Provision of Special Educational Needs or Disability (SEND) support to school's services

• Value: £2M

Service Outcomes The objectives of the service are to ensure that children with sensory impairments achieve their best outcomes and mainstream educational settings are as inclusive as possible. The service is expected to work with families and professionals in educational settings and in the home to empower and enable them to deliver an inclusive offer. The service should drive inclusive practice and be a central point for professionals to access helpful tools, support, and opportunities to upskill staff including an online offer for staff. Over the lifetime of the contract the Provider shall ensure the service achieves the following outcomes; • Staff in mainstream educational settings are supported to develop strategies for hearing impairment (HI) and visual impairment (VI) learners • Early years settings and educational establishments within the local authority area receive the advice and support they require to feel confident and competent in achieving improved outcomes for children and young people with hearing and visual impairment • Schools and settings are supported to deliver an inclusive offer to HIVI learners • Staff are equipped with strategies, tools and techniques to ensure inclusive teaching and teaching methods that enable all learners with these conditions to make appropriate good progress alongside their peers • Staff have up to date training on the benefits of augmentative equipment and technology e.g. radio aids; and are equipped with the knowledge on how to use appropriate equipment • Outcomes for HIVI learners can be evidenced and evaluated • HIVI learners and their families are appropriately supported to thrive in a mainstream setting • Ensure provision supports individuals with transient hearing impairment such as glue ear.

• Value: £1M

Service Outcomes The service is expected to work with professionals in education settings to empower and enable them to deliver an inclusive school offer to children with SEND. The service should drive inclusive practice and be a central point for professionals to access helpful tools, support, and opportunities to upskill staff including an online offer for staff. The provision should achieve the following outcomes; • Teachers feel skilled, empowered, equipped. Staff in key roles are motivated to develop an inclusive offer and understand their role in that (e.g heads) • Schools are able to provide an inclusive offer for SEND, that is high quality and enables them to achieve the best outcomes so that, pupils are able to remain in mainstream education when it is right for them. • Pupils with SEND are enabled to achieve in mainstream schools and to meet outcomes that are important to them (this should not be limited to academic attainment alone) • Schools are enabled to deliver a whole school offer, that is known and understood by senior managers, governors, SENCos, and other staff. • Through training support to schools, ensure children and young people with SEND, and specifically ASD, understand their identity as an individual with SEND / autism and can explore how this is expressed by them