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Following the assessment stage, a plan is put in place to support the child or young person.

Once concerns about a child or young person's social communication have been identified, more detailed assessment is likely to be needed to identify the specific areas of concern and potential barriers to learning.

For many children and young people teaching adaptations and reasonable adjustments can be enough to enable them to be successful within the classroom and thrive within wider school life.

Making reasonable adjustments to the classroom environment can make a significant difference for children or young people with social communication needs.

The following teaching strategies are considered effective with pupils who have a social communication need, including autistic pupils.

Class teachers and teaching assistants should ensure that they have a good understanding of the child or young person’s developmental history and learning profile and that they have access to recent assessment information.

Children and young people with social communication needs will have many strengths, but they may have differences, or difficulties, in one or more areas

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The quality, effectiveness and impact of support must be reviewed at least termly with the SENDCo, teacher, parent/carer, and the child.

Following the assessment stage, a plan is put in place to support a child or young person. This will include setting SMART targets (Specific, Measurable, Achievable, Realistic, Timely).

Once concerns about a child or young person's SLCN have been identified, more detailed assessment is likely to be needed to identify the specific areas of concern and potential barriers to learning.

SLCN is often considered to be a ‘hidden disability’ and some aspects of SLCN are more visible than others – particularly associated with speech and sound.

Making reasonable adjustments to create a communication friendly environment can make a significant difference for pupils with SLCN.

The following teaching strategies are considered effective with pupils who have a speech, language and communications need.

Class teachers and teaching assistants should ensure that they have a good understanding of the child or young person’s developmental history and learning profile and that they have access to any recent assessment information.

Communication is the foundation of all life skills. The development of a child’s communication ability has an impact on their learning, school performance and employment prospects as well as on their emotional wellbeing and behaviour.

The West Midlands Local Resilience Forum (LRF) is a partnership of member agencies, including those defined under the Civil Contingencies Act (CCA) 2004.

Short breaks are leisure opportunities for children and young people with disabilities which give their parent/carer a break/respite from their caring responsibilities. Short breaks are intended to have positive benefits for both children and young people with a disability and their parents/carers.

Seeking help is often the first step towards getting and staying safe, but it can be hard to know how to start or where to turn to. We are here to support you with support and advice.

The following items will not be collected.

Solihull provides a free bookable collection service for batteries, paint, small electrical items and paint.

Solihull Council’s Vulnerable Road User Group is a group of residents and council staff who work together as a ‘critical friend’ to understand issues of safety for our most vulnerable road users, and how to make things safer for them

You can now put your glass bottles and jars into your brown bin or clear sacks. There is no need to put them separately in your black box, separate them, which will make recycling even easier.

A personal budget is different for each child or young person.

Transition is a very important time in the lives of young people with SEND. Transitions Social Workers are based alongside their colleagues in the specialist Children Children’s Disability Team.

At the end of the assessment, and with your help, your social worker will draw up a plan of action.

We will listen carefully to what you have to say, offer advice and, if appropriate, support to bring up your children and deal with any areas of difficulty.

To help us in our work with you, we need to know more about you and your family. The social worker, with help from you, your family and other agencies, will gather information on your situation.

Whilst we can support most children through early help, some children will also need a children and family social care assessment.

The Children With Disabilities team supports children up to the age of 18 who have learning disabilities, a physical or sensory impairment, chronic and life threatening or life limiting illness or multiple disabilities whose needs cannot be met through support available at Universal, Targeted or Early Help support.