Section outline

      • Know and track the CLA cohort
      • Ensure collaboration between key staff (Designated Teacher/Designated Lead, Key Person, DSL, SENDCO, safeguarding governor/committee member/manager)
      • Ensure 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 child, ensuring child 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 to (ages 4 upwards)
      • Work in partnership with carers/parents, social workers, and the Virtual School
      • Utilise Pupil Premium Plus (Year R) or Early Years Pupil Premium (preschool/nursery) to effectively support the CLA in education, narrowing the disadvantage gap.