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Partnership Teams

Further information on SEN in Early Years, Specialist Teaching and Learning Services, and Hearing, Visual, and Multi Sensory Impairment for children and young people.

Early Years settings
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Professionals working in the Early Years are very aware that all children in their care are individuals, each with areas of strength and development needs. All children have an entitlement to high quality Early Years educational provision. Some of these children may have special educational needs and/or disabilities. Best Practice Guidance has been developed to offer advice and guidance to Early Years practitioners in supporting all children, including those with Special Educational Needs and/or Disabilities (SEND), to achieve their potential.

Please note this is a Kent document not a national one. When talking to Ofsted inspectors explain how you use it to support all children and how it fits into the Early Years Local Inclusion Forum Team (EY LIFT) referral process but do not assume they are fully aware of the contents.

There are four Best Practice Guidance audit tools which can be used in preparation for EY LIFT. Access on the Special Educational Needs for Early Years page.

Specialist Teaching and Learning Services
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The Specialist Teaching and Learning Services (STLS) provide advice and training to support settings and schools in improving the outcomes for children and young people with special educational needs and disabilities. The STLS is responsive and flexible to local needs through the opportunities for discussion and the decision making at the Local Inclusion Forum Meetings (LIFT) meetings. Specialist assessment for children and young people can be provided and interventions modelled at the targeted and individualised levels of support.

Specialist Teaching and Learning Services

Requests for support for children and young people with hearing, visual and multi-sensory impairment/deafblindness
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More than 90% of requests for support for these children and young people come directly from health professionals and many from outside of Kent through the hospital system.  Most children are therefore known to sensory specialist teachers before they enter an Early Years setting or school.  If settings or schools have a concern about a child or young person with one of these impairments, or require training for staff, requests should be made direct to the county Co-ordinators for HI or VI/MSI.

Contact details for referrals and requests for interventions