Diploma for Working in the

Early Years Sector - 610/4164/6

Unit - 3
Children with special educational needs and disabilities
Diploma for the
Early Years
Workforce
Early Years
Unit 3
Unit 3 Children with special educational needs and
disabilities (SEND) (A/651/1392)

Unit purpose and aims

This unit explores legislation and guidance to support the increasing awareness and
confidence of the early years educator to support babies, children and their families
when facilitating nurturing environments for babies and children with special
educational needs and disability.

The learner will:

• Know about legislation and guidance for children and young people with special
educational needs and disabilities (SEND)
• Understand that there are appropriate strategies for supporting a baby or child
with SEND
• Understand that there are specialist aids, resources, and equipment available
to support babies and children with SEND
• Be able to explain and apply the early years foundation stage (EYFS) statutory
framework and SEND code of practice in relation to the care and education of
babies and children with SEND, through a graduated approach
• Be able to work effectively in partnership with others (or alongside colleagues),
including parents and carers, to promote and implement appropriate strategies
for supporting the progress of babies and children with SEND
• Be able to effectively carry out a child’s care plan (or shadow a colleague)
alongside parents and carers, including the initial assessment, implementation,
and ongoing review
• Be able to promote and encourage a working environment that values and
respects the individual developmental needs and stages of babies and children
with SEND
• Be able to use specialist aids, resources and equipment available to support
babies and children with SEND
• Be able to analyse and explain how cultural background and family
circumstances can impact on babies’ and children’s learning and development
Legislation, statutory and non-statutory frameworks and guidance
for provision in early years including for children and young people
with special educational needs and disabilities

Legislation and statutory frameworks and guidance

There are legislation and statutory frameworks for provision for children in early years
and for children with special educational needs and disabilities. They affect the way in
which Equality & Diversity and SEND is supported within early years settings and
schools:

• The Special Educational Needs and Disability Code of Practice 2015

• The Equality Act 2010
• The EYFS Statutory Framework
• The Children and Families Act 2014
• The Childcare Act 2006
• The Special Educational Needs and Disability Regulations 2014

The special educational needs and disability code of practice 2015

The Special Educational Needs and Disability Code of Practice has guidance for early
year’s practitioners to ensure that children with additional or special needs are
supported to reach their full potential using SEN Support, following the principles and
commitments of the EYFS Statutory Framework. This involves working with parents to
identify needs, deciding outcomes, planning provision and seeking expertise help at
whatever point is needed.

The send code of practice identifies

A child’s parents, young people, schools and colleges have specific rights to request
a needs assessment for an Education, health and Care plan (ECH) and children and
their parents and young people should feel able to tell their school or college if they
believe they have or may have SEN. The legal test of when a child or young person
requires an EHC plan remains the same as that for a statement under the Education
Act 1996.

The equality act 2010

This Act strengthens the law to support progress on equality. In terms of education
equality in schools, it includes provisions regarding issues such as:
• Protecting pupils from victimisation.
• Pupil admissions.
• Interventions on discriminatory practice or policy in a school.
• Increasing disabled pupils’ physical access to premises and to the curriculum.
 • To ensure that ‘the ability of schools to include a full range of issues, ideas and
materials in their syllabus and to expose pupils to thoughts and ideas of all
kinds’ is not inhibited.

The EYFS statutory framework 2024

Practitioners must consider whether a child may have a special educational need or
disability which requires specialist support. It’s your responsibility to be pro-active: in
other words, you should have policies and procedures that promote equality. You are
responsible for making sure that your setting works with and for all those involved
(parents, children, other professionals, and anyone who may work with you) and that
it encourages a positive attitude to ‘difference’.

The standards also state as a specific legal requirement: Providers must have and
implement a policy, and procedures, to promote equality of opportunity for children in
their care, including support for children with special educational needs or disabilities.

The children and families act 2014

Children and Families Act 2014 gives guidance to health and social care, education
and local authorities to make sure that children and young people with SEND are
properly supported

All providers in receipt of Government funding must have regard to the SEN Code of
Practice which was updated and reformed in 2014 because of the Children and
Families Act 2014.

The childcare act 2006

The Childcare Act 2006 requires local authorities to improve the outcomes for all
young children, reduce inequalities, and to ensure that there is sufficient high quality
integrated early years provision and childcare for parents locally.

The special educational needs and disability regulations 2014

The Special Educational Needs and Disability Regulations 2014 require Local
Authorities to create a Local Offer of services from birth to age 25 for children and
young people who have special educational needs or a disability. The Local Offer has
to be developed by Local Authorities in consultation with children, parents and young
people.
Non-statutory frameworks to support the implementation:

• Early Years: Guide to the SEND code of Practice (2014)

• The role of the Early Years Special educational needs coordinator (2022)
• SEND guide for parents and carers (2014)

Early Years: Guide to the SEND code of practice (2014)

A guide for early years settings on the support system for children and young people
with special educational needs and disability.

The role of the early years special educational needs coordinator (2022)
Role description and qualification specification for early years special educational
needs coordinators (SENCOs). It is a SENCos responsibility to ensure that the needs
of pupils with SEND are met, that adjustments are made within the school when
needed, and that parents and any other outside agencies or specialists are involved
in the child's provision and progress

SEND guide for parents and carers (2014)

This guide explains how the system that supports children and young people with
special educational needs and disability (SEND) works.

Other important considerations:

An important aspect of the effective provision in early years including for children and
young people with special educational needs and disabilities is partnership working

Partnership with parents

• It is important for parents and early years settings to have a strong and
respectful partnership. This sets the scene for children to thrive in the early
years.
• This includes listening regularly to parents and giving parents clear information
about their children’s progress.
• The help that parents give their children at home has a very significant impact
on their learning.
• Some children get much less support for their learning at home than others. By
knowing and understanding all the children and their families, settings can offer
extra help to those who need it most.
Collaboration and partnership working with professionals

1. It is important and beneficial for the child to work with other professionals
involved with the child. This can be educational, healthcare or medical
professionals.
2. Collaboration with professionals and specialists can ensure that a child’s
holistic needs are met and that the right provision can be offered.
3. Support strategies can be agreed and implemented in consultation with parents
and carers.
4. The best possible care and support can be provided to promote positive
outcomes for the child.

There are 4 general areas of need, and how to balance these against
a detailed understanding of an individual baby or child’s needs: •
communication and interaction • cognition and learning • social,
emotional and mental health • physical and sensory needs

The broad areas of need

The 2015 Special Educational Needs and Disability Code of Practice: 0 – 25 Years
refers to four broad areas of need. These give an overview of the range of needs that
schools should plan for. It is important to note that children and young people may
have needs across all or some of the areas, and schools should not try to fit children
and young people into one area. Early years settings and schools should ensure that
all the needs of an individual are identified and addressed and not just the primary
need of that child/young person concerned.

There are four main areas of need:

(1) Communication and Interaction

This area includes children and young people with Speech, Language and
Communication Needs (SLCN) and children and young people with Autism
Spectrum Disorders (ASD).

(2) Cognition and Learning

This area covers Specific Learning Difficulties (SpLD) such as Dyslexia,
Dyscalculia and Dyspraxia. It also covers Moderate Learning Difficulties (MLD),
Severe Learning Difficulties (SLD) and Profound and Multiple Learning Difficulties
(PMLD).
(3) Social, Emotional and Mental Health Difficulties
This area covers conditions such as ADHD/ADD (Attention Deficit Hyperactive
Disorder), Oppositional Defiance Disorder (ODD), Conduct Disorder (CD) and
Attachment Disorder. It also covers other behaviours such as self-harming, eating
disorders, etc.

(4) Sensory and/or Physical needs

This area covers disabilities, vision impairments (VI), hearing impairments (HI)
and multi-sensory impairments (MSI).

It is crucial to note that children and young people may have needs across all or some
of these areas, and early years settings and schools should not try to fit them into just
one area. Rather, they should ensure that all the individual needs are identified and
addressed comprehensively.
Balancing general needs against individual needs for children with SEND

Balancing the four general areas of need against an individual child’s needs can
ensure that a child’s holistic needs can be met. By considering which area of need is
most prevalent, the most effective methods and strategies of support can be
established and implemented.
Children’s general needs can include:

• Consideration of their background, culture, language, and family setup.

• Promotion of their developmental stage.
• Identification and respect for individual diversity, interests, personality, and
ability.
• Provision of a secure, safe, and nurturing environment.
• Helping children achieve their best possible outcomes and fulfil their potential.
• Ensuring physical needs such as food, warmth, personal care, and emotional
wellbeing are met.

All children develop differently, albeit in similar ways. Therefore, it is essential to

consider their age and stage of development when addressing their needs.

Individual needs of children:

• Requirement for specialist resources, aids, and equipment.

• Need for adaptations or modifications to the environment.
• Intervention to promote development.
• Support strategies to facilitate communication and interaction.
• Strategies to support behaviour.
• Assistance with daily tasks, feeding, toileting.
• Ensuring safety.
The individual needs of a child will vary according to their specific area of need and
the support requirements, which will be unique to them.
Balancing the general needs with the individual needs of a child entails
accommodating all their general requirements alongside their specific needs. This
approach ensures effective provision that supports their learning and development,
thereby enabling progress.

The implications of legislation and guidance for practice in an early

years setting to appreciate the legal rights of each individual child
according to their current and future needs

Implications of legislation and guidance

The EYFS Statutory Framework outlines that “reasonable adjustments to the

assessment process for children with SEND must be made as appropriate. Providers
should consider whether they may need to seek specialist assistance to help with this”
(DfE, 2024, p. 21). Children’s special educational needs and disabilities will vary and
be specific to each individual child, so careful consideration and planning must be
undertaken to meet their individual needs and requirements. It further states that
“providers must have arrangements in place to support children with Special
Educational Needs and Disabilities” (DfE, 2024, p. 34).

Children with special educational needs and disabilities are entitled to have access to
an educational provision that supports their needs, well-being, development, and
achievement.

The Department for Education (DfE) has published two guides to the SEND Code of
Practice. One is the "Early Years: Guide to the 0 to 25 SEND Code of Practice: Advice
for Early Years Providers that are Funded by the Local Authority," and the other is for
schools. These guides provide guidance and information for providers and schools to
understand their statutory duties and responsibilities towards children with additional
needs and their families.

According to the Guide to the SEND Code of Practice, “Early years providers must
have arrangements in place to support children with SEN or disabilities. These
arrangements should include a clear approach to identifying and responding to SEN.
The benefits of early identification are widely recognised – identifying need at the
earliest point, and then making effective provision, improves long-term outcomes for
children” (DfE, 2014, p. 9). This implies that all early years settings must make the
appropriate arrangements to cater for children with special educational needs and
disabilities accordingly. It is important to fully understand a child’s needs and
requirements, which can be achieved by working in collaboration and partnership with
parents. This is an ongoing theme in the EYFS documents, SEND Code of Practice,
and the underpinning legislation such as the Equality Act 2010 and the Children and
Families Act 2014.
The DfE has also published a guide for parents, "Special Educational Needs and
Disabilities: A Guide for Parents and Carers" (DfE, 2014). This guide explains how the
system works in supporting children and young people with special educational needs
and disabilities. It links with the SEND Code of Practice and provides an overview of
the support available for children with special educational needs and disabilities. It
covers all aspects of support and provides guidance on how to obtain the necessary
support for the child.

The Children and Families Act 2014 incorporates the principle of partnership and
information sharing. This is apparent in section 27 of the Act, which states that “the
views of children, their parents, and young people should be central to the way local
authorities review their services and they must be consulted about services currently
available” (Council for Disabled Children, 2014).

The Children and Families Act stipulates that the local authority must consult with
children and young people in its area with special educational needs, and the parents
of children in its area with special educational needs ([Link], 2014).

Working in collaboration with parents, families, and health professionals can ensure
that children’s needs are catered for effectively and that there is a consistent approach.
Information sharing is crucial for continuity and care and for the best possible
outcomes for children with special educational needs and disabilities.

The SEND Code of Practice 2014 and the Children and Families Act 2014 provide
guidance to health and social care, education, and local authorities to ensure that
children and young people with SEND are properly supported (NHS, 2024). Section
25 of the Children and Families Act 2014 places a duty on local authorities to ensure
integration between educational provision and training provision, health and social
care provision, where this would promote well-being and improve the quality of
provision for disabled young people and those with SEND (DfE, 2015).

The SEND Code of Practice states that the Equality Act 2010 sets out the legal
obligations that schools, early years providers, and others have towards disabled
children and young people. There must be no discrimination, harassment, or
victimisation of children and young people with SEND. Reasonable adjustments,
including the provision of auxiliary aids and services, should be made to ensure that
disabled children and young people are not at a substantial disadvantage compared
with their peers (DfE, 2015, p. 16).

In order to effectively support children with special educational needs and disabilities
and to be able to coordinate the support, there should be a designated practitioner or
teacher who takes on the role of the SENCO. This role, as explained in the SEND
Code of Practice, involves liaising with the child’s parents, professionals involved
(such as speech and language therapists, physiotherapists, and educational
psychologists), as well as the local authority Area SENCO. The SENCO should work
closely with the child’s key person but also collaborate with the team for the benefit of
the child, identifying and accepting recommendations from colleagues (Murphy, 2022).

All early years providers have obligations outlined in the Equality Act 2010. All settings
should adopt a graduated approach with four stages of action: assess, plan, do, and
review (DfE, 2015). Information sharing and making arrangements to discuss and
review individual plans to support children with special educational needs and
disabilities are part of the obligations for early years settings. Regularly reviewing the
provision in relation to each child’s needs and requirements is necessary for the best
possible care and education for these children. There should be an emphasis on
promoting equality of opportunity and inclusion.

The SEND Code of Practice further recommends that “local authorities must include
information about all the areas specified in the Special Educational Needs and
Disability Regulations 2014”. This indicates the gathering of information about the child
and family and taking account of agreed strategies for support and discussions with
parents and children with SEN or disabilities.

The SEND Code of Practice states that “for children aged two or more, special
educational provision is educational or training provision that is additional to or
different from that made generally for other children or young people of the same age”
(DfE, 2015, p. 16). In the EYFS, there are two points of statutory assessments: the
Progress Check at age two and the Early Years Foundation Stage Profile. These
assessments are crucial for identifying any developmental delays or concerns that
may be raised. This is an opportunity to discuss a child’s progress and highlight areas
where additional support might be needed. During the Progress Check meeting,
information, ideas, and strategies to support the child can be exchanged and agreed
upon. The early years setting will make arrangements to devise a support plan and
work with the parents and colleagues, including other professionals who may be
involved with the child.

Each local authority has a duty to make available and provide information about a local
offer. The Local Offer must include information about special educational, health, and
social care provision for children with SEN or disabilities. The local offer should provide
parents with information and signpost them to the details of how to make a request for
an assessment for an EHC plan (DfE, 2015).

The "Early Years Guide to the SEND Code of Practice" outlines the purpose and
benefits of the local offer for parents. The Local Offer has two key purposes: providing
clear, comprehensive, accessible, and up-to-date information about the available
provision and how to access it and making provision more responsive to local needs
through the involvement of families and parents as well as children with SEND (DfE,
2014). Each local authority will provide this information on their website and work with
early years providers through the input of the Area SENCOs, ensuring that families
are kept informed. Partnership with families and information sharing will promote the
appropriate levels of support and guidance needed for the child as well as for the
families and early years providers.

The "Birth to 5 Matters" guidance acknowledges that “practitioners working with

children with Special Educational Needs and Disabilities acknowledge and value each
child, emphasising what they can do through a strengths-based perspective on
disability” (DfE, 2021, p. 27). Although this is a guidance document, it is still an
effective resource for guidance and can help provide summative assessments on
children’s development.
Ofsted conducted research on the provision for SEND, and their review document
"Supporting SEND: A Summary for Children and Young People" provides guidelines
for early years providers and schools. It states that “schools must make ‘reasonable
adjustments’ for disabled children so that they are not left out of education” (Ofsted,
2021).

The seven key features of effective practice in the "Development Matters" non-
statutory guidance highlight the importance of identifying children’s special
educational needs and disabilities quickly so that children can promptly receive any
extra help they need to progress well in their learning (DfE, 2020).

Features of effective practice for babies and children with SEND: •

early help and early intervention • the graduated approach • early
years offer

SEND in the early years – The SEND code of practice states:

All early years providers are required to have arrangements in place to identify and
support children with SEND or disabilities and to promote equality of opportunity for
children in their care. These requirements are set out in the EYFS framework.
The EYFS framework also requires practitioners to review children’s progress and
share a summary with parents. In addition, the “Early years outcomes” is an aid for
practitioners, including child minders, nurseries and others such as inspectors, to help
them to understand the outcomes they should be working towards.

Early help and early intervention

Early help and early intervention are forms of support aimed at improving outcomes
for children or preventing escalating need or risk. Because of this they are also
sometimes referred to as prevention or preventative services. Early Help supports
families at the earliest point when they first have challenges, stopping problems or
difficulties from escalating.

These services are part of a “continuum of support” and provide help to families who
do not, or no longer, meet the threshold for a statutory intervention. The Early Help
service works with children and young people from birth up until they are 18 and their
families where there are emerging needs or difficulties. These difficulties can include
effects on health, development, wellbeing and safety of children, and also children with
special educational needs and disabilities.

Early help and early intervention services can be provided at any stage in a child or
young person's life, from the early years right through to adolescence. Services can
be delivered to parents, children, or whole families. ([Link], 2024).
The Early Help System is not a single service. It is a network of services, processes,
and interactions that aim to help children, young people, and families at the earliest
opportunity. Early intervention could involve support through advice and advocacy,
signposting to universal or specialist services, one-to-one practical and emotional
support for children, young people, parents, and carers, targeted parenting support,
support for children’s speech and language skills, or short breaks advice and support
for children with disabilities.

The graduated approach

As set out in the 2015 SEND Code of Practice, the graduated approach aims to break
down a child’s needs and support requirements into stages which can be worked
through in collaboration with parents, carers, educators and other professionals.

The graduated approach is a four-step cycle, whereby an individual child with SEND
can have support put in place to meet their needs to ensure progress. Each cycle can
ensure that the best possible support can be established, implemented and reviewed.
This is known as the ‘assess, plan, do, review’ cycle, which can help develop a clear
understanding of a child’s needs and the support that can be put in place to meet these
needs. The initial assessment stage will highlight a child’s needs and requirements
and the planning stage will break down the intervention and support strategies that
may be required. The do and review stages see the implementation and evaluation of
the support mechanisms that were put into practice to support the child.

The most important aspect of this support cycle is that it involves all the people
involved with the child. The child, the parents or carers, early years educators and
specialists are involved in the discussions and decisions along the way. The input of
everyone involved can be beneficial for the child’s progress and achieved objectives.
Working in collaboration with parents, families and health professionals can ensure
that the children’s needs are catered for effectively and that there is a consistent
approach. Information sharing is essential for continuity of care and for the best
possible outcomes for the child with special educational needs and disabilities.
Early years offer or local offer

As explained by the council for disabled children, ‘A local offer is a wide range of
information about the support and facilities which families can expect to find in their
area for children and young people’ ([Link]).
Local authorities must publish a Local Offer, which provides information about
provision they expect to be available across education, health and social care for
children and young people in their area who have SEND. Most Local Authority
websites fulfil this criteria through a range of webpages that link together and guide
the reader through them. The information provided is relevant and extensive, which
can be beneficial and helpful for parents, carers and family members. It can also
benefit children and young people with special educational needs and disabilities.

The Local SEND Offer provides clear and accurate information about local education,
health, and care services. The Local Offer is primarily designed for parents and carers
of children and young people with SEND. The information provided in the Local Offer
can also benefit practitioners and professionals by showing the services available in
their local area. The Local Offer aims to make provision more responsive to local
needs and aspirations by directly involving children with SEND, their parents, and
service providers in its development and review.

Inclusive practice in an early years setting

Inclusion applies to:

• The environment and the children’s and parents’ experiences.

• The things that you do during the time the children are with you, and how to
support this time.
• The resources that you have, such as toys, equipment, and anything else you
use.
• The way you plan and care for the children.
• The way you interact with children, parents, other carers, professionals, and
agencies you encounter.
• Your own approach to life and people around you.

Inclusion is about attitudes, values, beliefs, behaviour, and practices. An inclusive

work-based setting will make sure that all children’s needs are equally met. An
inclusive setting will help every child reach his or her full potential, and make sure that
all families and children feel valued as members of the community.
Making sure that all children’s needs are equally met isn’t the same as treating all
children in the same way. It is about making sure that you understand each child’s
individual needs, and work to meet them appropriately for that child.

As an example, think about communication. Not all children have English as their first
language. Some will have hearing impairment. Some will have a learning disability or
a physical disability that will affect how they communicate.

You should work with the individual needs of all the children you’re caring for to make
sure you are aware of different ways you need to communicate, so that all children
have their needs met.

Understanding equality and diversity

To ensure practice is inclusive, practitioners need to challenge their own attitudes,

values, and beliefs. This process is essential, even if the setting does not have children
from groups that are commonly discriminated against. The Early Years Foundation
Stage (EYFS) principles can help practitioners align their values and principles with
what is expected of them and think about how to put these into practice.

These principles are grouped into four areas:

• A Unique Child: Recognises that every child is a competent learner from birth
who can be resilient, capable, confident, and self-assured.
• Positive Relationships: Describes how children learn to be strong and
independent from a base of secure relationships with parents and/or a key
person.
• Enabling Environments: Explains that the environment plays a key role in
supporting and extending children’s development and learning.
• Learning and Development: Recognises that children develop and learn in
different ways and at different rates, and that all areas of learning and
development are equally important and interconnected, including for children
with special educational needs and disabilities.

Practitioners need to be clear about their own attitudes and values, for example,
regarding expectations of boys and girls playing with different toys, or cultural groups'
participation in certain kinds of play. Reflecting on whether they unconsciously use
language that reinforces gender stereotypes or have low expectations of children with
disabilities is crucial. They should challenge their attitudes and values, ensuring that
their observations and planning for children are based on sound values and attitudes.
Beliefs and attitudes

Our beliefs and attitudes are deeply rooted in our early childhood experiences and
have a strong influence on the attitudes and opinions we form. While everyone is
entitled to their own opinions and beliefs, it is important that these do not negatively
impact their work. When working with children and young people, practitioners should
respect and promote positive values, putting aside their own views and respecting
those of others.

Equality and diversity

Equality is about fairness, recognising that certain groups are treated unequally in
society, leading to negative experiences and impacts on welfare, health, and life
chances. Diversity is about recognising and valuing differences in ability, culture,
gender, sexuality, life circumstances, and more. Our society is made up of a diverse
range of people, and this diversity should be embraced and reflected in early years
settings.

Further guidance

You will need to challenge your thinking, as mentioned at several points in this section.
There are some resources listed at the end of this unit which can help you do this. It
can be useful to use a checklist or similar. The website [Link] has various
types of information, including an ‘Inclusion Checklist’ and ideas for inclusive
management and inclusive play. There is a document by Mary Dickens, which is
quoted in the next section, about anti-discriminatory practice. You could also try
[Link].

All of these will give you a good starting point to take responsibility for your own
understanding.

Getting help and support

What you need to be aware of is what you do know and what you need help or support
with. As a practitioner, you are part of a wider network of professionals and agencies
who provide support for children and families.

You need to become aware of who’s in your area and where you can go for advice
and support. Your starting point for support for children is always the family members:
they will be able to tell you who is involved in caring for their child, and what these
different people do.
How a delay in a baby’s or child’s learning and development does
not necessarily indicate a special educational need or disability and
may be due to a gap in their knowledge and understanding

Factors affecting physical development and growth

There are many factors that can affect a child’s growth and development, as the
following spider-gram shows.

Low birth
weight
Healthy Illness
pregnancy

Difficulties
Diet during birth

Heredity Seasons

FACTORS
AFFECTING
PHYSICAL
DEVELOP-
MENT AND
Exercise GROWTH Stimulation

Environment
Prematurity

Attitude of Accidents
carer

Hormones Disease
Antenatal factors

Antenatal factors influence the development of a baby before birth. These include:

• Genetic Disorders and Diseases: Inherited from the genes of the parents,
genetic conditions can significantly impact a child's development.
• Maternal Health: The health, lifestyle, and diet of the mother during pregnancy
play a crucial role in the baby's development. Poor maternal health can lead to
complications and developmental issues for the baby.

Perinatal factors

Perinatal factors refer to influences around the time of birth. These include:

• Premature Birth: Babies born prematurely are at higher risk of developmental

problems.
• Birth Complications: Difficulties such as anoxia (lack of oxygen at birth) can
lead to conditions like cerebral palsy and learning difficulties, affecting physical
development and growth.

Postnatal factors

Postnatal factors are influences after birth that affect a child's development. These
include:

• Diet: Proper nutrition is vital for healthy growth and development.

• Environment: The socioeconomic status of the family, whether in poverty or
affluence, significantly impacts a child's development.
• Quality of Care: The care a child receives, whether abusive, neglectful, loving,
or stimulating, shapes their physical and emotional development.
• Accidents and Illnesses: Physical injuries and health conditions can impede
development.
• Exercise and Hormones: Regular physical activity and hormonal balance are
essential for growth and physical development.

The role of the adult in promoting physical development

Early years practitioners play a crucial role in promoting physical development by

planning and facilitating appropriate activities. There are two main types of physical
activity that practitioners should focus on:

1. Whole-Body Activities: These activities involve large muscle groups and help
children exercise their entire bodies. They are essential for developing gross
motor skills, strength, coordination, and overall physical fitness.
2. Fine Motor Activities: These activities involve smaller muscle groups and are
crucial for developing precision, hand-eye coordination, and fine motor skills.
Whole-body activities

Whole-body activities should be diverse and engaging to promote physical

development. Here are some important aspects to consider:

• Outdoor Play: Encourage activities such as running, jumping, climbing, and

playing games that involve physical exertion.
• Sports and Games: Organised sports and group games can develop
teamwork, coordination, and physical strength.
• Dance and Movement: Dancing and rhythmic activities help improve
coordination, balance, and spatial awareness.
• Obstacle Courses: Creating obstacle courses can challenge children's
physical abilities and promote problem-solving skills.

Fine motor activities

• Manipulative Play: Activities like building with blocks, completing puzzles, and
threading beads help develop hand coordination and control.
• Art and Craft: Drawing, painting, cutting, and moulding clay strengthen hand
muscles and improve grip.
• Practical Life Skills: Practicing dressing skills, using utensils, and pouring
liquids enhances independence and fine motor control.
• Sensory Play: Engaging with sand, water, and sensory bins promotes tactile
exploration and improves dexterity.

By providing a variety of physical activities and ensuring a supportive and stimulating

environment, adults can significantly contribute to the healthy physical development
of children in their care.
Factors affecting cognitive development

Not all children will show the expected sequence of cognitive development. This may arise
from the factors shown in the following spider-gram:

Sensory
Impairment

Factors
Lack of Affecting Learning
Stimulation Cognitive Difficulties
Development

Delayed
Language

Sensory impairment

Children who have severe sensory impairment, such as complete hearing loss, are
usually identified quickly by routine surveillance tests. However, it is common that
very slight impairments can be missed, so it is important that early years practitioners
look for any signs that a child may have a sensory impairment. A child who
is clumsy may actually have a visual impairment which means he can’t see things
clearly.

Delayed language

Language is very closely linked to thoughts, especially in young children. It is therefore

common to find that children with language delay may also show signs of delay in their
conceptual development.

Learning difficulties

There are many causes of learning difficulties, and these will affect overall cognitive
development because the child is unable to process and learn information at the
required level.
Lack of stimulation

Children need to be active in their learning, and a lack of stimulation will mean that
cognitive development can be delayed.

Factors affecting social and emotional development

There are many factors that can affect the social and emotional development of a child.
The spider-gram below shows the main ones.

Delayed language development

Children who cannot express themselves may find it harder to develop relationships
with other children.

Cognitive development

Children with learning difficulties may not be able to play at the same level as other
children or may not understand that other children have needs and feelings. To be
able to understand and play by rules, a child needs to have reached a certain level of
cognitive development.
Physical development

Fine or gross motor skills are an important feature of play, and a child with a physical
impairment won’t be able to achieve this type of play to the same level.

Poor attachment

Sometimes parents or carers are not able to form a bond that will give a child the
amount of love, care, and attention they need to develop properly.

Poverty

Children living in poverty may lack the opportunities to socialise and develop their
communication skills. As children become older, they may start to feel inferior to other,
more affluent children, owing to the fact that they may have to wear second-hand
clothes or not have pocket money to spend.

Cultural differences

Some children may feel less confident as their cultural background makes them
different from their peers. They may hide these differences because they are afraid
their friends will reject them.

Environmental factors

Those who live in rural areas may not have access to facilities such as libraries, play
centres, and sports centres, which limits a child’s opportunities to socialise. These
difficulties can also affect those families living in some housing developments on the
edge of towns and cities.

Family backgrounds

Large families that socialise regularly provide children with ample opportunities to
practise social skills and benefit from a broad support network, enhancing their self-
esteem.

Parenting styles can also influence a child’s confidence and self-esteem. Sibling
interaction often offers early lessons in social skills. The position of siblings within the
family can influence their social development: oldest siblings may be bossy or
opinionated, middle children might be good listeners and seek calm relationships,
while the youngest may crave attention.
Strategies to support and enhance social and emotional development

Many of the activities that you are involved in to support social and emotional
development may occur outside the classroom environment, as social learning tends
to take place where the children socialise and interact with their peers, which is usually
in the playground or at break and lunch times.

Children tend to learn first by copying the adults around them, so it is important that
you are a good role model for them.

Your attitude to the children is important. Many people can remember a particular
teacher who gave them the confidence to achieve in their chosen field.

All children may exhibit behavioural problems from time to time if they are experiencing
emotional problems, such as a death, the breakup of their parents’ relationships, or an
argument with a friend. Often at these times they need ‘a listening ear’, which you can
supply.

The difference between sequence of development and rate of development

Each child develops at their own pace, though they generally follow the same
developmental pattern. For instance, while all children will learn to lift their heads, the
timing may vary—some may achieve this milestone earlier or later than others.

The pattern of development refers to the typical rate at which development occurs,
while the sequence of development describes the usual order in which developmental
milestones are reached.
Scaffolded learning strategies

There are many strategies that can be used in conjunction with flexible and adaptive
routines to help babies and children to make developmental progress.
Scaffolded learning strategies implies that strategies for learning and development
support are devised, implemented and then reviewed. Scaffolding can be used by
early years practitioners as an effective method to support children's learning and
development. With the right level of support and guidance, a child can be helped to
bridge the gap between their current capabilities, so what they can do now and their
potential development, so what they can do next.
Scaffolding means working with the child to help them to achieve small targets or steps
and then gradually supporting them to achieve the next targets and steps. The
individual level of support and the different support strategies will vary according to
each individual child.
Some useful support strategies can include:
• Breaking tasks into smaller and more achievable steps
• Physical guidance and support and demonstrating the use of an object or play
material
• Using modelling and showing the child how to use a resource or play material
• Asking open-ended questions to encourage a child’s thinking and interaction
• Providing suggestions to the child
• Using resources and props to encourage the child
• Giving feedback and praise for every small achievement and success
• Adjusting the level of support as needed or required

Inclusion strategies and help

Inclusion strategies can support children in the following areas of need:

Communication and interaction - this includes children with speech language and
communication difficulties and children with a diagnosis of autism.
Learning strategies can include:

• Use simple and easy to understand language

• Keep instructions clear and precise
• Use repetition and demonstration
• Use Makaton, sign language
 • Use visual aids, such as pictures, photos, now and next board
• Use words that the child will understand
• Make eye contact
• Use non-verbal cues, facial expressions and gestures

Cognition and learning - this includes children who demonstrate features of moderate,
severe or profound learning difficulties
Learning strategies can include:

• Simplify language, repeat words, clarify meaning

• Be aware of child’s learning style
• Expectations should match child’s ability
• Promote child’s self-esteem
• Provide appropriate and relevant resources
• Encourage use of interests to promote learning

Emotional social development and mental health - this includes children who are
withdrawn or isolated, disruptive, hyperactive and lacking concentration, those with
immature social skills and those presenting with challenging behaviours arising from
other complex emotional/social needs
Learning strategies can include:

• Praise child’s efforts

• Recognise achievement
• Focus on the positive
• Break down instructions into manageable parts
• Provide opportunities for a break
• Set up achievable tasks and challenges

Sensory and physical - this includes profound and permanent deafness or visual
impairment and physical impairments as well as children with sensory processing
difficulties.
Learning strategies can include:

• Provide eye contact and face the child when talking

• Avoid noise and noisy environments
• Use visual aids, gestures and other communication aids
• Use Makaton or sign language
• Use simple language and instructions
• Use objects of reference
How flexible, adaptive daily routines and expectations can help
babies and children to progress and overcome perceived delay in
learning and development
Flexible, adaptive daily routines
It is important to establish routines and structure in a child’s day. Some children
respond to the familiarity of a structured and consistent daily routine, and it can help
them to manage their day. They are able to adjust to the routine and know what to
expect. This can have a positive impact on a child’s sense of security and wellbeing.
It can also help them to manage their feelings and emotions.
It can also be the case that some children have needs and requirements that do not
always follow a specific routine, and this needs to be taken into consideration when
planning the provision for these children.
It is important to assess a child’s developmental stage, needs and abilities and plan
accordingly. It is necessary to consider every child as an individual with their own
unique set of needs and requirements. Early years practitioners need to have
knowledge of the child and an understanding of what the best action is to meet their
needs while promoting their development

Expectations
Having expectations of children’s behaviour, developmental progress and learning can
be both helpful and detrimental. Expectations of children should match their level of
understanding, maturity and developmental stage. It is very important to have realistic
expectations of a child and any aspect of their development.
Parents and carers may have unrealistic expectations of their child’s learning and
development, and this can go in two ways. Parents may want their child to make
progress and meet developmental milestones quickly, regardless of their child’s actual
stage of development. They may devote a lot of time and energy in encouraging a
child to learn, develop and practice skills. Some examples of this could be encouraging
their child to achieve things such as:

• Standing or walking
• Grasping objects
• Playing with toys
• Speaking individual words or put words together
• Copying parent’s actions
• Dressing, undressing
• Toilet training
• Feeding self
• Sharing, turn taking or cooperating
• Reading or writing
These are just some examples of how parents could expect their child to move on with
their next steps in development.
With support and encouragement, a child can be supported to develop their skills and
abilities. Adult input and dedication in engaging with the child can help a child to make
progress in the areas of development. Lots of meaningful interactions, a variety of
games, play scenarios, activities and learning experiences can all help to enhance
children’s progress in learning and development.
Early years practitioners encourage babies and children to participate in a wide range
of play and learning opportunities. They help children to extend their learning and
provide opportunities for them to increase their confidence and abilities through an
individually tailored support plan.

Changes in behaviour are not necessarily a sign that a baby or child

has SEND

Changes in a child's behaviour do not necessarily indicate that they have special
educational needs or disabilities (SEND). Behavioural changes can be due to various
factors, including:

• Emotional distress, stress, or trauma

• Changes in environment, such as moving to a new home or starting at a new
nursery
• Transitions, such as the arrival of a new sibling or a family member
• Relocation to a new country
• Changes in family circumstances, such as bereavement or the loss of a close
relative
• Sibling rivalry
• Long-term or terminal health conditions
• Forms of abuse (physical, emotional, neglect, sexual, including female genital
mutilation, or abuse linked to faith and belief)
• Family stress or emotional turmoil
• Parental mental health issues
• Parental substance abuse
• Domestic violence
• Mental health disorders

Children are sensitive to their surroundings and changes in their environment or family
dynamics. These changes can have both short-term and long-term effects, varying in
severity and duration.
Regression in development

Emotional distress or overwhelming life events can lead to regression, where a child
reverts to earlier developmental stages. This can be temporary or more prolonged and
may involve increased neediness. Regression might occur because a child seeks
comfort from a time when they felt safer.
Some examples of regression can include:

• Attention seeking and temper tantrums

• Seeking excessive comfort or clinginess
• Behaviour changes such as unwilling to share or cooperate
• Withdrawal and difficulty relating to others
• Difficulty with eating and sleeping
• Immature speech or ways of talking
• Loss of skills such as feeding or dressing self
• Bed wetting or incontinence
• Short-term reverting to bottles, comforters and simple foods
• Returning to infantile state
• Decreased interest and engagement in learning
Developmental delay

Developmental delay refers to a child taking longer to reach developmental milestones

compared to peers. This delay can affect various areas, including physical, cognitive,
speech, language, and social-emotional development. When delays occur in more
than two areas, it is referred to as global developmental delay.
Development delay can occur because of many reasons. These can include:

• Premature birth
• Low birth weight
• Lack of oxygen at birth
• Medical problems
• Health conditions
• Trauma
• Poor diet and nutrition
Factors contributing to developmental delay could include the following environmental
issues:

• Lack of stimulation
• Isolation from peers or family members
• Lack of interaction and communication with others
• Socio economic factors affecting the family such as poverty, housing,
educational input
• Exposure to toxins before or after birth (drugs, alcohol or lead poisoning)
It is important to remember that changes in behaviour do not automatically indicate
SEND. Such changes might simply reflect the child’s way of communicating something
or working through personal or social issues. Emotional difficulties can cause
temporary setbacks, but these do not always signal a need for special educational
support.
Behaviour changes and SEND

In some cases, a change in a child’s behaviour could indicate a special educational

need or disability. This would indicate a more severe and long-term issue. A child may
have global developmental delay that becomes apparent early on and does not
improve. There may be several factors to consider regarding the area of
developmental delay. These can impact on more than one area of development.
Developmental screening may be carried out by various health professionals and
referrals to specialists may be necessary. A child’s behaviour will be observed,
recorded and analysed to determine the exact nature or cause of the developmental
delay. Some specific behavioural traits may become apparent and these can be
indicative of the child’s needs and level of support that is required.

A range of specialist aids, resources and equipment available to

support babies and children with SEND

There are a range of different specialist aids, resources and equipment that can be
used to support children with SEND. Some examples include:

• Visual Aids: PECS (Picture Exchange Communication System), photos, and

pictures on lanyards help children understand language and routines.
• Sign Language: Makaton or British Sign Language (BSL) assist children with
communication difficulties.
• Visual Timetables: These include "now and next" boards to help children
anticipate and understand the sequence of daily activities.
• Communication Boards and Aids: These include text-to-speech devices,
hearing loops, and other assistive technologies.
• Objects of Reference: Everyday objects that represent activities, people, or
places, like a toy apple for snack time.
• Mobility Equipment: Such as walking frames, wheelchairs, and other devices
to assist with movement and mobility.
• Specialist Seating: To aid posture and prevent falls, including seating with
specific support for the head, trunk, and legs.
• Sensory Equipment: Includes sensory rooms or equipment that engages a
child’s senses, such as musical instruments, textured items, and colourful
displays.
• Toilet Aids: Such as hoists, slings, and height-adjustable changing tables.
• Braille Notes and Hearing Aids: For children with visual or auditory
impairments
Communication support

Children can communicate how they are feeling and what has happened by using
gestures and facial expressions before they are able to vocalise their emotions.
Children with special educational needs and disabilities and learning difficulties may
also find this type of communication effective, for example, hearing-impaired children
or those with speech impairments. Some children with communication difficulties can
find it difficult to correctly read the faces and expressions of others; for example,
children with autism
It is important that practitioners also recognise that some gestures and facial
expressions are not universal; for example, in some cultures, eye contact when talking
to an adult is considered to show a lack of respect.
Visual aids

Visual aids can be used with children to help them understand language and routines.
They can be labels, pictures or photographs that can be shown to a child to consolidate
language and understanding. They can be used in any way that is helpful for the child.
PECS- Picture Exchange Communication System. This is a communication system
that is prescribed by a speech and language therapist. It can help children to learn
expressive communication and social skills. Children use the PECS system to
exchange pictures for things they want. Children start with using single pictures to
communicate their needs, then they are taught to recognise and choose between a
variety of pictures to construct increasingly complex sentences.
Signing

Two types of sign language are used in Britain:

• Makaton – A basic sign language that is often used with children who have learning
difficulties and need a simple structure. It is also used to great effect for very young
children who have not yet developed speech

• British Sign Language (BSL) – A more complicated language which allows the users
to convey complex and also abstract messages.
Signing is used with children who have difficulty in using the spoken word. As a
language, it is not as versatile as spoken language because there is a more limited
vocabulary. This means that facial expressions and gesture play an important part in
the communication process.
It is a good idea to learn some signs so that you can greet parents and children who
sign.
Visual timetables

A visual timetable, timeline or visual activity schedule is a way of supporting a child to

predict what will happen next. It enables a child to know the things that must happen
first before they can do the activity that they are often focused on. It also helps them
to understand where they are in the day, by knowing what has gone before and what
will come after the present moment. Visual timetables can be used for groups of
children or for an individual child. They can be individually tailored for particular
children to work through on a one-to-one basis. The visual timetable can cover
activities across the whole day, or across a shorter period of time such as a morning
or afternoon, or even be broken down into smaller steps within an individual activity or
routine (Council for Disabled Children, 2024).
Communication aids

Communication aids are sometimes known as augmentative or alternative

communication aids or AAC. There are a range of AAC devices, and they can include
charts with pictures, symbols, words. They can also be simple single message voice
output devices such as Voice Output Communication Aids (VOCAs). Communication
aids can range from low-tech to hi-tech methods and often uses pictures and symbols
instead of, or together with words (Communication Matters, 2024).
Objects of reference

Objects of reference are everyday objects that adults use to help represent an activity,
person or place. These objects mean something, just like words do. Adults can use
then to show a child with SEND or communication difficulties what they are trying to
convey with words to the child. As these objects should be familiar to the child, they
can associate the object with what is being communicated. Over time the child learns
that the object stands for that person, activity or event. For example, a toy apple may
be the object of reference for snack.
Mobility aids

Mobility aids can include pushchairs, walkers, wheelchairs, paediatric rollator,

scooters, walkers, canes, crutches, prosthetic devices and orthotic devices.
Depending on the child’s condition and mobility level, there can be a range of mobility
aids to suit the individual child’s needs and requirements. These can include aids to
promote physical development, sitting, standing or moving around.
Supportive seating can be beneficial in promoting and maintaining good posture and
minimise the risk of problems developing with the joints. Some children may benefit
from specialist seating that offers increased postural support. This can include specific
head support and trunk support, backrests that will angle back and leg rests that will
allow the child’s legs to be elevated.
A child may require walking equipment to help them with:

• Their stability and balance.

• Maintaining an upright body posture.
• Their confidence in their walking ability.
• Keeping their muscles as strong and supple as possible allowing their bones
and joints to develop.
• Improving the working of their bladder and bowel.

Some children may need a lightweight manual wheelchair and some children will
require a powered wheelchair. The child’s GP or physiotherapist can help to arrange
a wheelchair services assessment, where an assessment of a child’s posture and
position will be undertaken. The specialist will then advise on the most appropriate
make and model of wheelchair and when, where and how it could be used.
Some children may need to use a wheelchair most of the time and other children may
only need to use the wheelchair some of the time ([Link], 2024).
Sensory equipment

In an inclusive early years setting, early years practitioners provide toys, activities and
give babies and young children sensory experiences where they can use their five
senses. This can ensure that babies and young children are well stimulated as their
senses play an important part in all areas of their learning and development. They use
taste, touch, sight, hear, and smell to make sense of the world around them. Babies
and young children with SEND should be provided with a range of opportunities to
develop their senses.
Babies and young children's can increase their sensory development by providing
them with a variety of colours, textures, sounds and smell for them to explore. Some
examples of these are fabric, paint, sand, water, play dough, corn starch, jelly (texture),
food to smell and taste, electronic toys, treasure baskets. 'feely' books and mats,
musical instruments, making animal sounds, running water and listening to the sounds
from empty shells, colourful displays such as paintings and other pictures. It can be
helpful to provide visual and tactile such as mobiles, and texture boards, brightly
coloured toys, mirrors and soft books.
Babies and young children with SEND may respond to music and songs, or going
outside so that they can listen to natural sounds such as rustling trees, birds chirping
and smell freshly cut grass. Activities based on children's sensory development can
be soothing, calming and help them to connect with the world. As a result, children
develop an awareness and understanding of the world through their senses. Children
who have one of their senses impaired may still use the other senses and enjoy
discovering sensory items and may benefit in many ways from these experiences.
Some ideas for sensory exploration can include:

• Sensory lights
• Sounds, music, natural sounds
• Dens and crawl spaces
• Sensory toys
• Treasure baskets and heuristic play
• Movement such as swings, rockers

Every child is unique with their needs, abilities, interests and preferences. It is
important for early years practitioners to work in partnership with parents and
specialists in establishing what the child’s needs and requirements are, so that they
can be catered for while in the setting.
The child’s key person and other staff members should be aware of every child’s
condition and requirements including their medical, sensory and physical needs.
It is important to share information about the specialist aids, resources and equipment
that can support babies and children with SEND
Adaptations and modifications to resources:

For example, a child with a visual impairment using building blocks may need bricks
that have Velcro backing in a variety of shapes and sizes. This will allow the child to
develop his fine motor skills and to gain a sense of achievement
It is important to share information about the specialist aids, resources and equipment
that can support babies and children with SEND. Information sharing and parental
partnership are essential in ensuring that a child can benefit the most from being at
the early years setting.
The role of the early years special needs coordinator (SENDCo)

The Special Educational Needs and Disability Code of Practice: 0 – 25

Years

The new Code of Practice involves some changes for SENCos. Some important
aspects include the following:

• Within maintained mainstream schools, the designated SENCo must be a

qualified teacher working at the school.
• A National Award in Special Educational Needs Co-ordination must be
achieved within three years of appointment for newly appointed SENCos,
unless they meet certain criteria as laid out in the Code of Practice. This Award
must be a postgraduate course, accredited by a recognised higher education
provider.
• In partnership with the head teacher and governing body, the SENCo should
help to determine the strategic development of the SEN policy and provision
within the educational establishment.
• The SENCo has the responsibility for the daily implementation of the SEN policy
and provision.
• The SENCo should provide guidance to colleagues as well as working closely
with parents, staff, and outside agencies.
• Following on from the 2001 SEN Code of Practice, the school should ensure
that the SENCo has sufficient time to carry out their duties.

As stated in the Role of the Early Years SENCo guidance document, ‘the Early Years
SENCo will make sure parents receive the information, advice, and support that they
need in order to participate in the SEN decision-making process’ (DfE, 2022, page 7).
The role of the SENCo involves working with children and parents or carers and
providing the appropriate level of support.

The role of the Early Years SENCo in early years Private, Voluntary, and Independent
settings is to provide guidance and support to children with special educational needs
and disabilities. It is also their responsibility to offer information and guidance to
parents and carers and liaise with other professionals and agencies who are involved
with the child and family. This role is essential for the children, as the allocated SENCo
has the responsibility to oversee their provision and collaborate with staff and parents
in meeting their needs.

The role requires an understanding, sensitive, and empathetic approach. As an early

years practitioner and also as a SENCo, the job involves working with young children
and their families. Often, the early years setting is the first social and educational
contact that the child has. For children and parents alike, dealing with separation and
introduction to a new world can be quite daunting. It may be the first time that parents
have the opportunity to integrate and socialise with other parents and early years staff
members. Particularly due to the pandemic, some families have been isolated and
have had limited contact with others, making starting nursery emotionally challenging
or even overwhelming.
With this in mind, the role of the SENCo is very important, and the allocated person
must consider children’s backgrounds and experiences as well as the parents’
feelings, attitudes, and understanding of child development.

The SENCo needs to be tactful, diplomatic, and show a level of understanding towards
the feelings of parents and family members. As each child is individual, with their
unique background, family set-up, culture, and beliefs, this must be considered in the
approach.

Parents are the experts on their child and will be able to provide valuable information
to the early years staff and the SENCo. This information can be used to form a baseline
assessment of the child’s development, needs, and additional requirements. As
outlined in the government’s ‘Role of the Early Years Special Educational Needs
Coordinator’ guidance document, the SENCo role involves ‘ensuring parents are
closely involved throughout and that their insights inform action taken by the setting’
(DfE, 2022, page 5).

The SENCo has the responsibility to ensure that parents are always consulted and
their permission is sought to share any information with other professionals and
agencies. The SENCo needs to keep parents informed and updated about any
discussions, meetings, or consultations with other professionals, and parents should
be involved every step of the way. This can be very beneficial and promote effective
partnership working in meeting the child’s needs.

It is stated in the ‘Role of the Early Years SENCo guidance’ that the SENCo must
‘make sure parents receive the information, advice, and support that they need in order
to participate in the SEN decision-making process’ (DfE, 2022, page 7). By enabling
parents, they will feel respected, which may contribute to positive outcomes for the
child. Parental views are taken into account and are an important factor in planning for
the child.

The SENCo should assist whenever needed to help parents come to terms with any
possible concerns about a child’s development or other areas of need. There should
be a gentle and caring approach when introducing or discussing any potential
concerns about a child. The SENCo should involve parents in the discussion of any
early concerns and potentially in identifying any special educational needs that may
arise, agreeing on the outcomes sought for the child along with any proposed
interventions and support (DfE, 2022).

Following an initial discussion with the parents, the expected impact on progress,
development, or behaviour could be discussed with the parents, and a date for review
agreed mutually (DfE, 2022).

There are various challenges that can impact a positive and effective partnership with
parents. Engaging parents and arranging meetings and discussions could be difficult.
For some parents, accepting that their child may need additional support can be
upsetting, which could result in avoidance or refusal to attend meetings with early
years staff.
The role of the SENCo also involves supporting fellow practitioners in meeting the
needs of children with special educational needs and disabilities. Teamwork and
communication are essential factors in effectively supporting children with SEND.

As a primary responsibility, the SENCo must work with the setting manager to
coordinate plans for children with special educational needs and disabilities. The
SEND policy and procedures should be reviewed regularly to ensure that best practice
is effectively and consistently implemented within the setting. The SENCo is
responsible for coordinating the provision for children with special educational needs
and disabilities.

The SENCo should establish, arrange, and implement SEN support for identified
children in the setting. The graduated approach of assess, plan, do, review must be
followed in agreement with parents and colleagues to meet the agreed objectives and
proposed outcomes for each individual child.

It is important that the SENCo is familiar with the local authority SEN provision. As an
early years SENCo, there should be good working relationships with the Early Years
teams in the local authority, as well as the Area SENCo. The SENCo can seek advice,
information, guidance, and support from the Area SENCo, who will also liaise with
parents and other professionals.

The SENCo should provide information about what is available in their local area in
relation to SEN support to parents. This is known as the local offer. As described by
the Council for Disabled Children, the local offer is ‘information that sets out the
education, health, and social care provision that the local authority expects to be
available for disabled children and young people and those with SEN’ (Council for
Disabled Children, 2014).

The SENCo should also understand how funding can be available and support settings
in meeting children’s SEN and disability (DfE, 2022). The setting SENCo should be
able to inform and advise parents about potential funding and signpost them to
information about funding so that action can be taken to access any available funds
for a child or children. The SENCo should discuss any funding options and support
settings in maximising the level of support for children with special educational needs
and disabilities. The process of obtaining funding can be frustrating and time-
consuming, with outcomes sometimes not as expected or hoped for. This may result
in disappointment for the parents, early years staff, and the SENCo, who will then need
to adapt the approach.

Another role of the SENCo is to be involved in the Progress Check at age two where
concerns have been raised. According to the SEN Code of Practice, the SENCo
should be involved in developing a targeted plan to support the child and carry out an
analysis of the child’s needs (DfE, 2014). The SENCo will work with early years
managers and staff in gathering information about the child and then devising
strategies and plans to support the child. This will involve liaising with parents, carers,
and families to ensure a continuous level of support and intervention to meet the child’s
needs. Parental permission and agreement must be sought in the first instance.
The SENCo’s role includes providing parents, children, and families with information
about services that offer help, information, advice, and support on SEN and disability.
This could also include information about support groups for parent carers of disabled
children (DfE, 2022).

Liaison with professionals and external agencies is another role of the SENCo in early
years settings. Other professionals who may be involved with a child with SEND could
include speech and language therapists, physiotherapists, educational psychologists,
health visitors, and medical specialists. The SENCo should provide up-to-date
information in collaboration with parents and carers. Timely sharing of information is
necessary to provide the appropriate level of support for children. Working in
partnership with parents and other agencies is essential in ensuring that the child
receives all the help and support they need. However, liaising with other professionals
and establishing a collaborative approach can be challenging, as people involved may
be restricted in terms of time and availability. This can be frustrating for the SENCo,
as coordinating services for children and sharing strategies and outcomes with
professionals forms part of their responsibilities.

The early years SENCo will need to arrange and attend meetings whenever needed
for the benefit and support of the child. There should be regular review meetings with
parents, carers, the child’s key person, and other professionals involved. These
meetings should be informative, purposeful, and strive to achieve positive outcomes
for the child.

The SENCo’s role also includes instigating the preparation for and Education and
Health Care Needs Assessment (EHCNA) and then progressing to the Education and
Health Care Plan (EHC) application. This involves working in collaboration with other
professionals and parents.

Finally, the SENCo should maintain their knowledge and understanding through
continuous professional development. This will enable them to keep updated on any
new developments in the field of special educational needs.

The role of the SENCo can be challenging but also rewarding. There are many
obstacles and barriers that need to be overcome, such as lack of funding, limited
staffing, and resources. However, being able to help and support a child and their
family can make the effort worthwhile.
Partnership working for effective support of children with SEND

Working with Other Agencies

SENCos must work in partnership not only with the head teacher, governing body, and
staff but also with other agencies. These could include, among others, Educational
Psychologists, Inclusion Support Services teachers, CAMHS (Child and Adolescent
Mental Health Services), the Speech and Language Therapy Service,
Physiotherapists, Occupational Therapists, Sensory Support Teachers, Family Liaison
Officers, Social Services, and other health services as necessary. The SENCo may
be required to attend multi-disciplinary or professional meetings to discuss the needs
and provision for individuals, as well as collaborate with these agencies within their
educational setting.

Educational Psychologists: Training and qualifications

Training to become an Educational Psychologist (EP) is a lengthy process, involving

an initial degree in psychology followed by the successful completion of a doctorate in
educational psychology. Educational Psychologists must be registered with the Health
and Care Professions Council (HCPC), and any doctorate undertaken must be
approved by the HCPC. Educational Psychologists are listed under the umbrella term
‘Practitioner Psychologists’ on the HCPC website [Link]
Practitioner psychologists include:

• Educational Psychologists
• Occupational Psychologists
• Health Psychologists
• Clinical Psychologists
• Counselling Psychologists
• Forensic Psychologists
• Sport and Exercise Psychologists
• Registered Psychologists
• Practitioner Psychologists

All of these titles have been legally protected since 1 July 2012 and can only be used
if currently registered with the HCPC. As of August 2014, there were just over 20,000
Practitioner Psychologists registered. Other organisations related to Educational
Psychologists include the British Psychological Society (BPS) [Link] and the
Association of Educational Psychologists [Link]. According to the
Department for Education, in April 2014 there were approximately 2,750 registered
Educational Psychologists in England.

Role of the educational psychologist

Educational Psychologists employed in schools are typically employed by the Local

Authority, although some work privately. They assist children and young people
experiencing problems in educational settings, which may include learning difficulties
(general or specific) or social/emotional difficulties. Prior to September 2014, part of
the Educational Psychologist’s role was to carry out statutory assessments and the
statementing process. Since September 2014, Educational Psychologists have been
conducting statutory assessments related to Education, Health, and Care (EHC)
Plans.

Educational Psychologists conduct psychological and educational assessments. They

may use various methods to assess the needs of individuals, including interviews,
observations, and tests. From these assessments, Educational Psychologists will plan
and monitor interventions.

Typical duties for Educational Psychologists may include:

• Assessing learning and social/emotional needs of children and young people

and carrying out relevant psychological and educational assessments
• Planning and monitoring interventions for children and young people
• Undertaking statutory assessments to obtain an Education, Health, and Care
Plan (EHC)
• Writing reports
• Providing specialist advice and support to parents and staff in schools
• Offering in-service training on matters such as behaviour
• Attending meetings relevant to children and young people, e.g., annual reviews,
case conferences
• Reviewing and developing policies and conducting research
• Maintaining their own professional development to ensure their knowledge and
expertise remain up-to-date

How might school staff be involved with the educational psychologist?

Educational Psychologists provide specialist advice and information for schools, staff,
and parents. They offer a range of support, including interventions and learning
programmes, and may offer in-service training on specific matters or whole-school
issues (e.g., behaviour). Much of the contact with the Educational Psychologist will be
through the SENCo, but the Educational Psychologist will also need to work with
relevant class teachers and support staff.

SENCos typically meet with the Educational Psychologist at termly planning meetings
whenever possible. If the Educational Psychologist is unable to attend, an Inclusion
Support Services teacher may attend and lead the meeting instead.

CAMHS (Child and Adolescent Mental Health Services)

CAMHS stands for Child and Adolescent Mental Health Services. CAMHS, provided
by the NHS, supports children and young people with emotional, behavioural, or
mental health concerns, offering advice, assessment, and treatment for such
difficulties.

In 2004, the National Statistics Office conducted a survey on behalf of the Department
of Health and the Scottish Executive. The survey assessed the mental health of
children and young people aged 5 to 16 in Great Britain, focusing on the prevalence
and types of mental disorders. This survey followed a similar study undertaken in
1991.
According to this same survey:

In 2004, one in ten children and young people (10 per cent) aged 5–16 had a
clinically diagnosed mental disorder: 4 per cent had an emotional disorder (anxiety
or depression), 6 per cent had a conduct disorder, 2 per cent had a hyperkinetic
disorder, and 1 per cent had a less common disorder (including autism, tics, eating
disorders and selective mutism). Some children (2 per cent) had more than one
type of disorder (National Statistics, HMSO, 2005)

Hyperkinetic disorder Conduct disorder is a

is also referred to as group of behavioural and
Attention Deficit emotional problems in
Hyperactivity children and young people,
Disorder (ADHD). causing them to have
difficulties following rules
and behaving in a way that
is socially acceptable.

Inquiry into Children’s and Adolescents’ Mental Health and CAMHS

An inquiry into children’s and adolescents’ mental health and CAMHS (Child and
Adolescent Mental Health Services) is being conducted to examine several aspects,
including:

• The current state of CAMHS: This involves evaluating service provision,

access, and funding.
• Trends in children’s and adolescent mental health: This includes assessing
the impact of bullying and digital culture.
• Preventative action and public mental health.

Purpose of the inquiry

The inquiry has been initiated due to concerns about the prevalence of mental health
issues among children and young people, and the challenges they and their families
face when seeking appropriate treatment.
Accessing CAMHS

CAMHS services are accessed through referrals. Children and young people can be
referred by a range of professionals, including GPs, teachers (or other school
professionals), health visitors, school nurses, and social workers. Referrals are
generally made when an individual is struggling to cope with life, which may be due to
factors such as school or family issues, other pressures, abuse, or trauma. In some
cases, a specific mental health disorder may be present.

Common difficulties and disorders

Children and young people accessing mental health services may experience a range
of difficulties and disorders, including but not limited to:

• Low self-esteem
• Anxiety
• Phobias
• Depression
• Eating and sleeping problems
• Self-harm
• Behavioural issues (anger, lack of control, violence)
• Bullying
• Stress or post-traumatic stress disorder (PTSD)
• Obsessive-compulsive disorder (OCD)
• Attention Deficit Hyperactivity Disorder (ADHD)
• Autism Spectrum Disorders (ASD)
• Serious mental health conditions (e.g., schizophrenia)
• Substance misuse

CAMHS services

CAMHS provides advice, support, and information across these areas, working to
support both the child or young person and their family. CAMHS typically works with
individuals up to the age of 18. However, in some areas, 16–18-year-olds may be
transferred to relevant adult services, particularly if the young person is no longer in
full-time education. The structure and organisation of CAMHS services can vary by
region.

CAMHS professionals

The CAMHS team usually includes a variety of mental health professionals:

• Child and adolescent psychiatrists: Medically qualified doctors specialising

in working with young people with mental health problems and their families.
• Clinical psychologists: Professionals who assess and assist with children’s
psychological functioning, emotional well-being, and development.
• Child psychotherapists: Trained therapists who help children address
emotional and mental health problems.
• Family therapists: Therapists who work with children and their families
together to help them understand and manage life’s difficulties.
 • Social workers: Professionals who provide support to children and families,
including safeguarding and additional help.
• Mental health practitioners: Experts trained in mental health who assist with
the assessment and management of emotional, behavioural, and mental health
issues.

Speech and language therapy service

Speech and language therapists training and qualifications

Training to be a Speech and Language Therapist (SLT/SALT) involves having a first
degree which is approved by the Royal College of Speech and Language Therapists
(RCSLT). The degree involves both theoretical and practical studies. Practical studies
take place in schools, clinics and hospitals, etc. and involve supervision by a qualified
Speech and Language Therapist. Theoretical studies include a wide range of areas
including education, language pathology and therapeutics, speech and language
sciences, etc. Speech and Language Therapists must be registered with the Health
and Care Professions Council (HCPC).

Role of the speech and language therapist

Speech and Language Therapists help children and young people not only with
communication difficulties but also with eating, drinking or swallowing difficulties. They
need to have a number of qualities including empathy, patience and excellent
communication and listening skills. Regarding children and young people in education,
Speech and Language Therapists may be involved with children who have one or
more of the following:

• Learning Difficulties: Mild to severe difficulties that impact learning.

• Language Delay: Slower-than-expected language development for the child’s
age.
• Specific Language Impairment (SLI): Significant difficulties in speaking and
understanding language.
• Speech Sound Disorders: Issues with producing specific speech sounds.
• Speech Difficulties Due to Hearing Impairment or Cleft Palate
• Stammering/Stuttering and Cluttering: Stammering involves repetition of
sounds/syllables; cluttering involves rapid, disorganized speech.
• Mutism/Selective Mutism: Inability or reluctance to speak, often due to
anxiety.
• Voice Disorders: Issues with speech production due to medical conditions.
• Childhood Apraxia of Speech (CAS): A motor speech disorder affecting
sound and word production.
Role within an educational setting
Although many Speech and Language Therapists are based in clinics or hospitals,
they may also visit schools to carry out speech and language therapy. There is often
a long waiting list and following that, an initial assessment. A block of therapy may be
offered, which can be one session a week at school/clinic. Parents and school will be
given the programme to be used and asked to work on aspects between sessions. As
with other professions, Speech and Language Therapists will contribute to
assessments including the Education, Health and Care assessment.

How might school staff be involved with speech and language therapy?
If a child has a one to one allocated, the one to one may carry out the Speech and
Language Therapy programme between sessions. Otherwise, a Teaching Assistant
might be involved. Class teachers may find there are aspects of a programme that
can easily be incorporated into normal classroom teaching. If the Speech and
Language Therapist is coming into school, a quiet area where the child/young person
will not be disturbed needs to be allocated.

Physiotherapy

Physiotherapists training and qualifications

Training to be a Physiotherapist involves having a first degree in Physiotherapy and
typically takes three to four years. The degree must be a course approved by Health
and Care Professions Council (HCPC). A physiotherapy degree covers both
theoretical study and clinical practice. Theoretical study includes physiology, anatomy
and pathology. Physiotherapists must be registered with the Health and Care
Professions Council (HCPC) and the title of Physiotherapist is a protected one and
can only be used if currently registered with the HCPC. In August 2014, just over
48,000 physiotherapists were registered with the HCPC.

Role of the physiotherapist

The role of a Physiotherapist is to work with people experiencing difficulties with
movement due to disability, injury, and illness or as a result of ageing. They help to
treat problems relating to different body systems, including:

• Musculoskeletal (bones, joints, soft tissues)

• Neuromuscular (the brain and nervous system)
• Cardiovascular (the heart and blood circulation)
• Respiratory (e.g. windpipe, voice box, lungs).
Physiotherapists work in both hospitals and the community. They take a ‘whole person’
approach and consider the individual’s general health and well-being. They provide
advice and treatment. Depending on an individual’s needs, treatment may include
manual therapy techniques, cold/heat therapy, exercise, electrotherapy and
hydrotherapy.

Manual therapy techniques Cold or heat therapy Exercise

For example, massage and Cold therapy (e.g. ice pack or Depending on the individual’s
manipulation. Could be used massage) can be effective in needs, different types of
to relieve muscle pain or minimising pain and swelling exercise and movement may
stiffness, to improve following injuries. be considered e.g. swimming,
circulation and to help with Heat therapy is also effective walking or specific exercises.
relaxation. following injuries. It improves
blood flow and helps to ease
tightness and pain.

Electrotherapy Hydrotherapy
There are a few different types of Exercises in heated water to ease
electrotherapy, including ultrasound, pain and help with mobility.
laser therapy, etc., and they use
electrical impulses to stimulate a
person’s nervous system to ease
pain and aid healing.

Role within an educational setting

Physiotherapists who work with children are often known as Paediatric
Physiotherapists. They use a variety of approaches to help an individual develop both
gross and fine motor skills. Receiving physiotherapy at school minimises disruption to
the child or young person’s education as it reduces the time needed to be out of the
classroom/school. Physiotherapy programmes that are set up in school may involve
staff receiving training on some aspects so that the child can receive daily support if
necessary. Parents may also be involved as the programme may involve treatment at
home as well.

Whilst space can be optimum in educational settings, it is important that a suitable and
adequate space is available should a child require school-based physiotherapy.
Privacy is important but also the Physiotherapist should be within reach of school staff.
With regards to the 2014 Special Educational Needs and Disability Code of Practice:
0 – 25 Years, Physiotherapists will play a part in the assessment of a child/young
person’s needs and the Education, Health and Care assessment; work with the school
and parents to identify outcomes for the child/young person and contribute towards
the annual review. This is in addition to providing any advice, programme of support
and training.
How might school staff be involved with school-based physiotherapy?
The SENCo and senior management should be aware when a Physiotherapist is
coming to school and which child/children or young person he or she is working with.
The class teacher needs to be aware and if there is a one-to-one allocated to the child,
that person generally will be involved and possibly undertaking some parts of the
physiotherapy for which they will have received proper training. For a young child, it
can also be reassuring for the child to have a familiar person with them. If the
child/young person does not have a one-to-one, a designated member of staff may be
asked to undertake training.

Occupational therapy

Occupational therapists training and qualifications

Training to be an Occupational Therapist involves having a first degree, which typically
takes three years. There is also an option for graduates without a degree in
occupational therapy to undertake an accelerated two-year course in order to gain an
occupational therapist qualification. An occupational therapy degree covers both
study and clinical placement. Occupational Therapists must be registered with the
Health and Care Professions Council (HCPC) and the title of Occupational Therapist
is protected and can only be used if currently registered with the HCPC. In August
2014, there were just under 35,000 Occupational Therapists registered with the
HCPC.

Role of the occupational therapist

Occupational Therapists work with both children and adults, helping them to overcome
the effects of disability, which may be caused by illness, accident or ageing. They also
work with children and adults with permanent physical disabilities, helping them with
adaptive equipment, physical exercises, etc. They use a variety of techniques to
enable individuals to improve/regain independence. his could include teaching an
individual a different way to do something or recommending changes to make a
task/activity easier or by providing devices to make a task/activity easier.

They work in hospitals, GP practices, educational settings, and in a variety of

community settings. They may also visit individuals at home.

Role within an educational setting

Occupational Therapists support children and young people in school. They may
recommend adaptations to the school setting or may advise on equipment such as
suitable seating and communication aids. Occupational Therapists may work with a
child/young person to help improve fine motor skills and work on hand-eye co-
ordination, improve co-ordination, learn basic tasks, improve focus and attention, to
name a few. Occupational Therapists will contribute to reviews for children and young
people with special educational needs and will also contribute to Education, Health
and Care plans under the 2014 Special Educational Needs and Disability Code of
Practice: 0 – 25 Years.

The Occupational Therapist will need to see the child in the classroom and in other
areas of school, e.g. the dining hall, to check that any equipment used is correct for
the child’s height and weight. Chairs need to be at the correct height and can be
adjusted accordingly.

How might school staff be involved with Occupational Therapy?

The SENCo should work closely with the Occupational Therapist in order to
understand a child/young person’s needs and what adaptations may be needed. The
class teacher needs to be aware and if a child has a one to one, the one to one should
be involved.

Sensory support teachers

Types of sensory support teachers

Sensory Support Teachers specialize in hearing impairment (HI), visual impairment

(VI), or multi-sensory impairment (MSI). They are required to have a degree in
education followed by a Mandatory Qualification (MQ) for teachers of pupils with
sensory impairments.

Sensory support teacher training and qualifications

Training to be a Sensory Support Teacher involves having a degree in education
followed by an additional specialist qualification known as the Mandatory Qualification
(MQ) for teachers of pupils with sensory impairments. These fall into three types of
MQ:

• Hearing impairment (HI)

• Visual impairment (VI)
• Multi-sensory impairment (MSI).

Role of the sensory support teacher within an educational setting

Sensory support teachers may have different titles in different areas and these titles
may be abbreviated – e.g. ToD (Teacher of the Deaf), QTVI (Qualified Teacher of the
Visually Impaired). The role within educational settings includes:

• Giving information on strategies to access the curriculum

• Teaching specialist skills to staff in schools – e.g. Braille, British Sign Language
(BSL), lip reading and how to use any specialist equipment, etc.
• Giving advice on the day-to-day maintenance of equipment, such as hearing
 aids. For example, changing batteries, assisting a child with clearing the tubes
on a hearing aid, etc.
• Giving advice on making modifications in the classroom – e.g. adapting
resources for children to use (large print, making resources tactile, adapting
listening centres)
• Regular one to one support/small group support with individuals
• Liaising between school, home, other professionals and other support services
(e.g. relevant hospital departments)
• Contributing to annual reviews, Education Health and Care (EHC) plans and
attending meetings
• Recommending specialist equipment.

How might school staff be involved with sensory support teachers?

Sensory Support Teachers work closely with the SENCo and the class teacher to
ensure the best approach for the child concerned. The teacher may be given advice
on where a child should sit during different lessons - for example, during carpet
sessions, on task sessions, PE, etc. The sensory support teachers will also deliver
training to staff on relevant matters. The sensory support teacher may want to follow
some of the class-based work during the one to one/small group sessions. The
sensory support teacher will also work with relevant Teaching Assistants and one to
ones to ensure that everybody involved with the child is working in the best way for
the child. A quiet area where the child/young person will not be disturbed needs to be
allocated for anyone to one/small group sessions with the sensory support teacher.

Sensory support teachers will generally check on the child’s progress at the beginning
of each session when they visit a child in school. They usually ask the class teacher if
there have been any problems since the last visit and if there is anything the sensory
support teacher can help with or advise on.

Inclusion support services

Inclusion Support Services have different titles in different areas. The roles within the
services may differ too. Generally, Inclusion Support Services are part of the Local
Authority Special Educational Needs Department. It is made up of specialist teachers
who have additional qualifications in areas of special educational needs. The teachers
work in partnership with Educational Psychologists, other specialist teachers (such as
sensory support teachers and behaviour support teachers), education social workers
and other professionals from outside education.

In some regions, these specialists are known as Inclusion Teachers or Advisory

Teachers. Their role includes several key responsibilities to support schools in
addressing special educational needs (SEN):
 • Provide INSET (in-service training): They train school staff and early years
practitioners on special educational needs and disabilities (SEND) and
inclusive practices.
• Assist in formulating policies: They help schools develop and implement
policies related to SEN, ensuring these are effective and compliant with
statutory requirements.
• Advise on SEN policies: They offer guidance on statutory SEN policies and
practices, assisting with the planning and management of SEN provision within
schools.
• Contribute to statutory assessments: They participate in statutory
assessments and attend relevant meetings, including annual reviews and
termly school planning meetings.
• Guide on intervention programs: They provide advice on intervention
strategies and programs, ensuring these are suitable and effective for students
with SEN.
• Conduct assessments and training: They carry out assessments and offer
training to Special Educational Needs Coordinators (SENCo), enabling them to
perform common assessments and manage SEN provisions effectively.

Family liaison officers (school)

Role of the Family Liaison Officer in Schools

A Family Liaison Officer (FLO) in a school plays a multifaceted role aimed at bridging
the gap between the school and families. Their responsibilities can vary depending on
daily needs and specific situations. Key aspects of their role include:

• Liaison with Parents: The FLO works to establish positive relationships with
parents, providing support and advice to address issues at home or school.
They may intervene to assist children with low self-esteem, offer parenting
support, and provide impartial advice. A critical component of this role is
focusing on early intervention and prevention.
• Attendance Issues: The FLO monitors students' attendance closely,
addressing patterns of absences, whether periodic or continuous. If a child is
absent without an explanation, the FLO contacts the parents to understand the
reason and works with them to resolve attendance issues. This often involves
coordination with Education Welfare Officers and School Attendance Officers
to address and improve attendance.
• Liaison with Staff and Other Agencies: The FLO maintains effective
communication with school staff to ensure the best outcomes for students. They
work closely with the designated Child Protection Officer and may offer advice
on behaviour management and staff support. The FLO also collaborates with
Social Services and the Team Around the Family (TAF), which provides
assessments of family and child needs to prevent the escalation to a ‘children
in need’ status.

Through these functions, Family Liaison Officers play a crucial role in fostering a
supportive school environment and addressing issues that impact student well-being
and academic success.
Social services

Social services play a vital role in supporting students who are identified as being 'in
need,' 'at risk,' or 'looked after' by social services. Their involvement is crucial when
there are concerns regarding a child's welfare. Schools typically make referrals to
social services when they suspect issues related to neglect or abuse, providing all
relevant information about the child. Additionally, social services may request
information from schools if families already known to them are involved, ensuring
comprehensive support and intervention.

Key responsibilities of social workers in educational settings:

• Responding to and Supporting Families: Social workers offer assistance to

children, young people, and their families who need help or advice. This support
is tailored to address the specific challenges they face, ranging from immediate
safety concerns to long-term well-being.
• Investigating Referrals: Social workers investigate referrals made by schools.
This process involves assessing the situation and determining the appropriate
actions to safeguard the child and support the family.
• Contributing to Assessments and EHC Plans: Social workers play a role in
contributing to assessments and Education, Health, and Care (EHC) Plans.
They provide insights based on their professional evaluations, which help in
creating comprehensive plans tailored to the child's needs.
• Collaborating with Schools and Health Services: Social workers work
closely with schools and health services to ensure compliance with the 2014
Special Educational Needs and Disability Code of Practice: 0-25 Years. This
collaboration is essential for coordinating support and ensuring that the child’s
educational and health needs are met effectively.

In schools, a designated Child Protection Officer oversees safeguarding procedures.

All school staff receive regular training on identifying signs of abuse and the
procedures for reporting concerns. This training helps ensure that social services and
educational staff work together effectively to protect and support vulnerable students.
How policy and procedure in an early years setting adheres to the
early years foundation stage statutory framework and SEND code of
practice in relation to the care and education of babies and children
with SEND through a graduated approach

Early years settings and special educational needs

In early years settings, supporting children with special educational needs (SEN)
involves adherence to the EYFS Statutory Framework. This framework underscores
that children develop in their own unique ways and reach developmental milestones
at their individual paces. It highlights the importance of providing a supportive and
adaptable learning environment that accommodates all children, including those with
SEN and disabilities. This inclusive approach is essential for fostering optimal
development and learning outcomes for every child (DfE, 2024).

The graduated approach

The graduated approach is a structured process designed to ensure that children with
SEN receive personalized and effective support. This approach consists of four key
stages: Assess, Plan, Do, and Review. Each stage plays a crucial role in delivering
targeted support that addresses the specific needs of the child.

Assess

The "Assess" stage is pivotal as it lays the foundation for identifying and understanding
a child's needs. During this phase, comprehensive information is gathered from
various sources, including early years practitioners, the SENCo, parents, and other
relevant professionals. This information includes detailed observations of the child’s
behaviour, developmental milestones, and any emerging difficulties. Early
identification of SEN is crucial because it allows for timely intervention and support.

For example, if a child exhibits difficulties with communication during their initial
nursery sessions, the key person might conduct a series of observations to gain a
clearer understanding of the child’s abilities and challenges. Methods such as note-
taking, timed observations, and reviewing video footage can provide valuable insights.
Collaborating with parents and professionals ensures that a holistic view of the child’s
needs is obtained, enabling the development of a well-informed support plan.

Plan

The "Plan" stage involves using the information gathered during the assessment to
create a detailed support plan tailored to the child’s specific needs. This plan is
developed collaboratively with input from parents, the SENCo, and any other
professionals involved. It outlines the strategies and interventions required to support
the child effectively. The planning process should include setting clear, achievable
outcomes and determining the resources and training needed for staff to implement
the plan successfully.
For instance, a support plan for a child with SEN might include specific strategies such
as visual aids, adapted classroom layouts, or targeted one-on-one sessions. This plan
should be shared with all relevant parties, ensuring everyone involved is aware of the
child’s needs and the support measures in place. Continuous communication with
parents is crucial for ensuring that the plan is implemented effectively and remains
aligned with the child’s evolving needs.

Do

The "Do" stage is where the support plan is put into action. During this phase, the
planned interventions and strategies are implemented to address the child’s needs.
This might involve various forms of support, such as one-on-one sessions, sensory
activities, or the use of specialized resources. The SENCo plays a key role in guiding
and supporting practitioners to ensure that the interventions are applied correctly and
effectively.

For example, if a child requires sensory support, interventions might include creating
a sensory-friendly space equipped with appropriate tools and activities. The
effectiveness of these interventions is monitored closely to assess their impact on the
child’s development and well-being. Practitioners collaborate to make any necessary
adjustments to the support provided, ensuring it meets the child’s needs and promotes
positive outcomes.

Review

The "Review" stage is focused on evaluating the effectiveness of the support and
interventions that have been implemented. Regular review meetings are held to gather
feedback from parents, practitioners, and other professionals involved. This feedback
helps to assess the child’s progress and determine whether the current support is
sufficient or if adjustments are needed.

For instance, during a review, it might become apparent that certain strategies are not
achieving the desired outcomes. In such cases, additional or alternative strategies
may be introduced. The review process ensures that the support remains relevant and
effective, with the ultimate goal of achieving the best possible outcomes for the child.
Regular reviews also provide opportunities to celebrate progress and make necessary
adjustments to the support plan based on the child’s ongoing needs.

Overall, the graduated approach ensures that support for children with SEN is tailored
to their specific needs and focused on achieving positive developmental outcomes.
Through careful assessment, planning, implementation, and review, early years
settings can provide effective and responsive support that enhances each child’s
learning and development.
Advocate for children’s individual learning, considering their current
development and uniqueness, including those with SEND and
English as an additional language (EAL)

Every child is unique, with their own set of experiences, developmental stages, and
learning styles. This individuality means that each child develops and learns at their
own pace, influenced by their personal history and environment. Recognizing and
valuing this uniqueness is fundamental in early years settings, where practitioners
strive to provide supportive and individualized learning experiences.

Recognising individual learning needs

In early years education, it's crucial for practitioners to acknowledge and respect the
individuality of each child. This involves understanding their current developmental
stage, their unique learning needs, and any external factors that may influence their
development. Practitioners must adapt their approaches to cater to these individual
differences, ensuring that each child's well-being, learning, and development are
effectively supported.

Children with SEND

Children with SEND represent a diverse group with varying needs that can affect their
learning and development. SEND encompasses a wide range of conditions and
challenges, including learning difficulties, physical impairments, and developmental
disorders. Each child's needs are distinct, and the support required will vary depending
on the nature and severity of their condition.

The EYFS Statutory Framework recognizes that children develop in their unique ways
and at their own rates. It emphasizes the importance of providing a learning
environment that is flexible and responsive to individual needs, including those of
children with SEND. Practitioners must ensure that their settings are inclusive and that
they offer appropriate support and adaptations to help children with SEND reach their
potential.

For example, a child with a hearing impairment might need specialized equipment like
hearing aids, or support such as sign language. Another child with a physical disability
might require adjustments to the classroom environment, such as accessible furniture
or assistive technology. The goal is to create an environment where every child can
engage with the curriculum and participate in activities at their own level.

Practitioners should adopt a graduated approach, which involves assessing the child's
needs, planning appropriate interventions, implementing these plans, and regularly
reviewing their effectiveness. This systematic approach ensures that support is
tailored to the child's specific requirements and adjusted as needed.
English as an additional language

Children with EAL face their own set of challenges as they navigate a new language
while trying to integrate into an educational setting. The level of support required will
depend on factors such as their home language, age, and previous exposure to
English. Children with EAL may initially struggle with communication, understanding
routines, and feeling confident in their new environment.

When a child with EAL begins attending an early years setting, it's essential to gather
comprehensive information from their parents or carers about their home language,
cultural background, and previous experiences. This information helps practitioners
tailor their support to the child’s specific needs.

If a child with EAL has difficulty communicating, practitioners should seek to

understand the child’s native language and provide support in that language whenever
possible. This might involve having a staff member who speaks the child’s home
language, using translators, or incorporating visual aids and bilingual resources.
Creating a welcoming environment where the child feels valued and understood can
significantly ease the transition and reduce anxiety.

For instance, practitioners might use visual schedules and labels in both English and
the child's home language to help them understand daily routines. Additionally,
incorporating stories, songs, and cultural elements from the child’s background can
make them feel more at home and help bridge the language gap.

Partnership with parents is vital. Practitioners should engage with parents to

understand their child's needs and work together to support their language
development. Encouraging the use of the home language at home supports both the
child’s bilingual development and their cultural identity. Practitioners can also learn
key phrases in the child's home language to facilitate communication and make the
child feel more secure.

Balancing EAL and SEND needs

When a child has both EAL and SEND, their needs can be particularly complex. It is
important to distinguish between language barriers related to EAL and developmental
challenges associated with SEND. Practitioners should conduct thorough
observations and gather detailed background information to accurately assess the
child’s needs.

For children with both EAL and SEND, a dual approach is necessary. This involves
providing language support to address EAL needs while also implementing strategies
to meet SEND requirements. This might include working with specialists who can
address both aspects of the child’s needs and developing an individualized education
plan that incorporates both language and special educational support.

The Birth to 5 Matters guidance and other frameworks emphasize the importance of
integrating support strategies for EAL and SEND. Practitioners should use a range of
methods, such as visual aids, bilingual resources, and collaborative planning with
parents and specialists, to ensure that children with EAL and SEND receive
comprehensive and effective support.

Conclusion

Advocating for each child’s individual learning involves recognising their unique
developmental needs and providing tailored support. For children with SEND and
those with EAL, this means implementing strategies that address their specific
challenges while fostering an inclusive and supportive learning environment. By
working closely with parents, utilising a variety of support methods, and continually
assessing and adapting practices, practitioners can help all children reach their full
potential and thrive in their educational setting.

An effective and supportive emotional environment that enables the

child to feel safe, secure, respected and experience a sense of
wellbeing; maintaining and prioritising the individual child’s voice

Early years practitioners have a duty of care to all children in their care. It is essential
to meet the emotional needs of the children to promote their wellbeing. A supportive
emotional environment will have the following features:

• All children’s needs are met in a respectful and sensitive manner

• Children are respected and valued as individuals with their own personalities,
preferences, experiences and interests
• Children are made to feel valued for their contributions to the setting
• Children’s efforts are praised and encouraged
• Children’s wellbeing is paramount
• Children have freedom of thought and expression
• Children can be themselves and feel relaxed, safe and secure
• Children’s voices are heard and respected
• The environment is attractive, stimulating an enabling
• Children are resilient and have a strong can-do attitude
• Staff always encourage and motivate children

The impact of secure relationships on a child´s emotional well-being is very significant.

It is important that babies and young children have a strong bond with their parents
and carers, and in an early years setting, their key person.
The environment should help the children to feel secure, accepted and valued as
individuals in a group. They should feel confident to play and explore and pursue their
personal interests.
The role of the key person in a supportive emotional environment

The key person should develop a close relationship with the child, so they feel secure
and confident in their care. They are there throughout the day to provide comfort,
reassurance and take part in activities with them. It is also the role of the key person
to ensure that the child also builds a relationship with other staff members over time
so that the child feels happy and secure even when the key person is not present.
As the key person has contact with and observes the children every day, they can plan
activities and games which the child will enjoy and which will further develop their
emotional wellbeing as well as their learning and skills. By taking an active role in
these activities, the key person remains a secure and safe contact for the child.

Policy and procedure in an early years setting work effectively in

partnership with others, including parents and carers, to identify,
help, promote and implement appropriate strategies for supporting
the progress of babies and children with SEND

Enhanced sense of security

Active participation of parents and carers in the graduated approach cycle significantly
enhances a child's sense of security. When children see their parents engaging
positively with nursery staff, it helps them feel more relaxed and confident about their
environment. This stability is crucial for emotional development, making children more
open to exploring and participating in activities within the nursery setting.

Consistency in support

Consistency across different environments is another major benefit. When parents and
carers are involved in the graduated approach, they can reinforce the strategies used
at the nursery within the home setting. This continuity ensures that the child receives
a cohesive support system, leading to more effective and faster progress. By applying
similar strategies at home, parents and carers contribute to a unified approach,
enhancing the overall impact of interventions.

Strengthened sense of belonging

A child's sense of belonging is strengthened when they observe their parents actively
involved in their educational setting. This involvement helps children view the nursery
as an extension of their home, reducing anxiety and improving their overall well-being.
Supportive adults in both environments foster a sense of security, making children feel
valued and understood, which in turn boosts their confidence.
Valuable insights from parents

Parents offer invaluable insights into their child's behaviours, preferences, and
developmental milestones. Sharing this information with nursery staff allows for a more
comprehensive understanding of the child's needs. This collaborative effort leads to
more tailored and effective support plans, addressing the child’s specific requirements
with greater precision. The combined knowledge from home and nursery creates a
more responsive support system.

Improved communication and collaboration

Effective communication and collaboration between parents, carers, and nursery staff
are crucial in the graduated approach cycle. Open and regular communication ensures
that all parties are aligned regarding the child’s needs, progress, and the strategies
being used. This teamwork facilitates timely adjustments to support plans, maintaining
their relevance and effectiveness.

Empowerment of parents and carers

Involvement in the graduated approach cycle empowers parents and carers, boosting
their confidence in managing and supporting their child's needs. Feeling more capable
and involved leads to more positive interactions and a stronger support network for
the child. This empowerment benefits both the child’s development and the parents’
overall confidence in their role.

Holistic support plans

Parent and carer involvement ensures that the support provided to the child is
consistent and effective. With shared goals and strategies, there is a greater chance
of achieving significant developmental milestones. The collaborative process helps in
creating a holistic support plan that adapts to the child’s progress and needs, resulting
in more integrated and well-rounded support.

Comprehensive observations and assessments

Involving parents and carers in observations, evaluations, and assessments provides

a complete picture of the child’s needs and progress. This comprehensive
understanding aids in developing more targeted and effective individual support plans.
Regular reviews, informed by feedback from all parties, ensure that interventions are
continually adjusted to meet the child’s evolving needs.

Inclusivity and shared responsibility

A collaborative approach encourages inclusivity and shared responsibility. Engaging

all stakeholders—parents, nursery staff, SENCo, and other professionals—ensures
that support is more integrated and effective. Leveraging diverse perspectives and
expertise contributes to a more holistic approach to supporting the child’s
development.
Practical steps for effective participation

Practical steps for fostering effective parent/carer participation include early

engagement, open communication, respect and sensitivity, setting shared goals,
conducting regular reviews, and providing support and resources. Engaging parents
from the beginning helps them understand the graduated approach process.
Maintaining open communication encourages regular updates and feedback, while a
respectful approach ensures that parents feel valued. Setting shared goals and
conducting regular reviews with input from parents keep support strategies relevant
and effective. Providing resources and support for home implementation further
strengthens the overall support system.

Conclusion

In conclusion, the active involvement of parents and carers in the graduated approach
cycle greatly benefits a child’s confidence and well-being. Their participation creates
a secure and supportive environment, ensures consistency in interventions, and
fosters a collaborative effort that leads to more effective and holistic support for the
child’s development.

The importance of own professional skills and behaviour when

liaising with parents/carers of children with SEND

It is important to demonstrate a professional manner and appropriate behaviour when

liaising with parents, carers and other family members of children with SEND. A
sensitive and knowledgeable approach can instil confidence and promote positive
partnership with parents and carers.
The professional skills and behaviour when liaising with parents and carers include:

• being attentive and listening to parents and carers

• show an interest in what parents are saying
• be sensitive and respectful
• allow parents and carers to speak freely
• show an understanding of the parents’ feelings and emotions
• be respectful of the fact that parents are the experts on their child
• take time to explain procedures and plans
• be mindful of instructing parents and using forceful language
• provide reassurance and comfort
• agree strategies and make suggestions
• respond to the recommendations made by parents
• record observations, assessments and other records clearly
Early years practitioners should demonstrate a professional approach and manner
when liaising with parents, carers and other family members of children with SEND.
The need to be polite and take the feelings and perspectives of the parents into
account. It is important to initiate an open and positive relationship with the parents,
so that parents feel respected and listened to.
In discussions and meetings, it is also important to allow parents and carers to voice
their opinions and state their preferences. They have a right to voice their feelings,
and early years staff should honour these feelings. They should demonstrate
professional conduct in every interaction with the parents and carers.

How to effectively carry out a child’s care plan (or shadow a

colleague) alongside parents and carers in an early years setting to
include: • the initial assessment • implementation and ongoing
review

Overview

Care and support plans are essential documents created in collaboration with parents
and carers, outlining a child's health, medical, and educational needs. These plans
provide comprehensive information about the child's condition, necessary medical
interventions, and required educational support. They are designed to ensure that
every aspect of a child's needs is addressed systematically and effectively.

Initial assessment

The initial assessment is a critical first step in creating a care and support plan. It
involves evaluating the child's developmental stage, abilities, and needs relative to
developmental norms. This assessment identifies the child's strengths, areas of need,
and further developmental requirements.

Once this information is gathered, the planning stage begins. This involves crafting a
support plan based on the collected data. Parents play a crucial role in this process,
as their input is integral to developing an effective plan. They are encouraged to
contribute suggestions, recommendations, and comments throughout all stages of the
planning process. Their insights into the child's behaviour at home, with family, and in
the community, help ensure that the support plan is relevant and appropriate.

Planning and collaboration

Engaging closely with parents during the planning stage is essential. According to the
SEND Code of Practice, practitioners and the SENCO should work together with
parents to determine the desired outcomes, interventions, and support strategies (DfE,
2015, page 86). The support provided should be based on reliable evidence of
effectiveness and delivered by practitioners with the relevant skills and knowledge
(DfE, 2015, page 87).
The planning process benefits from the input of various stakeholders, including the
child's key person, practitioners, parents, and specialists. Each participant brings
valuable perspectives, expertise, and knowledge, contributing to a comprehensive
support plan. This collaborative approach ensures that all areas of the child's needs
are considered in depth, including their feelings, wishes, and aspirations.

Support plans and goal setting

Support plans should outline clear, understandable steps and strategies for all staff
members to follow. They should include both short-term and long-term goals to
effectively plan and provide support for the child.

Short-term goals

Short-term goals are designed as smaller, achievable steps towards broader long-
term objectives. These goals provide a clear focus for immediate progress and help
measure the child’s achievements within a specific timeframe. They are essential for
tracking the child’s development and determining the relevance and success of the
support strategies in place.

Short-term targets should be specific, measurable, and adaptable. They offer a clear
description of what the child can achieve in the short term, enabling the key person,
practitioners, SENCO, or parents to support the child effectively. These targets are
flexible and can be adjusted based on the child’s progress and evolving needs.

Long-term goals

Long-term goals provide an overarching framework for the child’s development and
support. They represent broader objectives that the child aims to achieve over a longer
period. These goals offer direction and purpose, guiding the development of short-
term targets and the overall support plan.

Review and adaptation

Regular review and adaptation of both short-term and long-term goals are crucial. The
progress towards these goals helps in assessing the effectiveness of the support
strategies and making necessary adjustments. The support plan should be dynamic,
evolving with the child’s needs and progress to ensure continued relevance and
effectiveness.

Conclusion

Care and support plans are vital tools in addressing the comprehensive needs of
children with additional requirements. By incorporating detailed assessments,
collaborative planning, and clear goal-setting, these plans ensure that all aspects of a
child’s development are supported effectively. Both short-term targets and long-term
goals play critical roles in providing focused and adaptable support, leading to positive
outcomes and progress for the child.
Building on the foundation of care and support plans, the use of SMART targets is
essential for setting clear, measurable goals that guide and evaluate a child’s progress
effectively. SMART targets—Specific, Measurable, Achievable, Relevant, and Time-
bound—help ensure that short-term goals within the support plan are well-defined and
practical, making it easier to track the child’s development and make necessary
adjustments. This structured approach not only provides clarity but also aligns the
support strategies with the child's unique needs, fostering better outcomes and
progress.
SMART targets
SMART targets are targets that are Specific, Measurable, Achievable, Realistic and
Time bound and are also personal to the child.
Specific - The target should define and consider what the child can specifically
accomplish. The overall goal should be broken down into a small ‘next step’ that is
personal to the child. Clear and easy to understand language should be used when
devising the targets. The target should state exactly what the intent and what the target
is.
Measurable - when setting a target, there must be a measurable factor to clearly show
whether or not the target has been successful. This can be looked at during the review
of the target.
Achievable – the target should be relevant and applicable to the individual child.
Targets must be achievable by the child and be able to be met by an agreed given
date.
Realistic – each target should be developmentally appropriate for the child. The target
should be considered as a realistic, appropriate and genuine next step.
Time bound – targets should be linked to an agreed date where the target will be
reviewed, which will help to assess the child’s progress.

SMART targets play a crucial role in clear and effective goal setting because they are
personalized and tailored to the individual needs of each child. By focusing on what is
important, relevant, and necessary, SMART targets break down larger aims into
smaller, precise steps or stages. This ensures that goals are achievable and that
progress can be clearly measured. Each SMART target outlines what the child needs
to achieve within a specific timeframe, helping all involved parties understand their
roles in supporting the child’s success.

An individual support plan for children with SEND incorporates these SMART targets
and specifies the review dates for short-term goals. This plan is developed
collaboratively with input from practitioners, the child’s key person, parents, and the
SENCo, ensuring that everyone is aligned in supporting the child. Parents and key
stakeholders sign off on the plan, which is then implemented and regularly reviewed
to assess progress and make necessary adjustments.
Long-term aims represent the broader objectives that need to be achieved by the end
of a particular educational phase, enabling smooth progression to the next stage. The
purpose of setting both short-term targets and long-term aims is to address the child’s
needs comprehensively. Short-term targets facilitate incremental progress toward
these larger goals, ensuring that each step is manageable and adaptable as the child’s
needs evolve. Together, these targets and aims form a structured approach that
supports the child’s overall development and achievement.

Implementation

Once support plans are established and agreed upon with parents and practitioners,
the next step is to implement these plans effectively in daily practice. Practitioners and
the key person working directly with the child are responsible for putting the plan into
action and providing the agreed support and intervention strategies. This requires
careful coordination and consistent effort to ensure that the child's needs are met
according to the outlined plan.

Effective teamwork and communication are crucial in supporting children with special
educational needs and disabilities (SEND). Practitioners must collaborate closely with
parents to ensure that support plans are coordinated and executed smoothly. Regular
reviews of the SEND policy and procedures are essential to maintain the quality and
consistency of practice within the setting.

The graduated approach of "assess, plan, do, review" must be adhered to, with
ongoing agreement from parents and colleagues. This approach helps to meet the
agreed objectives and desired outcomes for each child. For instance, a short-term goal
might involve a child choosing a snack from two options by pointing. The target would
be specified clearly (e.g., "Child will point to the chosen snack item out of a choice of
two on 3 out of 5 occasions"). This level of detail ensures that the goal is specific and
measurable, which can facilitate more effective support.

Clear goal setting and defined targets are fundamental for providing optimal support.
When targets and long-term goals are well-defined, it becomes easier for both the
child’s key person and the parents to follow the plan's intentions and targets. This
clarity helps to avoid confusion and potential delays in support and intervention. In
cases where additional precision is needed, developmental trackers, communication
and language trackers, or other tracking documents can be utilized and shared with
parents and relevant professionals to gain a more detailed understanding of the child's
progress.

Ongoing review

Both short-term and long-term aims, as well as the strategies implemented to achieve
them, should be reviewed regularly. Long-term aims are broader objectives that a child
works towards by achieving smaller, short-term targets. These aims are tailored to
each child’s specific needs and will vary depending on their particular SEND.

During a review, the plan is evaluated for its relevance and effectiveness. This involves
a meeting with the child’s parents, key person, setting SENCo, and any other
professionals or specialists involved. The review process ensures that the plan
remains responsive to the child’s development and learning needs, allowing for
adjustments as necessary.

Two-year-old progress check

The two-year-old progress check is a mandatory assessment conducted when a child

is between two and three years old. Practitioners are required to review the child’s
progress and provide parents or carers with a written summary of the child’s
development in the prime areas. This summary is an official record that should be kept
in the child’s file and shared with parents. It highlights areas of progress as well as any
areas where additional support might be needed.

This progress check can serve as a foundation for further assessments of the child’s
development, special educational needs, or disabilities. It is important to share the
findings with all relevant professionals, specialists, and parents to ensure a
comprehensive approach to the child’s development and support.

The importance of carrying out a child’s care plan in a sensitive and

respectful manner

Implementing a child’s care or support plan requires a sensitive and respectful

approach. These plans are crucial for providing the right level of support tailored to
each child’s needs, so they must be relevant, appropriate, and practical.

When devising and implementing a care or support plan, it’s important to consider
various factors that might impact the process:

1. Parental Awareness and Reactions: Parents might be unaware of their child’s

needs or may experience a range of emotions such as feeling overwhelmed,
upset, or even angry. They may not always agree with observations,
suggestions, or recommendations made by practitioners. In some cases,
parents may have their own opinions, feel protective, or struggle with coping
mechanisms.
2. Parental Engagement: Parents may not always engage with early
interventions or may struggle to listen to and cooperate with suggestions. They
might also have high expectations or feel a sense of despair, which can affect
their interaction with the support plan.
3. Staff Dynamics: Staff members might also experience challenges, such as
feeling misunderstood or pressured to provide maximum support. They may
find themselves in situations where they feel that parents are being
unreasonable, which can affect the overall implementation of the care plan.
Collaborative approach

Involving various professionals and specialists in a child’s care or support plan is

essential. Each person involved—be it parents, practitioners, or other specialists—
brings valuable knowledge, expertise, and experience to the table.

It is crucial for all participants to be treated with courtesy and respect. A professional
and productive exchange of ideas and information ensures that the care plan is
comprehensive and effectively addresses the child’s needs. By maintaining open lines
of communication and fostering a collaborative environment, the support plan can be
tailored to meet the child's needs while also considering the perspectives and
concerns of everyone involved.

An environment that meets the individual needs of children in an

early years setting

It is important to create an environment that meets all the individual needs of the
children. As all children are unique, they will have different needs, and these can range
from needing a supportive key person for emotional comfort and wellbeing to needing
one-to-one specialist care.
It is important to identify the individual needs of all the children, so that any specific
changes to the layout of the room or play area can be made if necessary. There may
be adaptations and modifications to the environment, furniture and equipment that are
needed in order to accommodate a child. Discussions and planning with parents and
carers is therefore important in being able to understand and meet a child’s specific
needs and requirements.
Some considerations regarding the environment can include the following:

• a welcoming, nurturing and caring environment

• safe and secure premises
• the environment is clean, safe and stimulating
• facilitates a sense of belonging for the children and staff
• a caring and sensitive staff team who are responsive to children’s needs and
emotional wellbeing
• proactive communication and information-sharing with parents and carers
• a proactive approach to inclusion and diversity
• reflection of different backgrounds, cultures religions, race and ability
• adaptations to accommodate children’s sensory, physical, medical, emotional
and social needs
• a separate calm area for children to retreat in and rest
• rich and varied space to facilitate learning and exploration
• the environment encourages the holistic development of all children
 • age-appropriate provision of play and learning materials
• children’s individual needs and interests are recognised and catered for
• accessible toilets, hand wash basins and resources
• pictures and photos of the children and also family members
• the environment should allow free movement and access to outdoor play

Ensuring equality of opportunity, It is important that all children have equal access to
activities and that they are offered a range of activities which reflect different stages of
development and ability. It is important to be a good role model and to encourage adult
participation to show children that they can enjoy all activities.
Activities need to be suitable for all children in the group as this may otherwise promote
discrimination. A child in a wheelchair will enjoy playing catch with a ball but may feel
excluded if a moving ball game is chosen. Team games can promote the idea of
sharing and can introduce the concept of winning and losing without one individual
being singled out as the ‘loser’. Praising children within a team who shared and helped
each other will show children the advantages of being considerate to one another.

How the setting supports babies and children to develop a positive

sense of their own identity and culture, valuing race, religion and
belief systems

Creating a welcoming environment

A fundamental aspect of nurturing a positive sense of identity and culture in young

children is to create an environment that feels welcoming and inclusive. This involves
establishing an atmosphere where every child and their family feel valued and
accepted from the very start. Babies and young children develop their self-concept
through their interactions with adults, who play a crucial role in shaping their self-
esteem. When adults offer positive reinforcement and engage with children in
meaningful ways, they help foster a strong, positive self-image. This early interaction
not only affects the child's perception of themselves but also influences how they
interact with others (Manning-Morton, 2024).

Developing awareness of identity

Children's understanding of their identity evolves as they grow. From toddlerhood, they
begin to recognize physical differences among people and start to question where they
fit within their social and cultural context. For instance, toddlers and two-year-olds
become increasingly aware of variations in physical appearance and begin to make
sense of their own identity in relation to others. As children approach ages 2 to 5, they
start to understand cultural aspects of their ethnic identity more deeply. By age 3,
many children begin to question features like skin colour, hair texture, and eye colour,
which prompts a natural curiosity about their own identity and that of others.
Reflecting identity and culture in the environment

A crucial strategy for supporting a child's positive sense of identity is to ensure that the
early years setting reflects and celebrates their personal and cultural backgrounds.
This can be achieved through several practices:

• Family and Cultural Recognition: Actively acknowledge and integrate the

child's family structure and cultural background into the setting. This can be
done by sharing family stories, celebrating cultural festivals, and incorporating
family traditions into daily activities. This helps children see their own
experiences and backgrounds valued and celebrated within the setting.
• Inclusive Resources and Materials: Provide a diverse range of books,
posters, and play materials that accurately represent different races, abilities,
family structures, and cultures. For example, include role-play clothing that
allows children to explore gender flexibility and cultural diversity, and offer toys
and materials that reflect various cultural practices and daily life.
• Personalization of the Environment: Use photographs of the children and
their families (with permission) to personalize the setting. Create areas where
children can feel connected to their cultural backgrounds, such as spaces
decorated with cultural mementos or family photos. These personalized
touches help children feel that their individual identities are acknowledged and
respected.
• Diverse Representation Among Practitioners: Whenever possible, include
staff members who share some of the identity characteristics of the children
and families they work with, such as race, religion, gender, and language.
Having practitioners who reflect the diversity of the children can enhance the
sense of belonging and provide role models who represent a range of identities.

Encouraging curiosity and respect

Fostering a child's curiosity about the world and respect for others is essential for
developing a positive sense of identity. Encourage children to explore both their
similarities with and differences from others. Support them in learning about and
appreciating various cultures, lifestyles, and traditions. This approach helps children
become more empathetic and respectful individuals. Key strategies include:

• Exploring Ecological Diversity: Introduce children to the natural world by

discussing different animal habitats, weather patterns, seasons, and natural
landscapes. For example, talk about how animals live in various environments
such as forests, oceans, and deserts, and how these habitats are similar to or
different from their own surroundings.
• Understanding Built Environments: Help children learn about different types
of buildings, homes, and urban areas. Discuss how people live in various parts
of the world, from rural farms to bustling cities, and how these environments
impact daily life.

Celebrating inclusion and diversity

A commitment to celebrating inclusion and diversity is crucial in an early years setting.

Regularly incorporating diverse perspectives into activities, discussions, and
celebrations helps children understand and appreciate the richness of the world
around them. This might involve:

• Cultural Celebrations: Regularly celebrate a variety of cultural festivals and

events, integrating them into the curriculum to expose children to different
traditions and customs.
• Inclusive Practices: Ensure that all activities and materials are inclusive of
diverse identities and experiences. For instance, use storybooks that feature
characters from a range of backgrounds and create art projects that explore
various cultural symbols and traditions.

By actively reflecting on and integrating these practices, early years settings can
effectively support children in developing a strong sense of their own identity while
fostering an appreciation for diversity. This holistic approach not only enhances
children's self-esteem and cultural awareness but also prepares them to thrive in a
diverse and inclusive society.

An effective and supportive emotional environment that enables all

children to feel safe, secure, respected and experience a sense of
wellbeing

As early years practitioners, we should create a supportive emotional environment that

is welcoming and where children feel respected, safe, secure and confident. We
acknowledge all children’s needs and requirements and incorporate them in the
provision. In order to support the children’s wellbeing, we need to recognise and value
the languages, bilingualism, culture and backgrounds of the children.
Placing the child and their family at the centre of provision planning and responding to
the needs they identify is essential (The Bell Foundation, 2024).
What makes an effective and supportive emotional environment? Some factors to
consider include:

• A warm, caring and welcoming approach

• Being consistently approachable and friendly towards children and adults
• Showing respect for the child and family
• Effective and open communication with all team members, parents, family
members and children
• Using respectful and polite language at all times
• Showing interest in the children and families
• Being sensitive to all children’s needs, requirements and backgrounds
• Understanding that every child and adult is unique and celebrating diversity
• A relaxed and responsive atmosphere
All children should feel safe, secure, respected and experience a sense of wellbeing.
This can be achieved by:

• An individually tailored settling-in process

• An effective key person system
• Positive relationships with parents, carers and family members
• Extensive information sharing
• Respect for the child’s home life, background, culture, religion
• Inclusive practice in all aspects of the setting
• An understanding of the needs of every child
• Commitment to the wellbeing of every child

A working environment that values and respects the maintenance

and prioritisation of the individual developmental needs and stages
of babies and children with SEND, whilst valuing and respecting the
child’s voice

A working environment that prioritizes and respects the individual developmental

needs and stages of babies and children with Special Educational Needs and
Disabilities (SEND) must also honour and integrate the child's voice. This approach
not only supports the holistic development of each child but also aligns with legal and
ethical standards that underscore the importance of listening to and valuing children’s
perspectives.

Importance of listening to children’s voices

Listening to children’s voices is central to inclusive practice, especially for those with
SEND. Children express their thoughts, needs, and emotions in various ways,
including through non-verbal cues such as body language, facial expressions, and
behaviour. Understanding and interpreting these forms of communication is crucial in
creating an inclusive environment where all children feel valued and heard. The
recognition of these diverse forms of expression ensures that practitioners can
respond appropriately and provide the necessary support tailored to each child's
unique way of communicating.

Legal and statutory framework

The right of children to be heard and to have their views taken seriously is enshrined
in Article 12 of the United Nations Convention on the Rights of the Child (UNCRC,
1989). This article asserts that children should have the opportunity to express their
views freely in all matters affecting them, and their opinions should be given due weight
in accordance with their age and maturity. This principle is further embedded in the
statutory provisions in England through the Special Educational Needs and Disability
Code of Practice: 0 to 25 years (DfE, 2015). These guidelines mandate that children’s
perspectives are integral to the planning and implementation of their educational and
support provisions.
Creating a respectful and responsive environment

In early years settings, creating an environment that reflects care, sensitivity, and
respect is essential. Practitioners must be committed to addressing the diverse needs
of babies and children in their care. This commitment involves:

• Individualized Planning: Practitioners should engage in detailed planning that

considers each child’s developmental stage, educational needs, personal
preferences, emotional state, and physical well-being. This planning should be
responsive to the child’s progress and adaptable to their evolving needs.
• Reflective Provision: The environment and educational provision should be
tailored to meet the varied abilities and needs of the children. This means
providing resources, activities, and support strategies that are aligned with each
child’s developmental goals and individual requirements.
• Consultation and Involvement: Where possible, children should be actively
involved in expressing their likes, dislikes, preferences, wishes, and feelings.
This involvement can take various forms, including verbal discussions, visual
aids, or other methods suited to their communication abilities. Practitioners
should encourage children to participate in decision-making processes related
to their learning and development, making them feel more engaged and
empowered.

Legislative requirements

The Children and Families Act 2014 emphasizes the importance of consultation with
children and young people with special educational needs, as well as their parents.
Local authorities are legally required to consult with these groups to ensure that their
views and experiences are considered when developing and implementing SEND
provisions. This legislative framework supports a collaborative approach, ensuring that
the needs and voices of children and their families are central to the development of
effective and supportive educational practices.

Conclusion

By fostering an environment that is attuned to the developmental needs of children

with SEND and committed to valuing their voices, early years practitioners contribute
to a more inclusive and supportive setting. This approach not only complies with legal
requirements but also enhances the overall well-being and development of the
children in their care. Prioritising the care, respect, and active participation of each
child ensures that they are supported in reaching their full potential and are respected
as integral members of the learning community.
Inclusive practice ensures children have equal access to
opportunities to learn, develop, and reach their potential

In the Birth to Five Matters Guidance document there is emphasis on developing a

sense of belonging as being an important part of inclusive practice. A sense of isolation
can be created for the child if they feel different from the other children. This can lead
to the child feeling isolated or not welcome, which can have a negative impact on his
or her self-esteem.
Inclusive practice is defined in the Birth to Five Matters in the following way:
The concept of belonging

‘When children and their families are able to develop a sense of belonging to a wider
community this can reduce these feelings and provide children with a more secure
base from which they can learn, develop and flourish. Early years settings are well
placed to promote feelings of belonging which are an important part of inclusive
practice. Practitioners should actively plan to help children develop positive peer
relationships, for example having focused small group times, celebrating difference
and diversity in all its guises and creating a culture of “we” rather than “us and them’’.
(DfE, 2020, p.27).

Inclusive practice in action

Inclusion is about attitudes, values, beliefs, behaviour and practices. An inclusive early
years setting will make sure that all children’s needs are equally met. An inclusive
setting will help every child reach their full potential, and make sure that all families
and children feel valued as members of the community. Making sure that all children’s
needs are equally met isn’t the same as treating all children the same. It is about
making sure you understand each child’s individual needs, and work to meet them
appropriately for that child. As an example, think about communication. Not all children
have English as their first language. Some will have hearing impairment. Some will
have a learning disability or a physical disability that will affect how they communicate.
Ensuring that all children are included and that their individual requirements and needs
are catered for is essential in promoting effective inclusive practice. Respectful
educators will include all children; not just children who are easy to work with, obliging,
endearing, clean, pretty, articulate, capable, but every child – respecting them for who
they are, respecting their language, their culture, their history, their family, their
abilities, their needs, their name, their ways and their very essence.” (Nutbrown, 1996,
p.85). This definition of inclusion is an important statement that has a clear message
about children and acknowledging who they are.
Inclusive education incorporates the notion that all children should have a right to be
educated together, regardless of who they are, where they come from or how their
abilities differ. Having a firm inclusive ethos in a setting, school or other establishment
will be the starting point to providing inclusive education which will benefit everyone.
This viewpoint clearly supports the promotion of inclusion and inclusive teaching and
also reflects the social model of disability in that it challenges the medical model /
deficit model of disability approach through the positive emphasis on society’s role in
facilitating inclusion.
Inclusive practice in education is a progressive approach which has its foundations
built upon from the early years. this is a crucial time to not only develop inclusive
practice but also to mould teaching strategies around the varying needs of younger
children. These strategies can then be modified to suit individual learners’ progress
and development. Early years is therefore the starting point for inclusion in many
aspects. It could be suggested that within early years settings the principles and
applications of inclusion are more readily accepted. This may be due to the nature of
early education and the appertaining positive regard for ranging ability levels within a
group. I am inclined to agree with this idea, as early years education has a strong
focus on individualism and modification of learning experiences to enhance
development. Early years has an emphasis on play, where practitioners view their role
as facilitators and organisers rather than teachers of skills. Opportunities for
development in all areas of learning are provided with a focus on individuals. This
approach would be in line with inclusive education as all elements making up aimed
strategies of inclusive teaching are evident.
An example in an early years setting of how inclusive teaching is encompassed within
the approach is the imaginative play area. This provides a wealth of opportunities for
free expression, emotional and social skills to be exhibited together with language and
creativity. Early years practitioners take the cue from children’s play and promote
further learning and experiences. Their role is to compliment what the child has
initiated and enrich the experience as it develops. There is the opportunity to
incorporate the value of diversity and the acceptance of differences within the group.
This is done naturally at a child’s level and in child-orientated circumstances. Play can
be adapted to and modified to suit individual children’s needs.
Key features of effective inclusive practice

In the Seven Key Features of Effective Practice in the Development Matters guidance
documents there is emphasis on inclusion and providing the best outcomes for the
children:
• All children deserve to have an equal chance of success.
• High-quality early education is good for all children. It is especially important for
children from disadvantaged backgrounds.
• High-quality early education and care is inclusive. Children’s special educational
needs and disabilities (SEND) are identified quickly. All children promptly receive any
extra help they need, so they can progress well in their learning.
• It is important for parents and early years settings to have a strong and respectful
partnership. This sets the scene for children to thrive in the early years. (DfE, 2020)
If early years practitioners model their practice on these principles and recognise the
value of diversity and inclusion, there can be an effective provision for all children to
learn and thrive.

Babies and children can develop a positive sense of their own

identity and culture

Babies and children can be supported to develop a positive sense of their own identity
and culture through:

Recognition of family set-up

Understanding each child’s unique family structure—whether single-parent, blended,

or same-sex families—helps create an inclusive environment. Recognising and
respecting these diverse family arrangements supports children’s sense of belonging
and stability.

Recognition of culture and cultural background

Acknowledging and integrating each child’s cultural background into daily activities
enriches their learning experience. This includes understanding and celebrating their
traditions, values, and languages, which helps foster a respectful and inclusive setting.

Positive partnership with parents

Building strong, respectful relationships with parents is crucial. Regular, open

communication and collaboration with parents help tailor support to each child’s needs
and ensure that their home insights are valued and incorporated into the setting.

Sharing of information about the family

Sharing relevant family information, with consent, helps practitioners tailor their
approach to better support each child. Understanding family routines and contexts
enables more personalised and effective care.

Celebration of festivals and events

Celebrating a variety of cultural festivals and events in the setting helps promote
inclusivity and respect for diversity. This involves organizing activities that reflect
different cultural traditions and practices.
A Positive and Nurturing Environment

Creating a supportive, welcoming environment where every child feels valued is

essential. Practitioners should foster a positive atmosphere that encourages self-
expression and supports emotional well-being.

Reflection of culture, race, and background in play resources and materials

Using diverse play resources and materials that reflect different cultures and
backgrounds helps children see themselves and others positively. This includes
providing toys, books, and materials that represent a wide range of identities and
experiences.

It is important that babies and children can see themselves and their families in the
environment. This can be done by providing or displaying pictures of families, events,
celebrations, home life and sharing these images with the children.
It is important to expose children to a world of diversity from a young age. Toys, books,
displays and play materials can reflect a range of cultures, backgrounds, family set
ups etc. so that children can see different things. It can help them to develop their own
sense of identity and culture.
Babies and children should be encouraged to select their own play materials, follow
their interests and engage in their chosen activities.
Human behaviour is motivated by a desire to belong and find a place in the group, in
our families, neighbourhoods, schools and society. Relationships with others help
children understand that they have a place in society. Supporting children to
understand diversity, including that others will have a different background or family
type from themselves, will help all children to feel valued and understood ([Link]).
Equality of opportunity in the education and care of all children in
early years provision, including children with SEND

A right to be included

In early years settings, every child is entitled to equal opportunity regardless of their
background or ability. Practitioners ensure this by providing each child with an equal
chance to learn and develop. This involves offering opportunities for play and
socialization, facilitating participation in various activities, and allowing communication
in the child’s preferred manner. Recognizing and meeting each child’s individual needs
is crucial, ensuring they feel safe, valued, and respected. This approach helps children
build confidence and a positive sense of identity, reinforcing the notion that they
belong.

Inclusion in the early years setting

Practitioners have a responsibility to cater to the diverse needs of all children, including
those with additional needs. This begins with observing and understanding each
child’s starting points, needs, and interests. Learning experiences should be planned
and differentiated to meet these individual needs effectively. Early identification of
children who are not meeting developmental milestones is essential, as it allows for
timely intervention and support. Collaborative efforts involving parents and the SEND
coordinator are vital to address these needs and improve outcomes for each child.

Ensuring effective inclusion

To ensure effective inclusion, early years settings must promptly identify and assess
children’s needs, aligning them with suitable support and interventions. Providing
support and guidance to parents and carers is also crucial, ensuring they have access
to necessary information and resources to help their child. Building confidence and
capability within the setting to meet a range of needs is important for fostering an
inclusive environment.

Development and improvement

Continuous development of teaching practices is necessary to support individual

children’s needs and aspirations. Improvement efforts should focus on enhancing
access to early years and specialist provisions, as well as strengthening multi-agency
collaboration. Effective communication with parents is also critical to support their
involvement in decisions and their child’s learning. Encouraging the use of resources
for early intervention and preventative strategies, alongside raising expectations and
fostering active participation, helps promote inclusive practice.

Areas of inclusion

Inclusion extends across various aspects of the early years setting. This includes the
physical environment experienced by children and parents, the activities and support
provided, and the resources used, such as toys and equipment. Planning and
caregiving practices should reflect inclusive principles, ensuring that interactions with
children, parents, and professionals are respectful and supportive. An inclusive
approach involves a positive attitude towards diversity and a commitment to meeting
the needs of all children, including those with SEND.

Effective strategies in an early years setting to know how to identify,

help and work appropriately with others to provide children and
babies with any additional support they may need

When a child with SEND starts at an early years setting, there needs to be a discussion
about the child’s needs and the parents’ expectations from the setting. The child’s key
person and the SENCo of the setting should discuss the child’s requirements with the
parents, so that they are aware of the child’s requirements and any specific actions,
equipment or adaptations that need to be made to the provision.
It is important to work with parents, carers, specialist and medical practitioners to
ensure that the child’s need scan be met.
The SENCo of the setting should always take into consideration the views and
opinions of the child’s parents and all colleagues, as they may have better insight and
knowledge of the child. There should be a respectful and participative approach to
providing for children with SEND. All team members can contribute towards the
panning and delivering of the support for the children.
The SENCo should encourage staff to discuss and share best practice, strategies and
actions that worked as well as those that didn’t. By reflecting on practice and
highlighting the outcomes, everyone involved can work together to support each other
and achieve the best possible outcomes for the children.
Inclusion strategies and support

Inclusion strategies are designed to address various needs:

• Communication and Interaction: Supports children with speech, language,

and communication difficulties, including those with autism.
• Cognition and Learning: Aids children with moderate to severe learning
difficulties.
• Emotional, Social Development, and Mental Health: Assists children who
are withdrawn, isolated, or exhibit challenging behaviours due to emotional or
social needs.
• Sensory and Physical Needs: Helps children with sensory impairments, such
as hearing or visual impairments, and physical disabilities.
Sensory impairment

Severe sensory impairments, like complete hearing loss, are typically identified
through routine screenings. However, minor sensory impairments can be overlooked,
so early years practitioners should be vigilant for signs that a child might have sensory
issues. For example, a child who appears clumsy may have an undiagnosed visual
impairment affecting their ability to see clearly.

Delayed language

Language development is closely linked to cognitive development. Children with

language delays often show delays in conceptual development. Early identification
and intervention are crucial for addressing these delays.

Learning difficulties

Learning difficulties can stem from various causes, impacting a child's cognitive
development and ability to process information. Tailored support strategies are
essential for helping the child manage these difficulties effectively.

Support strategies

Effective support often involves repetition and intensity tailored to the child's specific
needs. Consistent support, both at home and in the nursery, enhances the child's
social and communication skills. Role modelling and visual interventions can
significantly aid progress. Collaboration between parents and practitioners in
promoting communication and interaction skills is vital for the child's development.

By implementing these strategies, early years settings can create an inclusive

environment that supports the growth and development of children with SEND,
ensuring they have the opportunities and resources needed to thrive.
Suggested reading list

Allingham, S. (2020) Emotional Literacy in the Early Years: Helping Children

Balance Body and Mind. Salisbury: Practical Pre-School Books
Arnold, C.& The Pen Green Team (2010) Understanding Schemas and Emotion in
Early Childhood. London: Sage
Grimmer, T and Geens, W. (2022) Supporting Behaviour and Emotions in the Early
Years. London: Routledge
Manning-Morton, J (2024) From Birth to Three - An Early years Educator’s
Handbook. Oxon: Routledge
Nutbrown, C and Clough, P, 2006, Inclusion in the Early Years. London: Sage
Publications

Websites

Help for early years providers : Health and wellbeing ([Link])

[Link]
Statutory framework for the early years foundation stage for group and school
providers ([Link])
Early help and early intervention | NSPCC Learning
Picture Exchange Communication System (PECS) ([Link])
Visual Timetables Resource.I CAN.FINAL_.pdf ([Link])
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