Special Education Needs and Disability

SEN in the Early Years

Children and their families should be helped and supported as early as possible if they have needs that are not being met.

Some children will enter their early years settings with special needs already identified but some special needs will only become evident as a child gets older or does not appear to be making the same progress as children of a similar age. All Early Years Providers must ensure that they have regard for The Equalities Act (2010) (PDF, 726KB)  and the Early Years Foundation Stage  Framework (PDF, 2.46MB ). Every setting must have a named Special Educational Needs Co-ordinator (SENCO) and an SEN policy. Owners and Managers must ensure their settings are inclusive, non discriminatory and that all children’s needs are met  in an appropriate way. In most cases  this can be achieved within the settings resources by making “reasonable adjustments.”  SENCO ’s should contact external agencies for further advice and should make themselves aware of services on offer locally.

The Statutory Framework for the Early Years states that:-

The provider must take necessary steps to safeguard and promote the welfare of children.
Specific legal requirements: Equality of Opportunity 

• All providers must have and implement an effective policy about ensuring equality of opportunities and for supporting children with learning difficulties and disabilities.
• All providers in receipt of Government funding must have regard to the SEN Code of Practice.
  Statutory guidance to which providers should have regard

The policy on equality of opportunities should include:

• information about how the individual needs of all children will be met;
• information about how all children, including those who are disabled or have special educational needs, will be included, valued and supported, and how reasonable adjustments will be made for them;
• a commitment to working with parents and other agencies;
• information about how the SEN Code of Practice is put into practice in the provision
  (where appropriate);
• the name of the Special Educational Needs Co-ordinator (in group provision);
• arrangements for reviewing, monitoring and evaluating the effectiveness of inclusive practices;
• information about how the provision will promote and value diversity and differences;
• information about how inappropriate attitudes and practices will be challenged;
• information about how the provision will encourage children to value and respect others.
  Statutory Guidance page 25

If a practitioner has concerns about a child’s learning and development  they should take action  and discuss their concerns with the SENCO . The setting must follow the steps outlined on the page "What to do if you have concerns about a child’s learning and development ". This will help to clarify thoughts and focus on the strengths and needs of individual children.