from one of the EYAIT Teaching Assistants, this will be and will focus on particular learning and developmental outcomes. An EYAIT Teacher will provide support and guidance to the Teaching Assistant. Once a period of one-to-one intervention has ceased there will be some time to allow consolidation of learning; it is envisaged that the EYAIT Teacher will stay involved with the child and the child’s progress will continue to be reviewed. It may be that the child is discussed again by the EHC panel and a subsequent period of one-to-one intervention is sought, or that the child goes back to the EHC panel for further discussion regarding requiring a Single Plan. On some occasions it may be appropriate to consider requesting an EHC assessment and plan without one-to-one intervention from an EYAIT Teaching Assistant. The Specialist Teacher will usually maintain involvement at some level until a child moves onto school, although the role may be a monitoring one. The Teacher will usually be involved in information sharing meetings to support a child’s transition into school. In addition to the work outlined above, the Specialist Teachers will also liaise with other agencies, attend TAF meetings, provide Statutory Advice and contribute towards Statutory Assessments. They may also be involved in running parents groups and delivering training to parents e.g. Early Bird training.
from one of the EYAIT Teaching Assistants, this will be and will focus on particular learning and developmental outcomes. An EYAIT Teacher will provide support and guidance to the Teaching Assistant. Once a period of one-to-one intervention has ceased there will be some time to allow consolidation of learning; it is envisaged that the EYAIT Teacher will stay involved with the child and the child’s progress will continue to be reviewed. It may be that the child is discussed again by the EHC panel and a subsequent period of one-to-one intervention is sought, or that the child goes back to the EHC panel for further discussion regarding requiring a Single Plan. On some occasions it may be appropriate to consider requesting an EHC assessment and plan without one-to-one intervention from an EYAIT Teaching Assistant. The Specialist Teacher will usually maintain involvement at some level until a child moves onto school, although the role may be a monitoring one. The Teacher will usually be involved in information sharing meetings to support a child’s transition into school. In addition to the work outlined above, the Specialist Teachers will also liaise with other agencies, attend TAF meetings, provide Statutory Advice and contribute towards Statutory Assessments. They may also be involved in running parents groups and delivering training to parents e.g. Early Bird training.
Gateshead-Early-Years-Assessment-and-Intervention-Team-Brochure-101114.docx