|Name and details||Areas covered (including surrounding villages)|
And temporary cover for
The EYIO is able to offer advice and support around early help and identification. Early identification and appropriate intervention can make a significant difference to future outcomes for children and could help reduce the need for statutory or specialist services and interventions at a later stage. Listening to families and young children is central to the role. EYIOs promote interagency working and engage with other professionals to ensure the best outcomes for children.
Some examples of EYIO support;
- Contributing to up-skilling and empowering the early year’s workforce so that early years practitioners are able to meet the statutory requirements of the EYFS and the SEN Code of Practice (2014).
- Support early year’s settings to ensure that all children have access to a broad and balanced EYFS curriculum and encourage practitioners to use a range of early intervention tools such as the Pre-school Communication Tracker and the Graduated Response to Special Educational Needs Support (GRSS)
- Advocating timely interventions such as implementing BLAST or use of SPARKEY within the setting
- Establishing the child and family’s needs alongside those of the early year’s setting(s), liaising with other professionals when appropriate
- Co-ordinating and/or supporting a Team around the Child (TAC) meeting. Supporting the decision as to whether it would be more appropriate to undertake an Early Help Common Assessment Framework (CAF) (Early Help Strategy, 2014-17) or for the setting to complete an Education Health and Care Plan (EHCP), known in Wiltshire as a My Support Plan. Acting as Lead Professional if appropriate
- Making referrals to other agencies/professionals and working closely with partners such as Health Visitors, Children’s Centres, Speech and Language Therapy (SALT) and Special Educational Needs and Disability (SEND) service.
- Supporting transitions e.g. from home to early years setting and from setting into primary school.
Children attending an early years setting or about to start in an early year’s setting with;
- Complex family background which may be contributing to a developmental delay
- Emotional and behavioural difficulties that regularly and substantially impact on child’s learning and/or that of others
- Medical/health care needs but with no clear SEN needs
- Looked After Child (LAC) or part of a Child in Need (CIN) plan or at Child Protection level where there is a developmental concern
- Children with additional needs aged 0-5 including transition to school
Follow the EYIO flow chart
Commonly used forms
Emotional development and mental health
English as an additional language
Supporting children on the autistic spectrum
Supporting speech language and communication
Working with parents