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Quality Improvement and Inclusion Team


The Quality Improvement  and Inclusion Team offers advice and support to schools and early years settings around a variety of areas. These include the following: 

Advisory Support

  • EYFS [learning and development requirements (learning environment, routines, learning programmes and activities), assessment (observation, assessment and planning, EYFSP, tracking of children’s progress, progress check at age two) and safeguarding and welfare requirements].
  • EYFSP (Analysis of data, moderation visits, ongoing support to reception teachers, cross school moderation events). 
  •  Support to Newly Qualified Teachers.
  • Support to schools and early years settings around particular subjects (e.g. early reading and writing, mathematics, science)
  • Transition. 
  •  Inclusion (Non single pathway referrals).
  • Ofsted support (pre and post inspection).
  • Support to SENCos in early years settings (IEPs, children who are on Early Years Action, Plus or with statements who have not been referred to the single pathway, strategies and activities to support children’s needs).
  • Free Entitlement for Three and Four Year Olds funding.
  • Delivery of training courses (central training).
  • Support to new settings. 
  • Management and leadership support.
  • Support with behaviour management.
  • Modelling of activities.

Inclusion Support

The Quality Improvement and Inclusion Team offers advice and support to schools and early years settings regarding individual children who have social communication difficulties and have been referred to the single pathway. These include the following:

  • Observations at the school or early years setting (with feedback to key persons/teachers and SENCos).
  • Agreed programmes of intervention to support children’s needs (with clear guidelines, modelling of strategies and follow up discussions to evaluate impact).
  • Feedback to parents (and promotion of agreed programmes for continuity in children’s learning).
  • Feedback with details of child’s educational progress prior to a diagnostic assessment, if applicable.
  • Contribution towards a statutory assessment (WS5), if applicable.
  • Work with other professionals to ensure that children’s needs are effectively met.
  • Post diagnosis support to schools or early years settings, if applicable.