The WTT Offer
How Lincolnshire settings can access the service is detailed in the table below.
Note: WTT's bespoke offer is commissioned for Lincolnshire schools, academies and colleges and does NOT include independent settings or Early Years settings (aside from supporting Lincolnshire schools with pupils transitioning from Early Years into primary). These settings ARE able to access the central training offer.
For further details on the WTT Ladder and the Ladder template, go to Support from WTT
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WTT Ladder step |
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WTT support offer available |
Role of setting working with parent/carer and child/young person |
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1
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Foundation and Core Training offer plus Feedback on Step 1 of Ladder |
Complete Pupil Details, consent and Step 1 of WTT Ladder. Pupil and Parent/carer voice is essential. Send in WORD format to WTT |
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2
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Core and Bespoke Training offer Plus Feedback on Step 2 of Ladder |
Implement and review Step 1 Feedback and update all information in Step 2 of WTT Ladder. Evidence how key training messages have been implemented and the impact on the child/young person. Send in WORD format to WTT |
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3 |
WTT Consultation Plus WTT will add Step 3 to the Ladder with agreed next steps from consultation |
Once Step 2 feedback has been implemented and reviewed, ask WTT for a consultation. This should involve the setting and parents/carers and will primarily be an online meeting unless exceptional circumstances. |
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4
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All training offers Plus On receipt of completed Step 4 from setting, will ensure all recommendations have been addressed before moving pupil to active caseload |
Implement and review Step 3 consultation recommendations and update all information in Step 4 of WTT Ladder. Send in WORD format to WTT. WTT will advise of next steps. |
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Active 1 (A1) Personalised support for the setting with an individual child/young person. May include observation if appropriate. |
Implement recommendations from WTT E&R document. Ask WTT for further guidance if unsure of a strategy or something is not working. |
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Active 2 (A2) Escalating support from WTT, for setting working with family and multi-agency colleagues (over and above Active 1 practice-e.g. pupil at risk of exclusion) |
Implement recommendations from WTT E&R document. Inform WTT if pupil at risk of suspension/exclusion |
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Active 3 (A3) Setting feel unable to meet needs through inclusive practice despite exhausting all inclusive strategies/resources from WTT. |
Implement recommendations from WTT E&R document. Keep WTT informed of any changes to provision or need. |
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For concerns with School attendance relating to anxiety for autistic pupils
Lincolnshire has an EBSA Pastoral support programme (Emotional Based School Avoidance) for pupils who are having difficulty attending school due to anxiety/heightened emotions. It is the schools' responsibility to start this process as early intervention working alongside the family and with the child/young person, taking all perspectives into account. If you have concerns relating to your child/young person attending school due to anxiety/heightened emotions, please speak with your schools SENCO about the EBSA PSP.
The image above is from the LCC EBSA page and more information about Lincolnshire's EBSA Pathway can be found by clicking on the link below.