Agency |
What is involved? |
Who will receive this? |
|
Speech and language support (SALT) |
o Children with specific needs in this area and who have been seen by the SALT team, may have a specific programme in place for them that will be followed in school. o A home-school contact book will be set up between school and parents to allow school to keep parents updated about the sessions o The class teacher will ensure that the SALT sessions take place at least 3 times a week (or as recommended on the programme) o The SALT team will come into school and train specific TAs to deliver the programme where necessary
|
Children with specific speech, language and communication needs |
|
Learning Support Advisory Team (LSAT) |
o The LSAT is able to carry out assessments on academic needs and identify any gaps that children may have. o They are also able to carry out assessments on specific learning difficulties such as dyslexia and processing needs. o The LSAT works with the child, the class teacher and will meet with parents when carrying out their assessments and will provide a comprehensive report on the outcomes. o They will make recommendations for interventions and additional support that may be needed which the school then put into place to support the child. o The LSAT can also support class teachers with identifying need and recommend different techniques to implement within the whole class also. |
Children who have been identified as requiring additional support, may have specific difficulties or may require additional interventions to aid their progress. |
|
Educational Psychologist |
o The school has a linked Education Psychologist and they work with staff, pupils and parents to plan support for children identified as having difficulties with their learning, behaviour or emotional health. o The EP will carry out a consultation with the school and parents and may carry out 1:1 work with the child concerned. Following this consultation, the educational psychologist will work with the school to formulate an action plan of targeted support for the child which is put into place and then reviewed with the EP after 6 weeks. o The EP may also carry out drop in sessions where staff work with her to plan support for children in their class who they are concerned about but do not require a full consultation. o The EP will also make recommendations for an EHCP needs assessment. |
Children who have been identified as requiring additional support, may have specific difficulties or may require additional interventions to aid their progress. |
|
Behaviour Support Advisory Team (BSAT) |
o The BSAT team may come into school to carry out observations when concerns regarding a child’s behaviour have been raised. They may observe them in class or on the playground and will provide a report and recommendations for supporting the child. o The BSAT team also provide training for staff on different areas relating to behaviour. o A member of the BSAT team may also be invited to attend TAC meetings when there are concerns about a child’s behaviour. o A member of the BSAT team can also work 1:1 with children on things such as managing their own emotions and techniques to use when feeling angry. |
When concerns over a child’s behaviour are raised, BSAT may come into school to carry out an observation and make recommendations. |
|
Sensory Inclusion Service |
o The sensory inclusion service can carry out assessments and offer advice and guidance to the school to ensure children with hearing or visual impairments are fully supported and that the support is appropriate. |
Children with visual or hearing difficulties may have involvement from this service. |
|
Occupational Therapy (OT) |
o If a child is referred to occupational therapy, parents may be offered a telephone advice appointment or the child may attend the centre for a full assessment of their needs. o Following any assessment, the OT team will provide a comprehensive report on their findings and make recommendations for additional interventions and/or resources that could be used to support the child in school and at home. |
OT may become involved when children display sensory behaviours or concerns with their gross and fine motor skills are raised. |
|
Mental health support team |
o Mental Health Support Teams are working with 79 primary, secondary and specialist schools across Shropshire and Telford & Wrekin to promote the early detection and prevention of mental health problems among pupils. o If a child is referred to MHST, an initial consultation will be held between the school and the team. Following this, an assessment may be carried out. This assessment will involve working with parents and the child. o Following the assessment, a personalised programme of support may be offered which the MHST lead on. |
MHST may become involved if there are concerns for a children emotional wellbeing. |
