Early Years Foundation Team – Learning Support Services



Guidance for making an SEN Early Intervention Team [SEN EIT]

Teaching Support Service Referral [TSSR] - PART 1

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PROFILE OF THE CHILD INCLUDING ASSESSMENT AGAINST EARLY YEARS FOUNDATION STAGE AND/OR EARLY SUPPORT DEVELOPMENTAL JOURNAL

Key person/SENCo to gather information from the school through observations on child’s strengths, interests, skills and areas for further development and share with staff. Also gather transition information from any previous provision and other agencies that may be involved

ACTION PLANNING

Key person, SENCo and parent/carer meet, share findings, problem solve and action plan. Discuss strategies and interventions to address areas of further development. These should be specific, timely and outcome focussed

ACTION

Differentiation of curriculum, environmental changes, coping strategies, risk assessments, referral to other agencies e.g. Health Visitor/Speech & Language, etc, if appropriate

REVIEW

Review progress within four to six weeks. Maintain regular liaison with parent/carer

If your concerns continue, consider a referral to our SEN Early Intervention Team. Refer to PART 2

Making a referral to SEN EIT Teaching Support Service - PART 2

Meeting the criteria for a EIT TSSR

Identify the child’s development range using the Early Years SEN Support Grid (3)(1).pdf

Range 1: Indicates a need for differentiation. Continue monitoring progress

Range 2 & 3: Continue differentiation, use of strategies etc to identify needs Consider a referral. It may be appropriate to complete TSSR

Range 4: Have you discussed this child with your school’s Educational Psychologist? It may be appropriate to complete TSSR

• Complete the TSSR form

• Remember to discuss the referral with the child’s parents/carers and ensure their signature is on the TSSR form

• Complete the Teaching Support Service Referral Document Checklist

• Enclose the Compulsory Documents listed on the checklist

Teaching Support Service Referral Document Checklist

|COMPULSORY DOCUMENTS | ( |

|IEPs/Provision Plans/ documentation | |

|evidencing additional strategies & | |

|interventions deployed by the setting. | |

|Review Meeting Minutes | |

| | |

| | |

| | |

|Child’s Development Levels | |

|e.g. My Learning Picture, School Assessment | |

|Tracker, Early Support Early Years | |

|Developmental Journal Grid | |

|OPTIONAL DOCUMENTS | |

|Additional Assessment Records | |

|e.g Every child a talker [ECAT] | |

| | |

|Health Service Reports | |

|[ permission must be given by health | |

|professional to include the report in the | |

|referral] | |

|Health care plan | |

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| | |

| | |

|Risk Assessment | |

| | |

| | |

| | |

|Behaviour Plan | |

| | |

| | |

| | |

|Additional Information | |

|[please give details] | |

| | |

| | |

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Initial discussion about child’s development & progress is had with parent/carer, key person or SENCo and recorded.

Please refer to the SEN Code of Practice.

Are you aware of Early Support Early Support | Council for Disabled Children

Parent/Carer to raise concern with school

Key person or SENCo to raise concern with parent/carer

Outside Agency to raise concern with school

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