LIVERPOOL PARENT PARTNERSHIP SERVICE
Who’s Who and What’s What?
ADD/ADHD: Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder.
Advisory Teacher: a teacher with an additional qualification and experience in special
educational needs.
Advocate: a person who can speak on behalf of another person and help them put their
views across; also Provider Panels can nominate a person as an advocate (or link person)
to contact families with the results from the Panel and to work with them afterwards.
ALSSH: Association of Liverpool Special Schools Head teachers.
Annual Review: the review of a statement of special educational needs which a Local
Authority (LA) must make within 12 months of making the statement or, as the case may
be, of the previous review.
Assessment (Statutory/Formal): A detailed multi-disciplinary assessment of a child’s
special educational needs. It may lead to a statement of special educational needs.
Assigned Inspector: Each school has an assigned inspector attached to them. They are
there to link with the school to advise and support them in their work and to help ensure
that they are following procedures and regulations. Assigned Inspectors work for the
LA and are based in Children’s Services.
ASD: Autistic Spectrum Disorder
AST: Advanced Skills Teacher. Teaching grade to reward the best classroom teachers
for outreach work to help other teachers across the LA.
Attainment Targets: The knowledge, skills and understanding that pupils of differing
ability and maturity are expected to have by the end of each Key Stage (see below) of
National Curriculum (see below).
Basic Skills: Literacy, Numeracy and Communications Technology skills.
Beacon Schools: Schools that have been identified as amongst the best performing in
the country and are examples of successful practice which can be shared with others.
They work in partnership with other schools to pass on their particular areas of
expertise.
Behaviour Policy (or Discipline Policy): Every school should have a behaviour policy
which sets out the standards that the school expects pupils to behave to. It should also
explain what discipline procedures the school will follow if these standards are not kept
to. As part of this or sometimes as a separate document, schools should also have an
Anti-Bullying Policy setting out how the school will deal with any incidents of bullying.
BESD: Behavioural, Emotional and Social Difficulties.
BEST: Behaviour Support Team. Team of professional staff with mix of educational,
social work and health skills to support the needs of young people.
CAMHS: Child and Adolescent Mental Health Team
Children’s Services: This is the part of Liverpool Local Authority that is concerned with
children. It is made up of education and social services to provide a joined up service for
children.
CIS: Children’s Information Service.
CLC: City Learning Centre. Centres that form a national network across the Excellence
in Cities (see below) areas to provide technology based learning and teaching
opportunities for inner city schools.
CLD: Complex Learning Difficulties (previously Moderate Learning Difficulties).
Clerk to the Governing Body: A person appointed to carry out the administrative duties
for a governing body.
Clinical Psychologist: A clinical psychologist is a health professional who helps children
with specific problems with learning or with overcoming behaviour difficulties. The team
in Liverpool dealing with this area is known as the CAMHS team (Child and Adolescent
Mental Health Service). They offer both long term and short term support to the child
and family.
Community Paediatrician: A community paediatrician is a doctor who specialises in
working with babies and children. They can often be the first point of contact for
families who find out that their child has an impairment or disability very early on in
hospital and can offer advice, information and support about any medical condition a
child has. Paediatricians sometimes work in hospitals and sometimes for community child
health services. It’s usually a paediatrician who will refer your child on to any other
specialists that they need to see.Community Schools: Schools that are wholly funded by the LA.
Connexions Service: the service provides a single point of access for all 13-19 year olds
to help them prepare for the transition to work & adult life. It is separate from the
Local Authority.
Co-ordinated Admissions Arrangements: From September 2005, all admissions to
reception classes and transfers from primary to secondary school will be co-ordinated
by Children’s Services in co-operation with schools and other local authorities.
DfES: Department for Education and Skills. The central government department with
responsibility for all education, training and employment matters in England.
Differentiation: The organisation of teaching programmes and methods specifically to
suit the age, ability and aptitudes of individual children.
Disagreement Resolution: All LAs must provide arrangements to help prevent or resolve
disagreements between parents, whose children have special educational needs, and the
City Council or a school. Using these arrangements is voluntary for all the parties and
does not in any way affect parents’ right to appeal to the SEN Tribunal (where
applicable).
Disability Discrimination Act part 4: The Special Education Needs and Disability Act
2001 brought education under the Disability Discrimination Act and became DDA part 4.
Dyscalculia: Pupils with dyscalculia have difficulty in acquiring mathematical skills. Pupils
may have difficulty understanding simple number concepts and have problems learning
number facts and procedures.
Dyslexia: Pupils with dyslexia have a difficulty in learning to read, write or spell, despite
progress in other areas. Pupils may have poor reading comprehension, handwriting and
punctuation. They may also have difficulties in concentration and organisation and in
remembering sequences of words. They may mispronounce common words or reverse
letters and sounds in words.
Dyspraxia: Pupils with dyspraxia have a problem with the organisation of movement,
often appearing clumsy. Gross and fine motor skills are hard to learn. Pupils may have
poor balance and coordination and may be hesitant in many actions (running, skipping,
hopping, holding a pencil, doing jigsaws, etc). Their articulation may also be immature and
their language late to develop. They may also have poor awareness of body position and
poor social skills.
EAL: English as an Additional Language.
Early Years Action: when the early education practitioner who works day-to-day with
the child or the SENCO (see later) identify that a child has special educational needs
together they provide interventions that are additional to or different from those
provided as part of the setting’s usual curriculum and strategies. An IEP (see later) will
usually be devised.
Early Years Action Plus: when the early education practitioner who works day-to-day
with the child and the SENCO (see later) are provided with advice or support from
outside specialists, so that alternative interventions additional to or different from
strategies to those provided for the child at Early Years Action can be put in place. A
new IEP (see later) will usually be devised.
EAZs: Education Action Zones. Local clusters of schools working in partnership with the
LA, local parents, businesses and others. The partnership encourages innovative
approaches to raising attainment and overcoming barriers to learning in communities
that are in the greatest need.
EBD: Emotional and Behavioural Difficulties (now often referred to as BESD –
Behavioural, Emotional and Social Difficulties).
Education Officer (EO): An Education Officer is a professional who will be your contact
at the Local Authority if your child is undergoing statutory assessment or already has a
statement. They will deal with the assessment and draw up the statement if needed.
They will also go to Annual Reviews of your child’s statement. Education Officers may
sometimes also be called the Statementing Officer or Named Officer by some people.
Educational Psychologist (EP or Ed Psych): An educational psychologist is a qualified
teacher who has additional training as a psychologist. Their role is to help children who
find it difficult to learn or to understand or communicate with others. Each school has
an educational psychologist attached to them and have a number of sessions from them
each school year. The educational psychologist can assess your child’s development
through a number of different tests. They can then write a report to show their
findings and provide support and advice to the school and parents of the child.
Education Support Assistant (ESA): An education support assistant is a person who is
employed to be in class to help the teacher support the children in the class. Some will
help support all of the class in general, going from group to group. Some will support a
specific group of children who have a higher level of need. Some children may have it
written in their statements that they need to be supported for a specific amount of
time each week by an ESA. This may include one to one support by the ESA. Education
support assistants are not teachers and would not be expected to have the same roles as
a teacher. Education support assistants may also be known sometimes as teaching
assistants (TAs), learning support assistants (LSA) or classroom assistants (CAs).
Education Welfare Officer (EWO): An education welfare officer is employed by the
local authority to help monitor the attendance of pupils and ensure the right support is
in place if they are out of school. Each school has its own EWO who will regularly link
with them to monitor the attendance of pupils. Any pupils that are having attendance
problems will usually be contacted by the EWO to ensure that the pupil’s situation is ok
and if there is anything that can be done to help improve attendance. The EWO will also
contact those families who’s child is out of school for whatever reason again to see what
support or action can be taken to return the child to school as soon as reasonably
possible.
EiL/EiC: Excellence in Liverpool (EiL) is part of a national initiative call Excellence in
Cities (EiC) which aims to combat the effects of deprivation and raise attainment and
the aspirations of young people in Liverpool.
EMTAS: Ethnic Minority and Traveller Achievement Service. The Service supports
Black and dual heritage pupils, English as an Additional Language Learners (EAL),
Asylum/Refugee pupils and Traveller children. The range of provision includes in-class
support, induction, inset (training for schools on their inset days), advice and
consultancies with regard to access to the curriculum and strategies for raising
attainment.
EP: Educational Psychologist
EPS: Education Psychology Service
ESOL: English as a second or other language
EWO: Education Welfare Officer.
Exclusion: Banning a pupil from school by the head, either temporarily or permanently,
on disciplinary grounds.
Extended School: One that provides a range of activities and services, often beyond
the school day, to help meet the needs of its pupils, their families and the wider
community.
EYDCP: Early Years Development and Childcare Plan/Partnership.
Family Support Worker: A person who works for the LA and provides support and help
for a family over their child. A family support worker can also provide support over
other issues such as housing and can work to co-ordinate services and professionals
involved with the child and family.
Foundation Profile: A teacher assessment designed to establish the level of children’s
learning by the end of Reception year in infant school.
Foundation Stage: the foundation stage begins when children reach the age of three.
Many children attend an early education setting soon after their third birthday. The
foundation stage continues until the end of reception year.
GCSE: General Certificate of Secondary Education.
General Practitioner (GP): A GP is a family doctor who works in the community. They
are a first point of contact for many families. They deal with your child’s general health
and will refer you on to other specialists, clinics and hospitals when needed. They can
also support welfare benefit applications and/or other types of help.
Gifted and Talented: Government funding to identify the most academically able and
talented pupils in each secondary school so that the needs of these children will be
supported. Particular attention is given to children who underachieve for whatever
reason.
GNVQ: General National Vocational Qualification. Vocational qualifications developed in
consultation with employers that are an alternative to GCSE/GCE qualifications and the
job specific National Vocational Qualifications. (NVQs).
Graduated Approach: a model of action and intervention in schools and early education
settings to help children who have special educational needs. The approach recognises
that there is a continuum of special educational needs and that, where necessary,
increasing specialist expertise should be brought in to help with the difficulties that a
child may be experiencing.
Health Visitor: A health visitor is a qualified nurse or midwife with additional special
training and experience in child health. They visit family homes in the early years to
check on children’s health and development. They give advice, help and practical
assistance to families about the care of very young children, normal child development,
sleep patterns, feeding, behaviour and safety. You should automatically receive a visit
from a health visitor, as all families are visited in the early years. If you don’t, they can
be contacted through your GP. Health visitors can help you contact doctors, hospitals
and other services in your area.
HI: Hearing Impairment
Home Tuition: Home tuition is available for those pupils who are unable to attend school
for a long period of time due to an illness or medical condition. Only those pupils that
have continuing medical input are eligible for home tuition. The home tuition service is
based at Alder Hey hospital and involves either teachers going out to the child’s home
for teaching sessions or the child travelling into the base at Alder Hey for teaching
sessions in there. Any requests for home tuition have to be made by schools to Provider
Panel.
IBP: Individual Behaviour Plan. As with IEP below but focussed primarily on supporting a
pupil’s behaviour.
IEP: Individual Education Plan. A planning document for a pupil at School Action or above
of the SEN Code of Practice. It identifies a pupil’s current learning needs and targets,
with the action and resources to achieve these. It describes the arrangements made to
monitor and review progress and ensure parent and pupil participation.
Inclusion: Educating all children in mainstream schools.
Inclusion Development Officer (IDO): Inclusion development officers are former
school teachers who are employed by the local authority to help the school promote
inclusion within their schools. They can advise schools on support to put in place,
adaptations to make and measures to take to help ensure that the school is an inclusive
environment for the pupils in the school.
Independent Parental Supporter (IPS): An Independent Parental Supporter is a
volunteer trained by the Parent Partnership Service. They support parents and help
them understand special educational needs and the SEN Code of Practice. Our
Independent Parental Supporters can also help by going with parents on school visits,
helping with filling in forms or letters, and in some cases attending meetings with
parents.
IPOR Centre (Interim Provision, Observation and Re-integration): This is a centre
that provides a place for children on a temporary basis who have had to move on from
their previous school/placement. It assesses what level they are up to and how they can
be supported before then helping them move on to their next appropriate placement. It
is focused particularly on behavioural needs.
Joint Area Review (JAR): The inspection of a Local Authority’s Children’s Service
covering all teams within that service.
Key Stages: The four stages of pupils’ progress in acquiring knowledge and skills as set
out in the National Curriculum. Pupils are tested at the end of each stage. Key Stage 1
where the majority of pupils are aged 5 to 7. Key Stage 2 where the majority of pupils
are aged 8 to 11. Key Stage 3 where the majority of children are aged 12 to 14 and Key
Stage 4 where the majority of pupils are aged 15 to 16.
LAC: Looked After Children – Children looked after by the Local Authority.
LASH: Liverpool Association of Secondary Head teachers.
LDD: Learning Difficulties and Disabilities.
LA: Local Authority. LAs manage the education budget allocated by central government.
Learning and Skills Council: Responsible for funding and planning education and training
for over 16s.
Learning Mentors: Adults working on a one to one basis with specific children who have
barriers to learning in an effort to engage the pupils with the learning process.
Learning Networks: Learning Networks are groups of schools usually within the same
geographical area that work with each other to share specialist expertise and resources.
Each Learning Network has a Network Inclusion Co-ordinator (NICO – see later)
assigned to it.
Link Worker: Also known as key workers, they maintain regular contact with your family
and take responsibility for checking that you have all the information you need, that
services are well-co-ordinated and that information about your child is shared
effectively and efficiently with everyone who is working with you. This is an area that is
currently being developed and expanding in the local authority.
LPHA: Liverpool Primary Head teachers Association.
LSC: Learning and Skills Council. Body responsible for funding and planning education and
training for over 16 year olds in England. (Not part of the Local Authority.)
MLD: Moderate Learning Difficulties. Pupils with moderate learning difficulties will be
working to levels significantly below those expected in most areas of the curriculum.
This is despite appropriate support being given to them. Their needs will not be able to
be met by normal differentiation of work and the flexibilities of the National
Curriculum.
MNSI: Multi-Needs Sensory Impairment.
NAA: National Assessment Agency (formerly QCA – see later)
National Curriculum: Programmes of study decreed by law for pupil’s aged from 5 to 16
in state schools.
NEYS (Neighbourhood Early Years Service): an early years service for special needs
and disabilities. It brings together people from health, education and social services to
work together in a team to give support and help to children and families. The service is
for all Liverpool children from birth to 5 years old who may have special educational
needs and / or a disability.
NLS: National Literacy Strategy. Framework produced by the Government to
assist/guide teachers when teaching literacy in primary schools.
Note in Lieu: a note that may be issued to the child’s parents and school when, following
statutory assessment, the LA decides not to make a statement. The note should
describe the child’s special educational needs, explain why the LA does not think it
necessary to make a statement and make recommendations about appropriate provision
for the child. All the advice received during the assessment should be sent to the
parents and, with their consent, should also be sent to the child’s school.
NNS: National Numeracy Strategy. Framework produced by the Government to
assist/guide teachers when teaching numeracy in primary schools.
NQT: Newly Qualified Teacher. The first year of service during which a new teacher
has the benefit of a more experienced teacher or mentor to help them develop
professionally.
Occupational Therapist (OT): An occupational therapist helps children and young people
to manage their daily activities. Children may have difficulties with everyday activities
such as sitting in a chair or holding a spoon or fork. Occupational therapists use a range
of play activities to develop a child’s skills as well as provide specialist equipment.
The occupational therapist can recommend adaptations to the home and provide
equipment that will help the child and carers to carry out everyday activities.
OFSTED: Office for Standards in Education. Advises Government on the quality of
education provided by schools in England, the educational standards achieved in those
schools, and ways of improving both quality and standards. It has responsibility for
keeping the system of school inspection under review; establishing and maintaining the
register of approved inspectors and promoting effective inspections.
Outreach Support: this is usually put in place by provider panels. A specialist teacher
from a special school or a service such as SENISS will go into the child’s school
regularly either to advise and support staff or to provide direct help to the child,
perhaps along with other children in the class.
PAEWS/O: Pupil Attendance and Education Welfare Service/Officer. Deals with
attendance problems and other welfare matters in co-operation with the school.
Parent: Includes any person having all the rights, duties, powers, responsibility and
authority that a parent of a child has by law, or who has care of him or her. Depending
on the circumstances, therefore, a parent may include not only the child’s natural
parents but also others such as step-parents, relatives, and co-habitees of either
natural parent or foster parents.
Parental Choice: Parents have the right to express a preference for the school they
would like their child to attend. They are not, however, guaranteed a place at their
preferred school.
Parent Liaison Officer (PLO): Parent Liaison Officers work for the Parent Partnership
Service. They are trained to support parents of children with special educational needs.
They provide support through telephone conversation, meeting with parents in their
office, group information/training sessions and in some cases individual casework. They
also work with other professionals/agencies to help them support parents.
PARS: Provision and Reintegration Service. The Provision and Reintegration Service is
short-term, interim provision for permanently excluded pupils of statutory school age.
PD: Physical Disability
PEP: Personal Education Plan (for pupils in public care/’looked after’).
Performance Tables: School information including pupil achievement that the
Government requires to be published annually.
Personal Adviser – Connexions: A personal adviser provides support for 13-19 year olds
to help them prepare for the transition to work & adult life. They will know what courses
and training is available and what path to follow depending on what each child wants to
do.
Physiotherapist: A physiotherapist is a health professional specialising in physical and
motor development. They can assess your child and develop a personal treatment plan.
This could include assisting your child to sit, crawl or walk, and also to maintain your
child’s independent mobility. They can also teach you to how to handle your child at home
for feeding, bathing, dressing and advise on equipment which might promote your child’s
mobility. They will also provide advice to your child’s school on particular strategies and
support to use with your child.
PMLD: Profound & Multiple Learning Difficulties. Pupils with profound and multiple
learning difficulties have complex learning needs. In addition to very severe learning
difficulties, pupils have other significant difficulties, such as physical disabilities,
sensory impairment or a severe medical condition. Pupils require a high level of adult
support, both for their learning needs and also for their personal care.
Portage: A home visiting service which offers support, help and advice to families with a
young child who has special needs.
Prospectus: Information that schools must legally provide annually to parents. It will
include details of school policies and National Curriculum assessment results.
Provider Panel: The people on the Provider Panel work for agencies that provide services
for children and young people. They discuss how to provide educational support for the
children and young people referred to them. Where schools ask for additional help or
resources, the Panel will assess the request for support and may put in place the support
package it thinks will help. For further information see our separate leaflet ‘Provider
Panels’.
P Scales/P Levels: These are levels just below the usual levels of the national
curriculum. P levels are smaller steps leading towards level one on the national
curriculum. There are 8 P level indicators leading up to Level 1. By breaking it down into
smaller parts it allows pupils working at lower levels and their families and school to see
the progress that they are making.
Pupil Advocacy Officer: A pupil advocacy officer is a professional who is trained to
help pupils with special educational needs voice their views and opinions. They go into
schools and help with group activities such as peer mentoring, circle time etc. They will
also work with individual pupils to allow them to give their views to important meetings
or events about what they want and how they feel.
Pupil Referral Unit: Any school established and maintained by a local education
authority under Section 19 (2) of the Education Act 1996 which is specially organised to
provide education for pupils who would not otherwise receive suitable education because
of illness, exclusion or any other reason.
QCA: Qualifications and Curriculum Authority. The accrediting body for England, Wales
and Northern Ireland. It is responsible for academic and vocational qualification,
including the national curriculum for 5-16 year olds, national tests for 7, 11 and 14 year
olds, GCSEs, A levels, GNVQs, NVQs and higher level vocational qualifications. Now
renamed as NAA.
Resourced School: A resourced school is a mainstream school that is given extra
funding by the Local Authority for a number of places in the school. These places are
for pupils with a specific need. For example some schools are resourced schools for
complex learning difficulties, some for autism etc. For a list of resourced schools you
can contact the SEN Section on 233 2527.
ROSTA: Multi-agency pilot project for children in public care with challenging behaviour
and/or mental health difficulties.
SATs: Standard Assessment Tests/Tasks. National tests to ascertain the level of
attainment reached by pupils at the Key Stages of the National Curriculum. Documents
published by official organisations do not use this term. The correct term is Statutory
Assessments. This should not be confused with Statutory Assessments of Special
Educational Needs.
School Action: when a class or subject teacher identifies that a pupils has special
educational needs they provide interventions that are additional to or different from
those provided as part of the school’s usual differentiated curriculum and strategies. An
IEP will usually be devised.
School Action Plus: when the class or subject teacher and the SENCO are provided
with advice or support from outside specialists, so that alternative interventions
additional or different strategies to those provided for the pupil through School Action
can be put in place. The SENCO usually takes the lead although day-to-day provision
continues to be the responsibility of class or subject teacher. A new IEP will usually be
devised.
School Nurse: A school nurse is a medical nurse, based in a school or responsible for a
group of schools, who provides support for children’s medical needs.
SEBD: Social, Emotional and Behavioural Difficulties.
SEN: Special Educational Needs, for which a pupil requires additional or differentiated
educational provision.
SEN Code of Practice: a document that provides practical advice and guidance relating
to statutory duties to identify, assess and make provision for pupils with SEN.
Special Educational Needs Co-ordinator (SENCO): A SENCO is a teacher in the school
or early years setting who has the responsibility for identifying children with special
educational needs and making sure they then receive the appropriate support. This can
involve working with the child themselves, supporting and advising other staff on how to
support the child and asking the local authority or other external support services for
extra support if needed. The SENCO will draw up the child’s Individual Education Plan or
Individual Behaviour Plan if needed and will be involved in making sure a child’s statement
is carried out in school if the child has one. If you have any queries over your child’s
special needs in school and the support they are getting, the SENCO would be one of the
first people you would go to.
SENDA: Special Educational Needs and Disability Discrimination Act 2001.
SENISS Teacher (Special Educational Needs Integrated Support Service): SENISS
teachers are specialist teachers trained particularly to be able to teach and support
pupils with special educational needs. The teachers may each have their own specialist
area of need that they are trained for. They will go into schools as part of an agreement
with the school (Service Level Agreement) or by a request from Provider Panel or as set
out in a statement. They usually spend a short amount of time (thirty minutes to an
hour) each week either one to one or in a small group with the child for intensive
teaching. They will also leave strategies and advice for the school to carry out each day
with the child.
Sensory Service: The sensory service is part of Children’s Services. It provides support
to schools for pupils with sensory impairments e.g. visual or hearing impairments.
SEN Tribunal/SENDIST: an independent body which has jurisdiction under Section
333 of the Education Act 1996 for determining appeals by parents against LEA decisions
on assessments and statements. The Tribunal’s decision will be binding on both parties to
the appeal.
SIP (School Improvement Partner): An officer from the Local Authority who works
with a school to provide advice and support to the head teacher and governing body.
SLD: Severe Learning Difficulties. Pupils with severe learning difficulties have
significant intellectual or cognitive impairments. This has a major effect on their ability
to participate in the school curriculum without support. They may also have difficulties
in mobility and coordination, communication and perception and the acquisition of selfhelp
skills. Pupils with severe learning difficulties will need support in all areas of the
curriculum. They may also require teaching of self-help, independence and social skills.
Social Exclusion: The problems faced by individuals or groups arising from the linked
problems of deprivation including unemployment, poor skills, low incomes, poor housing,
high crime environments, bad health and family breakdown.
Social Inclusion: Strategies designed to assist individuals, groups or areas overcome
problems of deprivation including unemployment, poor skills, low incomes, poor housing,
high crime environments, bad health and family breakdown.
Social Worker: A social worker is a professional who supports children and families by
advising on appropriate services and introducing families to some of the services they
need. They can provide practical help and advice about counselling, transport, home
helps, and other services. They may also be able to help with claiming welfare benefits
or getting equipment needed for the home. They help families to access other services,
such as family sign language classes, parents’ groups or play schemes. Some social
workers will have particular knowledge and experience of working with children with
disabilities or special educational needs.
SPLD: Specific Learning Difficulties (usually dyslexia).
Special School: A school for children whose special educational needs cannot be met by
a mainstream school.
Speech and Language Therapist: A speech and language therapist is a health
professional who specialises in communication development and disorders (and associated
eating and swallowing difficulties). They offer support and advice to parents of children
with any type of communication problem. They assess, diagnose and develop programmes
of care to help children develop their communication, language and speech, including sign
language.
Some speech and language therapists specialise in working with particular pupils – for
example, deaf children. Speech and language therapists work in a variety of places
including community health clinics and hospitals. They will often work closely with other
professionals like teachers and dieticians.
Statement of Special Educational Needs: A written statement of a child’s special
educational needs and educational provision he or she requires.
Statutory Assessment: Statutory Assessment is the process that the Local Authority
goes through to determine whether or not a child needs a Statement of Special
Educational Needs, what that child’s needs are and what provision would be needed to
support those needs. For further information see our separate leaflet ‘Statutory
Assessment’.
Streaming: Placing pupils’ classes according to ability.
Supply Teacher: Temporary teacher who takes the place of an absent teacher or to fill
a temporary vacancy.
Sure Start: A community based multi-disciplinary programme that supports families
with children under 4 years in disadvantaged communities.
Target Setting: Governing bodies of all maintained primary schools must set targets
each autumn for improving pupil performance.
Teacher of children with visual impairments/qualified teacher of visually impaired
children (QTVI): This is a teacher who has received specialist training and holds an
additional qualification to work with children with visual impairments. They support
children, their family, and other teachers. In the pre-school years, they visit and
support families and children in their homes.
Teacher of the deaf (TOD)/Teacher of the hearing impaired: A teacher of the deaf
is a teacher, who has received specialist training and holds an additional qualification to
work with deaf children, their families and other professionals who are involved with a
child’s education. Some of them have additional training to work with very young
children.
Transition Plan: A plan devised following the year 9 review and updated at subsequent
annual reviews. The purpose of the plan is to draw together information from a range of
individuals within and beyond the school, in order to plan coherently for the young
person’s transition to adult life.
VI: Visual Impairment
VPPN: Very Particular Physical Need – some pupils have particular needs that mean they
need a high level of support such as an ESA (See earlier). For these cases the Local
Authority will fund the support from their own budgets if the child meets the VPPN
criteria. This criteria is available from the Local Authority on request.
YLT: Youth Liaison Tutor.
YOS: Youth Offender Service.
YOT: Youth Offending Team. A major function of the Young Offender Team is to bring
together representatives of education, probation, police, social services and health
agencies to respond rapidly and effectively to problem behaviour.
Further Contacts
If you need any further information, advice or support please contact:
Parent Partnership Service
The Fairfield Centre
Sheil Road
Liverpool
L6 3AA
Tel: 0151 233 2848 or 233 2941
Fax: 0151 233 8206
Email: parentpartnership@liverpool.gov.uk
Have Your Say
Please let us know any comments you may have about this leaflet by
contacting the Parent Partnership Service or by completing and
returning a ‘Have your say’ leaflet, which is available from libraries,
City Council offices or from
Liverpool Direct – Tel: 0151 233 3000
Or email: parentpartnership@liverpool.gov.uk
Further copies of this and other leaflets are available from the
Parent Partnership Service.
This leaflet is also available in large print on request.
Data Protection
Although we are part of Liverpool City Council’s Children’s Services Department, any
record we make of your contact with us is confidential to the Parent Partnership Service
except where you agree to us talking with other agencies, or if a child is at risk.