Information for parent and carers

How do we support families and children?

We work in schools and educational settings such as colleges and pre-school nurseries as well as in the home, from the point of diagnosis. We work with parent and carers, school staff and the child or young person to understand their needs and what can be done to support them as well as directly teaching essential skills such as BSL and Braille.

What do we do and who do we work with?

When a child or young person has a Sensory Impairment diagnosis we work in homes and across all educational settings. We work with children and young people from 0 to 18 years.

We work with parents and carers, school staff and the child or young person to understand their needs and what can be done to support them, as well as directly teaching essential skills such as BSL strategies and Braille. 

We collaborate with the other Inclusion Support Service teams and signpost settings and families to other teams where appropriate.

To find out more about how we support settings, please go to: Hearing impairment in education and Vision Impairment and Multi-Sensory Impairment.

Who we are?

We are a team of specialist teachers with mandatory qualifications in deaf education (Qualified Teachers of the Deaf or QTODs), vision impairment (Qualified Teachers of Children with a Vision Impairment or QTVIs) and multi-sensory impairment (Qualified Teacher of children with a multi-sensory impairment or QTMSI). We also have a Habilitation Specialist, an Educational Audiologist and specialist practitioners who have additional qualifications in BSL and Braille. 

How do we access this team?

When your newborn has their new born hearing  screening, if deafness  is detected you will be asked for your consent to be referred to the Deaf/Hearing Impairment Team. 

Later, if at any point, the hearing of your child changes and deafness  is detected, you will be asked for your consent to be referred to this team.

The sensory impairment team has an open referral process where medical professionals, settings and parents can request involvement. You will be asked for your consent for us to be involved. 

Depending on level of need, this service is free to educational settings. Support can be purchased for low need impairment who don’t meet our criteria for free involvement. 

For the referral form visit: Vision Impairment

Or alternatively email: SensoryimpairmentCYP@worcestershire.gov.uk

What can we expect from the team? 

Involvement will depend on the needs of your child, and this will be discussed with you, so you are fully aware of what to expect. The National Sensory Impairment Partnership (NATSIP) eligibility criteria and specialist teacher assessment are used to help determine a level of involvement for each child or young person. 

We do not routinely support children and young people whose vision can be corrected by lenses e.g. a squint, longsightedness, shortsightedness, visual processing, children requiring coloured overlays or children with a one sided or mild deafness However, decisions are made on a case by case basis.

The Sensory Impairment Team will assess functional hearing and vision and offer training and advice, and provide direct teaching of braille, the use of specialist equipment and early signing. 

We support the Curriculum Framework for Vision Impairment (CFVI) and the Specialist Deaf Curriculum Framework (SDCF) to promote independence, self- advocacy and life skills. 

The Sensory Impairment team also advise on assistive technology, alternative formats and general school accessibility. They also have a social events aspect to their service. 

Signposting links for when the service from this team ends, for example, at specific age.

Once a request for involvement to the Sensory Impairment Team has been received, if the level of need meets our criteria for involvement, then the specialist teacher will make contact with you or the setting to make a visit. The child will remain on active caseload for as long as the level of need requires involvement. 

From age 18 onwards, referrals can be made to the Adult Sensory Impairment team at WCC with consent.  

Further information on hearing aids 

Videos which may be helpful on how to look after your child's hearing aids:

• Hearing aid retubing - YouTube
• How to change battery in a Oticon Opn miniRITE - YouTube
• How to open the tamper resistant battery drawer on Oticon Opn Play BTE PP and Xceed Play BTE SP - YouTube
• How to pair Oticon Edumic with hearing aids with regular batteries - YouTube
• How to use the Oticon Companion app | For Oticon hearing aids

What do we do and who do we work with?

When a child or young person has a Sensory Impairment diagnosis we work in homes and across all educational settings. We work with children and young people from 0 to 18 years.

We work with parents and carers, school staff and the child/young person to understand their needs and what can be done to support them, as well as directly teaching essential skills such as BSL strategies and Braille. 

We collaborate with the other Inclusion Support Service teams and signpost settings and families to other teams where appropriate.

To find out more about how we support settings, please go to: Hearing impairment in education and Vision Impairment and Multi-Sensory Impairment.

Who we are?

We are a team of specialist teachers with mandatory qualifications in deaf education (Qualified Teachers of the Deaf or QTODs), vision impairment (Qualified Teachers of Children with a Vision Impairment or QTVIs) and multi-sensory impairment (Qualified Teacher of children with a multi-sensory impairment or QTMSI). We also have a Habilitation Specialist, an Educational Audiologist and specialist practitioners who have additional qualifications in BSL and Braille. 

How do we access this team?

When your newborn has their new born hearing  screening, if deafness  is detected you will be asked for your consent to be referred to the Deaf/Hearing Impairment Team. 

Later, if at any point, the hearing of your child changes and deafness  is detected, you will be asked for your consent to be referred to this team.

The sensory impairment team has an open referral process where medical professionals, settings and parents can request involvement. You will be asked for your consent for us to be involved. 

Depending on level of need, this service is free to educational settings. Support can be purchased for low need impairment who don’t meet our criteria for free involvement. 

For the referral form visit: Vision Impairment

What can we expect from the team? 

Involvement will depend on the needs of your child, and this will be discussed with you, so you are fully aware of what to expect. The National Sensory Impairment Partnership (NATSIP) eligibility criteria and specialist teacher assessment are used to help determine a level of involvement for each child or young person. 

We do not routinely support children and young people whose vision can be corrected by lenses e.g. a squint, longsightedness, shortsightedness, visual processing, children requiring coloured overlays or children with a one sided or mild deafness However, decisions are made on a case by case basis.

The Sensory Impairment Team will assess functional hearing and vision and offer training and advice, and provide direct teaching of braille, the use of specialist equipment and early signing. 

We support the Curriculum Framework for Vision Impairment (CFVI) and the Specialist Deaf Curriculum Framework (SDCF) to promote independence, self- advocacy and life skills. 

The Sensory Impairment team also advise on assistive technology, alternative formats and general school accessibility. They also have a social events aspect to their service. 

Signposting links for when the service from this team ends at specific age

Once a request for involvement to the Sensory Impairment Team has been received, if the level of need meets our criteria for involvement, then the specialist teacher will make contact with you or the setting to make a visit. The child will remain on active caseload for as long as the level of need requires involvement. 

From age 18 onwards, referrals can be made to the Adult Sensory Impairment team at WCC with consent.  

What do we do and who do we work with?

When a child or young person has a Sensory Impairment diagnosis we work in homes and across all educational settings. We work with children and young people from 0 to 18 years.

We work with parents and carers, school staff and the child/young person to understand their needs and what can be done to support them, as well as directly teaching essential skills such as BSL strategies and Braille. 

We collaborate with the other Inclusion Support Service teams and signpost settings and families to other teams where appropriate.

To find out more about how we support settings, please go to: Hearing impairment in education and Vision Impairment and Multi-Sensory Impairment.

Who we are?

We are a team of specialist teachers with mandatory qualifications in deaf education (Qualified Teachers of the Deaf or QTODs), vision impairment (Qualified Teachers of Children with a Vision Impairment or QTVIs) and multi-sensory impairment (Qualified Teacher of children with a multi-sensory impairment or QTMSI). We also have a Habilitation Specialist, an Educational Audiologist and specialist practitioners who have additional qualifications in BSL and Braille. 

How do we access this team?

When your newborn has their new born hearing  screening, if deafness  is detected you will be asked for your consent to be referred to the Deaf/Hearing Impairment Team. 

Later, if at any point, the hearing of your child changes and deafness  is detected, you will be asked for your consent to be referred to this team.

The sensory impairment team has an open referral process where medical professionals, settings and parents can request involvement.  You will be asked for your consent for us to be involved. 

Depending on level of need, this service is free to educational settings. Support can be purchased for low need impairment who don’t meet our criteria for free involvement. 

For the referral form visit: Vision Impairment

What can we expect from the team? 

Involvement will depend on the needs of your child, and this will be discussed with you, so you are fully aware of what to expect. The National Sensory Impairment Partnership (NATSIP) eligibility criteria and specialist teacher assessment are used to help determine a level of involvement for each child or young person. 

We do not routinely support children and young people whose vision can be corrected by lenses e.g. a squint, longsightedness, shortsightedness, visual processing, children requiring coloured overlays or children with a one sided or mild deafness However, decisions are made on a case by case basis.

The Sensory Impairment Team will assess functional hearing and vision and offer training and advice, and provide direct teaching of braille, the use of specialist equipment and early signing. 

We support the Curriculum Framework for Vision Impairment (CFVI) and the Specialist Deaf Curriculum Framework (SDCF) to promote independence, self- advocacy and life skills. 

The Sensory Impairment team also advise on assistive technology, alternative formats and general school accessibility. They also have a social events aspect to their service. 

Signposting links for when the service from this team ends at a specific age

Once a request for involvement to the Sensory Impairment Team has been received, if the level of need meets our criteria for involvement, then the specialist teacher will make contact with you or the setting to make a visit. The child will remain on active caseload for as long as the level of need requires involvement. 

From age 18 onwards, referrals can be made to the Adult Sensory Impairment team at WCC with consent.  

Further information

How does the world look for a child with a VI?

Video simulations: What do we see? 2 - How the world looks to vision impaired children and young people - Thomas Pocklington Trust (pocklington-trust.org.uk)

What is a Cerebral or Cortical Vision impairment (CVI)?

CVI Scotland

What is on-body signing?

An introduction to the Canaan Barrie On Body Sign System | Sight Scotland

Who does this team work with?

We work with children and young people aged 0 to 25 years. We work with children with a range of social communication and emotional regulation differences in schools. We don’t just work with autistic children.

What do we do?

We will meet with families in person or virtually whenever we are working with your child in school. For children not currently attending school, we may visit at home or somewhere in the community like a library. We want to gain a true picture of your child and so your information from home is extremely important to us.  

We work using a consultation method, so we talk to the child/young person and the key people around the child/young person to get to know their strengths and any current difficulties or barriers. We usually observe the child and speak to them to gain their opinions or views then work collaboratively to find solutions and ways forward based on young people’s strengths and aspirations.    

We have a series of mini webcasts on strategies to support your child available in the Communication and Interaction section of the Inclusion Support Service Website Inclusion in Educational Settings.

We contribute to the Umbrella pathway through reports and we can make referrals into the pathway if there is enough evidence and parents and carers would like this. For young people over 16, their formal consent is also needed. We do not diagnose autism as a team. For more information about the Umbrella pathway, is available on Our Services | Herefordshire and Worcestershire Health and Care NHS Trust.

We also help schools with identifying and supporting the needs of children and young people with ADHD or with similarly presenting difficulties. For more information about what to do if you think your child has ADHD Worcestershire Children's Attention Deficit Hyperactive Disorder (ADHD) service | Herefordshire and Worcestershire Health and Care NHS Trust gives more details about this process. Depending upon the needs, some of these children might be seen by the Learning Support Team instead or as well.  

Parent/carer bookable drop-in sessions

We have bookable drop-in sessions for parents/carers of Worcestershire children. These are 45 minute sessions with an autism/Complex Communication Needs specialist teacher where you can discuss any difficulties you’d like advice or support with. Your child does not need to be working with our team to access this service. Please call 01905 844 499 to book a drop-in session.  

How do we access this team?

You will need to speak to the setting, school or college SENCO where your child attends to see if they purchase a package of support from us. You can still access the parent/carer drop-ins if your child’s school or setting do not use our traded service. Your child does not need to have or be being assessed for an EHCP for their school or college to ask for our advice or support. 

We collaborate with the other inclusion support service teams and signpost schools and families to other teams where appropriate.  

If your child is in a pre-school setting, then ask to speak to the SENCO about the Early Years Inclusion Process above as well as accessing the Early Years Inclusion process.

Who pays for accessing this team?

Schools and colleges pay for a package of support from our team.  

Early Years Providers can get access to us via the Early Years Inclusion Process. This is free.   

What can we expect from the team? 

The SENCO at your child’s setting will always seek consent for our involvement. You will be given a form to sign, which also outlines how we work with you.

We work using a consultation method, so we talk to the child/young person and the key people around the child/young person to get to know their strengths and any current difficulties or barriers.  We usually observe the child as well.  We then work collaboratively to find solutions and ways forward based on young people’s strengths and aspirations, co-constructing targets with the child/young person, their family and school.  We have a review cycle where we review targets and support with school after an agreed time (usually half a term). Our reports are sent to schools and settings, who share these with parents.  We always include our contact details if parents/carers/CYP on reports.  

To find out how we support schools please go to: Autism and Complex Communication Needs.

Signposting links for when the service from this team ends, for example at a specific age.

Why would the team’s support end? 

Our support ends after a review if no further advice or support is needed by setting, school or college. A re-referral can be made at any time if the pupil’s needs change or if the setting, school or college would like more support. Our support would also end when the CYP is 25, if they go into higher education or if our support is commissioned by the Local Authority and the CYP moves out of Worcestershire.  

When support from our team ends, you can access additional information from the Local Offer, which is structured based on the age of your child.

You can also find out about other services available at: Services for children and young people with SEND.

Who does this team work with?

We work with children and young people aged 0 to 25 years. We can work with any child or young  person where there is a concern about their learning. 

What do we do?

We work in schools and other educational settings, helping teachers to identify any learning difficulties their pupils may have.  This may include identification of Dyslexia, sometimes called specific learning difficulty, or support onwards referrals for Dyspraxia or Developmental Coordination Disorder. We help them to adapt the way that they teach and make lessons more accessible to all learners so that all children can access the curriculum. We also advise parents so that they can help their children at home to support what is happening in school.  

We make sure that pupils who need extra support in exams are assessed so that their school can apply for this.

We collaborate with the other Inclusion Support Service teams and signpost schools and families to other teams where appropriate.  Parent/carers cannot self-refer to this team; you will need to talk with your setting SENCO to discuss involvement, 

To find out more about how we support schools please go to: Learning Support Team

How do we access this team? 

You will need to speak to the setting SENCO to see if they purchase a package of support from us. 

If your child is in a pre-school setting, then ask to speak to the SENCO about the Early Years Inclusion Process.

Who pays for accessing this team?

Some Schools and colleges pay for a package of support from our Team. 

Early Years Providers can get access to us via the Early Years Inclusion Process. This is free.

What can we expect from the team? 

The SENCO at your child’s setting will always seek parent/carer (and for over 16s, the young person’s) consent for our involvement. You will be given a form to sign, which also outlines how we work with you.

We work using a consultation method, so we talk to the child/young person and the key people including parent/carers around the child or young person to get to know their strengths and any current difficulties or barriers.  We usually observe the child and speak to them to gain their voice where this is possible. We then work collaboratively to find solutions and ways forward based on young people’s strengths and aspirations. Our reports are sent to schools, who share them with parents. This means that schools, colleges and settings can discuss with parents/carers how they will implement our recommendations.  

Why would the team’s support end?

The support from this team will end when an assessment and review have taken place and the school or setting do not need any more support. A re-referral can be made at any time if the school or setting need more help.

When support from our Team ends, you can access additional information from the Local Offer, which is structured based on the age of your child: SEND Local Offer.

Who does this team work with?

We work with children and young people aged 0 to 25 years. We can work with any child or young  person where there is a concern about their learning. 

What do we do?

Educational psychologists tackle challenges such as learning difficulties, social and emotional problems, issues around disability as well as more complex developmental disorders. We use our knowledge of psychological theory to work with those who know children and young people well to think of creative solutions to support them in their educational setting.  We work in a variety of ways including observations, interviews and assessments and offer consultation, advice and support to teachers, parents, the wider community as well as the young people concerned. 

We work in a model of consultation, which is a collaborative and flexible problem-solving process where all adults involved work together to co-produce action plans for the child or young person. Using a conversational approach, it allows us to explore the situations your child or young person finds themselves in and work together towards solutions in areas that they may need some extra support. We will talk about a child/young person’s strengths and needs, key life events, what is going well, what they like and dislike, and what people might like to change. Everyone’s voice, including that of the child/young person, is of equal importance and parents and carers are considered the experts of their child.

If your child is under-going a statutory assessment of their special educational needs, an EP assessment will part of the information gathered for this. 

We collaborate with the other Inclusion Support Service teams and signpost schools and families to other teams where appropriate.

Who are we?

Educational Psychologists in our team are all registered with The Health and Care Professions Council; this means we have completed post graduate training to become an Educational Psychologist. Since 2006 this post-graduate training has been a three-year doctoral programme. Our backgrounds prior to EP training are varied, and include teaching, working with the area of mental health and various roles working with families. 

Our current team is comprised of one Principal EP (Louisa Jones), three Senior EPs, and nine qualified EPs (some of whom work part time). As the training model includes practice in services over the three years, we have one Trainee EP in Year 2 and one Trainee EP in Year 3 of their training. Additionally, we have Year 1 Trainee EPs over the year who work with us for set blocks over their first year of the post-graduate course. We also have Three Assistant Educational Psychologists, who are graduate psychologists and have experience in working with children, young people and families, and where possible we offer one undergraduate student placement.

To support the educational, health and care need assessment, we also work with many Associate Educational Psychologists to complete psychological advice. These EPs are also registered with The Health and Care Professions Council and are subject to the same ethical standards as our core team.

How do we access this team? 

Parent/carers can access our team via the telephone drop in service.  We have bookable drop-in sessions for parents/carers of Worcestershire children. These are 45-minute sessions with an Educational Psychologist where you can discuss any difficulties you’d like advice or support with. Your child does not need to be working with our team to access this service. Please call 01905 844 499 to book a drop-in session.    

Across Worcestershire Schools and Colleges can purchase time from the EP time to work with their children, families and staff. Therefore if you feel your child would benefit from involvement with an EP, you will need to speak to the setting SENCO to see if they purchase a package of support from us. Please be aware some schools purchase support from other EP providers. 

If your child is in a pre-school setting, then ask to speak to the SENCO about the Early Years Inclusion Process.  Early Years settings do not need to purchase a package of support; they need to follow the Early Years Inclusion Process.

Information about this can be found here: Parent or carer drop ins (PDF)

What can we expect from the team? for example contact, consent, involvement over time

The SENCO at your child’s setting will always seek consent for our involvement. You will be given a form to sign, which also outlines how we work with you.

We will invite you to a consultation meeting or contact you over the telephone to work out how you would like to be involved with us.

Involvement will depend on the needs of your child, and this will be discussed with you, so you are fully aware of what to expect. 

A written record of the consultation will be shared following the meeting. This may vary depending on the style of the consultation.

The consultation process will involve co-production of some outcomes for your child or young person, that you and professionals involved will work with them to achieve. A review may then be set up to look at the progress made and consider if things to need to change moving forward to ensure your child’s needs are met. You may be invited to a review of the actions with the Educational Psychologist or school. You can contact the link EP with any queries during our involvement, and also when you have received the consultation record. 

If you would like more details about our work with schools, please go to Educational Psychology

For our statutory assessment work, where we write a psychological advice as part of the education, health and care needs assessment, you will not be asked to sign a separate consent form, as this is covered when the request for statutory assessment is made. The assigned EP will contact you to arrange the assessment and gather your views. We hold Joint Assessment Meetings as part of this work. This is where the EP will hold a meeting with you, your child, and the educational setting to understand the needs and outcomes desired for your child.

Signposting links for when the service from this team ends

Support from the EP will vary depending on the needs of your child.  In some examples it may be one review cycle takes place (in line with The SEND Graduated Response) after which EP involvement ends, in other examples where needs are changing frequently the EP may stay involved for longer to support all those working directly with your child. You will be kept informed of EP involvement and when this ends. The support from this team will end when an assessment and review have taken place and the school or setting do not need any more support. A further request for support can be made at any time if the school or setting need more help.

Where we are carrying out a statutory assessment, once the psychological advice is completed, the involvement of the EP typically comes to an end. 

When support from our Team ends, you can access additional information from the Local Offer, which is structured based on the age of your child: SEND Local Offer.

Frequently asked questions

As a result of feedback from parent or carers, we have created the attached frequently asked questions: FAQs EP EHC Assessments September 2023 (PDF)

What is an Educational Psychologist’s involvement in the EHC assessment process?

• to complete an independent assessment with the family, professionals, and young person which establishes the strengths, additional needs and the support required to meet the identified need. Usually within 6 weeks. The 6 week date given above is the expected time of external agency report submission, but the actual date may be later due to service capacity affecting allocations and there may be a delay of up to 8 weeks
• the report produced by the EP is one of many pieces of advice that SEND services consider as part of the assessment process
• the EP will describe the support required but will not recommend specific placements or type of setting
• once the assessment is completed the report will be sent to family and SEN services and the involvement of the EP carrying out the assessment will cease
• the focus of the involvement is for assessment and not for ongoing casework
• if the need for an EHC plan is agreed, it is the role of SEND services to co-produce and decide the content of the plan

What is the difference between remote and face to face statutory psychological assessments?

When it comes to assessing your child’s educational needs, our Educational Psychologists (EPs) use a consultation model. This means they work closely with those who know your child best, including you and their school, to understand your child’s needs and help plan goals that fit their future aspirations. This enables us to co-produce the planning for your child in line with person-centred principles. 

What is an Educational Psychology assessment? 

An educational psychologist will work with you, your child and other professionals who know the child well, to find out:  

• what they like and enjoy
• what goals you and they have
• what they find difficult in a range of areas and what they are good at
• what provision they require to meet their needs

The EP report will present their views, strengths and what your child needs to help them and meet their individual potential. The EP report is one part of the special educational needs assessment.

The assessment can be done either remotely or in person.

Remote assessments 

A remote assessment means the EP will gather information and assess your child via technology. 

This can include:

• phone calls: The EP will call you and the professionals who know your child
• online meetings: The EP may set up an online meeting (like on MS Teams) where you, your child, and professionals who know your child will have a Joint Assessment Meeting
• online work with your child: The EP might work directly with your child through an online meeting or talk to them over the phone. The work might include some learning assessments or questionnaires. The EP will discuss your child’s individual assessment process with you

Face-to-face assessments  

In a face-to-face assessment, the EP will meet with you, your child and where possible other professionals in person.

This can include:

• in-person meetings: The EP will lead a meeting, where you, your child, and professionals who know your child will have a Joint Assessment Meeting
• direct work with your child: The EP may work with your child in person, either at school or at home (if your child is not attending school).  The work might include some learning assessments, observations, or questionnaires. The EP will discuss your child’s individual assessment process with you

Professional Standards

Whether remote or face-to-face, these methods are recognised to effectively support children, young people, and their families. All EPs are registered with and follow the professional standards set out by the Health and Care Professions Council (The Health and Care Professions Council (HCPC)) 

Your role as a parent or carer

The EP will explain which approach is being used for your child’s assessment. If you have a preference for a remote or face-to-face assessment, please let us know by emailing as soon as the special educational needs assessment is confirmed by SEND Services. Please be aware that having a preference for face to face may lead to a delay with the assessment.  

Our email address is: edpsychology@worcestershire.gov.uk  

Who does this team work with?

We work with children aged 0 to 5 years, within Early Years settings.

What do we do?

The Early Years Inclusion Team (EYIT) in Worcestershire provides support, advice, training and information to Early Years Providers and schools for children with special educational needs and disabilities (SEND) to help ensure that all children are fully included within the provision.   

Worcestershire is committed to providing effective early identification and intervention for children with Special educational needs and disabilities. It is essential that all children with SEND have their needs identified as early as possible and the aim is to provide early intervention programmes to help remove barriers to learning. 

Worcestershire have Area SENCos and SENCo Support Advisors, both specialists in SEN and disabilities. They are part of the Inclusion Support Service. The principal focus of their role is to support all early years providers and schools in the early identification and intervention for children with Special education needs and disabilities. 

We offer universal and specific support through the Early Years Inclusion Process as part of the Inclusion Support Services. 

How do we access this team?

The Early Years Inclusion Team offer an Inclusion Helpline for general advice and support.  

Every Tuesday and Thursday afternoon (term time only) between 1:00pm to 3:00pm there will an Inclusion 

Officer able to take your phone calls.  

The remaining times within the week, someone may answer, or we ask that you leave a voicemail for us to get back to you.

The contact details are:

• inclusion helpline and answer machine: 01905 843099
• inclusion helpline email: eyinclusion@worcestershire.gov.uk
• follow us on Facebook for updates

Information for Parents on the SEND journey can be found here: SEND in the Early Years.

The Early Years Inclusion Process (EYIP) is designed to support provider, children, and families in implementing the graduated response. Typically, health providers will make the initial notification to the EYIP when SEND is identified or being considered. However, EY providers can also notify EYIP when the reviews of the graduated response indicate that despite high levels of support being provided and/or the use of specialised strategies and resources, a child is making limited progress in specific or across all areas of development. 

This is typically identified through the EYFS Early Support Levels (tracking templates can be found on the Early Years Inclusion Team Website). This means the provider SENCO may refer your child to the Early Years Inclusion Process, and a member of our team may become involved in supporting the planning for your child.

Who pays for accessing this team?

This service is free to all early years providers and parent/carers.

What can we expect from the team? 

You can find out more about EYIP by visiting our dedicated web page for parents and carer on our Local Offer: Early Years Inclusion Process for parents   

How do I find out about Nursery Education Funding NEF?

All 3 and 4 year old children, as well as some 2 year old children, are entitled to 15 hours of funded early education and childcare per week, for 38 weeks of the year. 3 and 4 year old children of working parents are also entitled to an additional 15 hours per week (30 Hours Childcare). From April 2024, the entitlement for working families will be expanding to include children under the age of 3 years of age. 

Search for childcare

Signposting links for when the service from this team ends 

There are several professionals and services who may become involved with you and your family, either directly or indirectly. It can be difficult to know who they all are, what they do and how it may be possible to access their services.

We have provided links here to the relevant information on different websites, to help you understand who the professionals are. The websites tell you about the services and what support they offer either directly to the families or through educational settings like schools/nursery or college.

Support for SEND children, young people and their families