SEN and disability in the early years - for parents and carers

Some children may need extra help because of a range of special educational needs. This may be

  • difficulties in thinking and understanding
  • physical or sensory difficulties
  • speech and language difficulties
  • behavioural, emotional and social difficulties

A person has 'Special Educational Needs', often known as 'SEND', if they have a learning difficulty or disability that means they need special educational support.

What to do if you think your child has an additional need

If you are worried about your child's progress, development, or behaviour, you may like to speak to:

  • A health professional - you should raise medical needs and concerns with your GP or health visitor. They can make any referrals to other services if needed.
  • Early Years Provider - speak to your child’s early years setting who can offer further support through the SENCO.

Your provider can offer advice on the best way forward. For instance, they may advise starting to implement the graduated approach with a view to a discussion at the Early Years Forum, requesting a visit from the Early Years team, or advise on accessing support in other areas.

Support available through your child’s Early Years Setting

All settings have a nominated member of staff who act as Special Educational Needs Co-ordinator (SENCo). The role of the SENCO is 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

The SENCO will follow the graduated response for early years. The Graduated Response outlines the support, adaptations and strategies that early years providers can put in place for any with child emerging or identified Special Educational Needs and Disabilities (SEND).

Information for parents/carers if your child’s setting has requested support from the Portage, Quality and Inclusion (PQI) Team

What to expect

Your child’s setting or school has identified that your little one may benefit from additional support to further develop their learning and development. This may consist of a visit to observe your child and discuss with the setting what their strengths, interests and areas of need are.

The setting will share a consent form with you prior to us meeting your little one. You can also expect the Portage, Quality and Inclusion Practitioner (PQI Practitioner) to make contact with you either prior to, or post visit, to capture your views about your child as an individual. This may be via the phone or through email, we will ask you which you prefer. After the team has met your child and spent some time getting to know them, the PQIP will then offer advice to the setting around appropriate next steps, pose strategies and signpost services that aim to support your child’s learning and development. The team will continue to work with your child’s setting collaboratively throughout your child’s Early Years journey.

Can I refer my child to the team?

At present, we do not accept parent referrals into our service, we recommend speaking to your child’s setting if you have any questions about their development; you can also access a wide range of support through your local family hub offer.

Where to find support and advice

Local Offer - find services in you area that offer support and advice.

Family Hubs - For children aged 0-5 contact your local Family Hub and ask for support from a Start for Life Portage Practitioner.

Where to find out more

Page last reviewed: 27 October 2026