Intervening early: principles into practice
Highlighting the principles of working across organisational boundaries and how this can add capacity.
Liz Stratton explores the factors that make us more effective in supporting children with SEND, intervening early enough to make a difference. She also outlines how to build an action plan bespoke to your own situation and role.
3 takeaways from Liz’s training session
– For early intervention to be effective we need to use all expertise through our connections and relationships with others –
– We also need to overcome typical barriers such as provision led practise, narrow pathways to single services and “It’s not my job” mindsets –
– The places that are most effective at intervening early are places where people see that their job is to enable progress for children and it is not boundaried by their role –
This session is aimed at Practitioners, and their managers working together to meet the needs of children and young people with SEND.
Watch a snippet of Liz’s presentation…
SPECIAL OFFER: Save £5 when you buy any ‘3 for £25’ sessions – use discount code 3for£25 at checkout.
This session was originally presented at one of our online Virtual SEND Conferences.
About the Creator
Liz Stratton / Education Consultant and Trainer, Liz Stratton Consulting
Liz Stratton is an independent education consultant and trainer working with teaching alliances, teaching schools, local authorities, virtual schools, early years practitioners, teachers, support staff, social workers, health professionals, SENCos, school leaders, lead agencies and children’s centre staff. Her services focus on supporting self-evaluation of current practice, change management and organisational development, including incorporation of multi-agency working approaches.
Liz has over 30 years of experience as a teacher, SENCo, subject leader and headteacher of a special school for children with physical and neurological impairment. She has worked in a variety of settings from EYFS to year 6, before becoming a county adviser for early years and inclusion. This role involved working with leaders and practitioners from education, health and social care. Her experience as a shared carer has also provided insights into the parent perspective of integrating provision from social care, education and health.
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