懂阴帝

SENCO noticeboard

SEND Update - May 2024

Welcome to the May 2024 SEND Noticeboard which contains important information and updates on Summer 2024 SENCo briefings, changes to the council's Travel Assistance Policy, Local Offer website improvements and much more!

This update includes: 

Ordinarily Available Guidance

Action Research

Following expressions of interest to being involved in some action research around implementing the Ordinarily Available Guidance (OAG), 25 schools have now submitted their plans for individual projects they are focusing on – this includes 21 primary schools, 3 secondary schools, and 1 all-through, covering 3 Multi-Academy trusts.

The projects range over a number of themes:

  • Two thirds of the schools involved are looking at Section One of the OAG around principles of good inclusive practice and developing these across their school i.e. High Quality Teaching, Graduated approach鈥�, Family-centred working鈥�.
  • One third of the schools involved are looking at different SEND need specific elements of Section Two i.e. Cognition and learning, ASC鈥�, SLCN, and using this with staff to build knowledge, confidence and capacity around range of identified SEND.

The schools have been involved in baselining of their practice and now are now beginning to deliver the projects they have identified. By November ’24, schools will be reviewing and reflecting on progress and preparing their Stories of Implementation ready for sharing with all schools in December.

The Parent Carer Forum are also engaged in some action research with families:

  • Understanding of the ordinarily available offer – supporting parents in knowing what is available in their school for their child, including knowing about the SEN Information report.
  • Parent-friendly guides鈥� – looking at the 10 principles of good inclusive practice, what does this actually mean, what does it look like?

If you’re interested in working with a group of parents in your school on either of these two areas then email Heather Wood heather.wood@birmingham.gov.uk for more information.

There is also work taking place with the SEND consortia leads and at Local SENCo groups in using the OAG, with some groups looking at specific aspects of the OAG, some are auditing themselves around where they are to help form their own planning, some are looking at the concept as a whole, linking with the SEND advisory teams to as part of this. If you would like more information or support in using the OAG, either as a local group or in your own school, then please speak to your PSS, CAT or Educational Psychologist.

Whole system approach

The focus now is on developing a clear shared understanding across all teams including Health and Social Care, so that this becomes embedded in our ways of working and in reports and advice to schools and settings.

We attended an Advanced Health Practitioner service session on the 2nd May ’24 and trained around 45 OT, SALT, Physio and dieticians on the OAG. The group looked at next steps in terms of their advice and recommendations that also build on the OAG and plans are being developed for a series of workshops to start working together on this.

Cross-phase approach

We are just starting work now with the EYS sector on developing the EYS version of the OAG, which includes children in Reception in schools as this needs to cover the whole Foundation stage. A steering group is being established with reps from across the sector and following initial conversations the Council for Disabled Children are keen to work with 懂阴帝 on this. We are still looking for either Reception teachers or SENCos with expertise in EYS to join this working group, so please get in touch with Heather Wood if you are interested or would like to know more.

A presentation around the OAG was shared at the Post 16 Strategic Board at the beginning of March ’24, with agreement for an operational group to start developing a shared understanding of what is and could be ordinarily available across the post 16 sector.

Your SEND advisory teams and Educational Psychologists are there to support you in understanding and implementing the OAG so do please be talking to them about this.

Summer 2024 SENCo Briefings

Summer term round of SENCo briefings are planned for the second week in June. These 90-minute sessions will be hosted through MS Teams and will have a one-item agenda on SEND Co-production and ways to effectively implement this as part of the SEND Code of Practice. The aim of the briefing is to support SENCos in their understanding of co-production in everyday practice and what this looks like in schools.

At the briefings the focus will be on:

  • Understanding the benefits of co-production to you, your settings and school networks
  • Exploring the definition of co-production and how to apply the 4C’s of co-production in your settings
  • Hear about co-production from a young person’s and parent carer perspective
  • Sharing opportunities and celebrating your experiences of co-production as SENCOs
  • Discussion around how we can work together to embed the SEND Co-production Framework and Charter across the Local Area Partnership
  • Raising awareness of the benefits of the SEND Co-production Award Scheme

Dates for Network briefings: 9:30am to 11:00am or 1:30pm to 3:00pm

  • Monday 10 June
  • Tuesday 11 June
  • Wednesday 12 June
  • Thursday 13 June
  • Friday 14 June

The agenda items and city-wide content of each briefing will be the same. Choose the date and time which is best for you.

Quotes from participants who have already attended SEND Co-production training:

‘Co-production needs to become even more a part of everything we do.’

‘I will share this training with senior management and encourage staff to attend.’

‘We will continue to co-produce daily as advocates with the child, young person, parent carer and multi-disciplinary agencies.’

We are keen to learn about any experiences SENCOs have regarding co-production. If you have any examples or case studies, share them in advance of the session by emailing Lakhvir Sahota lakhvir.sahota@birmingham.gov.uk

BCC Guidance Around Part-Time Timetables

This term the SEND advisory teams have been using the Local Authority’s part timetable data during Multi Agency Planning meetings to ensure avenues of support alongside integration plans are explored and procedure is followed. These discussions have supported practitioners and settings to look for solutions that will provide full time access and positive outcomes for these children and young people. This will remain a priority area for future SEND Multi Agency Planning meetings.

It has been identified during these meetings that processes on updates for returns are not always followed or settings are unclear. There is guidance for schools on when to notify the LA and when part-time timetables can be used which you can find here.

As part-time/reduced timetables are essentially unlawful, it's important that schools keep the LA updated as to whether arrangements are continuing or have ceased. Part-time timetables must be used sparingly, and are usually offered to support integration back into full time provision over no more than a six week period. Where schools have not instigated a part-time timetable for at least a half term, schools are also asked to complete a ‘nil return’ (no new cases) at the beginning of the new half term.

Keep an eye on the school noticeboard for updates. For general queries about part-time timetables request advice from the team via email: attendance@birmingham.gov.uk

Autistic Pupils at Risk of Exclusion, Suspension or on Part-Time Timetables

FAO: Practitioners in early years, schools or post 16 settings

Training and Support from CAT

This module on inclusion and autism will enable delegates to consider the key causes of why autistic children and young people being excluded from school via exclusion, suspension or the implementation of a part-time timetable, and how staff can prevent exclusion occurring or, when it does occur, provide support for the child or young person’s successful return.

Much of what is presented in this module is based on a research study conducted by the University of 懂阴帝’s Autism Centre for Education and Research (ACER). The report from this study is available for all delegates as their main reference.

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SEND Sufficiency Strategy 2024-2030

The SEND Sufficiency Strategy received Cabinet approval on 23 April 2024 and is designed to complement the vision and priorities set out in both our SEND and Inclusion Strategies for 2023-2028 which were launched in July 2023.&

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SENAR – Contact Details and Recruitment

Please note that the contact details of the Case Officer, Senior Case Officer or Service Manager for your school can always be found at . This information is checked and updated on a weekly basis to ensure it remains fresh. 

There has been a hugely successful recruitment drive for case officers and case assistants (new roles in the structure following redesign):

  • We have recruited permanent staff for all assistant co-ordinator posts
  • We have recruited permanent staff for 92.5% case officer posts

This moves the assessment and reviews teams from 85% agency staff to 7.5% agency staff. The permanent staff are local, high quality individuals from a range of professional backgrounds including previous experience in LA SEND/schools/social care/health. All permanent staff should be in position by the end of July 2024.

There are no further planned changes to staffing in Service Manager (SM) roles, or Senior Case Officer (SCO) roles for the foreseeable future. We have appointed 17 existing agency/seconded case officers to permanent posts, to reducing disruption to families and partners. Inevitably there will be some instability in staffing as we move to permanence, and there will be changes in case officers during this time.

Where, due to circumstances beyond our control, an agency case officer leaves before their permanent replacement arrives we will either:

  • Replace the agency staff member with another agency worker until the permanent staff member starts, or
  • Wait until the permanent staff members starts

Naming of Resource Base Provision in EHCPs

Schools have asked for some clarity around the naming of school type in EHCPs when it has been agreed that Resource Base provision is appropriate. Section I of an EHC Plan can only name school or educational placement. Case law has held that resource bases are not separate legal entities to the mainstream school they are within and therefore Section I of the EHC Plan cannot name the Resource Base as it is not a legal setting in its own right.

Where it is agreed that a child or young person should access Resource Base provision, this should be reflected in Section F of their EHC Plan. Section I must then name the mainstream setting and then define the type of setting as mainstream with a Resource Base. For example:

Name: ABC Primary School

Type: A mainstream primary school with resource base provision for pupils with ASC

SpLD in the Early Years

The 2023 attainment data published by the DfE highlighted that in 懂阴帝 we had 23 children who had Specific Learning Difficulty (SpLD) recorded as their main area of need within the Early Years.

In order to ensure that the offer of support to schools from Pupil and School Support (PSS) is appropriate, we are looking at the factors that lead schools and settings to record SpLD as the main area of need.

We are therefore asking for your help by completing a short survey for nursery schools, infant schools and primary schools.

The survey asks questions relating to whether you have any children in nursery or reception where SpLD is recorded as their main area of need on the school census return, what led to this classification and what type support is being put into place to address these needs.

and your support is much appreciated.

Consultation – 懂阴帝’s Section 19 Policy

懂阴帝 is committed to ensuring that all children and young people (CYP) in 懂阴帝 thrive by feeling connected, confident, included, safe, healthy, happy, and respected.

The draft Section 19 Policy sets out how schools and the Local Authority will enact its duties to children of compulsory school age who, for reason of illness, exclusion from school or otherwise, may not for any period receive suitable education. It also details the arrangements that we are proposing to make for them. This policy has been written with due regard to section 19 of the Education Act 1996 and the 2013 DFE guidance:

along with a with more information on the aims of the policy, our consultation and governance timeframes. The named LA officer will be confirmed once the recruitment for Thriving Families directorate has completed and before September 2024 when the policy will be finalised.

As part of our consultation plan, we would ask that you review the draft policy, either in your capacity as Headteacher or as a representative of a primary consortia or secondary network, and provide us with your feedback via primary, secondary or special fora and/or the .

With many thanks for your continued support.

Local Offer Website Improvements

We have been working on making improvements to the 懂阴帝 Local Offer website for the last 6 months and would love your feedback on the changes. It is imperative that we ensure the Local offer is accessible, relevant and complaint and that the information in presented in a clear and concise way.

We have removed a lot of the professional language and changed the way pages are set out to allow the translator tool and other accessibility functions to work more effectively. This means we have lost a lot of flyers and documents and may mean that some links no longer work.

We feel this is has now made it easier to navigate the website and find information that is clearer to understand for all users of the website.

We would really like to improve the professional’s area of the website so that the information can be reached easily and that you have what you need at your fingertips. To do this we need your feedback on what you would like to see.

  • What could we do to keep improving the site?
  • How do you think can we communicate the changes to the families in 懂阴帝?
  • We are developing a training plan to imbed the Local Offer as part of our induction programme, how could we incorporate this within school-based inductions?
  • What’s missing – is there key information that you look for regularly that you cannot find?

Send your feedback by the 6 June 2024 to Faye Higgins via email: faye.higgins@brimingham.gov.uk

Changes to BCC Travel Assistance Policy

Letter to and to inform them of the policy changes for September 2024.

You can access the policy on the 懂阴帝 website, where there is also information about the key changes.

1. Children of compulsory school age (in Reception to Year 11 from September 2024)

The travel assistance policy has not changed for this group of pupils and applications for assistance will continue to be assessed in the same way. Support for this group of pupils will be regularly reviewed, in line with the existing policy, which may lead to some changes in the support provided.

2. Young people who will be of sixth form age (16-18) in September 2024

We are still focused on preparing this group of young people for adulthood. Here’s what has changed in the policy:

  • Taxi and minibus support will not be offered unless there are exceptional circumstances. Support for eligible young people will be provided through a personal transport budget (PTB), bus pass.
  • Increases the parental contribution from £780 to £1,028 per academic year, this will be taken from the PTB offer, in addition the PTB does not offer support for the first three miles of a young person’s journey, as per eligibility requirements.
  • Low-income families will still pay a contribution of £390 of a year towards their travel arrangements.

3. Pre-school children aged 0 to 4 years old

Pre-schoolers do not normally have travel arrangements in place but where they do, it will be a personal transport budget which does not cover the first two miles of travel. Parents will usually need to take their child to nursery and pay the contribution mentioned above.

If a child or young person will be of sixth form age or pre-school in September 2024 and currently receives transport support via a taxi or minibus, this will stop at the end of the academic year in July 2024.

Families of these children and young people must reapply for support for September 2024 by Friday 31 May 2024. You can find the council’s travel assistance application forms on the .

Supporting Autistic Children in the EYS

Training for Nursery and Reception Teachers

In recognition of the SEND needs of children in the Early Years, CAT are delivering the Early Years Teacher Training courses run previously in order to support progress for current cohorts and in preparation for September intake. These training sessions are aimed at teachers working in the Early Years, nursery and reception classes in Nursery and Primary schools. Each session allows teachers to build on their autism awareness and introduce specific strategies to enable the inclusion of autistic children in their classrooms. There are eight, virtual sessions, ranging from one hour to one hour 30 minutes. Each session takes place on a Thursday after school over the Summer term. You can choose individual sessions or all eight, for a discounted price.

Titles include: Increasing Joint Attention, Play and Language Skills in autistic children, Sensory Ladders: a Tool for understanding and Supporting Sensory Regulation, Developing and Enhancing Play Skills in autistic children, Early Communication for autistic children in the EYS and KS1, Using music to support engagement of autistic children, Developing independent work skills in the classroom through the use of work trays, Early Communication Tools (using visuals) and Planning in the Early Years to personalise learning to support children to meet their individual developmental outcomes. To book, visit the .

Some feedback from the previous training sessions:

  • “I have gained practical ways to develop play without overwhelming child”
  • “Lots of practical advice to implement into the classroom.”
  • “This will be of the most immediate use for us and the children in our setting. It was brilliant thank you. Gave a good understanding of when appropriate to use each type with the children.”
  • “All of it was fantastic!”
  • “This session has been very informative and given ideas of how to engage children through music. very useful.”
  • What was useful: “Everything - using it for transitions, how it can calm and alert”
  • “I really found the work tray idea really fascinating and think this will be useful to use from next year.”
  • “Everything. Helped to secure what already knew and build on that.”

Year 6 to 7 Transition Sessions for Parent/Carers of Autistic Children

The Communication and Autism Team are offering two opportunities for parent carers to join an online session to consider ways in which they can support their child to make a positive and successful transition to Secondary school and ways in which they can share information and work alongside their child’s new school to ensure a positive educational experience.

For more information, .

A Microsoft Teams link will be sent to parent carers prior to the date they have chosen to attend.

Supported Internships

New opportunities for youngsters with EHCPs Aged 17 to 24 years old

Do you know of a young person with an EHCP who is aged between 17 and 24 who would relish the opportunity to gain paid employment?

We have two supported internship programmes which are open for applications and we are looking to fill places.

Both Amazon (Minworth, Sutton Coldfield) and Heartlands Hospital are running Supported Internships from September, fully supported by BCC, Royal Mencap and Heart of 懂阴帝 Vocational College.

Each young person is prepared, trained and given the opportunity to try out different real job roles in the organisation, fully adapted to suit the needs of the young person.

These two employers intend to offer paid, flexible employment to young people during or after the internship.

Please click below for more information:

If you want to know more/which to refer a young person, email Lorraine Pearce at Lorraine.Pearce@birmingham.gov.uk.

Training for Summer Term – Bookings Now Open!

Educational Psychology Service

An introduction to using Cognitive Behavioural Approaches in schools - Oakhill Centre, Harborne 11th June 9:30am to12:30pm.

The session will share information about cognitive behavioural approaches and what they involve. It will also share ideas of practical strategies that can be used to support children and young people with understanding how their thoughts, feelings and behaviours are linked, how to make positive change, and to cope better in school. This course is aimed towards staff working with children and young people from upper KS2 onwards; however, information shared could be adapted for supporting children in lower KS2. This could be SENCos, class teachers, teaching assistants, learning mentors and pastoral support staff from both mainstream and specialist schools and settings.

For more information please .

An introduction to whole school restorative practice training - Oakhill Centre, Harborne 17th June 9:00am to 5:00pm.

Restorative practice in schools focuses on building healthy learning environments and stronger, more connected communities. School-based restorative practices are grounded in the premise that individuals thrive in contexts that promote positive relationships and social engagement. During session participants will explore the theory and principles underpinning restorative practice in schools. Participants will also be given opportunities to practice and develop some of the skills needed to be a good restorative practitioner. Participants will also become familiar with some of the recognised restorative approaches, such as, peer mediation, circles, and restorative inquiry. This training session is suitable for staff in senior leadership roles, pastoral managers, SENCOs.

For further information, download or email Sam Gallagher (Assistant Psychologist): samuel.gallagher@birmingham.gov.uk

Pupil & School Support

Toolkit Progress Tracker training - Wednesday 5th June 2024

The Toolkit Progress Tracker is an online tool using the 懂阴帝 SEN Language and Literacy Continuums and the Mathematics Frameworks that enables schools to: track and analyse individual, group and whole school toolkit data to demonstrate and report progress for those pupils working below their year group expectations. Produce documents at the click of a button to report to SMT, Governors, Ofsted.

The cost of the course is £517.00 and includes purchasing the tracker and the first year’s site licence as well as training on how to:

  • Input data, pupil information and additional notes
  • Use the tool to prepare documents to report individual/group and whole school progress data
  • Interrogate data sets to inform target setting and provision
  • Manage user accounts within the school to enable class teacher involvement

For further details,  or visit .

Person-Centred Review (PCR) Facilitator Training - Wednesday 12th June 2024 and Thursday 13th June 2024

‘Person-Centred Thinking Tools and Person-Centred Reviews (PCRs) help to involve young people and their parents in the decision-making process and increase engagement at all stages of the graduated approach. The assessment and planning process should enable children and young people and their parents to express their views, wishes and feelings… and be part of the decision making process. This approach is often referred to as a person centred approach…’ (SEN COP 2015)

Pupil and School Support will be running a 2-day course which provides the training required to facilitate this type of review in your school or setting.

Our next course is on Wednesday 12th June 2024 and Thursday 13th June 2024 at a cost of £435.00 per person, with a reduction in cost if two or more participants attend from the same setting.

Download for more information.

Speech and Language Therapy Update: May 2024

This is the third term for the Children’s NHS Speech and Language Therapy (SaLT) Service to be part of a whole system implementation of ‘The Balanced System® framework’ across the city.

Schools

SaLTs are continuing to visit schools: carrying out assessments, advising and delivering a range of targeted and specialist intervention and meeting with parents.

90% of schools have a link therapist but the SaLT service continues to have vacancies and hopes to have filled these as soon as possible.

Some special school settings have been supported by their link SaLT to use the Communication Friendly Audit and to develop targets related to it. Another is using it and the whole school communication plan to inform school development plan targets. Training and information sessions are being delivered by link SaLTs in many special schools.

EHCPs

The SaLT service is still getting a high volume of requests for advice for new EHCPs, taking time out of the capacity available for schools and early years work.

New Assistant Posts

6 senior Therapy Assistants have been appointed to support the SEND locality Team for both Occupational and Speech and Language Therapy services and started in April. These Assistants will be working across early years and school age with a particular focus on supporting settings where there are children presenting with a combination of OT and SLT needs.

Wi-Fi issues in schools

There are still issues with connectivity to Wi-Fi in a few schools. The SaLT team are grateful for help in resolving these issues which take up some of the valuable time allocated to schools.

There is a new process flowchart and an escalation form which will support link therapists and schools to address remaining connectivity problems with the help of IT teams in schools and the NHS. Link Therapists will be sharing this with schools where needed.

Please can schools support with it’s completion.

NB: we still have a very small number of schools who are refusing to allow access to their Wifi in spite of all the security safeguards in place. Please work with us to resolve this issue.

Collaborative working with Independent SaLTs

The SaLT service is developing closer working relationships with Independent SaLTs and had a very positive meeting on the 5th March to share examples of good practice and build collaborative teams working in schools, we have a follow up meeting on 4th June for continued problem solving of any issues.

Early Years

SaLTs have continued to offer Book-ins in the 10 districts, most of these taking place in Children’s centres supported by Language Through play workers and other Early years practitioners. They are exploring how to support Targeted groups such as stepping stones, little talkers, and linking in with the Area SENCo Team and Early years and Childcare team around supporting PVIs.

Dysphagia (eating drinking and swallowing)

The SaLT team continues to support children with Eating, drinking and swallowing difficulties. An excellent training session for PVIs and nursery settings: ‘Fun with food’ was delivered on 6/3/24 with the SEND OT team.

There is a duty line where a dysphagia trained SaLT addresses all queries coming through via email and prioritises all referrals 3 times a week. The email address is: bchnt.saltchilddysphagia@nhs.net

There is a and a top 10 tips form which referrers are finding very helpful.

Building the Universal and Targeted Offer

Multi Agency Working groups continue to focus on mapping and developing the existing Universal and Targeted offer and linking this to the new Ordinarily Available Guidance (OAG) with the aim of identifying and clearly signposting to what training and resources currently exist and to identify what additional training and resources are needed.

  • Hazel Allaway, SaLT Professional Lead
  • Heather Hallett, SaLT Service Clinical Manager
  • Lisa Abba, SaLT Service Clinical Manager

New Provision Offer from BCC Occupational Therapy Team CYPOT

Provision for Occupational Therapy for children with long term and complex disabilities is changing. From April the CYPOT schools provision will offer tiered support and training bookable through 懂阴帝 Education Support Services (BESS).

Support for schools will now be offered at 3 levels, Universal, targeted and specialist through consultation, assessment, and training (and associated resources).

Consultations are primarily conducted virtually, give space for problem solving discussions, looking at risk assessments together, exploring next steps. Outcomes may include advice, planning, signposting to specific assessments or alternative services etc.

Assessments include individualised assessments that are necessary and appropriate for a child in the setting. Assessments will provide an analysis of strengths and difficulties with any suitable recommendations for the setting/child.

Training courses offer schools targeted moving and handling training in relation to children and young people, covering essential requirements as well as an opportunity for exploratory learning and skill development for staff. Additional opportunities can be made available for ongoing confidence building or managerial support.

Assessment clinics or other bespoke packages are also available pending enquiry.

Please see  for more information.

Transition Support for Reception Pupils with SEND

Face to Face Events for EYS Settings!

Transition is a time of change for all children and requires the commitment of everyone involved to successfully support the journey of a child into a new setting. For children with emerging or identified SEND, transition practice may need to be enhanced to address the unique strengths and needs of the child and ensure that receiving settings are prepared to continue the best practice that has already been in place to support positive outcomes.

Following a successful trial last year, there will be 10 district-based face to face transition events this term. These are taking place in May and June and are supported by Local Authority officers, Maintained Nursery School heads and Early Years DLP leads. The purpose of the event is to bring together professionals supporting children transitioning to Reception in September in 2024.

We encourage all SENCOs to attend so that you can meet with other professionals and take the opportunity to discuss children with SEND, share transition documentation, share expertise, and arrange visits between settings/schools as appropriate. Please be proactive in asking parent/carers to share with you which school their child will be attending from September 2024, so that you know who to liaise with. There will be an Area SENCo at each District event who will be able to support any conversations between you and receiving schools.

Please remember to send your Area SENCo the:

  • current SEN Support Plan
  • the 懂阴帝 transition document

for each child in your setting who has received ISEY this year and for children who have either a SEND Support Provision Plan or an Education Health and Care Plan. These records will be shared by the Area SENCo with the school SEND advisory team members who support the school that the child will attend next term.

Please find below:

  • download the
  • details of the .

Further information:

  • Edgbaston, Wed 15 May 2024, 2:00pm tp 4:00pm, Quinborne Community Centre, Ridgeacre Road, B32 2TW
  • Erdington, Wed 22 May 2024, midday to 4:00pm, St Barnabas Church, High Street, 懂阴帝, B23 6SJ
  • Hall Green, Wed 5 June 2024, 9.30am to 11.30am, Kings Heath Cricket Club, 247 Alcester Road, B14 6DT
  • Hodge Hill, Tue 4 June 2024, 10:00am to 12:30pm, Leigh Trust Conference Room (Entrance on Nansen Road) Nansen Primary School, Alum Rock, B8 3HG
  • Hodge Hill, Tue 4 June 2024, 1.30pm to 4:00pm, Leigh Trust Conference Room (Entrance on Nansen Road) Nansen Primary School, Alum Rock, B8 3HG
  • Ladywood, Mon 10 June 2024, 9:00am to 1:00pm, Hotel Campanile Chester Street, Aston, B6 4BE
  • Ladywood, Wed 12 June 2024, 9:00am to 1:00pm, Edgbaston Community Centre, 40 Woodview Drive, B15 2HU
  • Northfield, Mon 13 May 2024, 2:00pm to 4:00pm, Weoley Castle Hub next door to Edith Cadbury, Somerford Road, B29 5LB
  • Parry Barr, Wed 5 June 2024, 9:00am to 1:00pm, The Pavillion, Sports Ground, Moor Lane, B6 7AA
  • Selly Oak, Wed 19 June 2024, 10:00am to 1:00pm, Sense TouchBase Pears, 750 Bristol Road, Selly Oak, B29 6NA
  • Sutton, Wed 5 June 2024, midday to 4:00pm, The Trinity Centre, Church Hill, mill Street, Sutton Coldfield, B72 1TF
  • Yardley, Wed 12 June 2024, 1:00pm to 3:00pm, Holy Souls Social Club, 115 Warwick Road, B27 6RG

Parent Carer Forum – Please Share with Your Families!

懂阴帝 Parent Carer Forum is looking to recruit more Parent Representatives and would like to ask if you could share the following information with your families.

Come and join us, we need you

Are you Compassionate and have a strong desire for change? We are looking for a pool of parents carers to represent 懂阴帝 Parent Carer Forum C.I.C.

We need Parent Carer Representatives to join our team and help us expand our reach across 懂阴帝 to listen to and collect the voices that may not always be heard. You will play a vital part in the strategic direction of the services provided for SEND children, young people and their families in 懂阴帝.

As a thank you for your time and expertise we offer all of our Parent Representatives vouchers for attending meetings as well as covering mileage and expenses such as lunch, drinks and childcare. When you become a Parent Representative you become part of a community and collective voice to bring about impactful and meaningful change. You will have your voice heard in a way that connects locally, regionally and nationally. As a Parent Representative you will have access to training programmes, wellbeing activities and social engagements.

How much time do I need to commit?

As parent carers ourselves we understand your time is valuable. The role is flexible and you can choose your commitment to fit around your own time. There are a number of varied roles that can be shaped around your availability, meetings can be held virtually or face to face.

Please see for more information about the Parent Representative role including how to sign up and join the team!

Have your say!

We are currently working to reach parents across the city and would love to hear your experiences and feedback, with this in mind they have created this . Your input is invaluable and will help to shape the Forum's aims going forward.

Be Part of 懂阴帝 Family Hubs!

Events have been taking place across the city with families to make sure that the Family Hubs are designed to meet the needs of their local area; there are still two face to face events coming up very soon for in and

Schools in Edgbaston and Selly Oak should be promoting these events with their parents/carers to be part of the new ‘Family Voices group’, that will shape the services and support in their local Family Hub, particularly in relation to the ‘Best Start for Life’, first 1001 days of a child’s life.

Have You Seen the latest Family Hubs Newsletter?

Download the , which we hope you will find interesting and informative. It includes news on:

  • Parenting course opportunities
  • Healthier families support including ‘’
  • Service Manager Job Vacancy – Breastfeeding Network 懂阴帝
  • Making it REAL training opportunities for staff
  • A Comms Toolkit
  • Family Voices – upcoming dates

Family Hubs is funding a range of services, support, and information for families, both online and in person. Find out more in the newsletter.

Road to Enrichment Driving Project for Deaf Young People Aged 17 – 25 yrs

Do you have deaf young people aged 17 to 25 years old in your setting? If so, then they may be interested in a two-day driving session delivered by Advanced Driving instructors! Share information about with your young people, if they want to find out more. Alternatively, contact Ashlam Qureshi, development manager at Deaf World.

Be-friending and Mentoring Programme Launch

Free engagement opportunities for our care experienced young people aged 16 to 25 years old

The Be-friending and Mentoring programme will run over the next 12 months and will look to build, development and enhance the personal and professional skills of our care experienced YP aged 16-25. We have several providers on the programme already and are developing our offer rapidly to meet the needs of what our YP are telling us. The tailored programmes we have include:

We recognise the need for care experienced young people to have access to opportunity and personal development. The programme will support young people in all aspects of their life from fitness, well-being, resilience, cooking, youth voice, and much more! If this sounds like something a young person you know, or are engaged with, might be interested in getting involved then we would like to hear from them. .

As part of the programme there are some great freebies too like free Gym Membership, free Broadband, free counselling and 24/7 helpline, Housing and Financial Advice a MAX discount card and much more!!! Not to mention we make sure you have food and vouchers for any of the activity sessions you attend.

Volunteer Mentor Opportunities – Be-friending and Mentoring Programme

We also have opportunities for volunteer mentors who want to support young people who are engaged with this programme. If you would like to get involved and mentor a young person, register your interest .

This entry was posted by Jessica Wykes on 16/05/2024.