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:
Leading effective practice in the role of the Special
Educational Needs Coordinator (SENCO) within
Early Years Settings (A/617/7188)
Assessors Name:

Word Count:

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Unit reference (A/617/7188) Unit level 4

Credit value 4 GL 35
Unit aim The aim of this unit is to build and develop
strategic leadership skills for effective practice
for Special Educational Needs and/or Disability
(SEND) provision 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:

Outline relevant legislation and guidance in relation

1.1 to SEND within early years provision.
Be able to apply relevant Explain local SEND policies and strategies influencing
legislation for Special 1.2 practice across an early years setting.
L01 Educational Needs and/or
Lead others in relation to SEND policy and procedures
Disability (SEND) in an early 1.3 in an early years setting
years setting
Analyze the role of the Special Educational Needs
1.4 Coordinator (SENCO) in an early years setting
Describe principles of coaching and mentoring for
2.1
effective practice in leadership and management
Explain benefits and challenges of coaching and
2.2 mentoring for improved practice in an early years
setting
Work with others to produce an improvement plan for
2.3
improved practice for SEND provision in own setting
Work collaboratively with others to implement an
Be able to lead effective 2.4 improvement plan for improved practice for SEND
practice for SEND provision provision in own setting .
L02 in an early years setting. Monitor the implementation of an improvement plan
2.5 for improved practice for SEND provision in own
setting
Analyze the impact of an improvement plan for
2.6 improved practice for SEND provision in own setting
Work collaboratively with others to revise policy and
procedures in line with effective practice for SEND
2.7
provision in an early years setting.

Understand how views and Carry out a staff training and experience audit in own
L03 attitudes impact on the lives
3.1 setting for SEND provision .
 Create a professional training plan to strengthen
3.2 SEND provision .
of individuals with learning
disabilities and their family 3.3 Reflect on a training plan to measure impact to
carriers. children and families accessing an early years setting
Improve SEND practice through coaching and
3.4 mentoring

Mandatory Unit 1: Leading effective practice in the role of the

Special Educational Needs Coordinator (SENCO) within Early Years
Settings.

Chapter 1: Be able to apply relevant legislation for Special

Educational Needs and/or Disability (SEND) in an early years setting.

1.1 Outline relevant legislation and guidance in relation to SEND within early years provision.

Use the following table to:

1- Summarise three legislation or guidance (ex: • recognised areas of SEND-

autism spectrum - associated needs regarding mental health and well-being).
2- Explain how each legislation you choose affects your responsibilities as an
early years providers?"
(Minimum 100 words)

What are your

responsibilities as an early
Provide 3 Summaries of
years providers in EACH
legislation or guidance
summary of legislation?
 As a specialist, I need to have strong
skills in assessment and evaluation, along
with sufficient experience and knowledge
of various evaluation tools and methods.
This enables me to carry out accurate
assessments within appropriate
timeframes. Additionally, it is important
for me to be familiar with local
institutions and organizations that
provide related services, and to possess
effective communication skills to interact
with them. This allows me to request
relevant information from different fields
—such as medical, educational, or
available resources—in order to conduct a
Special Educational Needs comprehensive and meaningful
evaluation. Based on this, I can develop
and Disability Regulations an individualized educational plan
2014 tailored to each case.
1-
Moreover, ongoing collaboration with
these agencies is essential for continuous
and periodic evaluations. I am also
responsible for preparing progress reports
for each child, which help in reviewing
and updating the annual plan, benefiting
from feedback, and making necessary
adjustments.

Professionalism, dedication, accuracy,

and attention to detail are key aspects of
this role. It requires careful observation,
documentation, and reporting of any
behaviors or notes that may impact the
evaluation or intervention process.
Working Together to Safeguard My main role involves being aware of the
different types of abuse that a child may
Children (2018) be exposed to, as well as recognizing the
2- signs and symptoms—whether obvious or
subtle—that might indicate a child is
experiencing abuse. Even the slightest
suspicion should prompt me to
immediately document the situation and
report it to the appropriate authorities.

In addition, I am responsible for

cooperating with agencies that
investigate cases of child abuse and for
providing support to the child if abuse is
confirmed. It is also essential for me to
have a solid understanding of childhood
development and child protection
principles, including the child's rights in
all aspects of life. This knowledge helps
me avoid professional mistakes and
 enables me to identify children who
require additional support, so that
coordination can take place with relevant
parties—such as the child’s family,
alternative care centers, or any other
responsible individuals.

Furthermore, documentation,
consultation, and maintaining
confidentiality are fundamental practices
that must be followed carefully at every
stage of the process
My role also involves staying updated
with the latest scientific developments in
the field of special education. However,
beyond academic knowledge, being a
specialist requires certain personal
qualities that are essential for effective
practice. I must maintain a high level of
professionalism to ensure that I can
accept and support all children equally,
regardless of their needs.

Flexibility is another important trait — the

ability to provide support without relying
solely on pre-set plans, while also being
capable of developing accurate and well-
structured plans when needed or
requested. Adapting the learning
Children and Families Act 2014 environment to better suit each child’s
individual needs is also part of this
process.

Furthermore, having strong

communication skills is vital in order to
effectively collaborate with parents,
involve them in the educational plan, and
create a fully supportive environment for
the child. This cooperation also helps in
providing continuity of care when a child
transitions to a new setting.

In addition, I should be familiar with

common health issues that may occur
within the classroom, understand how to
respond to them, and be ready to offer
appropriate support if a child experiences
any such issue during class time.

1.2 Explain local SEND policies and strategies influencing practice across an early years setting
Activity: Identify one local SEND policy or strategy and explain how it influences daily practice
in an early years setting.

Our local policy Daily influences

Federal Law No. 29 of 2006 on the Rights of Having an accessible environment with elevators,
Persons with Disabilities restrooms, and proper facilities helps save time
during school hours, increases children’s
motivation to learn, and improves their ability to
move between classes and activities, enhancing
their overall learning experience.
The counseling sessions provided to parents had a
positive impact in helping them accept their child’s
condition, reduce its negative effects, and offer
effective, science-based support at home
Awareness sessions for parents and staff, along
with multidisciplinary assessment, helped fully
understand the child's needs and provide effective,
coordinated support—especially between the
special education teacher and speech therapist.
The use of specialized educational tools for each
group, such as Braille boards, tactile balls, bells,
FM listening systems, and speech-generating
devices, led to faster progress and quicker
understanding of tasks. These tools also helped
integrate the children's senses during science
lessons, which contributed significantly to achieving
learning goals more effectively.
The implementation of inclusive and partial
integration classrooms, along with well-equipped
resource rooms, played an important role in socially
integrating children with and without special needs.
This approach created more interaction between
them and had a positive impact on improving the
self-concept of children with special needs, which
in turn supported better educational outcomes.

1.3 Lead others in relation to SEND policy and procedures in an early years setting

Activity: Write down three key actions you would take to guide the staff member.
 Analyze the role of the Special Educational Needs Coordinator (SENCO) in an early years
1.4
setting.

His role is clearly essential throughout all stages and steps. However, it can be
summarized in several key points:
 Identifying children with special needs at an early stage.
 Developing individualized plans for each child, based on their specific areas
of difficulty.
 Coordinating and communicating between all members of the child’s support
team, as well as with parents.
 Supervising the implementation of these plans and regularly assessing the
child’s progress.
 Supporting teachers and specialists who work directly with the child by
providing guidance and necessary information.
 Ensuring that the child receives all needed support in line with the institution’s
policies and relevant regulations.

Activity: Analyze two key responsibilities of the SENCO in an early years setting, and how do
they support children with SEND.

responsibilities support children with

Identifying children with special needs at an When children are diagnosed early and receive
early stage. early intervention—whether at home or in
specialized centers—it helps them develop more
successfully and brings them closer to typical
developmental levels. This is much better than
identifying the child’s needs at a later stage, when
they may already be facing difficulties in their
current developmental phase, along with the need
to "recover" lost skills.

Moreover, young children in the early stages of

development are more receptive to learning and
acquiring new skills. This makes daily life easier for
them and allows for smoother integration into their
local community.
Developing individualized plans for each child, When appropriate plans are developed based
based on their specific areas of difficulty on each child’s real needs and abilities, this
ensures that the child's time is not wasted on
tasks they have already mastered. It also
prevents unnecessary repetition and focuses
on areas that truly need support.
 Furthermore, a genuine and multidisciplinary
assessment helps identify all aspects of the
child's development—especially psychological
and language-related factors—that may be
acting as barriers to learning. These challenges
can often lead to further difficulties if not
addressed early.

A well-designed program tailored to the child’s

abilities plays a key role in boosting motivation,
encouraging progress, and improving self-
concept. On the other hand, tasks that are too
easy can make the child feel bored, while those
that are too difficult may cause frustration and
disengagement from the learning process.

Therefore, creating an individualized plan for

each child is one of the most effective ways to
support their development across different
ages and areas.

Chapter 2: Be able to lead effective practice for SEND provision in an early years
setting.

2.1 Describe principles of coaching and mentoring for effective practice in leadership and
management

Clear Communication:

A good leader needs to express ideas and information clearly—whether it's about tasks,
goals, or challenges—so that everyone understands what is expected and why it matters.

Building Trust:

Trust is the foundation of any strong leadership relationship. This means being honest, open,
and consistent in actions and decisions.

Setting Clear Goals:

Goals should be specific and well-defined, and team members should understand how their
individual roles contribute to the bigger picture.

Encouraging Employee Involvement:

Team members perform better when they feel involved. Giving them space to share
opinions and ideas helps build a sense of ownership and motivation.

Providing Support and Opportunities for Growth:

An effective leader supports their team by offering training, guidance, and resources to help
them grow professionally and succeed in their roles.

Activity: Name two key principles of coaching and mentoring and explain how they contribute to
effective leadership and management in an organization.

key principles Effect

Building Trust When staff believe in the leader’s vision

and professional expertise, they are
more likely to carry out academic tasks
and implement plans with greater
accuracy and commitment. This leads to
faster progress and a stronger, more
effective educational system.

In addition, personal trust plays a major

role. When employees feel that the
leadership truly has their best interests
—and the institution’s—at heart, they
naturally become more committed. This
kind of trust motivates them from
within, encouraging them to give their
best efforts and support the work in the
most effective way possible.

Active listening Often, staff bring previous experience

from other settings, along with insights
gained from working directly with
children. Since the educational field is
highly sensitive and children respond
differently to various approaches, even
small actions or words can have a big
impact — making staff input very
valuable in solving challenges.

Involving team members in decisions

and sharing the institution’s vision
helps them feel part of the team, which
motivates them to give their best and
contributes to a more effective
 environment.

2.2 Explain benefits and challenges of coaching and mentoring for improved practice in an early
years setting

challenges benefits

Instability in educational leadership and frequent Saving resources

changes in supervisors within institutions.
Achieving better benefits for the
Difficulty identifying positive ideas coming from organization
staff, due to differences and inconsistency in
Making full use of available human
suggestions.
potential
Limited resources : Coaching and mentoring
Reaching faster performance
require human and material support that not all
improvement
institutions can provide.

Resistance to change : Some employees may

oppose new practices, which hinders progress
and creates a difficult environment.

Weak interpersonal relationships among staff,

along with internal conflicts between team
members.

Activity: Write one benefit and one challenge of using coaching and mentoring to improve
practice in an early years setting.

benefit Challenge

It helps in reflecting students’ needs and wishes to Differences in staff attitudes, personal preferences,
teachers, and then to the management. This allows and conflicts between team members—especially
for addressing those needs more effectively, which when one employee’s suggestion is accepted while
contributes to improving the learning environment others are ignored—can lead to a lack of
and creating a more comfortable and enjoyable commitment toward implementing the less-favored
school atmosphere for students. ideas. This may result in the failure of the initiative,
which negatively affects students, wastes their time
and effort, and leads to inefficient use of the
 institution’s resources.

2.3 Work with others to produce an improvement plan for improved practice for SEND provision
in own setting

Activity: Identify one key action you would include in an improvement plan to enhance SEND
provision in your setting, and explain how you would collaborate with others to implement it.

2.4 Work collaboratively with others to implement an improvement plan for improved practice for
SEND provision in own setting

Activity: Analyse the relationship and boundaries between your role and other professional
roles.

In general, the roles of the team are closely integrated throughout all stages and on an ongoing basis. As
for my role, it involves:

Coordinating with the school psychologist to understand the child's psychological level in order to
determine the appropriate level of difficulty to include in the plan, ensuring that it does not negatively
affect the child’s self-concept.

Collaborating with the speech and language therapist to align roles and stay updated on the child's
linguistic and cognitive development, ensuring consistency between these areas.

Working closely with the occupational therapist , integrating their goals into the educational setting, and
seeking their support when needed regarding spatial and temporal concepts.

Coordinating directly with the social worker to monitor the child’s social development, record relevant
observations, and implement their individualized social goals and plans.

Maintaining communication with the school administration and supervisors , documenting the child’s
progress and behaviors, and reporting these updates directly.
 2.5 Monitor the implementation of an improvement plan for improved practice for SEND
provision in own setting

Activity: Name method would you use to monitor the progress of an improvement plan for
SEND provision, and how would you ensure that it is being effectively implemented

Working collaboratively with all relevant professionals to develop educational

plans.

Holding regular meetings to monitor the child’s development in all areas, identify
any emerging issues, and address them effectively.

Conducting periodic assessments to evaluate the child's progress and determine the
extent to which set goals have been achieved.

Communicating with parents to gain insight into the child’s development within
the home environment.

Establishing clear criteria to measure the achievement of goals outlined in the plan.

2.6 Analyse the impact of an improvement plan for improved practice for SEND provision in own
setting

Activity: Write a small paragraph how would you assess the impact of an improvement plan on
SEND provision in your setting, and what indicators would you use to measure its success

The plan has an effective impact in most cases. In my school, we set clear criteria
that focus less on percentages and more on the number of attempts, accuracy, and
the required level of mastery.

We also break down the plan into multiple specific, actionable goals to ensure that
no part of a skill is neglected, and that each skill is fully developed. During regular
meetings, we discuss each child individually, review their progress across different
professional areas, identify the goals where the student is facing difficulties,
determine the common challenges, and prioritize the skills that need to be learned
in order to overcome those difficulties.

In addition, we conduct regular assessments using both formal assessment tools

and informal school-based programs.

We also prepare ongoing progress reports on a weekly basis, as well as monthly,

termly, and annual reports, to ensure that the plan is being implemented effectively
and correctly.

2.7 Work collaboratively with others to revise policy and procedures in line with effective
practice for SEND provision in an early years setting

Activity: write steps would you take to work with colleagues in revising SEND policies and
procedures, and how would you ensure the revisions align with effective practice in an early
years setting.

Chapter3: Be able to guide and advise practitioners in an early years setting

in relation to professional development opportunities

3.1 Carry out a staff training and experience audit in own setting for SEND provision

Activity: What key areas would you focus on when conducting a staff training and experience
audit for SEND provision in your setting, and how would you assess their effectiveness.

Flexibility and professionalism:

The ability to deal with various areas by presenting dilemmas and opening
discussions about each response.

Behavior management strategies:

I present behavioral challenges and ask about the appropriate techniques to use for
each behavior, as well as possible interventions.

The educational and cognitive hierarchy of academic and developmental areas:

This is done by presenting a specific skill and asking about the preceding and
following skills, as well as the purpose of each level.

Observation and assessment skills:

I present educational or behavioral problems and ask to identify the issue

accurately and determine the appropriate response.

3.2 Create a professional training plan to strengthen SEND provision .

Activity: What are two key elements you would include in a professional training plan to
strengthen SEND provision in your setting, and how would they improve staff practice.

I start by training them on differentiated instruction strategies, through training on assessment,

developing individualized education plans (IEPs), and using various and diverse teaching strategies
according to different learning goals.
This helps improve their teaching abilities and enables them to adapt the curriculum in a way that
suits the needs of the children and the educational objectives, leading to better learning outcomes
and increased student engagement.

I train them on behavior management techniques through practicing with

challenging behaviors, learning how to measure and interpret them, recording the
behavior, collaborating with team members, implementing interventions, and
conducting ongoing assessments.

This helps enhance the staff's ability to deal with inappropriate behaviors more
effectively and better manage the classroom environment, leading to a more
effective and efficient learning process for students.

3.3 Reflect on a training plan to measure impact to children and families accessing an early
years setting

Activity: By using Reflective Practice how would you assess the impact of a training plan on
children and families accessing your early years setting?, and what outcomes would you look
for? .
Reflective Practice I sused ) I look for
Monitoring and evaluating behavioral Noticeable changes in children’s
changes in children after behavioral
interventions by comparing behaviors before
behaviors
and after the intervention.
An increase in their level of interaction
Assessing the improvement in the and engagement
relationship between staff and families
through evaluating and measuring their Development of basic educational skills
engagement in social activities.

Gathering feedback from parents and Creating a safe and effective learning
teachers using reflective questionnaires that environment for them
are distributed, collected, and then analyzed
in comparison with the initial results. Improved trust between parents and the
school

Enhanced efficiency of teaching staff

Increased confidence and motivation

among staff members

Choosing and applying the most

effective teaching methods
 3.4 Improve SEND practice through coaching and mentoring.

Activity: How can coaching and mentoring be used to improve SEND practice in your setting,
and what specific outcomes would you aim to achieve

My procedures Result I’am lokking for

Providing coaching and training support to all new Improving the professional capacity of the teaching
staff members. staff within the setting.

Organizing training workshops led by more Achieving greater progress in the learning process
experienced teachers. for children.

Equipping the school with resources that support Building an effective, professional, and
teachers' self-development. collaborative atmosphere among the staff.

Attending external seminars to stay updated on Keeping up with recent studies and applying the
recent studies and practices. best strategies, using the most suitable educational
tools and methods

Reminder:

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