Specialist Teaching and Learning Services
The Specialist Teaching and Learning Services include Specialist Teachers
and Outreach from Special Schools. The 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 Team meetings.
Specialist assessment for children and young people can be provided and
interventions modelled at the targeted and individualised levels of support.
STS_Prospectus_05D
SH S1 Service
EC12.pdf
Specification Sept 2012 v2.0 draft.doc
Our Vision is to
 raise standards
 close attainment gaps and improve children’s progress
 prevent exclusion
 build SEND capacity in early years settings and schools
 reduce the need for statutory assessment and Education, Health and
Care Plans
 ensure full access to learning for all the children and young people with
special educational needs and disabilities in our early years settings
and schools.
Services to Children in Early Years
Advice and support to help Early Years settings meet the needs of children
with Special Educational Needs and Disability is provided in the Best Practice
Guidance for the Early Years document.
Services for children
aged 0-3 years.docx
Requests for Specialist Teacher advice and intervention are made via the
Early Years Local Inclusion Forum Meetings (LIFT) that are held every two
weeks. Setting, who will allocate appropriate support. Please use the Early
Years LIFT Referral form along with the PCI 2 parental consent form.
EY Local Inclusion
PCI 2 Parental
SCARF Guidelines
Forum Team Form 2014.docx
Consent amended.doc
August 2014 with plan.docm
There should be evidence that Learning and Development activities have
been appropriately differentiated to include children with Special Educational
Needs and Disabilities.
For sensory impairment: requests for specialist intervention should be made
direct to the County Coordinators for hearing impairment or visual impairment
using forms PCI 1S and 2S.
PCI 1Sensory
PCI 2Sensory
Version 1.1 April 2014.doc
Version 1.1 April 2014.doc
STLS Services to Schools
The main route for schools to access SEND support is the District Local
Inclusion Forum Team meetings. Support at the LIFT meeting is provided by
a range of professionals including the Educational Psychology Service,
District Coordinator, Special School Outreach Managers and Specialist
Teachers. Schools are required to attend the Local Inclusion Forum Team
(LIFT) meetings to discuss a range of support, including schools supporting
each other and sharing good practise.
LIFT meetings are on a regular basis, typically 6 times a year but SENCos
can attend at any time if the issue is urgent. The LIFT meetings discuss
pupils’ learning needs, support schools to meet the Mainstream Core
Standards for All Learners and agree the best ways forward to support the
school and the pupils to make better progress. The LIFT meeting provides
the opportunity to request specialist intervention and supports the statutory
assessment processes.
Mainstream core Local_Inclusion_Foru STLS Contact details
standards for all learners.doc
m_Team_Form_Mar 2014.doc
for referrals Sept 2014.xls
Sensory Impairments requests for intervention are made direct to the County
Coordinators using the Request for Professional Consultation and Intervention
forms – Sensory.
PCI 1Sensory
PCI 2Sensory
P&S Criteria for
Version 1.1 April 2014.doc
Version 1.1 April 2014.doc
intervention.docx
Specialist Training
The Specialist Teaching and Learning Services provide a consistent and
equitable core training offer to pre-school settings and schools covering:

Support and advice around individual children and young people

Training packages that arise from LIFT

Core training offer to support the universal level

Training Courses at the Targetted / Personalised level

Bespoke training for low incidence SEND

Training provided with national framework
Core training offer
summary Version 1.doc
Strategies for Special Educational Needs and Disability
High quality teaching is fundamentally important to the achievement and life
chances of every child.
It is the responsibility of schools to provide good teaching for all pupils. It is
particularly important that pupils that have most difficulty with their learning
are taught by good quality teachers.
The Mainstream Core Standards for All Learners and the Best Practice
Guidance for the Early Years outline approaches and strategies that will
support the inclusion of pupils with Special Educational Needs and
Disabilities. The links on this page will give more information to support
settings and schools.
Support and advice for parents can be found at kent.gov.uk
http://www.kent.gov.uk/education-and-children/special-educationalneeds/support-and-advice/kent-parent-partnership-service
Website information is being developed to provide strategies
for the following need types. These are under development:
ASD
SLCN
SEMHN
C&L
PD
HI
VI
MSI