Support for children and young people who are at risk of permanent exclusion from school.

This service is provided free of charge and is available directly through referrals from school settings only.

Schools can make a referral to the service for children and young people who meet all of the following criteria:

  • are from early years (EYFS) to Year 11
  • are at risk of permanent exclusion
  • either have an education, health and care plan (EHCP) or are on the SEND register, requiring provision or additional support beyond what is typically available within the classroom
  • are currently attending school

What we do

We work with both young people and the staff who support them. Our aim is to secure positive experiences and outcomes and ensure inclusion within a mainstream setting.

We offer in the moment coaching to staff members to upskill them in supporting young people with additional needs.

A member of school staff must be present during each learning mentor visit. This helps to ensure new skills are modelled and cascaded effectively.

When we receive a referral, we will follow a staged model, as described below.

What we do not do

We do not offer training packages.

We cannot routinely attend multi-agency meetings with other professionals or parents.

Our reports are strategy based therefore do not support EHCNA or provision amends at annual reviews.

We are unable to provide support for children and young people who are not attending an educational setting.

Make a referral

Schools should complete the referral and parental consent forms and email to iest@Lancashire.gov.uk.

Parents must provide a wet signature on the parental consent form before you make the referral.

IEST staged model

Upon receiving a referral, the team will review whether the IEST is the most suitable service and confirm that no other similar service is currently involved.

The school must sign the IEST agreement for support to progress further.

Stage one – Initial online consultation

A one-hour consultation (Microsoft Teams) between an IEST inclusion teacher and a member of the schools senior leadership team or SENDCO (or both).

The needs of the young person will be discussed in more detail.

Before the meeting, make sure you have all necessary and relevant paperwork available and accessible.

The inclusion teacher may suggest other resources and external support if necessary.

Stage two – Inclusion teacher observation

An inclusion teacher will conduct an observation of the young person within the setting. They will also discuss the case with class-based school staff and the SENDCO.

Based on this observation, the inclusion teacher will decide whether it is appropriate to take the case forward to stage three.

If learning mentor support is not suitable for the case, the inclusion teacher may write an action plan to support the setting with general strategies and IEST involvement will end.

Stage three – Written report

The inclusion teacher will write a strategy-based report with actions for both the school and the IEST.

This will be shared with school. The school will be responsible for implementing their own actions from the report.

At this stage, an IEST learning mentor will be allocated to the case.

Stage four – Introductory visit

The inclusion teacher and learning mentor will conduct an introductory visit in the setting.

They may observe the young person for a second time and introduce the learning mentor to the pupil, class teacher and support staff.

Stage five – Learning mentor sessions

The learning mentor visits will start. Initially, there will be six sessions of support.

The learning mentor will follow the actions in the written report.

School may need to provide a staff member to work with the learning mentor and young person. In the moment coaching and modelling will be provided.

After each session, the learning mentor will send a summary of progress to the school.

Review stage

After six sessions, the inclusion teacher and learning mentor will review the IEST support.

IEST direct work may end or continue at this stage, depending on the complexity of the case and progress made.

This is a bespoke offer and we work with the school to do what is best for the young person.

Contact us

If you have any questions about our service, please email: iest@Lancashire.gov.uk.

We cannot discuss individual cases before a referral is accepted and an inclusion teacher is assigned.

Good Engagement Methods (GEMS)

GEMs demonstrate good engagement methods and practise to support children and young people with SEND.

Good Engagement Methods (GEMS)