Early Years LIFT Process

COVID-19 Update

Please be aware that future LIFT meetings and training will be subject to the government guidance, social distancing requirements and Nexus’ Risk Assessment at that time. Numbers attending training and LIFT meetings may have to be restricted to fit in line with this.

We will, however, keep you informed of any changes and we appreciate your patience in this regard. If we are unable to physically meet up for LIFT meetings, training or do school/setting visits we will continue with our online training packages/virtual support, as in the previous terms.

If you wish to book a place on any of our courses, you will need to complete the booking form at the bottom of the flyer and return to the administrator highlighted on the booking form.

Flyers advertising available courses will be circulated to schools/settings via email a term in advance.

Early Years Settings

  1. When early years settings identify concerns about learning issues in relation to 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.
  2. If it is considered that additional advice, training or support is needed then the Early Years Local Inclusion Forum Team Request Form should be completed. Early years settings should discuss the referral with parents, which can be evidenced by completing an EY LIFT Agreement to Engage form
  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 aim of the discussion is 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:
  • 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 that the early years setting consider seeking advice from appropriate health professionals.

Downloadable Resources

One stop shop

One-Stop Document

Personalised plan

Early Years Personalised Plan.

Early Years settings should use this to record the Outcomes agreed with the parents/young person and monitor and evaluate the provision made.

Personalised plan

Early Years Personalised Plan Guidance

For guidance on completing the Personalised Plan please view the Early Years Personalised Plan Guidance document.

Graduated Approach for childminders

TEP Graduated Approach Flow Chart Childminders

LIFT Paperwork

Kelsi LIFT Web Page

EY LIFT Request Form  

EY LIFT Parental Agreement to Engage

EY LIFT A Parent’s Guide Easy Read         

EY  LIFT A Parent’s Guide Booklet

Early Years LIFT Groups, Dates and Deadlines 20/21           

LIFT Process Map

Lift Process Presentation May 19

Send referrals to: 

Claire Foley – Senior Administration Officer


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