Settings response to initial concerns about a child’s progress and how to identify special educational needs.An early response to a concern and early identification and intervention are key to helping children to reach their potential. Early responsivenessHigh quality teaching is the foundation for children’s learning and development and is the starting point for any additionalContinue reading “Early identification of SEN in the early years”
Monthly Archives: August 2020
Inclusion Policy – Council for disabled children
Click to access inclusion_policy.pdf
High Quality Inclusive Practice
High quality inclusive practice for all children is important because it is responsive to individual children and differentiates and personalises provision to meet the needs of all children including disabled children and children with SEN. Every child deserves the best possible start in life and the support that enables them to fulfil their potential (StatutoryContinue reading “High Quality Inclusive Practice”
Statutory requirements section of the toolkit: The law, the regulations and the statutory guidance relating to young disabled children, young children with SEN and young children with medical conditions in early years settings.
All early years providers work within the statutory framework. Early Years providers who are responsible for early years provision, proprietors, management groups, governing bodies, must ensure staff are aware of and understand these duties.School settings and maintained schools must meet additional requirements. The United Nations Convention on the Rights of the Child The UK ratifiedContinue reading “Statutory requirements section of the toolkit: The law, the regulations and the statutory guidance relating to young disabled children, young children with SEN and young children with medical conditions in early years settings.”
SEN SUPPORT funding in the Early Years
The Dapartment for Education (DfE) funds local authorities to provide the free entitlement for 3 and 4 year-olds and some 2 year-olds, funded through the early years block of the Dedicated Schools Grant (DSG).All settings make provision for young children with SEN from core funding; frequent and intensive engagement with parents, frequent observations of children,Continue reading “SEN SUPPORT funding in the Early Years”
The Children’s and Families Act and The Early Years
The Children’s and Families Act removed statements to introduce Education, Health and Care plans, adding a requirement to publish THE LOCAL OFFER which provides information about all available local services, requiring a interlinked approach between Education, Health and Care. The Act requires a focus on children’s outcomes with higher levels of participation in decision-making aboutContinue reading “The Children’s and Families Act and The Early Years”
Family EYFS Literacy challenge
“Everyone is a reader… some have not found their favourite book, yet” EYFS Literacy Challenge: ‘Families Read Every Day’ (F.R.E.D) AIM: Each child to read 100 books by the end of the year. Celebrate every child’s achievements at the end of the year! Encourage a ‘Families Read Every Day’ Children take a book home nightly to read with parents or carers.Continue reading “Family EYFS Literacy challenge”
The SEN and Disability Early Years Toolkit
Click to access early-years-toolkit-merged.pdf
The Early Years SEND Partnership
The Early Years SEND Partnership works together to provide training, resources, support, sharing learning for professionals, parents and carers. The Early Years SEND Partnership bring various specific expertise working on different areas of early years, SEN and disability: The Council for Disabled Children transition or the local offer https://councilfordisabledchildren.org.uk/early-years-send-partnership/partnershi. I CAN early identification and anContinue reading “The Early Years SEND Partnership”
Special Education Needs and Disability Code of Practice 0 to 25
Link to the: ‘Special education needs and disability code of practice: 0 to 25’.