Expert support to schools (including nursery, primary, secondary, mainstream, special schools, independent schools and academies) in meeting the needs of children and young people with specialist educational needs (SEN).
In addition to our diagnostic assessment services for a variety of SEN (including speech-language, autism, attention, specific learning, literacy, language and numeracy and emotional needs), we provide support to schools in meeting the requirements and evidence to progress from Assess, Plan, Do, Review (APDR) to Educational Health Care Plans (EHCP).
We offer joint Autism / ADHD Diagnostic services and we provide support to schools in meeting the requirements and evidence to progress from Assess, Plan, Do, Review (APDR) to Educational Health Care Plans (EHCP).
EHCP
Schools are required to justify a pupil’s need for an EHCP, and this may be a long and time-consuming process to demonstrate schools have made a comprehensive attempt to support the child.
They need to outline in a systematic fashion what has been done, by whom, for a period of time and provide measurable outcomes.
Local Authorities request evidence of APDR (Assess, Plan, Do, Review) as part of the EHCP process, although each authority has its own APDR model and format. This evidence forms part of the graduated approach, which is the precursor to being able to apply for an EHCP.
APDR
Assess, Plan, Do, Review (APDR) is a process used in the graduated approach to supporting children and young people with Special Educational Needs (SEN). It’s a four-part cycle that involves reviewing earlier actions and decisions to better understand the child’s needs.
Here are some steps in the APDR process:
- Assess: Identify the child’s needs and what additional support they require.
- Plan: Put support in place
- Do: Implement the support.
- Review: Review the support after a short period
The APDR process is usually repeated at least twice before considering the next steps. Each cycle typically takes four to six weeks.
The APDR model may be onerous for schools as they need support accessing assessments, reports, individual plans and outcome measures to meet the SEN requirements. Some schools will have to SEN provisions in place and require additional professional guidance in applying their resources and staffing for the child’s needs to gain evidence.
Many schools have difficulty finding the right professionals, and special educational needs coordinators (SENCo) are often overwhelmed by the number of pupils requiring SEN support.
We offer a three-tier support package to schools.
1. Early support, advice, and reasonable adjustment
We work with schools, parents and other professionals. We recognise that early intervention, a pragmatic framework of support, progress review and monitoring, and a joined-up approach provide the very best opportunity for our young people to flourish and build a “tool kit” of skills and independent strategies.
We support schools by assisting with the early identification of needs and providing a framework of intervention alongside staff, enabling an effective collection of evidence against specific progress targets as part of the Assess, Plan, Do, Review process. If required, we can assist in the development of such targets, the review of the same or provide guidance on how to augment school support plans towards an application for EHCP (Education Health Care Plan) assessment.
We can provide pragmatic support for schools, including, not least, staff training, individual pupil or group intervention, development of pupil support plans, attendance and input into the EHCP annual review process, assessment and diagnostic tools leading to potential diagnosis. We are here to support schools in developing support frameworks that capture both reasonable adjustments and enhanced support where needed. Our aim is to enable schools to maximise their resources, which can be delivered in a resource-efficient and pragmatic manner, removing barriers to learning and improving pupil outcomes.
We provide a 10-week school-based intervention to support APDR. This can substantiate any evidence for the next step in an EHCP application.
2. Comprehensive assessment:
At the Roundway Centre, our professionals offer a complete service for parents, young people, schools, colleges, and Local Authorities, from full diagnostic assessment to family therapy, individual young person support, training and school support, guidance, and Local Authority liaison and if required, parent support through the EHCP process, including tribunals.
We aim to provide robust and comprehensive diagnostic assessments that not only provide clear diagnostic details but also highlight comprehensive recommendations for the young person, their educational setting, home life, and parenting. The aim is to provide guidance for the young person, parents and the educational settings to foster the development of skills and strategies leading towards a “tool kit” for life to progress and improve home and school life.
We follow NICE (National Institute for Health and Care Excellence) and national guidelines with a reputational value with education and Local Authorities. Below are just some of the ways the practical help we provide has a positive and far-reaching impact.
3. Individual Therapy
We provide a range of evidence-based intervention and support strategies determined by the child’s individual profile.
We support schools in implementing the support; many strategies can be embedded in the school day or teaching style.
We break down and guide the strategies and interventions contained in the report to ensure the best possible outcomes for each individual and build confidence in teaching staff and schools.
The therapist helps children and young people with a range of social-emotional, communication, interaction, and learning needs. Individual goals are identified in close collaboration with parents and teachers in the therapy sessions.
The therapy is available for children and young people in primary or secondary schools, colleges, universities, and higher education. If you have any queries, please don’t hesitate to email us at office@roundwaycentre.org.uk.
Please see our dedicated Support for Schools page for further information.
Accessible autism communication training for primary schools
Paediatric Autism Communication Therapy (PACT) is a scientifically-evidenced early intervention for neurodivergent and autistic children, proven to progress child communication and social engagement sustained long-term into middle childhood.
PACT supports neurodiverse-accepting interaction and relationships by helping autistic children to communicate and be accepted, understood and celebrated for who they are, and advocate for themselves.
A Level 1 e-learning programme introduces some of the techniques and research behind the evidence-based supported PACT Clinical intervention, putting it in a school-based context for educators in nursery, primary and other school or childcare settings.
Our team of experts provide PACT therapy in schools and support EYFS, Early Years Foundation Skills, setting individual goals and measurable outcomes contributing to ADPR and EHCPs.
PACT is an adult-mediated, video-aided intervention designed to improve social communication in children ages 2-11.
1. PACT in an EYFS Context
Many of the areas of learning in EYFS (Early Years Foundation Skills framework) fit perfectly within the context of the PACT stages, in nurseries and schools, mainly through games, interaction and play, making it a seamless integration.
These include:
- communication and language
- personal, social and emotional development
- physical development
- understanding the world
- expressive arts and design
2. PACT & National Strategy
PACT directly correlates to 4/6 of the themes listed in the national strategy for autistic children, young people and adults: 2021 to 2026:
- improving understanding and acceptance of autism within society
- improving autistic children and young people’s access to education, and supporting positive transitions into adulthood
- tackling health and care inequalities for autistic people
- building the right support in the community and supporting people in inpatient care
3. PACT in Schools will help you to:
- Target social communication and language, which in turn can lead to development of a child’s social and school happiness.
- Support adults working in partnership with children and parents, using their knowledge of the child and child’s setting.
- Empower adults to recognise and enhance the key skills proven to lead to better social communication outcomes in autistic children.
- Support the developmental language pathways leading to language improvement.
- Focus on key takeaways such as brief moments of communication between the educator and child.
- Support the preparation of specific intervention plans for each child related to their individual development.
For parent, carer and teacher information on PACT, please see PACT Parents Flyer (PDF). For professional information on how to train to become a certified PACT practitioner, please click here.
Please see our dedicated Support for Schools page for further information.
Book a one-hour initial consultation with a therapist