Assessment Cover Sheet

Learner Name:

Qualification Title:
Level 4 Award in Special Educational Needs and
Disability (SEND) Leadership and Management in
the Early Years
QN: 603/4888/4

Module Title:
Evaluate Special Educational Needs and/or
Disability (SEND) provision for effective practice
within an Early Years Setting (F/617/7189)
Assessors Name:

Word Count:‫ئ‬

Student’s signature
Typed name is permitted Date
if submitting via the
Canvas VLE or email
FORMATTING and REFERENCING
Your assignment must meet the formatting and referencing requirements noted in the unit
outline. By signing below you are confirming that you have met those requirements.

DECLARATION
This assignment is my own original work. No part of this work has been copied from any
other source or person except where due acknowledgement is made, and no part of the work
has been previously submitted for assessment at this or any other institution. I have read the
Student Academic Integrity Policy and understand its implications. For the purposes of
assessment and standards, I give the University permission to retain this assignment; provide a
copy to other assessors; and evaluate its academic integrity through the use of a plagiarism
checking service (which may store a copy of the assignment on its database for future
plagiarism checks).

RULES AND REGULATIONS

Plagiarism is presenting somebody else’s work as your own. It includes: copying
information directly from the Web or books without referencing the material;
submitting joint coursework as an individual effort; copying another student’s
coursework; stealing coursework from another student and submitting it as your
own work. Suspected plagiarism will be investigated and if found to have
occurred will be dealt with according to the procedures set down by BACT.
Students are advised to review the module content before attempting to address
any of the tasks
To avoid plagiarism in your document:
1- Paraphrase what you have copied
2- Refer to the source in the references table
3- Check your file on this website:
https: [Link]
[Link]

Unit reference (F/617/7189) Unit level 4

Credit value 4 GL 3
Unit aim The aim of this unit is to evaluate current Special Educational
Needs and/or Disability (SEND) provision for effective
practice within an early years setting.

ASSIGNMENT REGULATIONS
1. Learners are required to submit their work using the BACT Assessment
cover sheet.
2. You are required to submit your assignment by the date shown in your Canvas
Calendar
3. If you have any special requirements these must be communicated to your tutor
prior to the commencement of the assignment

Learning outcomes Assessment criteria

On successful completion of this The learner must demonstrate the ability to:
unit the learner will:

.
1.1 Explain diverse needs of children and families

Work with staff, external professionals and

1.2 parents/carers to analyse the impact of need within a
Be able to suport
local area
practitioners to understand
Work collaboratively to plan for improved practice in
diverse needs of children and 1.3 relation to local need
families in relation to Special
L01 Educational Needs and/or Summarise strategies that can be commonly applied
Disability (SEND) provision 1.4 in an early years setting to support child-centred
in an early years setting approaches with regard to the current framework
when supporting children with SEND
1.5 Model strategies to support and improve practice

Evaluate developmentally appropriate child-centred

1.6 approaches in an early years setting in adherence with
the Graduated Approach
Analyse the impact of adverse childhood
experiences on a child’s personal, social and
Be able to meet the diverse 2.1
emotional development
needs of children and
Describe challenges to enabling an inclusive
L02 families in relation to SEND 2.2 environment
within an early years setting
Identify sources of support for the well-being of staff,
2.3 parents/carers and self

L03 Be able to develop 3.1 Lead partnership working in an early years setting.
partnerships with others to
plan positive outcomes that 3.2 Explain benefits of partnership working with external
agencies for individual children and their families
are measurable for children
 Enable practitioners to identify external services to
3.3 support individual children and their families
with SEND and their familis
within an early years setting
4.1 Undertake a provision-mapping exercise to include
early identification and tracking for SEND provision in
own setting
L04 4.2 Evaluate provision for SEND in own setting,
Be able to reflect on the role highlighting areas of strength and weakness
of the environment for 4.3 Explain the influence of the environment in relation to
inclusive learning children’s specific needs including:
• • children with sensory processing difficulties
opportunities
• • specific learning difficulties
• • cognitive processing difficulties
• • speech, language and communication needs

4.4 Identify key priorities in relation to the environment

within an early years setting

Mandatory Unit 2: Evaluate Special Educational Needs and/or

Disability (SEND) provision for effective practice within an Early
Years Setting (F/617/7189)

Chapter 1: Be able to support practitioners to understand diverse

needs of children and families in relation to Special Educational
Needs and/or Disability (SEND) provision in an early years setting

1.1 Explain diverse needs of children and families

Activity: Give three examples of diverse needs that children and families may have in an early
years setting. For each example, explain how these needs can be supported effectively.
The main challenge lies in I design observation cards to
diagnosis and assessment, as measure the child's responses
most children with special needs across various settings, allowing
in early childhood are non- me to gather behavioral and
verbal, making it difficult to cognitive reactions instead of
obtain responses from them. relying on verbal responses.
In addition, I ask parents a large
number of questions related to
the same area and compare their
answers to reach more accurate
results.
The fact that the center is the I place the child in the classroom
child's first environment often with a group of children for two
means that their behaviors are days or more, depending on their
influenced by parental response, before starting the
treatment, such as sessions. This allows them to
overprotection or indulgence. adjust to and become familiar
This can make it difficult to with the classroom environment.
manage the child's behavior
during the initial sessions.
The problem of high parental I conduct awareness sessions for
expectations stems from a lack parents with the presence of
of sufficient knowledge and both a psychologist and a social
accurate information about the worker, alongside launching
disorder. In many cases, parents educational campaigns about
are still in a stage of denial, disabilities, early detection, and
which makes it challenging to the characteristics associated
explain the situation to them with different types of
clearly and realistically. disabilities.

Work with staff, external professionals and parents/carers to analyse the impact of need within
1.2
a local area

Activity: identify one significant need affecting children and families in your local area.
In the United Arab Emirates, we face a challenge concerning both expatriate and Emirati children, as
most centers follow a curriculum taught primarily in English. At the same time, children are required to
speak Arabic within the home environment. This linguistic duality can lead to cognitive confusion or
delays in some children, resulting from the constant shift between two languages.

1.3 Work collaboratively to plan for improved practice in relation to local need

Activity: outline one key improvement you would make to address a local need in your setting.
I make sure that the child has a solid foundation in their home
language before starting to teach them a new language.
Alternatively, I increase the number of speech therapy sessions
within the center before beginning the educational curriculum to
ensure the child is linguistically prepared.

Summarise strategies that can be commonly applied in an early years setting to support child-
1.4
centred approaches with regard to the current framework when supporting children with SEND
1.5 Model strategies to support and improve practice
Activity: Model strategies poster activity
You have been asked to analyse the information within your organizational Model strategies in a
friendly and accessible format. You have decided it would be easy and user-friendly to provide
information in a poster to professionals, children and parents.

You need, in this activity, to:

-Create a poster that contain the following:
1. Analyse the key ideas of four strategies applied in your organization (such as: Play-based
learning , Effective Communication Strategies , Individualized Planning and Ongoing
Assessment…etc)
2. Your analysis should be brief, clear, and easy-language to read.
3. Provide pictures appropriate to each strategy

Play-Based Learning Strategy

This is one of the most important and
effective strategies for preschool-aged
children.
It is based on integrating play with learning
by using enjoyable and age-appropriate
activities that align with the educational
content.
In addition, it involves organizing and
guiding the interaction among all students to
ensure active participation and a positive
learning environment.
Individualized Planning Strategy
This strategy is highly effective in tracking
the child’s progress, ensuring accountability,
and immediately verifying results.
It can be combined with various other
strategies to create a more comprehensive
approach.
It promotes clear and consistent collaboration
with parents, enhancing the support system
around the child.
Additionally, it helps preserve the child’s
time and effort by focusing specifically on
their individual weaknesses and needs in a
precise and targeted way.
Multisensory Teaching Strategy
This approach is highly significant as it
involves presenting the same information
through various sensory stimuli.
It helps reduce the impact of cognitive
difficulties on learning by engaging multiple
pathways to understanding.
It also plays a key role in minimizing the
effects of sensory disorders, making learning
more accessible and comfortable for the
child.
Furthermore, it supports children who
struggle with distraction, helping them stay
focused and engaged during the learning
process.

Evaluate developmentally appropriate child-centred approaches in an early years setting in

1.6
adherence with the Graduated Approach

Activity: Observe a child-centred activity in your setting and assess how it reflects the pri
nciples of the Graduated Approach. Identify one strength and one area for improvement.

The child was observed within the classroom environment, and social interaction was identified
as an area of weakness.

Following this assessment, imaginative play activities were introduced, such as tea parties,
sharing doll play, and role-playing house scenarios.

After four months of implementing these activities, the child was reassessed. The results showed
noticeable improvement in interacting with peers, including increased initiative in approaching
others to play and engaging more actively in social situations.

Chapter 2: Be able to meet the diverse needs of children and

families in relation to SEND within an early years setting

2.1 Analyse the impact of adverse childhood experiences on a child’s personal, social and
emotional development
Activity: Choose one example of an adverse childhood experience (ACE). Write in three lines
how it might affect a child's personal, social, and emotional development, and suggest one
strategy to support the child effectively.

There is a child in the center who came from a country experiencing internal military
conflict. During his early developmental stage, a projectile fell near his home, which led to
complete withdrawal, fear of leaving the house, and refusal to be independent in walking or
sleeping.

We implemented supportive strategies, starting with gradual exposure. We began therapy

sessions through play within the child's own home environment, slowly encouraging him to
come with us to the center. Throughout this process, we gave him simple, enjoyable tasks to
boost his motivation and strengthen his self-concept.

Currently, we are working on increasing his level of social interaction within the center, and
now the child is able to come to the center normally accompanied by his parents.

2.2 Describe challenges to enabling an inclusive environment

Activity: List two common challenges that might arise when creating an inclusive environment
in an early years setting. For each challenge, suggest a possible solution to overcome it

There is a shortage of specialized personnel in the area It is possible to work with psychomotor therapists on a
of children's psychomotor development, which leads to non-daily basis, bringing them in during the initial and
difficulties in assessing and addressing sensory periodic assessments of the child, as well as when
processing issues and other related disorders in developing the intervention plan. Their role would be to
children. contribute to setting appropriate goals that align with
the child’s specific needs and challenges.

The reliance on purely theoretical education in Including fieldwork components or a practical year after
universities when training professionals leads to a gap graduation, in the form of internships and specialized
in practical skills and real-world application, making it training, would greatly benefit professionals. This
more challenging for graduates to effectively assess and hands-on experience helps them gain practical skills and
support children with sensory and developmental apply theoretical knowledge in real-world settings,
needs. enhancing their ability to effectively support children
with developmental and sensory needs.
 2.3 Identify sources of support for the well-being of staff, parents/carers and self

To Identify sources of support for the well-being of staff, parents/carers and self you
need to create a Staff Well-being Support plan
Note: You can use the following template

Activity:

Chapter3: Be able to develop partnerships with others to plan positive

outcomes that are measurable for children with SEND and their families
within an early years setting

3.1 Lead partnership working in an early years setting

-Create an Education, Health, and Care Plan (EHCP) for one student.
You can use the following template of (EHCP)
(Don’t forget to redact personal information from your photocopies to preserve
student confidentiality)

Activity:

3.2 Explain benefits of partnership working with external agencies for individual children and
their families.

Activity: Choose one external agency that could collaborate with your early years setting.
Explain two benefits this partnership would bring to a child's development and how it would
support their family.

There is a collaborative relationship between my school and a nearby health center.

This partnership is highly beneficial for conducting regular check-ups for the
children, especially in terms of neurological development, and ensuring that
medications are suitable for those with ADHD.
The center also provides medical support in case any child has an accident at
school.

This arrangement benefits both the children and their families by ensuring ongoing
physical health monitoring and emergency care when needed, giving parents a
sense of reassurance and confidence in their child’s well-being

3.3 Enable practitioners to identify external services to support individual children and their
families

Activity: List two external services that could support a child with specific needs in your setting.
Explain in three lines how you would guide practitioners to identify and refer these services to
support the child and their family.

The Role of the Psychologist and Behavioral Specialist, and the Speech and Language Therapist

When a child undergoes initial assessment, a speech and language therapist is consulted immediately to
evaluate the child's language abilities and provide appropriate therapy sessions within the school setting,
based on the child’s individual needs.

As for the psychological and behavioral specialist, the classroom teacher makes the referral in cases
where recurring inappropriate behaviors are observed, along with a detailed behavior report outlining
those behaviors.

Chapter4: Be able to reflect on the role of the environment for inclusive learning opportunities

4.1 Undertake a provision-mapping exercise to include early identification and tracking for
SEND provision in own setting

Activity: Explain in three lines how provision-mapping exercise can help with tracking for SEND
provision in own setting.

The resource mapping exercise is used to identify and track children’s needs and current practices within
the setting.

It provides an opportunity to compare the support currently being offered with what is actually needed and
with established standards, helping to identify any gaps.
This process also ensures, by default, that all children receive the necessary support in a fair and
equitable manner.

4.2 Evaluate provision for SEND in own setting, highlighting areas of strength and weakness

Activity: State one point of strength and one point of weakness of provision for SEND in own
setting.

The strength lies in having a complete and specialized team, which allows for providing all types of
support and enables effective collaboration to achieve the best outcomes in a short amount of time.

On the other hand, the weakness is the limited coordination with external government agencies, which
sometimes causes delays in completing paperwork and official procedures related to the children.

4.3 Explain the influence of the environment in relation to children’s specific needs including:
• children with sensory processing difficulties
• specific learning difficulties • cognitive processing difficulties
• speech, language and communication needs

Activity: Create a PowerPoint presentation as a separate file to share your knowledge of the
influence of the environment in relation to children’s specific needs including:

• children with sensory processing difficulties

• specific learning difficulties • cognitive processing difficulties

• speech, language and communication needs

4.4 Identify key priorities in relation to the environment within an early years setting

Activity: List three key priorities to consider when creating or maintaining an environment in an
early years setting.

 General child safety

 A purposeful and engaging learning environment
 Consistent daily routines for both children and teachers
 A clear policy for parents to help them create a supportive home environment as well
Reminder:

Add the references that you depended on

Add your personal information (your name/signature/ date of submitting)

 The student creates a list of references that was used in completing

this module at the last part of the assessment (including the website
links, books, authors etc.,)
 The assessment contains the learner’s name and signature