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Core Training Session

Printable version

Please note: a printable version of the below information is available below. The PowerPoint presentation also includes audio clips by clicking on the photos of the speakers on each of the slides. 

Core Training Session - Printable version (372.2 MB)

Presented by Dr Halit Hulusi, Head of SEND

Principles of this session:

  • Principles of EAPDR
  • Processes / referrals
  • One form
  • Specialist support
  • A schools experience
  • Parental experience

The plan

EAPDR - Enhanced assess, plan, do, review pathway

SEDIS - Staffordshire Enhanced District Inclusion Model

Enhanced assess, plan, do, review


Intervening and building a picture of need and provision.

Assess - Plan - Do - Review = one plan

SEDIS Support

  • Child is supported in their school
  • Swift and high-quality provision
  • Open to all children on EAPDR
  • Provision offsite at SEDIS base if required
  • Funded by schools and Staffordshire County Council.

SEDIS provides enhanced outreach support to schools

Schools provide enhanced in-reach support to SEDIS.

Principles of EAPDR

Presented by Jo Ward, Senior Educational Psychologist

EAPDR North Stars

  • Improve outcomes for children
  • To improve the quality of the pre-statutory intervention 'intervene earlier and better'
  • To improve co-production
  • To improve timeliness and quality of Educational Health and Care Plans
  • To improve multi-disciplinary working and partnerships
  • To remove / reduce duplication of information capture
  • To remove barriers to accessing support - no diagnosis or label required.

EAPDR - the detail

LA & Settings to enhance the final cycle(s) of APDR

  • Additional rigour and evaluation through robust APDR
  • True Team Around the Child methodology
  • Additional resource and funding during this cycle of APDR (proposed up to £3k per cycle of EAPDR subject to costed provision map)
  • LA and Setting to share the cost 50/50
  • Driven by district model, schools and LA in partnership

The EAPDR process will:

  • Focus on holistic outcomes at the start of the APDR cycle
  • Identify and capture needs, provision, voice that may form the basis of an EHCNA if that is required 'One plan'
  • Move the decision to request EHCNA to the review conversation of the EAPDR
  • Pilot September 2023 and 'go live' January 2024

Role of hubs in EAPDR

Presented by Chris Rogers, SEND consultant

Role of the hubs

  1. School makes referral to the hub about the child.
  2. SEND and inclusion hubs:
    1. Discuss areas of concern and desired outcomes
    2. Provide peer and specialist support / intervention to identify actions and strategies to help meet the child's needs and agree with successful outcomes
    3. Review progression towards outcomes at future meetings and agree further actions / escalation / closure
  3. Hub monitoring and evaluating to inform strategy

Process to assess EAPDR

School make request for support to S&I hub via one form.

  • Hub discussion
  • Hub decision point
  1. Continue with current APDR, now including hub recommendations.
  2. Hub recommend EAPDR
    • School complete EAPDR request sections of one form
    • LMG decision point
    • If EAPDR no - follow procedure 1
    • If EAPDR yes - school arrange enhanced A&P meeting


The 'one form' 

Presented by Keri Hardy, SEND Principal Officer

  • Access the form through the SEND inclusion hub
  • Live document that evolves throughout the process
  • Used to collect all information and evidence surrounding the child's journey
  • Everyone involved in the process has access to the same form.

Specialist support - the role of health

Presented by Catherine Lewin, Designated Clinical Officer, Staffordshire and Stoke-on-Trent Integrated Care Board

Health Team Roles in EAPDR

  • Ensure consideration has been given to health needs in early APDR cycles including basic health checks
  • Ensure appropriate 'health' graduated approaches been undertaken - including any training need for school staff to undertake them.
  • Once limit of school scope reached ensure timely referrals (not via GP)
  • If strategies exhausted from referrals, consider / discussions RE referral
  • Ensure communication with teams as soon as EAPDR likely to increase engagement.

SENCo, parent and child experience

Presented by Sam Harris, SENCo at Picknalls

A SENCo perspective of EAPDR

  • Role of SENCo
  • Benefits of EAPDR
  • How this is different from my normal role
  • Early identification of need, and pre statutory support offered to ensure provision is timely, effective and improves outcomes for children
  • Enabling upskilling staff and creating an inclusive environment
  • Collaborative working between SENCo's, specialist support services, parents and local authority to capture a realistic picture of the CYP's needs, and their journey in school.

Parent and child experience and journey

  • Parent
    • I felt really listened to and I was able to get advice from professionals in the meeting
    • I got a clear understanding of what is being done
    • Nice to see faces, not just signatures
    • I felt informed throughout, it was easier to see what was happening
  • Child
    • Loves coming to school
    • My teacher is helping me
    • Likes going to the sensory room

Wrap up and next steps

Presented by Dr. Halit Hulusi, Head of SEND

  • District sessions x8
  • 4 - 7 December and 11 - 14 December from 4-5pm online via teams
  • Child, Family and SENCo journey through EAPDR
  • Email: EAPDR@staffordshire.gov.uk


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