- General information
- Services for Schools
- IEP Recommendations and Teaching Strategies
- Review meetings
- Professional Development and Training Requests
- Setting & School Responsibility at SEN Stage
The Integrated Disability Service (IDS) is a partnership, bringing together professionals from education, social care and health to provide a range of services to support disabled children and young people and their families at home, school and in other settings.
One contact opens the door to a range of different teams including
- The Child Development Service providing a co-ordinated, multi-agency assessment and follow up services to pre-school children with complex needs.
- The Birth to Three Portage Service providing home-based teaching for babies and very young children up to the age of 3.
- The Pre-School Service, who support children in mainstream Early Years’ Settings across Warwickshire.
- The SEN Childcare Service, who support the inclusion of children and young people with SEN and disabilities up to the age of 18 in a range of childcare settings.
- A Social Care Team of dedicated Social Workers and Family Support Workers, providing services to disabled children and young people aged birth to 18 and their families.
- The Physical Disability Team, which includes Occupational Therapy and Specialist Teachers and an Inclusion Assistant, who provide advice and support to ensure that children achieve the greatest possible independence both at home and school.
- The Autism Team, including specialist teaching staff, Inclusion Assistants, a Youth Worker and Flexible Learning staff.
- The Specific Language Disorder Team, which provides an outreach service to all mainstream schools and also has staff in six bases in mainstream primary schools.
- The Sensory and Complex Team, which is made up of staff who work with children with Complex Needs in mainstream schools and children with a Visual Impairment and Hearing Loss.
- The Volunteer Team, who work alongside other IDS teams, providing extra support to children, young people and families.
Referrals – How to Refer
To make a referral telephone your nearest Integrated Disability Service base. Schools and settings should ensure they have parental permission before referring. The referral form for pre-school children can be found in the Downloads’ and Documents’ section on this page. When referring to Occupational Therapy please ensure you include all the information listed in “Guidance for referring to Occupational Therapy”.
Integrated Disability Service Contact Details
Exhall Grange Campus
Tel 01926 418282
Fax 02476 368801
Saltisford Office Park
Tel 01926 413737
Fax 01926 742474
Services for schools
We provide specialist assessment reports to assist IEP planning and will always be pleased to discuss our reports with staff, parents and, as appropriate, with the pupil.
We usually base our assessment on a range of activities including:
- listening carefully to the views of the pupil.
- gathering further information, advice, and preferences from parents.
- talking directly to school staff who know the pupil.
- gathering information and advice from the Educational Psychology Service and from any Health or Social Service professionals who may be involved.
- making classroom and school-based observations in a variety of appropriate settings.
- undertaking detailed assessment using standardised tests and specialist profiles, and learning from our teaching activities with the pupil.
We try to ensure that our advice takes full account of the opportunities and constraints of a busy nursery or classroom. It is important that the setting / school and the service have realistic expectations of each other. We prefer to negotiate an IEP in which everyone accepts and understands their respective contributions. Our recommendations may include:
- target setting for the next review period. Wherever possible and appropriate, we set targets which are specific, measurable, achievable, relevant and time-limited.
- the development of core skills related to the special needs of the pupil.
- effective differentiation strategies to use in curriculum and IEP planning.
- a range of teaching and support strategies designed to promote curriculum access and achievement, ensure progression, and foster the greatest possible degree of pupil independence.
- appropriate adaptation and management of the classroom to take account of the special needs of the referred pupil.
- the effective use of specialist resources and equipment.
- appropriate criteria for the monitoring and evaluation of pupil progress.
We contribute to school improvement through individual casework and take every opportunity to develop the knowledge, skills and confidence of staff working in early years’ and school settings.
We attend the annual reviews of pupils with statements whenever the school sets mutually convenient meeting dates and times. We prioritise Transitional Reviews and Year 5 Reviews.
- provide reports for circulation prior to Annual Reviews whenever the school provides sufficient notice as required in the Warwickshire guidelines.
- prioritise attendance at reviews prior to changes of school and setting.
- always try to respond whenever a school is signalling serious concern.
- provide updated assessment and advice for reviews provided that we have been undertaking direct teaching and support for the pupil or when the school has specifically requested this advice at a previous review.
- prefer to keep to a minimum the time spent on paperwork. We try to write brief, concise and useful reports. Wherever possible we prefer to use the same reports both for IEP curriculum planning discussions and review meetings.
We can provide SEN and Disability training as requested for school staff, parents and Governors who may be involved with one of our referred pupils. This can be arranged during the school day, at twilight sessions, or on a school training day.
- provide awareness-raising for the school friends of pupils with whom we work. This can only be arranged with the consent of the pupil and parents concerned.
- provide training courses for Teachers and Teaching Assistants advertised on the IDS pages of Warwickshire’s Virtual Learning Platform.
- be pleased to provide references for relevant articles and further reading for Teachers and Teaching Assistants if this is requested.
Training commissions should be discussed in the first instance with any IDS teachers regularly working in your school or setting. Alternatively please telephone one of the Senior Leadership Team or the Lead Consultant Teacher of the relevant team on the attached IDS T&L Structure Chart Sept 2014 (DOC, 19.69 MB)
Setting & School Responsibility at SEN Support stage includes:
- providing the greatest possible inclusion and access to all activities and experiences, both curricular and extra-curricular.
- obtaining the consent of all who have parental responsibility before making any referral to IDS (Teaching & Learning).
- providing all relevant information as requested to ensure a comprehensive referral is available to IDS.
- maintaining and developing the provision made made at the SEN Support stage.
- nominating a link person (usually the SENCO) who will be responsible and available for liaison with IDS staff.
- providing an appropriate working room or area which will be regularly available for individual or small group teaching and assessment as necessary.
- arranging planning time so that staff may share assessment information and advice with setting or school teaching staff and Teaching Assistants.
- devising, implementing and reviewing an IEP or Provision Map which sets out the complementary responsibilities of the Pre-school setting, the School and the Service.
- ensuring that parents are fully informed and included in partnership.
- arranging reviews in accordance with the SEN Code of Practice and conforming to the Guidance to Warwickshire Schools on the Annual Reviews for pupils with Statements.
- making effective and safe use of the specialist resources and equipment which may be loaned by staff, and ensuring its safe return to the service at the end of the agreed loan period.
- arranging and co-ordinating the contributions of the range of services and agencies who may be involved with a pupil with complex SEN.
- providing the Service with the earliest possible notice when a pupil or member of staff is for any reason unavailable for a meeting or a teaching or support session.