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
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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
L01 families in relation to Special Summarise strategies that can be commonly applied
Educational Needs and/or in an early years setting to support child-centred
Disability (SEND) provision 1.4 approaches with regard to the current framework
in an early years setting 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
2.1 experiences on a child’s personal, social and
Be able to meet the diverse 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
Be able to develop 3.1 Lead partnership working in an early years setting.
L03 partnerships with others to
Explain benefits of partnership working with external
plan positive outcomes that 3.2 agencies for individual children and their families
are measurable for children
with SEND and their familis Enable practitioners to identify external services to
within an early years setting 3.3 support individual children and their families
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.
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.
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.
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
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.
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.
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
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
Staff Well-being
Support Activity [Link]
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)
Education, Health,
and Care Plan (EHCP) [Link]
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.
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.
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.
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.
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.
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