed and described below:
- Communication and Interaction– This area of need includes when children and young people have speech, language and communication difficulties, which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others. Children and young people with an Autistic Spectrum Disorder (ASD), or some other learning needs and conditions, are likely to have particular difficulties with social interaction.
- Cognition and Learning– This area of need includes when children and young people learn at a slower pace than their peers. They may:
- have difficulty in understanding parts of the curriculum
- have difficulties with organisation and memory skills
- have a specific difficulty affecting one particular part of their learning such as in literacy or numeracy
The term ‘learning difficulties’ covers a wide and varied level of need, including moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound and multiple difficulties (PMLD). Specific learning difficulties (SpLD) such as dyslexia, dyspraxia and dyscalculia also come under this term.
- Social, Emotional and Mental Health Difficulties– This area of need includes when children and young people experience social and emotional difficulties, which present themselves in many ways. They may:
- have difficulty in managing their relationships with other people
- be withdrawn
- behave in ways that may hinder their and other children’s learning or that have an impact on their health and wellbeing
This broad area includes Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD) or Attachment Disorder. It also includes behaviours that may reflect underlying mental health difficulties such as anxiety, depression, self-harming and eating disorders.
- Sensory and/or Physical Needs– This area of need includes when children and young people have visual and/or hearing impairments, or a physical need. They may need support with specialist equipment, training and facilities, so that the learning environment is appropriately accessible for them.
Please see the table below for a summary of the levels of SEN across our school:
|Year Group||SEN||SEN with EHCP||SEN Total|
|TOTALS||303||12||315 (27.9% of student population)|
Any student, parent or member of staff who has a concern that a student may have an unidentified special educational need or disability (SEND) is encouraged to liaise directly with the school SENDCo, Suzannah Diamantis (email@example.com).
We also use a wide range of consultation processes and assessments to identify students with SENDs and monitor their progress. These include a variety of consultations and assessment of data:
- Year 6 Transition meetings with parents: All parents are invited to meet with a member of staff to be consulted on the needs of their child. This takes place following the Y6 admission process, once the child’s place is confirmed.
- Year 6 Transition meetings with primary schools: the SENDCo and Pastoral Team contact all feeder primary schools, so that they can share in-depth information regarding the SENDs of individual children.
- Student Profile Formulation: Where a student has SEND, a Student Profile is formulated, in conjunction with the parents and student, so that their understanding of the needs can be shared and understood.
- SENDCO Liaison: Staff, parents and students are encouraged to communicate regularly with the SENDCO, to raise any concerns regarding a student’s access to learning, engagement and progression. (SENDCo- Suzannah Diamantis- firstname.lastname@example.org)
- Professional Consultations: We regularly consult with Educational Psychologists, Speech and Language Therapists, Autism Specialists, Learning and Cognition Specialists, Sensory Specialists, CAMHS and Behaviour Specialists, in order to identify the specific needs of students.
- Regular parent evenings: We encourage regular communication between parents and teachers. This can take place at the formal ‘Parent Evenings’, which are held for each year group throughout the year, or via phone call and email, as and when needed.
- EHCP Reviews: All EHCPs are reviewed annually, and within this process we track the progress of students against their EHCP outcomes. We will carefully monitor whether students outcomes are ‘on-going’ or ‘achieved’, and will develop the EHCP accordingly to support this progress.
- Regular IEP Reviews: IEPs (Individual Education Plans) are reviewed on a termly basis, allowing us to review progress against targets specific to SENDs, and adapt respective interventions to support further progress.
Assessment of data:
- KS2 SATs Data– Use of KS2 data from primary school allows us to begin early identification of those students whose progress may be impeded by an SEND.
- Common Assessment Framework (CAF)- At Emmanuel we make use of a Trust-wide assessment system, which allows us to accurately identify students attainment and progress. This system is utilised across all areas of mainstream curriculum, and allows us to quickly identify where students are making good progress, or where there are short-falls in learning.
- ‘CAT’ Tests– Through ‘Cognitive Assessment Tests’, we are able to identify students who have specific areas of cognitive weakness, in areas including verbal, non-verbal, spacial and quantitative understanding.
- NGRTs– New Group Reading Tests allow us to identify students with particular challenges around literacy and reading.
- Dyslexia and Dyscalculia Screenings– We use these screenings to gain a better understanding of a student’s needs, where difficulties in numeracy and literacy have been identified.
- GL Assessment- Exact Test- Where we recognise that students are in need of special exam access provision, we make use of the Exact test, to evidence need and secure arrangements.
- Scrutiny of ‘holistic’ data: We recognise that, in addition to academic data, levels of homework, behaviour and attendance can also provide indicators of an underlying SEND. We scrutinise this, along with our ‘CFL’ (Character for Learning) framework, to support our identification of needs.
- Character for Learning (CFL): We regularly assess all students against our CFL framework, which provides us with an excellent insight into students’ progress in attitude to learning, without being wholly reliant on academic achievements. For students with SEND, this is a very important tool in terms of assessing progress in learning habits, even if their attainment is lower than expected.
- Bespoke intervention and course assessments: Some of our interventions and courses are monitored through bespoke assessment systems, allowing us to monitor students as the make progress in response to these interventions. Some examples of interventions and courses with bespoke assessment tools are:
- Fresh Start, our 33 module phonics and literacy programme
- ELSA (Emotional Literacy Support Assistance), with personalised outcomes against which progress is assessed
- Entry Level Courses in English and IT Functional Skills, with assessment tools for Entry Level 1, 2 and 3.
- Precision Teaching, a 1:1 intervention to support students with progress around specific targets, which are identified through the B-Squared assessment tool.
High quality teaching for SEND
At Emmanuel, an inclusive approach to teaching and learning is promoted across the academy. Staff at Emmanuel access regular high quality training on a weekly basis focusing on different aspects of teaching and learning such as differentiation, assessment for learning, data analysis, as well as sharing good practice for meeting the needs of all learners. We believe that every teacher is a teacher of students with SEND. Subject staff implement appropriate personalisation to meet student need in lessons through high quality teaching.
‘Quality First Teaching’ (QFT), differentiated for individual students, is the first step in responding to students with additional needs. Where there is a high level of need, teachers are supported by Learning Support staff and Student Support staff in lessons. However, subject teachers remain responsible and accountable for the progress and development of all students in their class, including where students access support from teaching assistants and specialist support.
The SENDCo, along with Year Leaders, ensure that all staff have the relevant information regarding SEND students, including practical classroom strategies. This information is presented in the form of an accurate and up-to-date SEN register, which includes information regarding each students SEN status, need and types of support offered. IEPs (Individual Education Plans) hold further, in-depth, information detailing background, potential barriers to learning and classroom strategies to support a student’s learning. This information is stored centrally and updated regularly, as appropriate.
In some circumstances, students with high levels of SEND may receive interventions in relation to specific areas of need. These interventions are wide ranging, such as physiotherapy, phonics interventions, numeracy interventions or social and emotional therapies. Where such interventions are delivered, staff delivering the interventions are appropriately trained.
All teachers have a responsibility to adapt their delivery of the curriculum to meet the needs of the students they teach. Where necessary, we also make adaptions to typical pathways to ensure that all have access to a manageable and meaningful curriculum. In KS4, we adapt the GCSE pathway in a number of ways, including access to Entry Level qualifications and incorporation of courses to promote skills for adulthood, including Functional IT, PSHE and Hospitality. We also ensure that, where appropriate, students with SEND have supported time for homework and coursework management, which we refer to as Supported Study. We refer to this umbrella of pathway alterations as being part of our ‘Foundation Learning’ programme.
Interventions to meet specific needs
Throughout KS3 and KS4, where students have a high level of SEND, we ensure that students have access to appropriate interventions relevant to their needs. These interventions are designed with the individual in mind, and include provisions such as physiotherapy, phonics intervention, numeracy intervention or social and emotional therapies. In these cases, staff delivering the interventions are appropriately trained, and/or work alongside specialists to design the programme of intervention sessions. Currently, we deliver a plethora of interventions, including:
- ELSA- Emotional Literacy Support
- Fresh Start- Phonics and Reading
- Lexia Core 5 and Lexia Power Up- Literacy
- Drawing and Talking Therapy
- Number Box- Numeracy
- Social Development groups
- Homework support groups
- Speech and Language
- Personalised Reward Systems
- Targeted PSHE- e.g. Keeping Safe Online
- Counselling- both virtual and in-house
- Regular mentoring sessions
In all cases where a student has an identified need, and accesses an intervention specific to this need, the progress of the student is assessed, and the intervention programme is reviewed for efficacy. Intervention programmes are then adapted according to the needs of the student.
Enrichment and wider school activities
Inclusive schooling reaches far beyond the boundaries of the classroom. At Emmanuel, all students are encouraged to access enrichment clubs, school trips and be part of young leadership teams, such as ‘House Leaders’ or ‘Student Librarians’. Where a student may have an SEND that presents barriers for access to these clubs and experiences, we will always look for ways to overcome this and ensure access and participation for that student. We also provide students with SEND with additional opportunities to celebrate their capabilities and explore independence, such as our annual Learning Support residential, and our annual participation in the Nottingham Forest SEND Sports Festival.
An on–going programme of training is in place to ensure that all teachers and support staff have appropriate skills and knowledge to support provision for students with SEND.
Recent training has been facilitated by Speech and Language Therapy, Teachers of the Visually impaired, Teachers of the Hearing Impaired, Police, National Autistic Society, the Behaviour Support Team, Travel training, LA Autism Team and Educational Psychologist.
Our SENDCo actively engages in a range of opportunities to share best practice and keep abreast of current local and national initiatives and policy to support students with SEND. Teaching staff seek support and guidance from the SENDCo and Learning Support team as required.
The academy also seek advice and guidance from local special schools and other relevant agencies to help school staff meet the needs of your child to review, evaluate and develop provision for students who have the most complex needs.
We have staff with specialised expertise, qualifications and experience including:
Suzannah Diamantis– The SENDCo at The Nottingham Emmanuel School is a qualified teacher who has teaching experience spanning 13 years. Suzannah has supported and led the management of the SEND department for 5 years, and completed the National Award for the Co-ordination of SEND in 2017, with Nottingham Trent University.
John Scott– Our specialist in ASD has over 10 years experience working specifically to support the needs of students with autism, and SEND more broadly
Karen Thomson and Wasim Ayub– We have two members of staff professionally trained as ELSAs (Emotional Literacy Support Assistants). Karen has been practicing in ELSA for over 15 years, and is also trained in Mental Health First Aid.
Angela Mills and Senga Hill– Two members of our team are specifically trained in interventions to support the early development of literacy and phonics. Senga and Angela currently deliver our Fresh Start programme, to KS3 students.
Rick Back– the Trust Lead for SEND is a qualified secondary teacher. He has been involved in SEN teaching for over 30 years and was the SENDCo at Bluecoat Aspley Academy for 18 years. He has a Master of Education in Special Educational needs.
We also have multiple trained staff in the following areas:
Moving and Handling– We ensure that, at all times, a number of staff remain qualified in the safe moving and handling of students with significant physical needs.
Good Autism Practice– A number of Support Staff are trained to meet the needs of students with ASD, through Autism Education Trust’s ‘Good Autism Practice’.
Precision Teaching- We have Support Staff trained in Precision Teaching, to allow us to target specific skills and knowledge within the curriculum.
Restorative Approaches– Support Staff are trained to use restorative approaches to manage conflict and poor behaviour amongst students.
At Emmanuel, we have a number of specialist facilities that make our school accessible to students with SEND:
- Learning Support and Student Support Bases: Designated spaces for ‘Learning Support’ and ‘Student Support’ ensure that students with SEND have a consistent base, where they are able to liaise with their Keyworker or access different means of support, such as pastoral care or interventions. These areas are equipped with cooking facilities, teaching rooms and art facilities and ICT, so a wide range of interventions can be delivered.
- The Medical Room– Within the Learning Support base is a large ‘medical room’, which houses to support with personal care, including hoists and height-adjustable changing beds.
- Lifts– Three lifts allow full access to the school site for students with limited mobility.
- ‘Level’ Entrances/Exits– All entrances to the school building are ‘level’ with the ground, meaning that people using wheelchairs and those with physical needs can easily enter and exit
- Sensory Room– Our Learning Support Base is equipped with a sensory room, fitted with light, sound and sensory equipment to stimulate and calm students with sensory needs.
- Accessible Parking– We have designated parking for students, staff or parents with physical needs, to ensure a smooth and supported arrival and departure from site.
- Specialist Equipment– Where appropriate, we liaise directly with allocated Occupational therapists, Physiotherapists and Sensory specialists to ensure that the facilities and provision meet the physical needs of students in our care, making reasonable adaptions where necessary. Some of the specialist equipment we currently use includes:
- Walking frames
- Standing Frames
- Electronic magnifiers
- Table height adjusters
- Specialised chairs/furniture
Primary (Year 6) to Secondary (Year 7) Transition
The Year 6 to Year 7 transition is one of the most strongly anticipated transitions for both children and parents, and at Emmanuel we have a number of initiatives to ensure this process is effective:
- Cross-school SENDCO consultations: The SENDCo at Emmanuel liaises with the SENDCos of all feeder primary school, so that an in-depth transfer of understanding around the students needs can be gathered.
- Y6 Transition meetings with parents: We invite all parents to meet with a member of staff to discuss the needs of their child. This takes place following the Y6 admission process, after places have been confirmed.
- Additional Y6 SEND Visits: Where we identify students with SEND who would benefit from additional ‘transition visits’, we arrange a programme of lunchtime and lesson visits, additional to the more general ‘Y6 Transition Days’.
- IES Teams: We work closely with the Inclusive Education Service, and their sub-teams, to plan effective transition pathways for our Y6 students
- Transition resources: We provide prospective students with SEND a range of resources to help them become familiar with the school environment, including Welcome Booklets and introductory videos.
- Specialist transition consultations: We work very closely with any specialist agencies supporting students, so that we can make sure we are fully prepared to accommodate their needs. This includes physiotherapists, sensory specialists, speech and language specialists, occupational therapists, dieticians and diabetic specialists.
- Relevant staff training: Where appropriate, we undertake training specific to the needs of students with SEND who are transitioning to Emmanuel, such as Moving and Handling training, or Epi Pen Administration.
In addition to transitions across key phases of education, we also recognise the challenges for students with SEND in year-to-year transitions. In order to support this process, and remove as many barriers as possible, we maintain the following systems:
- Keyworkers: At Emmanuel we have a strong ‘Keyworker’ system, whereby students with a high level of SEND have an allocated ‘Keyworker’. Wherever possible, we seek to maintain this keyworker allocation throughout key points of transition. This member of support staff is able to anticipate the needs of the student, and plan for potential barriers or difficulties in the year-to-year change. This planning may include meetings with prospective teachers, consultations on seating plans, or phased returns to a timetable, after a long school holiday.
- IEPs (Individual Education Plans- formerly Student Profiles): At Emmanuel we maintain Individual Education Plans. These documents provide key information on our students with SEND, and transfer between year groups, allowing understanding of the students needs to be shared effectively between teachers, year on year.
At Emmanuel we recognise the pressures and challenges that the fast-paced and changeable school environment presents for many of our students with SEND. As such, in addition to the clear and concise communication shared with all students, we support students with high levels of SEND with the following arrangements:
- Keyworkers: All student with a high level of SEND have an allocated keyworker. Keyworkers have an in-depth understanding of the students with which they work, allowing them to anticipate day-to-day changes and resultant barriers for them. Keyworkers are well placed to liaise with students, teachers, and parents, to make necessary plans to support students in overcoming these daily challenges.
- Student Passes: Where appropriate, we provide students with passes with arrangements to help them manage daily transitions more easily. These include:
- ‘Leave 5 Minutes Early’ card
- ‘Time Out’ card
- ‘Toilet Pass’
- ‘Early Lunch Pass’
- ‘Medical Pass’
- ‘Disabled Parking Pass’
Post-16 Education and Adulthood
It is of great importance to us that we have confidence in the ‘next steps’ of all students within our care. We recognise that progressing into P16 education and adulthood can provide additional challenges for those with SEND. As such, we take much care in supporting this phase of transition and implement the following:
- P16 Transition Meetings: Where students have a high level of SEND, we liaise directly with the SENDCo of the P16 provision, to share any knowledge or documentation that may support them in better understanding the needs of the student. We also work closely with the provider to map out appropriate transition activities and visits, so that the student can transition at a comfortable pace.
- IES Teams: We work closely with the Inclusive Education Service, and their sub-teams, to plan effective transition pathways for our Y11 students. The specialists within the IES Teams help to ensure that these pathways are tailored to the specific SENDs of students.
- Futures: We work with the agency ‘Futures’ to ensure appropriate next steps and Post-16 provision, with a particular focus on students with a high level of need, and those with an EHCP.
- Transition Visits: Where appropriate, we work with prospective Post-16 providers, and other agencies, to arrange additional transition visits for our students with SEND, so that they can become familiar with the facilities, staff and systems in their prospective provision.
- Y10 Work Experience: Where students have high levels of SEND, we support the process of acquiring a Y10 work experience more closely, and secure placements with inclusive practitioners and employers.
- Learning Support PSHE Sessions: This programme of study, delivered to students across Y9, 10 and 11, is specific to students with high levels of SEND. These sessions support students in developing life skills relevant to adulthood, such as personal care, relationships and independence.
- Foundation Learning Subjects: We recognise the need for a meaningful curriculum to support our students into adulthood. The Foundation Learning Pathway is specifically designed with this in mind, for our students with a high level of SEND. The pathway incorporates ‘Hospitality and Catering’, ‘Functional IT’ and ‘Functional English’, all of which provide a practical learning pathway for students to develop skills that can carry through to adulthood.
- Student Support P16 Transition programme: The Student Support team support students with social and emotional challenges to complete application processes, develop employment skills and independence.
All staff at Emmanuel have a duty of care to every single student in school, and, as such, we all play an important role in ensuring that each student is safe and happy to be here. Behaviour management is a key part of every teacher’s role, and they will adapt their techniques to respond to the needs of individual children. In addition to this, all students have an allocated Tutor, and Year Leader, who will liaise with them on a weekly or daily basis.
Year Leaders, along with the SENDCo, will closely monitor behaviour and attendance through half-termly reviews. Where a higher level of pastoral need is identified, including those with an SEND, students are allocated a ‘Keyworker’. A student’s ‘Keyworker’ may be a member of staff from the ‘Learning Support’ team, or the ‘Student Support’ team, depending on the needs of the student. This member of staff will work with the student, and parents, more intensively, to ensure that they have sufficient pastoral support and that reasonable adjustments are made to the school environment where needed.
Strategies keyworkers implement may include the following:
- Daily meet and greets
- Daily phone calls home
- Regular review meetings with parents
- Behaviour Mentoring
- In-class support
- Personalised timetables
- Emotional Mentoring/ELSA
- Communicating reasonable adjustments to teacher
- Developing an IEP
We meet the needs of an incredibly diverse group of students, and this demands support from a diverse range of agencies. We pride ourselves on excellent working relationships with specialists across many areas of expertise, and are constantly engaging with these agencies to improve our practice, and develop provision for students.
Currently, we work with the following agencies. This list is not exhaustive and evolves constantly, in response to the needs of our students:
- ASD Team
- CEPS- City Educational Psychology Service
- CAMHS- Child and Adolescent Mental Health Services
- Sensory Team
- Learning and Cognition Team
- SHARP- Self-Harm Awareness Resource Project
- Time 4 Me
- Community Paediatricians
- Empower Education
- Nottingham City Police
- Oakfield P.D. Team
- Occupational Therapists
- Speech and Language Therapists
- Behaviour Support Team
- Virtual Schools
Working in partnership with parents and students is fundamental to how we develop effective provision for students with SEND. We use a variety of means to consult with parents and students, and use their in-depth understanding to impact our practice:
- Y6 Transition meetings with parents: We invite all parents to meet with a member of staff to discuss the needs of their child. This takes place following the Y6 admission process, after places have been confirmed.
- Keyworker Communication: Where a child is identified as needing support that is additional to, and different from, that of a typical student, they are allocated a ‘Keyworker’. This is a member of staff from within the Learning Support or Student Support Teams, who will liaise directly with the child and parents on a weekly/daily basis. This line of communication is fundamental to ensuring that we respond quickly to the needs of students with SEND, and directly include parents in this process.
- Annual EHCP reviews: Where a student holds an EHCP, we hold annual reviews to ensure that provision is appropriate and accurately documented. We aim to include all involved agencies in these reviews, and particularly prioritise parental participation and feedback.
- Direct SENDCO and Pastoral liaison with parents: Any parent who has a concern that a student may have an unidentified SEND, or feels that provision is inadequate, is encouraged to liaise directly with the school SENDCO, Suzannah Diamantis (email@example.com), or respective Year Leaders.
- Parent ASD Forum: We hold termly forums for the parents of our students with ASD. We value this as an opportunity to hear form those who best understand the students, and use parent feedback from these meetings to directly impact our work.
- IEPs (Individual Education Plans): Formally referred to as Student Profiles, we create IEPs as a key source of information for any member of staff working with a student with SEND. IEPs are formulated with information from a broad range of sources, including the parents. We ask parents to review our IEPs each year to ensure the contents is relevant and accurate.
- Y6 Transition meetings: We invite all students, along with their parents, to meet with a member of Emmanuel staff to discuss their needs. This takes place following the Y6 admission process, after places are confirmed.
- Keyworker Communication: Where a student is identified as needing support that is additional to, and different from, that of a typical student, they are allocated a ‘Keyworker’. This is a member of staff from within the Learning Support or Student Support Teams, who will liaise directly with the student on a weekly/daily basis. This line of communication is fundamental to ensuring that we respond quickly to the needs of students with SEND, and directly include the student in this process.
- Annual EHCP reviews: Where a student holds an EHCP, we hold annual reviews to ensure that provision is appropriate and accurately documented. We aim to include all involved agencies in these reviews, and particularly prioritise student participation and feedback.
- Learning Support access: Any student who has a concern that they may have an SEND, or feels that they need further support, is encouraged to liaise directly with Learning Support Staff, including the SENDCO, Suzannah Diamantis (firstname.lastname@example.org). Staff in Learning Support are always readily available to converse with students and discuss their needs.
- IEPs (Individual Education Plans): IEPs are formulated with information from a broad range of sources, including the students themselves. We review IEPs with students each year, to ensure the contents is relevant and accurate.
Please refer to the academy general complaints procedure. The normal arrangements for the treatment of complaints at Nottingham Emmanuel School are used for complaints about provision for special educational needs.
If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the SENDCo. They can then look into your concern and give you a response, making clear any action or monitoring of a situation that may be necessary. At this stage, misunderstandings can usually be settled. Everyone benefits from the speedy resolution of a difficulty and from suggestions for improvement.
If no satisfactory solution can be agreed, a more senior member of staff will be able to offer advice on formal procedures for complaint if necessary. This process is outlined in the academy’s Complaints Procedures document.
Parents/carers can request support from a parental support service. The complaint will be considered by the Principal and Academy Advisory Board (AAB – previously known as the Local Governing Body or LGB).
If the complaint is not resolved through the normal school processes, then a disagreement resolution service can be contacted.
There are some circumstances, usually for children who have a statement or EHCP, where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints which fall within this category cannot be investigated by the academy.
Ask Lion- www.asklion.co.uk – Holding information on Nottingham LA’s ‘Local Offer’, including services, activities and support for those with SEND
Notts Help Yourself-www.nottshelpyourself.org.uk – This holds Information on Nottinghamshire’s LA ‘Local Offer’, including services, activities and support for those with SEND
Ask Us Notts (formerly Parent Partnership)- www.askusnotts.org.uk – Offering guidance and impartial information, advice and support
National Association of SEN: www.nasen.org.uk
Department for Education: www.dfe.gov.uk