SCH 31-3.5 explain how to access extra support or services to enable individuals to communicate effectively.
There will be times when extra support is needed to have meaningful communication with a child or and adult to meet their needs of affective communication.
In Hounslow we have great support services to support children and adults with communication problems.
Children centres in Hounslow support families and can direct families to other agency's
In my area of Feltham we have Alf Kings which parents can attend drop ins,staff at children's centres can bring support into the centre to support families.
Translation and interpreting services can be brought into the centre,many documents in Hounslow are printed in a number of different languages to also help families.
Reflections have drop ins on a Thursday afternoon for hearing and visual impaired children.
Friday Group at Belvadere House is open to childminders and we can have support from the early years team there.
Hounslow has a wide range of Central Support Services that form an integral part of the education provision in the Borough. As a diverse borough with children and parents with many different educational needs Hounslow’s teaching Services aim to cater for pupil’s individual and specialist development in their learning attainment, as well as providing support and advice for teaching staff in schools. These services consist of specialist experienced teaching staff and LA officers who work collaboratively in a range of ways, both in-school and on an individual level.
For more information on each service please click on the links below: Teacher’s Support Services (TSS)
Educational Psychology Service
Hounslow Traveller Education Service
Hounslow Music Service
The Teacher’s Support Services (TSS)
The TSS aims to support the inclusion of pupils with special educational needs and enable access to learning opportunities. The service consists of six specialist teams offering a wide range of expertise, support and advice to early years settings, schools, parents, governors and the LEA on all aspects of inclusion and special educational needs. The Behaviour Support Team (BST)
The BST works collaboratively with schools to develop an inclusive approach for the management of pupils experiencing emotional and behavioural difficulties. They work closely with schools and other agencies to improve whole-school behaviour management systems and to provide individual and group support for pupils and parents.
Early Years Team (EYT)
The Early Years Team supports staff and SEN children in Early Years settings. The team consists of Specialist Nursery Teachers, Area Special Educational Needs Co-Coordinators (SENCOs) and an Early Years Adviser for Social, Communication and Behavioural Difficulties. These members of staff work together and with schools and parents using resources and individualised programmes to support children and help them achieve successful learning outcomes.
Hearing Impairment Team (HIT)
HIT advise on all levels and types of hearing loss and on children who may have a hearing difficulty. The Team works with schools staff, parents and children as well as professionals from other Education and Health agencies.
Learning Support Team (LST)
The LST works with schools to promote the successful inclusion of all pupils experiencing difficulties with learning. The team offers support, advice and INSET on assessment, the planning of effective programmes, curriculum differentiation and the use of appropriate resources.
Physical Disability Team (PDT)
The PDT offers a supporting role to schools in the inclusion of pupils with a physical disability and/or medical condition and those pupils with fine or gross motor skills difficulties. The team can provide information on diagnosis, educational implications and classroom management.
Visual Impairment Team (VIT)
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