Section outline

      • Know and track your CLA cohort
      • Ensure collaboration between key staff (Designated Teacher/Designated Lead, Key Person, DSL, SENDCO, safeguarding governor/committee member/manager)
      • Ensure the Personal Education Plan (PEP) is completed
      • Understand individual needs and barriers to learning, using available needs analysis tools
      • Prioritise CLA in planning, interventions, and support
      • Build strong relationships with the young person, ensuring their voice is at the centre of any decisions made
      • Ensure child voice is a common thread throughout the PEP
      • Complete the Strengths and Difficulties Questionnaire (SDQ) when requested. This happens until the young person is 17
      • Work in partnership with carers/parents, social workers, and the Virtual School