Our vision is for every child and young person in Barnsley to be fully included, to be happy, and thrive in their education and community so that they can:

• develop independence
• lead fulfilling lives
• achieve outcomes that are important to them

To have the greatest impact on supporting schools and settings to achieve positive outcomes for children and young people with SEND, our support is best done in partnership, taking a systemic approach to support children and young people.

Our values

• Children and young people always come first: we are here for them.
• We will improve outcomes for children and young people.
• Equality, diversity and inclusion are at the core of what we do.
• We are open, transparent, accountable and work with partners and stakeholders.

Our team have a wealth of knowledge and experience in education and SEND. They have extensive teaching and leadership backgrounds and current experience of working in schools and settings.

• SEND improvement service manager:
  • Bev Bradley
• SEND improvement officers:
  • Amy Hadfield
  • Jade Hodkinson
  • Paula Harris
  • Lynn Smith (from September 2023)
• SEMH specialist teachers:
  
  • James Cuddy
  • Sarah Jeffries (from September 2023)

• Undertaking whole school/setting SEND audits with leaders/SENCOs.
• Termly meetings with SENCOs and leaders to review and support progress following discussions and/or audits.
• Embedding the graduated approach across the borough.
• A centralised training offer, including a range of free training packages developed and delivered by us and our partners.
• Using local and national priorities to improve practice and provision.

• Leading next step’s meetings for children and young people who have been through the education, health and care needs assessment (EHCNA) route but do not require an EHCP at this stage.
• Children and young people who are at risk of exclusion due to having SEN or a possible unmet SEN.

The SEMH team are teachers and leaders with extensive skills and experience of working with children and young people with this profile of need. They offer training, consultation, advice and support to schools and settings as part of the graduated response to support SEMH needs.

The team help to develop an understanding of any underlying SEMH needs which may be a barrier to the inclusion of children and young people. They also advise on strategies to overcome these barriers. This will be done in partnership with schools and settings. With consent from parents and carers, direct observations and advice will be given for individual children and young people.

• Increased capacity and confidence within schools to promote and support inclusion and reduce the risk of exclusion.
• Increased attendance and engagement of all learners, particularly of vulnerable groups.
• Improved educational outcomes for learning, social and emotional development, wellbeing, and resilience.
• Skilled and confident school staff who feel enabled to support the inclusion of children and young people with SEMH difficulties.
• Improved wellbeing of pupils and school and setting staff.
• Reduction in suspensions and permanent exclusions.
• Reduction in part time timetables.