1. When early years settings identify concerns about learning issues concerning Special Educational Needs and Disability (SEND), for an individual child or a group of children, they should first use the Best Practice Guidance to identify what can be done to support the child’s access to the Early Years curriculum from within the settings own resources.
3. At the LIFT, the early years’ settings will have the opportunity to discuss the issue or case in more detail with colleagues from other early years settings, an Educational Psychologist and representatives from district-based specialist outreach providers, including specialist teachers. The discussion aims to find solutions to problems, drawing on the knowledge, experience, and expertise of everyone in the group so that early years’ settings can make better provision from within their existing resources.
4.The most common outcomes from a LIFT discussion are:
Advice, support and ideas from the discussion at the meeting to take back and try Access to training programmes or the opportunity for bespoke training Support from other early years settings Specialist Intervention from a specialist teacher, Educational Psychologist (through the core discretionary offer or commissioning) or another district-based SEND provider A recommendation that the early years setting should consider a referral to Early Help A recommendation is that the early years setting consider seeking advice from appropriate health professionals.