SEN and disability in the early years
The Children and Families Act 2014 defines SEN as:
- a child has a special educational need if they have a learning difficulty or disability that calls for special educational provision
- a learning difficulty is a significantly greater difficulty in learning than the majority of children of the same age
- a disability is a disability that prevents or hinders a child from taking advantage of the facilities generally available
- special educational provision is provision that is additional to or different from that which is normally available in mainstream settings. For a child under the age of 2, special educational provision means provision of any kind
- a child under school age has SEN if he or she is likely to have SEN when they reach school age, or would do so if special educational provision were not made for them
Special Educational Needs Coordinator (SENCo)
All settings will have a nominated member of staff to act as Special Educational Needs Co-ordinator (SENCo). The SENCo is required to:
- Ensure all practitioners in the setting understand their responsibility to children with SEND .
- Ensure that children with SEND are identified and their needs are met.
- Advise and support colleagues in the setting.
- Make contact with other professionals and outside agencies working with children, such as Health Visitors and Speech and Language Therapists
SEND is the responsibility of everyone in the setting.
Advice, support and guidance for SENCos
The Local Authority supports settings to provide high quality inclusive practice and provision. This includes supporting all settings to deliver Quality First Teaching.
Quality First Teaching
Quality First Teaching is the foundation for all children attending a setting. It covers in the moment and planned interactions between adults and children and how the indoor, outdoor and emotional environment enable these to happen. Practitioners should consider:
- showing, explaining, demonstrating resources
- exploring ideas; encouraging, questioning, recalling in the moment
- commenting on what children are doing
- offering challenges
- enhancing resources in response to children’s interests
- the structure and routine of the day
The Early Years SEN helpline
Consultations – SEND, PSED, Speech and Language
All settings can access a specialist consultation if they have any concerns about the development of a child in their setting.
- SEND consultations with an Early Years Consultant for SEND
- PSED consultations with members of the Quality and Inclusion team
- Speech and Language consultations with a specialist Speech and Language Therapist
These virtual appointments are an opportunity to discuss concerns and receive advice on how best to support the child including suggestions on how to adapt your practice or your environment, strategies you can implement that may help the child to learn and progress or what additional support may be available for the child. You will be required to obtain parent’s permission and complete some paperwork prior to the consultation.
To book on one of these consultations email email@example.com
Portage, Quality and Inclusion Practitioners
All settings have a member of the Quality and Inclusion team who will offer support and guidance for children who require additional support.
Specialist Speech and Language Therapists
Two Specialist Speech and Language Therapists work within the Team focusing on children’s speech and language development, up to and including SEND Support level.
They also offer training to early years settings and the Early Start Team.
Through partnership working, Cheshire East is producing a Speech, Language and Communication Pathway.
Model SEND Policy
Early identification of children not reaching age related expectations
The setting should:
- Provide appropriate targets at First Concerns to be reviewed after 4-6 weeks.
- Plan targeted activities with an adult or in a small group
- Make some changes to the routine and environment for the child
- Share this with the child’s parents or carers
Identifying children at SEND Support and providing the appropriate practice and provision
That is: provision that is additional to and different from the mainstream curriculum
The setting should:
- Arrange a Child Centred Planning Meeting (CCPM)
- Implement a SEND Support plan
- Make changes to the routine and the environment, including additional resources
- Plan and deliver targeted groups and interventions
SEN support in the early years - a graduated approach
Assess, plan, do and review
Early Years Funding guidance and dates
The Early Years Forum
The Early Years Forum meets monthly in the 3 localities. The role of the Forum is to:
- Receive and discus SEND notifications from health partners and allocate support accordingly.
- Act as the SEND Inclusion Funding Panel
SEND Inclusion Funding
SEND Inclusion Funding is available to support children in early years settings as required. This funding can be used for enhancing ratios, accessing training, and purchasing additional resources to enable the child to access their Free Early Educational Entitlement (FEEE).
Use the application button to make your application for SEND Inclusion Funding or submit a review for SEND funding
Apply for SEND Inclusion Funding
Upskilling early years practitioners: Continuous Professional Development
A range of training is available via the Cheshire East CPD Programme for EY settings and practitioners.
- Role of the SENCo
- First Concerns
- SEND paperwork
- Autism Education Trust modules
Family Hubs and Childrens Centres
All children and parents can access their local Family Hubs / Childrens Centres where there is a variety of support available including:.
- Sensory rooms and resources
- Little stars
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