Advisory Teacher Service (ATS)

Level one

• SENCo Cluster Meetings.
• Training – Teacher Skills (GCC Plus), Autism Awareness (AET accredited – Autism Awareness) aim to enable school staff, including SENCos to deliver effective support and build capacity in schools to meet the needs of all learners.
• Advice lines (C&L/SEMH and C&I teams) are open afternoons daily, to allow school staff to ring for “no names” conversations and problem solving.
• No-names support via phone or email as and when this is required by the setting. *Bespoke training to meet Sensory/Physical/AAC needs. This is agreed with the setting in order to build capacity.

Level two

• Schools can refer pupils with social, emotional and mental health difficulties when a My Assessment is completed, in addition to reviewed My Plans. Schools can complete an ATS referral form.
• Schools can refer pupils with social communication needs. AET Autism Good Practice training offered.

Level three

• Schools may refer pupils with Cognition and Learning needs, who are placed on a My Plan Plus. Schools can complete an ATS referral form.
• Schools may refer pupils with Physical Difficulty needs. Schools can complete an ATS referral form.
• For CYP’s with HI, VI, MSI the referral will come via health and then the referral process will begin with ATS support via an ATS referral form.
• Schools can access AET tailored training, for example, progression framework or anxiety management. *The Advisory Teacher Service are core members of the Team Around the Locality Cluster (TALC) model providing specialist expertise that contributes to the completion of robust Graduated Pathway Plans and Assessments.

Level four

The ATS Teams for Cognition and Learning and Social, Emotional and Mental Health and Communication and Interaction Difficulties supports the inclusion of children and young people from pre-school year onwards who have a range of significant and additional learning difficulties in mainstream schools. This includes specific learning difficulties (including dyslexia), moderate or complex learning difficulties, significant anxiety levels in mainstream schools.

Students with high level needs (usually those with highly resourced EHCPs) may continue to be supported by ATS throughout their school career. This will include support for transition between phases of education.

• Bespoke training to meet Sensory/Physical/AAC needs. This is agreed with the setting in order to build capacity.
• Invitation to network events which address specific Sensory/Physical/AAC needs.
• Invitation to attend ‘My Time to Play’ for Early Years children with VI.
• Invitation to attend EYSG.
• On-going transition support at every stage for CYP’s with Sensory/Physical/AAC needs.
• Specialist support from HAB, ATS Specialist OT, ATS Specialist SLT, Deaf Communication Support worker family and CYP support BSL,GWAS and via APT as required.
• Specialist Deafblind assessments.
• Specialist AAC support via AAC Assessment Pathway.