Vision and Aims Sample Clauses

Vision and Aims. The main aim of the Specialist Teaching and Learning Service (STLS) is to enable children and young people with SEND who attend mainstream early years settings and schools to have access to teaching and learning that is differentiated and enables them to make progress. The STLS must act as a key driver in developing the targeted and specialist knowledge, skills and expertise in Kent early years settings and mainstream schools in order to create a coordinated, equitable, and effective provision of additional support for children and young people with Special Additional to: • raise standards of high-quality Inclusive teaching in mainstream classrooms • close attainment gaps and improve pupil SEND targets and track progress to these outcomes • prevent exclusion by ensuring staff skills and provision is right to meet the needs of vulnerable children • build SEND capacity in early years settings and mainstream schools to meet the needs of children in the mainstream sector through high quality evidence led advice and training • reduce the need for statutory assessments by building confidence in the sector and influencing Inclusive cultures • ensure full access to learning for all the children and young people with special educational needs and disabilities in our schools The overarching aim of the STLS is to support early years settings and schools to build their capacity and confidence to identify the right children at the right time, deliver high quality provision for children and young people with special educational needs and disabilities (SEND), to improve pupil progress and outcomes and to spread the best practice across Educational settings. This will be achieved in the following way: 2.1 Build capacity within mainstream schools and settings to equip staff at all levels to recognise and successfully include learners with SEND. 2.2 Provide support for the assessment and identification of support for all children and young people with SEND in mainstream schools and early years settings, according to needs, and at the earliest possible stage. 2.3 Evidence led development and use of resources and strategies within mainstream schools and early years settings, so that staff have the right skills, tools and strategies to enable children and young people with SEND to access the curriculum and make good progress in an inclusive learning environment. 2.4 Work with mainstream schools and early years settings, school improvement advisors and Local Authority Officers ...