Special Educational Needs

Introduction

All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities (SEND) being met in a mainstream setting wherever possible.

Sandhill View Academy aims to make appropriate provision for children recognised within the four broad areas of SEND need.

• Communication and interaction
• Cognition and learning
• Social, mental and emotional health difficulties.
• Sensory and or physical needs.

What is the Local Offer?

The Children and Families Bill was enacted in 2014. From this date Local Authorities (LA) and schools are required to publish and keep under review information about services they expect to be available for children and young people with Special Educational Needs and Disabilities (SEND) aged 0-25. This is the ‘Local Offer’.

The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.

The School Local Offer

This utilises the LA Local Offer to meet the needs of SEND pupils as determined by school policy and the provision that the school is able to provide.

More information about the local offer can be found on this page.

• Our Facilities

  Our Facilities

  Student Support Base:

  

  Sensory Room:

   

• Our SEN Team

  Our SEN Team

  Below you will find our SEN team, with short bios for each team member:

  Miss A. Summerside | SENDCo

  Miss E. McDonnell | HTLA Duties, Roles and Responsibilities: · I am a Geography Teacher for half of my timetable · I am responsible for delivering the Maths Whizz Intervention across Key Stage 3 · I am part of the medication team, responsible for ensuring Heath Care Plans are in place and all relevant information is collated for school visits · I work closely with the SENCO to ensure all provision is in place to ensure our SEN students can access the curriculum · I work alongside the SENCO to ensure Cared For children have a Personal Education Plan in place

  Mrs B. Mills | Learning Support Assistant The responsibilities I have within SHV include running a Student Support Base. This is an area that pupils can access if they need some extra support within school. Some pupils struggle to come back into school if they have had a long absence and we can gradually get them back in to lessons full time after they have had the support in the SSB. This also work really well for pupils who struggle with anxiety or who just need a little help in a specific subject.  We have three rooms.  Year 10/11. Year 8/9 and year 7 room and they can accommodate up to seven pupils in each one. The pupils can practice social distancing safely and they have access to computers. We also have a large range of resources. The year 7 room is a very calming room with a sofa and soft furnishing as some younger pupils only need 5/10 mins time out if they feel it is becoming a bit too much for them in their lesson. This room also has a table and laptop to access their work. I am also a Learning support assistant, this role is working with pupils within a classroom , helping and supporting pupils who may be struggling accessing the curriculum. I also have a list of pupils whom I Mentor and I will liaise with our SENCO. HOY and parents in completing Pupil support Plans and Pupil Passports which passes on any relevant information that may be needed I am in charge of medication within school which entails safely distributing medication to pupils who may need it. Completing Care plans and indemnity forms for future school visits

  Mrs M. Noble | Learning Support Assistant My role is to assist in managing the provision for pupils identified as having Special Educational Needs (SEN); including promoting high quality teaching, effective use of resources and high standards of learning and achievement for all pupils. To empower pupils in their mental health wellbeing and recognition of when support is needed. Duties and responsibilities: · To assist the Trust SENDCo in leading the provision for SEN within school and assist in leading the work of the SEND team and development of the SEN policy. · Contribute to school self-evaluation, particularly with respect to provision for pupils with SEN or a disability. · To maintain good knowledge of the Ranges · Support pupils within the classroom to ensure they understand the lesson and what work is required and amend accordingly to ensure understanding. · Regularly check and update the pupil profiles to make sure the information is current and still relevant to the pupils needs. · To communicate effectively with all staff, leadership and parents/carers.   · To have regular meetings with mentees to ensure their needs/issues are met and measures and support are put in place to ensure pupils work to the best of their ability. Liase with parents HOY and SENDCO to discuss support suggested · To be available to pupils if they need emotional support and to know how to put measures in place to aid building their resilience  · Work within a team to ensure maximum support is being delivered to both pupils and staff

  Miss R. Bond | Learning Support Assistant My role is to assist in managing the provision for pupils identified as having Special Educational Needs (SEN); including promoting high quality teaching, effective use of resources and high standards of learning and achievement for all pupils.  Duties and responsibilities: · To assist the Trust SENDCo in leading the provision for SEN within school and assist in leading the work of the SEND team and development of the SEN policy. · Contribute to school self-evaluation, particularly with respect to provision for pupils with SEN or a disability. · Maintain an up-to-date knowledge of national and local initiatives, which may affect the school’s policy and practice. · Evaluate whether funding is used effectively and propose changes to make use of funding more effective. · Teach lessons of the highest quality.

  Miss K. Kell | Reading Progress Manager (Year 7) As Reading Progress Manager (Year 7), I am responsible for the day-to-day management of reading interventions, predominantly Lexia and guided reading.    Duties and Responsibilities:   · Responsible for working with all staff (through team leaders) to ensure the Learning Resource Centre supports the academy’s curriculum needs and the pupils’ welfare and development needs.   · To manage the implementation of Lexia and/or other reading support programmes (within the specified year group), including administration, tracking, data analysis and the identification of intervention priorities  · To plan and deliver targeted reading interventions for those students whose reading age is lower than their chronological reading age.   · To communicate effectively with all staff, leadership and parents/carers.   · To promote a love of reading through competitions, displays, and extracurricular offers.   · Ensure that pupils working in the LRC behave at all times in accordance with the school’s discipline.    · Assist with the running of Accelerated reader.   · To undertake any other duties commensurate with the post, including providing some in-class support for students with EHCP needs and student mentoring, under the direction of the SENCO.

  Miss H. McDougall | Reading Progress Manager (Years 8 & 9) As Reading Progress Manager (Years 8 and 9), I am responsible for the day-to-day management of reading interventions, including Lexia and guided reading.   Duties and Responsibilities:  · Responsible for working with all staff (through team leaders) to ensure the Learning Resource Centre supports the academy’s curriculum needs and the pupils’ welfare and development needs.  · To manage the implementation of Lexia and/or other reading support programmes (within the specified year group), including administration, tracking, data analysis and identifying intervention priorities.  · To plan and deliver targeted reading interventions for those students whose reading age is lower than their chronological reading age.  · To communicate effectively with all staff, leadership and parents/carers.  · To promote a love of reading through competitions, displays, and extracurricular offers.  · Ensure that pupils working in the LRC at all times behave in accordance with the school’s discipline.  · To undertake any other duties commensurate with the post, including providing some in-class support for students with EHCP needs and student mentoring, under the direction of the SENCO.  · Assist with the running of Accelerated reader.

  Mrs M. Jackson | Reading Progress Manager (Library & Accelerated Reader) I am responsible for the day-to-day management of the Learning Resource Centre and the Accelerated Reader Programme. I work closely with other staff, providing high quality reading interventions such as Lexia and guided reading. Duties and Responsibilities: · Responsible for working with all staff (through team leaders) to ensure the Learning Resource Centre supports the academy’s curriculum needs and the pupils’ welfare and development needs.   · To contribute to a positive learning culture by managing the day-to-day provision of the Learning Resource Centre (reading club, homework clubs etc)   · To promote a love of reading through competitions, displays, and extracurricular events.  · To manage the implementation and running of the Accelerated Reading Programme, including administration of the programme, tracking, data analysis and identifying intervention priorities.   · To deliver targeted reading interventions such as Lexia for those students whose reading age is lower than their chronological reading age.   · To communicate effectively with all staff, leadership and parents/carers.   · Development of resources, in particular books, periodicals and ICT resources in response to the academy needs.   · Maintaining a record of the resources of the LRC.   · Monitoring the use of resources and maintaining resources in good condition.   · Keeping a record of the use made of the LRC by pupils.   · Operating a booking system for the use of the LRC.   · Liaising with suppliers, partners, the community and schools’ libraries and resource centres and external agencies to further develop the activities and opportunities that the LRC can offer.   · Ensuring that pupils working in the LRC always behave in accordance with the school’s discipline.   · To undertake any other duties commensurate with the post.

  Mrs L. Birkett | Braille Technician · I modify work for pupils who have a Visual Impairment (V.I) to help them access the curriculum in lessons alongside their peers. · I am a Mentor to pupils in all year groups · I work in the Student Support Base (SSB) supporting any pupils who feel anxious and are unable to access their lessons, they do the work here in a calm/quiet room. · Student Support Base (SSB) is a calming place for all year groups who feel anxious about coming to school or may struggle to go into or stay in lessons there are 3 rooms for different year groups which are year 7, year 8 & 9 and year 10 & 11. Duties and Responsibilities: · Enlarge work when required for pupils with V.I · Modify diagrams when required for pupils with V.I · Meet up with my Mentees to go through any problems/issues they may have this includes preparing their Pupils Support Plans and Pupil Passports and liaise with parents, Head of Year and SENDCo. · Support pupils in SSB within different year groups who may have had a long absence and need quiet area to gradually come back to school. · Support pupils in SSB to access their lessons they may struggle within the lesson all subjects · Make sure all resources are available for the pupils in SSB including laptops for online learning. · Support pupils within the classroom to ensure they understand the lesson and what work is required.

  Mrs E. Smyth | Pastoral Support Worker (Attendance)/SEN Support Assistant I do a dual role in school. In the mornings I work in the Attendance office where I monitor the pupils who are absent from school and work with the parents and HOY to help get them back to school.  In the afternoons I support pupils who are identified as having Special Educational Needs (SEN) in the classroom. In this role I help support pupils who may be struggling to access the curriculum. I also have a cohort of pupils who I mentor, I meet with the pupils on the list regularly and complete Pupil Support Plans and Pupil Passports. This gives the teachers extra information that may help in the classroom.

• Useful Links

  Useful Links

  Resources for SEND

  SEND Code of Practice

  Scope

  Nasen

  Resources for Mental Health & Wellbeing

  Young Minds

  Place2Be

  Ditch the Label

  Elsa Support

  Kooth

  Qwell

  Resources for Autism

  Autism Together

  Reachout ASC

  Resources for the Blind

  Royal National Institute of Blind People

  National Federation of the Blind

  Resources for the Deaf

  British Deaf Association

  Resources for ADHD

  ADHD Foundation

  The UK ADHD Partnership

  Resources for Dyslexia

  British Dyslexia Association

  Dyslexia Action

  More Useful Resources

  Nessy

  East-tec ColorVeil

  Big Life Journal

  Diabetes UK

  Afasic

  Dyspraxia Foundation

  Epilepsy Action

  Down Syndrome Org

  Asthma UK

  National Eczema Society

• Glossary of the Most Used SEN Terms

  Glossary of the Most Used SEN Terms

  There are many SEN terms that are abbreviated which can lead to confusion. Below is a glossary of the most used SEN terms.

  Term	Definition
  ADD	Attention Deficit Disorder
  ADHD	Attention Deficit & Hyperactivity Disorder
  ASD	Autistic Spectrum Disorder
  BESD	Behavioural Emotional & Social Difficulties
  BSU	Behaviour Support Unit
  CAF	Common Assessment Framework
  CAMHS	Child & Adolescent Mental Health Service
  COP	Code of Practice
  CP	Child Protection
  EAL	English as an Additional Language
  EP	Educational Psychologist
  FSM	Free School Meals
  HI	Hearing Impairment
  IEP	Individual Education Plan
  KS	Key Stage
  LAC	Looked After Child
  LEA	Local Education Authority
  MLD	Moderate Learning Difficulty
  NC	National Curriculum
  ODD	Oppositional Defiance Disorder
  OT	Occupational Therapist
  PEP	Personal Education Plan
  PSC	Pupil Support Centre
  PSP	Pastoral Support Programme
  SaLT	Speech & Language Therapy
  SEN	Special Educational Needs
  SEND	Special Educational Needs & Disability
  SENDCO	Special Educational Needs Co-ordinator
  SpLD	Specific Learning Difficulty
  VI	Visual Impairment

• Roles & Responsibilities

  Roles & Responsibilities

  Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs or disability (SEND)?

  The Headteacher – Mrs J. Maw (Headteacher)

  Responsible for: 

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • The Headteacher will give responsibility to the SENDCo and class teachers, but is still responsible for ensuring that your child’s needs are met.
  • The Headteacher must make sure that the Governing Body is kept up to date about issues relating to SEND.

  The SEND Governor – Mrs L. Watson

  Responsible for:

  • Making sure that the necessary support is given for any child who attends the school, who has SEND.
    School contact telephone number:0191 553 7600
    School email:southmoor.school@southmoorschool.co.uk

  The Class Teacher

  Responsible for:

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support, intervention) and letting the Special Education Needs/Disabilities Coordinator (SENDCo) know as necessary.
  • Using Personal Support Plans ( PSPs) to formulate subject specific targets. Reviewing these at least once each term and planning for the next term. Personalised teaching and learning for your child as identified on the school’s provision map.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

  The SENDCo – Miss A. Summerside

  Responsible for:

  • Developing and reviewing the school’s SEND policy
  • Coordinating all the support for children with special educational needs or disabilities (SEND)
  • Ensuring that you are

  i) involved in supporting your child’s learning

  ii) kept informed about the support your child is getting

  iii) involved in reviewing how they are doing.

  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
  • Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
  • Providing specialist support for teachers and support staff in the school so that they can help children with SEND in the school to achieve the best progress possible.

• Academy’s Special Education & Inclusion Policy

  Academy’s Special Education & Inclusion Policy

  Below is the Academy’s Special Education & Inclusion policy which includes information on our SEN policy.

  The report  includes details of:

  • Admission arrangements for pupils with SEN or disabilities
  • The steps taken to prevent pupils with SEN from being treated less favourably than other pupils
  • Access facilities for pupils with SEN

  Click here to view our Special Education & Inclusion Policy.

  You can also read our SEN Information Report for 2020-2021 by clicking here.

  Should you need any further information about the academy’s SEN facilities or policy, please contact our acting SEN Co-ordinator, Miss A. Summerside.

  Question 1 – What are the different types of support available for children with SEND in our school?

  Answer:-

  a) Class teacher input via excellent targeted classroom teaching (Quality First Teaching).

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is built on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the SENDCo) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

  Specific group work Intervention which may: 

  • Take place in or outside the classroom environment.
  • Be run by a teacher or a Learning Support Assistant (LSA).

  b) Specialist groups run by outside agencies e.g. Speech and Language Therapy, Autism Outreach Team (AOT)

  SEN Code of Practice 2015: School Support (SS):
  This means they have been identified by the SENDCo and/or class teacher as needing some extra specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as the Autism Outreach Team or Sensory Services (for students with a hearing or visual need).
  • Outside agencies such as the Educational Psychology Service (EPS).

  What could happen?
  You may be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school. The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.

  c) Specified Individual support

  This type of support is available for children whose learning needs are severe, complex and lifelong.
  This is usually provided via an Education Health and Care Plan EHCP (previously a Statement of Special Educational Needs). This means your child will have been identified by professionals as needing a particularly high level of individual or small group teaching.

  This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups (“Including All Children” documentation from LA).
  Your child will also need specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as the ASD Outreach Team or Sensory Service (for students with a hearing or visual need).
  • Outside agencies such as the Speech and Language Therapy (SALT) Service.

  For your child this would mean: 

  • The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
  • After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.
  • After the reports have all been sent in, the ‘Panel of Professionals’ will decide if your child’s needs are severe, complex and lifelong. If this is the case they will write an Education Health Care Plan EHCP. If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
  • The additional adult may be used to support your child with whole class learning, individual programs or small group sessions.

  Question 2 – How can I let the school know I am concerned about my child’s progress in school?

  Answer:-

  • If you have concerns about your child’s progress you should speak to your child’s class teacher initially. We will discuss with you and your child any challenges you feel exist and work together to find solutions to overcome the concerns.
  • If you continue to be concerned that your child is not making progress, you may speak to the Special Education Needs/ Disabilities Coordinator (SENDCo).
  • The school SEND Governor can also be contacted for support.
  • School contact telephone number:0191 553 7600

  Question 3 – How will the school let me know if they have any concerns about my child’s learning in school?

  Answer:-
  If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to:

  • Listen to any concerns you may have
  • Plan any additional support your child may need
  • Discuss with you any referrals to outside professionals to support your child’s learning.

  Question 4 – How is extra support allocated to children and how do they progress in their learning?

  Answer:-

  The school budget, received from Sunderland LA, includes money for supporting children with SEND. The Headteacher decides on the deployment of resources for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.

  The Headteacher and the SENDCo discuss all the information they have about SEND in the school, including:

  • The children getting extra support already
  • The children needing extra support
  • The children who have been identified as not making as much progress as would be expected and decide what resources/training and support is needed.

  From this information they decide what resources, training and support is needed. Schools identify the needs of their pupils on a school provision map which for SEND pupils identifies all resources/training and support which are reviewed regularly and changes made as needed.

  Question 5 – Who are the other people providing services to children with SEND in this school?

  Answer:-

  School provision:

  • Learning Supporters, mainly supporting learning in the classroom with either individual children or small groups.
  • Learning Supporters; leading learning outside of the classroom in an alternative room.
  • Early Morning Reading.
  • After school clubs.
  • Lunchtime activities assisted by Hendon Young People’s Project (HYPP).
  • Pupil Support Centre offering support both during lessons and unstructured times.
  • Learning Mentors offering 1:1 or group support
  • Counselling from outside agencies.
  • Attendance officer.

  Local Authority Provision delivered in school: 

  • Autism Outreach Service.
  • Educational Psychology Service.
  • Sensory Service for children with visual or hearing needs.
  • Behaviour Intervention Team support.
  • Parent Partnership Service.

  Health Provision delivered in school: 

  • Additional Speech and Language Therapy input to provide a higher level of service to the school.
  • Occupational Therapy.
  • Physiotherapy.
  • CAMHS.
  • School Nurse.
  • Specialist medical support and training.

  Question 6 – How are the teachers in school helped to work with children with SEND and what training do they have?

  Answer:-

  • The SENDCo’s job is to support the class teacher in planning for children with SEND. This may include advice, learning strategies, specific teaching programs or methods identified by specialists from other agencies who work with your child in or out of school.
  • The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. This includes whole school training on SEND issues such as Autism Spectrum Disorder (ASD), sensory difficulties, medical issues, and behavioural conditions.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. from the Autism Outreach Team (AOT) service.

  Question 7 – How will the teaching be adapted for my child with SEND?

  Answer:-

  Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.

  • Support staff, under the direction of the class teacher, can adapt planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.

  Question 8 – How will we measure the progress of your child in school?

  Answer:-

  Your child’s progress is continually monitored by his/her class teacher.

  • His/her progress is reviewed formally every term in reading, writing and numeracy.
  • If required, a more sensitive assessment tool can be used, which shows their attainment in more detail.
  • At the end of Key Stage 2 children are formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results that are published nationally. Half termly assessments in all subject areas monitor individual pupil’s progress against their KS2 SATs results and target grades.
  • Parents are invited into school twice yearly on Pupil Performance Review day. This will give them the opportunity to meet their child’s mentor, discuss their child’s progress and set appropriate new targets. As far as possible, we involve children in deciding their own targets. Parents/carers are involved in the process by making their own suggestions and ideas on how to support their child.
  • The progress of a pupil with an EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
  • The SENDCo will also check that your child is making good progress within any individual work and in any group that they take part in.

  Question 9 – What support do we have for you as a parent of a child with a SEND?

  Answer:-

  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The SENDCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • Personal learning targets can be reviewed with your involvement.
  • A school planner may be used to support communication with you.
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.

  Question 10 – How is Southmoor Academy accessible to children with SEND?

  Answer:-

  • There are ramps allowing disabled access to the ground floor area of the main building.
  • The edges of hazardous steps around the school are painted with high visibility paint.
  • We ensure, where ever possible, that equipment used is accessible to all children regardless of their needs.
  • Extended school provision is accessible to all children, including those with SEND, in discussion with the SENDCo and headteacher.
  • Extra curricular activities are accessible to all children, including those with SEND, in discussion with the SENDCo and headteacher.
  • Access to medical interventions will be supported on an individual basis, with an appropriate Care Plan.
  • Access to private toilet facilities is available to those pupils who require it.

  Question 11 – How will we support your child when they are transferring to or leaving this school? OR moving on to another class?

  Answer:-

  We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.

  Year 6/7 transition:

  • The SENDCo will discuss the specific needs of your child with the SENDCo of their primary school and attend reviews held in Year 6 in order to plan effectively for the transition.
  • Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
  • Where possible your child will visit Southmoor Academy on several occasions prior to transfer and in some cases staff from the primary school will escort your child during the transition programme. Individualised transfer plans are arranged for those pupils who have extreme anxieties regarding the transfer.

  If your child is moving to another school: 

  • We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that need to be made for your child.
  • We will make sure that all records about your child are passed on as soon as possible.

  When moving classes in school:

  • Information will be passed on to the new class teacher in advance, additional advice will be shared with the new teacher.
  • If your child would be helped by a passport to support them understand moving on then it will be made for them.

• Student Support

  Student Support

  If you have any worries and need to talk anytime then we’re here for you. Speak directly to your learning manager during term time, or use the following:

  Form

  Places to get help:

  Name	Adress	Service
  One Point
  Streetwise
  G.P/Practice Nurse

  Phone numbers:

  Name	Number	Service
  Childline	0800 1111	This is a free 24 hour helpline for young people in distress or danger.
  The Samaritans	08457 909090	A free helpline for anyone who wants to talk to someone anonymously for support.
  One Point	03000 26 11 16	You can phone for advice or arrange to meet someone to talk about your problems.

• Transition Leaflet

  Transition Leaflet: