This page contains links to useful documents and sources of information on a range of local, regional and national SEND matters as well as all the latest SEND training from our Peterborough SEND Hubs, the SENI Service and more.
Stay in touch with SEN and Inclusion Services and the SENCO Network
If you are a SENCO or headteacher/lead practitioner for Special Educational Needs and Disabilities, please share your contact details with firstname.lastname@example.org.
If you are looking for Peterborough SEND training please click here
Welcome to the SEN and Inclusion (SENI) Services
The SEN and Inclusion Services consists of:
• Specialist Teaching Services (including the Autism / Attention Deficit Hyperactivity Disorder (ADHD), Advisory Teaching Service (AATS), and the Sensory and Physical Support Service (for Hearing and/or Vision impairment and Physical Disabilities),
• the Educational Psychology Service (EPS),
• the Early Years SEND Specialist and Portage Service,
• the Local Area SENI Support Service
• the Statutory Assessment and Monitoring Service (SAMS).
Each of our services has a specific remit to help our children and young people to achieve their potential and overcome barriers their additional needs may present to them and their educational settings.
Our contact details and what each service does can be found in the Special Educational Needs Inclusion (SENI) Services guide 2023/24
In collaboration with young people, family voice and our colleges we have produced a travel training manual which is linked for your reference. We will be sending each secondary school and secondary hub and post 16 colleges hard copies in the post (If you need further copies please ask).
Please consider including travel training as an outcome in an EHCP and a programme as a provision. It is the key to most young peoples independence.
This manual has been developed to support schools, colleges, and other educational organisations in the delivery of travel training. It provides suggestions of structure, content, tools for assessment and resources to support the delivery of a successful programme. We recognise that schools may need more capacity or resources to provide a travel training programme as in-depth as those provided by dedicated travel training organisations. This document outlines the rationale for developing a programme which sits within a preparation for adulthood or vocational skills area of the curriculum and assists staff in teaching the fundamental skills necessary for learners to work towards travelling independently.
Travel training is a programme that provides practical support for learners to travel by public transport. It is tailored to their individual needs. Its aim is to promote equality of opportunity through developing independence, confidence and the practical skills needed for learners to access public transport for education, work, or leisure. Travelling independently is an important part of a young person’s development. Feedback from young people who have completed a travel training programme has shown that they:
• Feel more confident and independent.
• Can go out a lot more with their friends.
• Do not have to rely on specialist transport – or their parents/carers.
• Have access to a greater range of college courses.
• Have a better chance of finding and maintaining employment.
• Feel safer in the community.
Trainees are just some of the stakeholders that benefit from travel training. Other stakeholders include:
• Parents and carers – a trainee’s ability to travel independently may see reduced reliance and dependence on parents and carers.
• Schools, colleges – academic and social skill improvements which may lead to improved assessment results, influencing Ofsted reporting and improved relationships with the local community.
• Sustainable travel – developing learners’ ability to use public transport will increase patronage on local bus or train services.
• Cost saving – Increased independence and the ability to use public transport may result in financial savings for Social Services and Education Transport due to reduced requirements for dedicated taxis and minibuses.
If you have any questions about this please contact Elizabeth Sullivan Ash, SEN Lead Post 16/Preparation for Adulthood, Special Educational Needs and Inclusion Services (email@example.com, tel 07920160256).
As part of the Written Statement of Action (WSoA) following the CQC and Ofsted inspection of SEND in Peterborough in 2019, a Quality Assurance (QA) framework for SEND was adopted by the Peterborough SEND partnership. The QA framework is a key element in driving improvement in outcomes for children and young adults with SEND in Peterborough.
The QA framework includes processes for auditing EHCPs at a variety of stages, including the provision of advice and information by all partners, draft EHCPs following planning meetings and auditing of annual reviews.
In addition, the process of multi-agency EHCP auditing, which was established in 2018 is continuing, with selections of anonymised recently issued EHCPs audited on a regular basis by a panel, including representatives from Family Voice, schools and Peterborough Regional College.
Findings from these multi-agency audits and the other audit work across the wider SEND partnership will be regularly reported back to the SEND Executive Board. Audit findings will focus on broad themes that have been identified through the auditing process and these will inform future improvement planning, including training of relevant staff and improvements in SEND and EHCP processes.
You can download the audit forms below. Please note as these are Word documents they will download to your computer when you click on them.
If you have any queries about the SEND quality assurance process, please email Send.QA@cambridgeshire.gov.uk.
Education Settings (nurseries, schools and academies) can request the support of the Specialist Teaching Services (including the advisory teachers for ADHD and Autism and teachers of the deaf, blind, and physical disabilities), Local Area Support Service (LASS) and the Portage Service (for Early Years children), through the Request for Involvement form. (Please note that as this is a Word document it will download to your computer).
The form must be signed by the Headteacher / Lead practitioner in the setting and submitted to firstname.lastname@example.org
The request will be reviewed by the SEN and Inclusion Services Management Team in order to ensure the most appropriate service responds in a timely manner.
If the matter is urgent, please contact SEN and Inclusion Services directly (the contact details available on Peterborough Local Offer).
For further information please contact email@example.com or 01733 863702
This document is guidance drawn from the expectations outlined in government legislation of how the local area (including educational settings and different agencies) should provide support for children and young people with special educational needs and disabilities. It includes a description of roles and responsibilities, arrangements for funding and the graduated approach to the identification and assessment of special educational needs.
All current government guidance can be found on www.gov.uk.
This is a Council for Disabled Children report on integrating services for disabled children.
Joint Council for Qualifications - Access Arrangements, Reasonable Adjustments and Special Consideration
You can view an overview about these topics in the Exams Office part of the Joint Council for Qualifications website
The Eastern Region SEND Network aims to bring key partners and stakeholders together across the region to share information, develop strategic approaches and implement operational practices for the benefit of children and young people and their families with SEND.
What to do if you have concerns about the safety of a child?
1. Speak to your line or team manager
2. If you have serious concerns that the child/young person is at risk of significant harm make a referral to social care
3. If you wish to seek advice about your concerns and the action to take, contact the duty officer in social care or the Local authority Designated Officer (LADO) for Safeguarding:
Telephone: 01733 864038
Fax: 0870 2384083
4. Ensure that you seek appropriate support/supervision for yourself
5. Consult the documents listed below for further advice or visit the Cambridgeshire and Peterborough Safeguarding Children Board.
The Assessment and Education, Health and Care plans page on the Local Offer hosts a collection of resources, including related pages, useful documents and links to external websites.
On this page are some useful resources.
Decoding the School Census: SEN Provision and Type
The Purpose of the Decoding the School Census: SEN Provision and Type system is to provide locally agreed guidance of Special Educational Needs and Disabilities (SEND) Provision and Type within the School Census. Download the pdf document Decoding the School Census: SEN Provision and Type for more information
Peterborough has established a network of Special Educational Needs and Disabilities hubs, known as SEND hubs. Each hub is commissioned by Peterborough City Council and is hosted by a Peterborough education setting.
Each hub has a specific SEND focus area.
You can find detailed information on each SEND Hub on the Local Offer
Below is each SEND Hubs leaflet.
- View Welbourne Primary Academy SEND Hub leaflet
- View Nene Park Academy SEND Hub leaflet
- View Caverstede Nursery School SEND Hub leaflet
- View Middleton Primary School SEND Hub leaflet
- View St John Fisher Catholic High School SEND Hub leaflet
- View Marshfields SEND Hub leaflet
- View Ormiston Meadows Academy SEND Hub leaflet
- View Jack Hunt School SEND Hub leaflet - Hearing Impairment
- View Jack Hunt School SEND Hub leaflet - Physical Disability
- View Nenegate SEND Hub leaflet
- View Ormiston Bushfield Academy SEND Hub leaflet
- View Thomas Deacon Academy SEND Hub leaflet
- View Southfields SEND Hub leaflet
- View Arthur Mellows Village College SEND Hub leaflet