Early years request for specialist teacher involvement (RfI)

A request for involvement (RfI) should be considered where a child is experiencing a developmental delay of 9 months or more in two or more areas of development.

Requests can be submitted at any time during the year. However, for children in their pre-school year who will be moving to school, requests should normally be made before the summer term.

After this point, requests will only be considered in exceptional circumstances, for example where a child is new to the area.

Requests relating to children on a deferred or delayed entry to school are subject to specific eligibility criteria.

The setting SENCO or manager must complete the request for involvement (RfI) eform and provide information about:

• the child's strengths and interests

• the child's needs

• the outcomes being worked towards

• parent or carer concerns and the setting's concerns

• actions taken to date

Essential supporting evidence

The following evidence must be submitted with the request:

• an up-to-date small-steps EYFS tracker, including a baseline assessment and recent update - where possible, this should be provided as a one-page overview (for example, ATTS, Birth-to-5, or an equivalent assessment tool).

• an evaluated targeted learning plan (TLP) and a current TLP, including evidence of strategies used within the setting

Additional supporting evidence

The following evidence should be provided where available:

• an individual provision map detailing the additional support provided and any reasonable adjustments made to practice and provision

Once a request for involvement  (RfI) has been approved, a specialist teacher will contact the setting to discuss the request in more detail and agree the most appropriate next steps. [

Possible next steps

• telephone consultation and signposting to other agencies

• telephone consultation and advice to the setting

• an initial visit to the setting for an individual child

As part of an initial visit, the specialist teacher will:

• observe the child within the setting

• review assessment and tracking information

• liaise with practitioners and the setting SENCO

• provide feedback to parents as part of the visit

Following the visit, the specialist teacher will provide a written report outlining advice and recommended next steps for practitioners.

The setting SENCO, manager or practitioner should then discuss the outcomes and recommendations with parents or carers, including any agreed next steps.

In addition to advice and recommendations for practitioners and parents, future involvement may include:

• no further action

• signposting to other services

• signposting to training or workshops

• follow-up contact

• ongoing involvement

The role of the specialist teacher is to work collaboratively with settings to build their capacity to meet a child's individual needs and achieve positive outcomes.

Where a child is looked after, the setting should discuss any concerns that have led to the decision to submit a request for involvement (RfI) with the child's social worker, as well as relevant carers and, where appropriate, parents.

It is also important to identify who has the authority to provide consent for the request. Depending on the child's individual circumstances, this may be the parent, foster carer or social worker.

The child's looked after status should be clearly identified within the request for involvement  (RfI).

Where a request for involvement (RfI) is approved, special educational needs inclusion funding (SENIF) will automatically be agreed alongside the request.

Payments will continue until the end of the academic year in line with the agreed funding arrangements. Review arrangements will be discussed as part of ongoing specialist teacher involvement.

Childminders may find it helpful to first access support and general guidance through the childminder SEND request form.

If a child attends more than one setting, the specialist teacher will usually complete the initial visit at the setting that submitted the request for involvement (RfI).

Where appropriate, visits may be delivered across either setting, subject to agreement with both settings and the child's parent(s)/carer(s). This allows support to be provided within the child's different learning environments and does not increase the overall level of involvement.

Settings are expected to work collaboratively and share relevant information to ensure a consistent approach to supporting the child.