Support For Children with Special Educational Needs and Disabilities

The Local Offer

A key feature of Early Years education is the use of observations to understand how a child is developing and to get to know their interests. We use the non-statutory Early Years Outcomes guidance as a tool to assess the extent to which a young child is developing at expected levels for their age. The guidance sets out what most children do at each stage of their learning and development. These include typical behaviors across the seven areas of learning:

  • Communication and language

  • Physical development

  • Personal, social and emotional development

  • Literacy

  • Mathematics

  • Understanding of the world

  • Expressive arts and design

    If there are significant emerging concerns (or identified SEN or disability) we develop a targeted plan to support the child, involving the SENCO or the Area SENCO, as appropriate. The plan highlights areas where:

    • Good progress is being made

    • Some additional support might be needed

    • There is a concern that a child may have a developmental delay (which may indicate SEN or disability)

Mrs Hankin-Gould is our Special Educational Needs Co-ordinator and Mrs. Prismall (Lower 1), Mrs Mackett (Kestrels), and Ms Ball (Swans) take the lead on writing and implementing the plan in conjunction with the parents, including liaising with professionals or agencies beyond the setting — for example, Portage, Health Visitors, Speech, and Language Therapists.

Children’s SEN are generally thought of in the following four broad areas of need and support:

  • Communication and Interaction

  • Cognition and Learning

  • Social, mental and emotional health

  • Sensory and/or physical