Specialist Inclusive learning Centres (SILCS) Resourced Provision and Partnerships

Leeds is one of the most inclusive cities offering a continuum of quality inclusive provision through a variety of mainstream, special, resourced and partnership settings.

In January 2005 Education Leeds established six Specialist Inclusive Learning Centres (SILCS). These centres are leading the innovative developments in special school education by consolidating the links and partnerships that are already established and linking into good inclusive practice in our mainstream settings.

All SILCS provide full time schooling on a special school site as well as full and part time educational opportunities in mainstream secondary schools, primary schools and children’s centre partnerships. SILCS are developing support services to mainstream schools in order to increase the opportunity for pupils with complex special educational needs and disabilities to attend their local school.

It is Education Leeds aim to provide all parents with a mainstream option for their child.

SILCS cater for pupils with Complex physical care needs within the age range of 2-19. One is located in each area of the city, with an additional SILC for Severe and Complex Behavioural and Emotional Needs.

Resourced Provision is based in mainstream high schools. Each resourced based provision has its own area of specialism – Speech, Language Communication, Hearing Impairment, Visual Impairment, Physical Difficulties, Moderate Learning Difficulties and Severe Learning Difficulties. Children are fully included in the life of the mainstream school, whilst still receiving the specialist interventions they need to address their individual needs.

Partnerships between SILCS and mainstream provision also exist within Leeds. Children in partnership provision attend a mainstream high school, whilst being on roll at a SILC. Specialist SILC staff work with children within the mainstream setting to ensure that the individual needs of children are met and they are fully included. Provision and outcomes for children are regularly monitored and reviewed to ensure that the provision remains appropriate.