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Supporting Children in Kent with Special Educational Needs and Disability

A Typical STLS Visit

Due to the current COVID-19 circumstances there will be a change to the way the STLS visit schools from September 2020. Please see the new STLS visit protocol here.

As part of the initial visit, the Specialist Teacher will explore with others involved with the child or young person what is working well or what could be improved in supporting them. This might also include a discussion with the child or young person and parent/s or carer/s. Once the Specialist Teacher has met with the child or young person and explored what their barriers to learning are, they will work closely with the teaching team to ensure that despite these difficulties, with appropriate adaptations, they are able to access the same curriculum as their peers. The Specialist Teacher will meet with the class teacher or SENCO to agree targets that will support them and enable them to access learning. They will also discuss any additional resources or one to one support the child or young person might need. Often teachers will use these strategies with other learners in their class. Sometimes the Specialist Teacher may also advise a short-term targeted intervention outside of the classroom to develop specific skills, e.g. to follow a social skills or anger management programme. If needed, staff training will be suggested for a particular intervention. A date/time would normally be agreed and set with all involved to review the targets and actions that have been recorded in the Record of Visit.  This would be timed to allow for actions to be implemented and progress to be seen over an appropriate period of time.

This would be documented in a Record of Visit, emailed to the school SENCO to be passed on to the class teacher. A hard copy of the Record of Visit will be sent by the school to the parent/s. The class teacher will be expected to adapt the plans to reflect these new targets and strategies. These will also be forwarded to parent/s.

The Specialist Teacher will normally return to the school for the review visit and discuss how things have been, any progress for each of the targets set.  They would discuss the effectiveness of the actions set at the last visit and if any other actions need to be added.  The Specialist Teacher would then check how helpful it would be to set another review visit if needed and agree the date with others before leaving.   

The Specialist Teacher will carry out further review visits to see whether the children and young people is making progress with the targets that have been set and address any issues that have arisen. If the school feel that the plan is going well, and the child or young person is making progress, the case may be closed. Sometimes there might be more than one review visit, depending on the complexity of needs.