Inclusion Practitioners

The Inclusion Practitioners (IPs) are part of the Educational Psychology Service. They are professionals who have extensive experience of teaching in schools. They also have specialist knowledge, understanding and training in meeting the needs of pupils with Autism Spectrum Conditions (ASC) and Speech, Language and Communication Needs (SLCN).

What do they do?

The IPs support the inclusion of pupils with ASC and SLCN (or needs which are similar in presentation) in mainstream settings.  Pupils can be at any stage on the Special Educational Needs (SEN) register, but priority is usually given to those with an Education, Health and Care Plan (EHCP). The IPs work in different ways, but their aim is always to support pupils’ progress towards a specific school-based outcome.  This is usually achieved through individual pupil support or staff advice and training. 

Who do they support?

The IPs primarily support pupils who attend:

• mainstream primary or secondary schools
• local authority funded nurseries or school-based foundation stage settings (one term prior to their school start)
• local authority ASC Enhanced Resource Provisions. 

They also support:

• speech and Language outreach pupils
• pupils transitioning from private, voluntary, and independent early years settings to primary school (one term prior to transition)
• pupils transitioning from specialist provisions to mainstream settings (one term prior to transition). 

What sort of work do they do?

Work with individual pupils

The IPs support individual pupils by:

• providing advice and consultation to school staff, including sharing strategies, resources, and interventions.
• contributing to Termly Support Plans and monitoring/review meetings
• supporting transition planning
• delivering or supporting one to one work
• delivering or supporting group work. 

How is individual pupil support requested?

Requests for individual pupil support can only be made by school SENCO in consultation with their link Educational Psychologist.

When staff have concerns about a pupil with ASC/SLCN (a diagnosis is not required) and think it would be helpful to seek advice and support from an IP, the school SENCo has a conversation with their link Educational Psychologist. This would always be done with the full consent of the pupil's parent/carer. If, after speaking with the Educational Psychologist, it is agreed that the IP could provide the support needed, the school SENCo submits a formal request form.

Protocol for Inclusion Practitioner Requests (word 25kb)

IP Individual Pupil Request Form (word 22kb)

Inclusion Practitioners Early Years Transition Pupil Request Form (word 75kb)

Delivering training

The IPs deliver training to:

• school staff
• parents and other professional groups (usually through seminars). 

How is training requested?

Requests for school-based training is made by the school SENCo.

IP School Training Request Form (word 19kb)

Seminars for parents and other professional groups is planned and delivered throughout the year and across the local authority. Seminars are advertised through the Look Ahead bulletin, which is provided by the Families Information Service Hub (FISH). Once advertised, parents and professionals can ring up and book onto the courses themselves.

More information about Look Ahead and how to register can be found on the  LOOK AHEAD page on the Local Offer or by contacting FISH on (01482) 396469.

Family involvement

Parents/carers are invited to attend meetings regarding their children and may want to be present if any individual work is carried out. Parents/carers are an important part of the IPs’ involvement with pupils.

We would like to hear back from children or young people

Are you a child or young person, or a family with child or young person who has worked with the IPs directly? If the answer is ‘yes,’ we would like to hear about the experience you had whilst working with them.

Please follow the link below for the opportunity to feedback directly to the team, and all feedback is anonymous.

Smartsurvey - Children's and Young People's Feedback Survey (external website)

IP Early Years Transition Pupil Request Form

All Inclusion Practitioners have Qualified Teacher Status.

All Inclusion Practitioners are trained, experienced teachers with relevant professional qualifications. They undertake continued professional development related to Autism Spectrum Conditions and speech, language and communication.