Dominique Berton - Liaison
I am here to support you as parents and children in a range of different ways.
"Speaking with school on your behalf, to agree the implementation of your child’s support”
Schools work hard to support pupils with their learning and the insights and recommendations of an educational psychologist help them to do this more effectively. However, your entitlements and the school’s obligations are not always clear. The situation can be confusing and difficult to navigate. Sometimes parents need help to negotiate and secure the support their child needs in school.
What is a SEND Review?
Any school can commission a SEND Review in order to evaluate the effectiveness of its provision for pupils with special educational needs and disabilities. This includes mainstream schools, alternative provisions and specialist settings. A SEND Review should help to ensure that all young people achieve their very best, including the skills and qualifications that they need for successful transition, further education and employment. The process normally takes 2 – 3 days.
Dominique, is a special educational needs co-ordinator (SENCo) and highly experienced education consultant, who offers help to families in such circumstances. Dominique will liaise with your child’s school on your behalf to discuss your child’s needs and find the common ground upon which the arrangements will work for all parties
Dominique begins by reading your child’s educational psychology report to familiarise herself with your case. She will then discuss the details with you by phone and help formulate your goals. Dominique will then contact the key member of staff at your school, typically the SENCo, to discuss the implementation of support and the arrangements for monitoring of progress. She will then feedback the outcomes to you.
Why would schools commission a review?
Reviews can be commissioned for a variety of reasons including:
To raise attainment and improve progress
To improve the quality of provision for pupils with SEND
To support effective implementation of SEND reforms
To review the quality of inclusive practice within a school
To increase attendance and reduce exclusions for pupils with SEND
To gain a better understanding of the well-being of pupils with SEND
To gain a fresh perspective on systems and provision
As a response to a significant change in the demographic or the SEND population in the school
To prepare for inspection (Ofsted or ISI)
Following a change in leadership
Quality assurance of a school’s evaluation of its SEND provision
The government is determined to level up opportunities for all children and young people – without exception. We are just as ambitious for children and young people with special educational needs and disabilities (SEND) as for every other child. The SEND review sets out government’s proposals for a system that offers children and young people the opportunity to thrive, with access to the right support, in the right place, and at the right time, so they can fulfil their potential and lead happy, healthy and productive adult lives. The reforms to the SEND system introduced in 2014 had the right aspirations and since then there has been much to celebrate. It is clear that the system is driven by a hardworking and dedicated workforce. However, despite examples of good practice, too often the experiences and outcomes of children and young people are poor. Parents and carers are frustrated at having to navigate an increasingly complex and adversarial system. Growing tension across the system is causing delays in accessing support and increasing financial challenges for local government. The SEND review is a response to the widespread recognition that the system is failing to deliver for children, young people and their families.
I have a few questions
You will no doubt have numerous questions at the point you decide, many of which I hope I have answered on the FAQs page.
Should you have further questions, or wish to have a non-obligatory telephone conversation, or to book my services, please select the ‘Contact’ form.