One minute guide: Inclusion advisory team (IAT)

The Inclusion Advisory Team (IAT) is a multi-disciplinary team of specialist teachers, inclusion advisors and home visiting officers with expertise in early childhood development, cognition and learning, communication and interaction (including autism) and social, emotional and mental health (SEMH) across all phases of education.

Early years home visiting officers provide home-based early intervention and support for children and young people with special educational needs (SEN). For children and young people in educational settings, the team provide advice, resources, strategies and training and, where appropriate, specialist assessment to build capacity within the setting to identify and meet needs.
 

How a child or young person accesses support from IAT

There are several ways to refer children and young people with SEND for IAT support. Children attending pre-school settings (e.g. child-minder, children’s centre, private nursery) and schools in Leeds can be referred by the setting or school. Pre-school children can also be referred by a medical professional working with the child and family.

There are criteria for referral, based on the level of need of the child/young person and if a graduated approach has been well implemented by the educational setting. Please contact the team by emailing SEND@Leeds.gov.uk or calling 0113 378 2888 if you need to discuss further.

How the team works with children and young people

When a child or young person is identified as needing support from the team, the IAT officer will consult with those who know the child best, for example their parent or carer, a key worker, or their teacher. They may also consult with other professionals involved with the child, for example speech and language therapists. The officer may undertake observations and assessments, which can take place in the home, pre-school setting or school. The officer aims to include the voice of the child, using a variety of approaches appropriate to their age and maturity.

From the information gathered, the setting staff, parents/carers and IAT office aim to get a better understanding of the child or young person’s strengths and needs. A planned programme of support and intervention can then be agreed with the setting and parent or carer. The IAT officer will sometimes be involved in reviewing the child or young person’s progress over an agreed period of time.

There is a parent/carer information leaflet available on the Leeds for Learning website.

How the team works with schools and settings

The IAT officers work with schools and settings to build their own capacity to better identify needs, plan appropriate provision and support children and young people with SEN. The duties of early years settings, schools and post-16 providers for children and young people with SEN is described in the SEN Code of Practice 2014 and is based on high expectations and happy and fulfilled lives.

For very young children not attending an educational setting, the early years SEND home visiting officer works directly with families, focusing on planned play activities to help each child’s development. For children in school or an early years setting, IAT officers liaise with the Special Educational Needs Coordinator (SENCo) and ask that the views of parents/ carers and key staff are sought.

There will be an examination of the ‘graduated approach’ of assess, plan, do and review, including how effectively it has been implemented and its impact. Consultations are framed around the graduated approach, which is a cyclical and ongoing process:

• Assess: identify strengths and needs through observations, tests, pupil work, reports, views of key staff, and with children/young people and their parents or carers
• Plan: plan provision to meet needs, with clear and measurable outcomes identified
• Do: implement the plan within the agreed timeframe
• Review: share successes and challenges and plan next steps

The team also offers a range of resources and training courses to support schools and settings to develop their capacity to meet special educational needs. Bespoke training can be provided to individual schools and settings or clusters of schools on request.

SENCos in schools also have access to a SENCo network and conference; this provides the opportunity to disseminate relevant legislation, research and information and to share good practice across schools.

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