Plymouth Council - Ordinarily Available Provision for Early Years
Introduction
What is Ordinarily Available Provision?
The needs of most of our children in Plymouth can be met by inclusive high-quality learning opportunities and adapted, inclusive approaches through resources that are ‘ordinarily’ available in their setting. The concept of this ‘ordinarily available’ provision is grounded in the SEND Code of Practice: (6.15).
Ordinarily Available Provision is the universal offer of whole child/setting approach, holistic opportunities and provision strategies that are delivered as a typical offer to ensure a rich and ambitious learning environment is tailored for all children. As inclusive practitioners we should be able to adapt to meet a range of additional individual needs and support children early whether a child has a formal diagnosis or not. A setting’s universal approach must be enhanced to provide the best possible lived experiences for children in the city.
All settings are expected to be aware of their inclusive statutory duties as those outlined in the:
• Equality Act 2010 (legislation.gov.uk)
• Disabled Children and the Equality Act 2010: What teachers need to know and what schools need to do (judiciary.uk)
• Children and Families Act 2014 (legislation.gov.uk)
The Council for Disabled Children also support children with disabilities and special educational needs by influencing Government policy, working with local agencies to translate policy into practice and producing guidance and training.
Universal approaches should be enhanced to provide the best possible lived experiences for children in the city.
We aim for a high-quality education for all our Plymouth children in every provision. To achieve this, high-quality ‘joined up’ universal provision must have a strong emphasis on inclusion by design to achieve person-centred support with coproduction at its core. (Whole school SEND 2022)
To deliver this consistently across the city it is vital that:
• Settings are genuinely inclusive by design with a strong, consistent universal offer.
• All leaders and practitioners have a secure understanding of planning and evidencing their approach through the graduated framework, shared effectively with all stakeholders.
• All leaders across settings prioritise distributed ownership of SEND.
• Setting leaders establish and embed strong family communication and collaboration.
Approaches to support children do and should vary, dependent on need and some learners will require support that is additional to a setting’s universal offer through the graduated approach (link to new website here). However, if inclusive learning environments and high-quality teaching are genuinely implemented within a whole setting approach, all children will benefit.
This document outlines the expectation of all early years settings and other universal partners to fulfil their duty of offering a fully inclusive and adaptable learning environment as a universal commitment to all children.
It has been written to support all practitioners including leaders, early years practitioners and support staff in enhancing their offer in collaboration with children and their families.
The document is divided into three sections:
Section A: The expectations for universal inclusive provision across early years settings.
Section B: Specific examples of more tailored approaches and strategies that settings can ordinarily make as part of their support to meet children’s needs. They are organised under the four areas of need as defined in the 2015 SEND Code of Practice.
Section C: Inclusion in action – a range of case studies to support all staff.
SECTION A - Universal inclusive provision for children
What is inclusion by design?
There are many definitions for inclusion, although they all have the same underlying principles. The word ‘inclusion’ is commonly used to describe the full and genuine integration of children with SEND into a setting. Early years settings have a duty to promote an inclusive environment in which every individual is belongs, is safe and can fully participate
Discussions regarding a shared definition of inclusion were held as part of local Plymouth education meetings. There was agreement to work beyond a traditional view of inclusion: inclusion is broader than making provision for any single group. It was agreed that when inclusion works effectively, in response to stakeholder considered and joined-up practice and policy, in its simplest terms, Inclusion means:
‘Right Support, Right Place, Right Time’. Inclusive thinking means we keep our minds, ears and doors open – building our reach, growing opportunities, and keeping a focus on progression and success for all.
Plymouth City settings and schools, the PlaceBased Coordinator and PCC Children Services believe in and are working towards every child being ‘truly’ included – the truly included child:
• Attends with appropriate provision
• Participates in all activities offered
• Is accepted by the rest of the… community
• Achieves in all learning domains
• Has a strong sense of belongingness and feels happy to be part of the community.
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (2023): Evaluation of the approach and impact of the Place-Based work in Plymouth (September 2020August 2022) on 19 Plymouth Secondary schools and an Alternative Provision Provider, Plymouth Marjon and Plymouth University, Plymouth.
The Early Childhood forum (Layout 1 (earlychildhoodforum.org) defines inclusion as ‘a process of identifying, understanding and breaking down barriers to participation and belonging.’
The Early Years Guide to the SEND code of practice (Advice template (publishing.service.gov.uk)) emphasises that “early years providers must have arrangements in place to support children with SEN or disabilities. These arrangements should include a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point, and then making effective provision, improves long-term outcomes for children.” (P9)
If we aim to make early years environments, approaches, and learning opportunities ‘inclusive by design’, we can create a genuine sense of belonging and an ethos of inclusion that runs through a whole community.
By meeting the needs of children through designing inclusive learning environments, then there will be less requirement for last minute adaptations to approaches and resources, as more learners will have support in place from the outset. This creates, in anticipation, an environment that is adapted to support a wider range of children.
Universal adapted learning environments in line with the equality act are those that:
• Are designed to meet the needs of all within it, including staff, children, and their families.
• Have adjusted resources from the beginning that can be accessed by all children.
• Adopt an adapted in advance approach that runs through the learning environment.
• Focus on inclusive high-quality learning opportunities delivered consistently.
• Follow the child’s lead whilst identifying and removing barriers.
We want Plymouth to be a city that is inclusive by design, where all children with SEND and their families:
• Feel valued, heard, and that they belong.
• Have high aspirations and ambitions about their pathways.
• Have access to high-quality education and preparation for life.
• Have a voice and are equal partners in decision-making about their own lives.
• Receive support and advice at the right time, in the right place with early identification and ongoing impactful support.
• Are included in and can make a positive contribution in their own locality.
• Are communicated with in a transparent and equitable way.
• Benefit from the expertise within wider teams in a multi-year agency way.
Inclusion at the heart of setting improvement
Leaders have the influence and responsibility to build genuinely inclusive settings. They set the inclusive vision, ethos and strategic direction.
Inclusive practices should be clear through:
• The setting development plans as a golden thread
• The setting vision statement
• The policies and practices of the setting
• The lived culture of the setting
• The impact on all groups of children.
The EEF Putting Evidence to Work - A School’s Guide to Implementation | EEF (educationendowmentfoundation.org.uk) can be adapted for early years leaders to consider how inclusion is embedded as a golden thread across all areas of the setting.
Explore
Prepare
Define the areas across the setting that require attention in terms of inclusive practice and identify appropriate programmes or practices to implement.
Create a clear implementation plan for inclusion across all areas, judge the readiness of the team and capacity to deliver the plan, then prepare staff and resources.
Deliver Support staff, monitor progress, solve problems, and adapt strategies as approaches are used for the first time.
Sustain Plan for sustaining and scaling an intervention from the outset and continuously acknowledge and nurture its use.
Expectations of an inclusive setting
“Every student should be able to have encouragement and feel like they have a place.” (Plymouth child)
Settings must ensure all staff are confident to deliver high-quality teaching as defined below:
High-quality teaching is the key to children’s learning and development and forms the basis for any additional to or different from provision for children with SEND. High-quality teaching is based on the highest expectations for individual children, draws on what staff know about children’s learning and development, is differentiated for individual children, and uses a range of pedagogic approaches.
The SEN and Disability in the Early Years: A toolkit by the Council for Disabled Children Early years toolkit.pdf (councilfordisabledchildren.org.uk) is a great resource for early years practitioners to evaluate their practice.
Each section of this toolkit provides a briefing on a particular aspect of the SEN and disability reforms as they apply to early years providers. Each section is based on the statutory requirements and the guidance from the early years, the SEN, and the disability frameworks, and draws on a range of relevant practice guidance and other materials to provide an accessible guide to SEN and disability in the early years.
Inclusive attendance
Good attendance is an essential ingredient of having a sense of belonging and to have a consistent drive in supporting all learners to attend their settings, regardless of need, is vastly important. See the launch of the attendance matters campaign: Let’s get school attendance back on track | PLYMOUTH.GOV.UK
It is essential for all practitioners to place emphasis on the importance of attending a setting and to encourage families in engaging with the learning environment. Even for young children, there are positive benefits to from regular attendance, whatever the weekly pattern of childcare. This includes not only coming to every planned session, but also being there on time. It is important that all staff understand the principles of good attendance practice and the importance of good attendance. Benefits include the following:
• Embedding good habits and a supportive routine
• Building good relationships
• Developing positive self esteem
• Securing learning and development as a whole family priority.
Ofsted inspectors will explore how well providers work with parents to promote children’s attendance so that the children form good habits for future learning. Inspectors will consider the attendance of children for whom the provider receives early years pupil premium.
An effective attendance policy should include:
• The reason why children’s attendance is important e.g., full access to the curriculum, embedding good habits, a supportive routine, building good relationships, developing positive self-esteem, securing learning and development as a whole family priority.
• Clear expectations when children should arrive for morning and afternoon sessions.
• How and when parents should contact the setting to report absences.
• The consequence when parent do not report their child absence (e.g., setting manager will try to contact the parents).
• The expectation that parents will have the support of the setting staff to resolve any attendance issues.
• How the setting keeps attendance records including the classification codes for absences and lateness.
• What reasons for absence are reasonable, e.g. illness, religious/cultural observance, holidays.
• Clear guidelines for parents who signed the parent declaration form, about the effect of absences in head count week and the expectation of regular attendance if the child receives Free Early Education Funding (e.g. that funding may be withdrawn if child does not attend the indicated hours agreed with the provider).
• For children on a child protection plan that the allocated social worker must be notified of the absence.
• How you will monitor attendance patterns (this should be reviewed alongside the child’s chronology and with the DSL).
• How exclusions are managed in the setting.
• How to contact MASH if at any stage of child being absent the child is thought to be suffering or at risk of suffering significant harm.
• How reduced timetables are managed (please see further guidance below).
• That the setting will make reasonable adjustments to accommodate children with Special Needs.
• What parents can do to help children to get into a good routine at home.
Reduced timetables
Reduced timetables for children are a short-term-solution rather than a long-term plan. Decisions regarding reduced timetables should be made on a case-by-case bases, considering the best interest of the child and the setting must secure parental agreement for this. It is important for the setting to address the underlying cause for the need for a reduced timetable. Providers must provide appropriate support and resources to help the child overcome these challenges to help them reintegrate into accessing all their sessions as soon as possible. The setting has a legal duty to ensure that children receive their funding entitlements, and every effort is made to make reasonable adjustments to make this happen.
This checklist sets out the basic expectations relating to effective inclusive practice which should be in place to ensure that a setting is prepared for children with additional needs and supports staff to meet the needs of all children.
Whole setting inclusion
The SEND provision is regularly reviewed with clear areas for development and actions Early Years SEND Review Guide | Nasen
There is a graduated approach to inclusion in the setting.
There is an ethos of respect which promotes inclusion for all
Practices promote learning and development for all children, leading to increased independence.
The statutory requirements of EYFS, SEN Code of Practice and Equalities Act are understood by all staff.
Setting staff are aware of the local procedures and processes through the Plymouth Early Years Local Offer and the Plymouth Early Years SENCO Guide
There are clear policies and procedures in place to support inclusion and children with SEND.
Staff work collaboratively towards shared outcomes to ensure children make the best possible progress
Reasonable adjustments are made to daily practice such as routines, staffing, resources, and the environment.
Additional funding such as Early Years SEND Inclusion Funding (SENDIF), Early Years Pupil Premium (EYPP) and Disability Access Fund (DAF) are used effectively to support children.
The budget is used to promote inclusion and diversity through universal resources that promote diversity and inclusion. For example, books, images and other resources which reflect different cultures, abilities and non-stereotypical roles
Elements of the budget are allocated to support groups of children’s progress through additional resources/staff time/staff training and development.
Inclusion is part of a development plan which reflects how the setting meets the needs of all children including physical, curriculum and information access.
Medical plans are written, and procedures are in place to ensure all setting staff are aware of actions to be taken daily and in an emergency.
Notes Actions
Click here to download this checklist
The role of the SENCO in the early years
A SENCO is both a statutory and vital role in ensuring the needs of all children as identified, assessed and met within an early year’s provision.
National guidance has been published (2022) The role of the early years SENCO (publishing.service.gov.uk) to support the early years SENCO in understanding their role which involves:
• Ensuring all practitioners in the setting understand their responsibilities to children with SEN and the setting’s approach to identifying and meeting SEN.
• Advising and supporting colleagues.
• Ensuring parents are closely involved throughout and that their insights inform action taken by the setting.
• Liaising with professionals or agencies beyond the setting.
Within this document SENCOs will find support to guide their role.
The audit tool on the next page is a supportive resource to evaluate your provision and the impact of the SENCO.
Role of the SENCO
There is an identified SENCO who has received specialist training, attends SENCO briefings and maintains up-to-date local knowledge.
Key information is cascaded to staff as appropriate
The SENCO supports staff to identify, assess, plan for and implement strategies to support children with SEND and review the impact of those strategies regularly.
The SENCO supports the staff to use a graduated approach to inclusion to identify and support children who require targeted and/or specialist support.
The SENCO knows how to access additional support and guidance if there is a concern about a child with SEND and supports staff to do so
The SENCO works effectively with outside agencies and other professionals e.g. Health Visitor, Educational Psychologist and cascades advice and support to practitioners.
The SENCO works effectively with families to provide opportunities for co-production.
The SENCO is involved in strategic decision making
The SENCO ensures the child’s and parents’ voice is heard.
Notes
Actions
Click here to download this checklist
Supporting and developing staff
Ongoing training and professional development for all early year’s staff should have a high priority in all settings; this is not only to enhance practitioner knowledge and skills about inclusive approaches, but it is also to ensure high-quality teaching and learning is being delivered consistently to all children.
Without regular CPD, practitioners can feel that they do not have the confidence, knowledge, and skills to meet the needs of the children in their care. Training can come in many forms and could involve setting reviews, mentoring, online courses and refreshers or off-site face-to-face events.
The characteristics of effective teaching and learning are statutory and are referenced in the EYFS Overview – Characteristics of Effective Learning, and Areas of Learning and Development – Birth To 5 Matters (2023)
They are referred to in the Overarching Principles:
“In planning and guiding what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice appropriately. Three characteristics of effective teaching and learning are:
• Playing and exploring - children investigate and experience things, and ‘have a go’.
• Active learning - children concentrate and keep on trying if they encounter difficulties and enjoy achievements.
• Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
To be able to adjust practice appropriately, a supportive and carefully monitoring training plan needs to be embedded alongside opportunities for reflective discussions, coaching and modelling.”
The Early Years and Childcare bulletins contain information about citywide training offers. Early years and childcare bulletins | PLYMOUTH.GOV.UK
The EY SW Stronger Practice Hub Plym Bridge Nursery School & Day Care - EY SW Stronger Practice Hub can support settings by:
• Establishing local networks of settings to share evidence-based professional development for early years practitioners.
• Proactively sharing information and advice on evidence-based approaches.
• Share regular newsletters, blogs, and updates on social media.
• Acting as a point of contact for bespoke advice and signposting to other funded support.
• Working with the Education Endowment Foundation (EEF) to select evidencebased programmes to find and make available to settings and childminders.
• Provide free CPD opportunities linked to the needs of settings.
The Autism Education Trust - 'Making sense of Autism in the Early Years' training is available for all practitioners. The two hours online training is delivered in partnership with colleagues in the Early Years Improvement team and the EY Southwest Stronger Practice Hub. AET Training - Plymouth Online Directory
The Family Hubs pages, including the practitioners page, will provide a broad range of additional information and resources to support family engagement and support. Family Hubs | PLYMOUTH.GOV.UK
Add video here – EY practitioner talking about the impact of good quality training?
It is good practice to identify practitioners’ strengths and areas for development, building on evidence of successful inclusive approaches.
The audit tool below will support practitioners in the first step to identify areas for development.
Supporting and developing staff
All staff are aware of the setting’s policies and procedures in relation to SEND and how to implement these and will ask for support when necessary.
All staff have been assessed to be safe to work with families and had child protection training with an additional focus on SEND.
There is a staff training plan developed through staff appraisals which includes development in supporting children with SEND and inclusive practice
There is a clear plan for training for new staff as part of induction and beyond.
Staff have access to a cycle of reflective opportunities to enhance their practice.
Staff training is monitored to show evidence of impact into practice
There is a flexible approach to staffing that allows time for additional work in supporting children with SEND
Universal inclusive approaches are consistently used by all staff during all sessions
Staff are confident in working with all children and/or they are supported to develop confidence with children who have additional needs.
Staff have support and regular supervision when working with children with SEND which enables them to work effectively
The SENCO works alongside senior managers to ensure legal requirements are met through policies, procedures and practice
Actions
Click here to download this checklist
Role of the audit
The key person role is clearly defined throughout the setting
The allocation of the key person reflects child’s preferences and matches adult skills to child’s needs.
All staff know their role in providing a graduated approach to inclusion in the setting
All staff are aware of children’s additional needs and strategies to support them.
The characteristics of effective learning are supported and modelled by all staff.
Adults are effectively deployed within the sessions in a way that actively supports children’s learning and development
All staff respond sensitively to individuals and show empathy to a child’s immediate needs.
Staff provide tailored approaches to meeting children’s needs in a flexible and reflective way
Notes Actions
Click here to download this checklist
Multi-agency partnership
Accessing multi-agency support in the early years will happen for several reasons.
As a practitioner in an early year setting, you will be working with multi-agency partners to enhance your inclusive approach. Multi-agency support is when a variety of professionals offer guidance and support to contribute to an action plan, either for whole school setting approaches or direct improvements for a child.
If you would like advice or guidance about a family or child you work with, you can book a conversation with one of the early help Family Support Workers https://www.plymouth.gov.uk/plymouth-early-help-and-send-advice-line.
The team can offer support around issues such as emotional wellbeing, parenting guidance, attendance, social and emotional development and SEND concerns.
Early help means taking action to support a child, young person, or their family with a problem as soon as it emerges.
Help might be needed at any stage in a child's life, from pre-birth to adulthood, and applies to any problem or need that the family cannot deal with or meet on their own.
The Early Help Assessment Tool (EHAT) should be used where multi-agency support is required. Early Help Assessment Tool - Plymouth Online Directory
Building Support is the agreed Partnership framework for how we understand the different levels of need families experience and how we work together with families to support children and young people, including where there are safeguarding concerns.
The levels of need guidance can be utilised in conjunction with help from/in discussion with the safeguarding lead within your organisation and/or the MASH consultation line for professionals - 01752 304339.
- The Building Support for Children, Young People & Families September 2023 Ensuring the right support, at the right time, for children, young people and families in Plymouth can be found here Building-Support-final-copy-2-editednumber.pdf (plymouthscb.co.uk)
Plymouth 10 wishes
The Ten Wishes project came out of the local safeguarding work. Young people told the authority how they want health and care professionals to engage with them and came up with their Ten Wishes.
These young people, all members of the Young Safeguarders, the young people’s subgroup of the Plymouth Safeguarding Children Board, designed their own poster and helped Livewell Southwest to bring it to life by recording their wishes for the soundtrack for a video.
10 Wishes | Livewell Southwest
It is important to evaluate the efficiency of the EY practitioner role within the multiagency model of working:
Working with other agencies and services
The setting engages with the Early Help support process and systems where appropriate and participate in EHAT, Team around the Family and/or Team Around Me meetings.
The leadership of the setting understands the range of services available and how to access support when needed.
Setting staff act on advice from support services to ensure general inclusive practice and specific support for children is provided.
Parental consent is always gained when discussing concerns relating to a child with outside agencies except where this would put a child at risk or harm.
Records of discussions with other agencies and services are maintained and available to parents if requested.
Notes
Actions
Click here to download this checklist
Working with families
Working in partnership with parents and carers - Help for early years providersGOV.UK (education.gov.uk) shares how involving parents and carers in their children’s learning is the most important factor in enabling all children to do well regardless of background.
Working in partnership with parents and carers is central to the early years foundation stage (EYFS). The relationship might begin with them visiting your setting. This will help inform you how to sensitively settle the child. Parents are the greatest teachers for their children and the home learning environment key for all children and particularly younger children.
Put them first by inviting them to share all they can about themselves. Find out about their family and community culture, and personal histories. Ask about what they expect from you as a childminder or your nursery. Value parents and carers as children’s first educators. Give them the opportunity to contribute to the whole of their child’s journey at your setting.
The Autism Education Trust Parent Guide for Working Together with Your Child's School (autismeducationtrust.org.uk) is a free resource and example approach for supporting families and schools to work collaboratively. This resource can be adapted to support in early years too.
The Four Pillars (fit2communicate.com) of Parental Engagement is a model designed for all staff working in schools and settings and supports understanding of what good engagement looks like, based on research. The model offers support in identifying gaps and writing a plan, developing activities to secure participation, and tracking the impact on families and children when a provision genuinely designs family collaboration to be inclusive in advance of delivery.
The four pillars model talks of the parent promise that all schools have made and that has been created through what other people have said or implied about a school. A parent promise suggests that families have formed, in anticipation, expectations that need to be fulfilled. Failing to keep to these expectations leads to negative perceptions, a breakdown in communication and perhaps difficult conversations.
“If you can deliver the parent promise (almost) all of the time, you will build trust and strong parental relationships that will support you in the good and the more difficult times.” P19
The pillars are outlined in the categories below, each of which have five outcomes within them and achieving these in unison secure proactive and successful family engagement in schools.
It is essential to balance expectations for learning progress with holistic development. Parents will often have a very different set of priorities for their children compared to settings as they may be driven by different agendas. Yes, they will want their children to have a solid education, but this means going to school happy, feeling safe, eliminating bullying, and finding genuine friendships in a culture that accepts, understands, and values their children.
EAL and SEND
There are significant numbers of multilingual children who have special educational needs or disabilities (SEND). The latest government statistics indicate that there are just under 230,000 children in schools in England who speak, or are thought to speak, a language other than English, and who also have SEND (UK Government Statistics Service, June 2023).
This guidance from The Bell Foundation provides a framework for schools to ensure that any EAL learners, who may also have a special educational need or disability (SEND), receive appropriate and effective support.
This new guidance (2024) has been developed to support schools – from early years foundation stage (EYFS) to the end of secondary – with the early identification of multilingual EAL learners who have SEND, and with how best to assess and provide for them. EAL and SEND: Guidance for Integrated Provision in Schools - The Bell Foundation (bell-foundation.org.uk)
The guidance includes:
• Whole-school, EAL, and SEND audit tools
• Post-audit action plan
• Staff observation sheets
• Planning tools
• Home/family questionnaires
• Case studies.
Plymouth Family Hubs
Family Hubs provide families with children aged 0 to 19 (up to 25 for Young People with SEND) with support, when they need it, in a way that suits them.
Via the link you will find information about Family Hubs for practitioners and families. Family Hubs | PLYMOUTH.GOV.UK
You can also find information that can book families onto face-to-face Sign up for a face-to-face programme | PLYMOUTH.GOV.UK or online sessions that support relationships, child development and parenting. inourplace.co.uk There are ways that families can also access key information about their child and their development and ways to support this here. Online resources for families | PLYMOUTH.GOV.UK
Video here – Family Hub lead – what we do
It is also important to signpost parents and carers to the Plymouth local offer: SEND Local Offer - Plymouth Online Directory
Local support and resources can also be offered through the Plymouth Parent Carer Voice: PlymouthPCV
Parents and carers can also access independent advisory service to access, guidance, support, and a range of training opportunities:
Plymouth Information Advice and Support for SEND. - Supplying you with information, advice and support (plymouthias.org.uk)
The audit tool below is the first step in considering a settings family collaboration strategy:
Partnership with parents
The setting values parents as partners and actively gathers information from parents on entry and ongoing to routinely inform planning throughout the year.
Staff routinely share information about all children’s development, progress, strengths, and areas of concern with parents
The setting signposts parents to appropriate support as needed, e.g. PIAS, PPCV and Plymouth Local Offer.
Records of conversations with parents are recorded where a concern regarding a child’s development is raised.
Additional information and concerns about children’s development is shared with parents in a timely and manageable way
Strategies being used in the setting are developed with parents and shared with them to use at home.
Parents are consulted and their views are used to improve provision
Information is shared with parents to support them to meet their child’s needs at home
Parents are part of the planning process to ensure their child’s needs are met
Notes Actions
Click here to download this checklist
Transitions
“I knew what was coming, I tried it out and then I didn’t feel so worried.” (Pupil, Plymouth)
The Nursery to Reception Transition Portal is a secure, online, platform used to transfer data for children starting school, from their early year’s provider to the reception base. Using the portal gives providers and schools a standardised means to share holistic, detailed Information, identifying vulnerable children as early as possible in the transition process. Transition (schooltransition.co.uk)
There is also an enhanced transition process for practitioners who need to share additional information about children who have been supported beyond your universal offer www.plymouthonlinedirectory.com/article/1363/Plymouth-EnhancedTransition
Further advice and support for targeted levels can be found in the graduated approach resources (add new website link here).
Key staff need to develop warm and responsive relationships with children. It is vital that adults are tuned into how children are feeling to respect and support children’s wellbeing during times of change. This not only includes when children start at your setting but also for those who may need support with internal transitions across activities or for arriving and departing each day.
In addition to the transition to foundation stages, children can experience feelings of nervousness or anxiety at times of change. These feelings can lead to the brain being overwhelmed with chemicals that cause fright, flight, or freeze reactions. Children may be crying, clinging, running, hiding, immobile, silent, shouting, or hitting out. They may not have the language to ask for help or to be able to describe how they are feeling.
The open university have a free course to support the EY to primary transition Listening to young children: supporting transition | OpenLearn - Open University
The course explores ways of listening to children in order to support their experiences of changes or transitions. Such transitions can involve many dimensions, including familiarisation with new cultural practices, the development of new relationships and potentially a shift in identity, for example, from being a 'nursery child' to being a 'pupil'. During the course you will explore how listening to children as they go through such fundamental transitions can enable adults to personalise
support, and ensure children can become confident, active participants in a new setting
Induction and transition
There are well-planned and clear induction processes appropriate to the age and needs of the child and family.
Transitions at all points including within the setting and to school (and into Year 1 where relevant) are planned and understood by all partners
Key information about the child and their family is communicated to all staff.
Individual information is used to support planning that relates to children’s interests.
Parents and children are routinely involved in planning to meet the child’s needs
The setting actively gathers information from previous settings or provision to inform planning.
Staff have a timely and considered approach to planning for effective transitions where children are likely to need additional support and preparation
Individual transition plans are developed for children with SEND which reflect the parents’ and child’s views
Notes Actions
Click here to download this checklist
An inclusive learning environment
The early years are a crucial time in a child’s life, and an inclusive approach to education that engages positively with all children through fun and warmth can significantly enhance their learning journey and holistic development. It is at this stage that children need support the most and to be supported with early identification and universal inclusive strategies as an integrated approach, can make a real difference.
Inclusive practice in the early years refers to an approach to educating children that values diversity and integrates inclusion by design. The approach aims to ensure that all children, regardless of their background, abilities, or vulnerabilities, have equal learning opportunities, and can fully participate in their settings.
In the early years, this means creating a supportive and inclusive environment and using various teaching methods and materials that are adapted in advance of delivery to ensure a strong ordinarily available offer.
The Early Years Toolkit | EEF (educationendowmentfoundation.org.uk) provides a summary of the best available evidence on key areas for learning and development. The audit tool below is a supportive resource to evaluate your provision and the impact of your learning environment.
The environment is safe, secure, and accessible for all
There is a flexible approach to the use of indoor and outdoor spaces to support the needs of children
Opportunities for children to experience risk and challenge are provided on a regular basis.
The setting makes reasonable adjustments to the environment to meet specific needs of individual children
Staff are attuned to children’s emotional needs and support them.
The routine of the day is flexible and responsive to children’s needs.
The routines and rhythms of the day support children’s emotional wellbeing and sense of security and consistency.
Transitions throughout the day are carefully planned and responsive to children’s needs
Routines and expectations are appropriate to the child’s age and stage of development.
Click here to download this checklist
Observation assessment and planning
The setting follows a graduated approach of Assess, Plan, Do, Review, to meet the needs of children with additional needs and SEND
A holistic approach is used in any assessments and links are made between different areas of learning/needs, for example, the link between children’s Listening and Attention and Understanding.
There are clear assessment procedures in place to support children’s learning and development, gathered through a range of approaches for example, the Early Communication and Language Monitoring Tool (ECLMT) and Early Years Developmental Journal.
Progress checks are completed for all 2 year olds
Integrated reviews are held with the Health Visiting team if a need is identified at the progress check.
All staff contribute to the observation and assessment of all children
The continuous provision and planned adult led activities reflect the interests of the children, their learning targets and needs.
Individualised planning including specific targets is provided for children as necessary
Specific activities and/or interventions are provided relating to targets set by other agencies or specialist services i.e. Plymouth Early Years Inclusion Service, Speech and Language Therapists, Occupational Therapist etc.
All staff are aware and follow risk assessments and health and safety planning according to need e.g. a child’s understanding of danger, a child’s behaviours.
Notes Actions
Click here to download this checklist
A relational approach and inclusive behaviour policies
The EYFS framework describes ‘positive behaviour’ to consist of:
• Emotional Intelligence: Managing feelings and behaviour (self-regulation), being able to express your emotions effectively, and being empathic towards others.
• Social Skills: Being able to form positive, respectful relationships.
• Cognitive Skills: Having self-confidence and self-awareness, and the ability to understand different feelings.
Before children go to school, they learn essential skills like the above through play, interaction, and discussion. Early years settings play a key role in facilitating these opportunities to enhance learning and development.
Many settings and schools are now moving away from the concept of a behaviour policy in favour of a relationship policy that embeds a whole-setting commitment to enabling children to see themselves, their relationships, and the world positively. Woven through policies such as this are strategies to support parents/carers in building relationships with settings. An important step in the right direction - new behaviour guidance is a welcome shift - NurtureUK
Adopting a relational approach
A relational approach is crucial for all children and especially those with additional vulnerabilities. Not only does it foster a supportive environment, but it also promotes trust and a sense of belonging. Building positive relationships with staff and peers will enhance the wellbeing, engagement, and progress of children, providing a stable foundation for their overall development.
Crucial to the creation of a positive and secure environment, is understanding and prioritising the power of relationships and the impact of adverse childhood experiences on development. Recognising the difficulties being faced by children and acknowledging the links to resulting behaviours is key to building positive connections. Through these connections and the application of empathy and curiosity, children will feel nurtured and secure.
Relational approaches develop a belief in and understanding of how settings can support all children through individual relationships, learning
experiences, and policy which supports practice systems that are responsive to the needs of all children. Settings adopting relational approaches accept that a relationship is central to success.
Click the link for a performance of the poem ‘Why I am Rude’, written by Sarah Dillon.
Cambridgeshire County Council's video 'Why I am rude' - a poem about our perception of 'behaviour'. - YouTube
A genuine positive relational environment will include the following things:
• Nurturing approaches evident by staff across the setting at all parts of the day.
• Staff see the child’s presentation as a form of communicating unmet needs.
• Staff show compassion, empathy, and consistency in their responses.
• Settings use a relational policy rather than a behaviour policy.
• Trauma informed/attachment trained leads are in place.
• Flexible implementation of policy. If the policy is not working to support the needs of every child, then the policy is not working.
• Staff use targeted approaches to meet the needs of individuals.
• Key adults identified for vulnerable children.
• Staff are trained in the impacts of traumas and strategies to support children who have had adverse childhood experiences.
• Transitions processes are robust in ensuring clear systems are in place to support children as they move across teachers and learning environments.
• Restorative conversations are used to reflect on behaviours with a focus on restoring relationships and moving on.
Promoting positive behaviour
What does an enabling environment look like?
• A calm and well organised environment.
• Clear and consistent routines to create a sense of security.
• Interesting activities to promote high levels of engagement.
• Quiet, calm spaces to enable children to co-regulate/self-regulate.
• An environment to promote independence and choice.
• Well modelled and supported transitions.
• Regular observations and evaluations of children’s wellbeing
• Regular risk assessments based on needs.
• THE INCREDIBLE 5-POINT SCALE - HOME (5pointscale.com)
What do positive relationships look like?
• Understanding that all behaviour is communication. rcslt-communicationand-behaviour-factsheet.pdf
• Secure attachments with adults and a safe, consistent environment.
• Support from adults to reflect on feelings and understand emotions.
• Links with home to understand individual children.
How can positive relationships be taught?
• Create an ethos that builds a sense of togetherness and make explicit within the curriculum how this will be achieved.
• Plan opportunities for teaching and learning how to build relationships and manage feelings and behaviour.
• Support children to find ways in to playing with others.
• Offer games to teach turn taking.
• Help children to say/accept “no” for an answer.
• Conflict Resolution is a useful strategy - a problem solving approach, helping children to find solutions.
• Use social stories to help children reflect on behaviour and learn to empathise.
How can the wellbeing of adults be supported?
• Some behaviours can make us feel anxious as adults - allow time to regulate yourself before acting.
• Be mindful of when colleagues may be feeling overwhelmed and need to take a moment.
• Make time to reflect together on difficult experiences with children to problem solve and identify ways forward.
How can children who are dysregulated be supported?
• Teaching and Learning Toolkit (birthto5matters.org.uk)
• Self-regulation – Birth To 5 Matters
• Label emotions and feelings:
Attune to the child’s feeling and respond accordingly.
Validate the feeling - help the child understand it is normal to have different feelings.
Acknowledge the child’s feelings, talk about yours and use characters in books.
Give children the language to talk about their own feelings.
Name the emotion - “I can see you’re angry.”
Model self-calming and model empathy - “When I get angry, I take deep breathes like this.”
Think out loud – model how to find solutions - “You could try deep breathing too.”
What You Need to Know About the Colour Monster (whatchildrenreallywant.com)
• Don’t over support – children need space to have a go for themselves, make mistakes in a safe environment and learn to solve their own problems.
• Children who are empowered are more likely to develop self-regulation. Help children to develop a sense of agency – give opportunities to be independent and make choices throughout the day.
• Praise agency – make children aware of the choices they are making “Well done – you chose to …you decided to…”
• Regulate yourself – stop, watch, listen and reflect on what is happening before reacting; consider what is behind the behaviour.
• Avoid being reactive and model good anger management by remaining calm.
• Be aware of body language and respect personal space.
• Keep everyone safe – remove other children and objects if there is a risk.
• Use language of safety – setting clear boundaries by saying what is safe and not safe rather than good or bad behaviour (this avoids shaming).
• Acknowledge big feelings – validate by showing you recognise and understand the feeling and reassure that it is ok to feel those emotions.
• Divert to alternative activity, ensure child has an exit strategy e.g., sit on the cushion and calm down or go outside to cool off?
After the event:
• Go beyond the behaviour – reflect on what the behaviour is communicating.
• Reflect on upset and recovery – help children realise that they can recover by debriefing; telling the story of how they calmed down.
• Create opportunities to safely express difficult feelings e.g., through story and play.
• Help children (from around 3 years) understand the impact of their behaviour and what they might do differently next time.
• Provide a chance to heal things by doing something positive together.
How can communication be supported?
• Children may use behaviour to communicate because they do not have the language to do so.
• Carefully assess communication and language to identify any gaps.
• Think about how you communicate – use nonverbal, including tone of voice and body language.
• Gain attention by gentle touch or child’s name.
• Give time to process.
• Check understanding.
• Be at the child’s level.
• Take turns to talk.
• Make requests in order, chunk longer instructions.
• Use appropriate levels of language, matched to stage of development.
• Give advanced warnings of changes – audio and using visuals such as timeline, now and next, count downs.
• Support children’s communication and ensure the child has a way of communicating their needs, e.g., using objects of reference, photos, symbols accompanied by consistent verbal prompts and use consistently.
• Early Years Professional Development Programme - Speech and Language UK: Changing young lives
Relationship Policy (behaviour policy)
A relationship policy should clearly promote the setting’s commitment to creating a learning environment which promotes positive behaviour and relationships where children treat each other with care and respect. It should outline clear, simple rules and boundaries for children and adults. It should be a working document that is continually reviewed.
Does your policy include:
The positive context in which practitioners and their manager approach relationships with children
The positive context in which practitioners and their managers approach the support of different challenges faced by children. Responsibilities of practitioners and their managers regarding behaviour
How and what positive behaviour strategies are embedded including rewards.
How practitioners’ model positive behaviour and relationships
How children’s differing levels of understanding and age appropriateness are considered.
How the environment may be adapted to meet the needs of each child
How a child’s individual circumstances and life experiences are considered alongside setting expectations.
Procedures for regular observations of behaviour, record keeping and how these are kept up to date and reviewed regularly.
A safe procedure for physical intervention used only when necessary and when there is a clear plan and risk assessment for the child.
That significant incidents are recorded and discussed with parents (e.g. biting, hitting another child).
The named person for behaviour/relationship management and what training they have attended.
Statements about bullying and how this will be managed
A commitment to working in partnership with parents and other agencies where necessary.
How consents and information sharing are managed
How the policy will be shared and discussed with parents on enrolment.
Download this checklist
SECTION B - Support for broad areas of need
Introduction to the four areas of SEND need
There are four broad areas of SEND needs (Special Educational Needs and/or Disabilities) outlined in the Code of Practice 2014:
• Communication and interaction
• Cognition and learning
• Social, emotional, and mental health difficulties
• Sensory and/or physical need.
Within this section you will find supportive checklist tools for each area of need for all practitioners to use across EY settings to evaluate and improve upon their inclusive universal approach. There are also links to resources to support this evaluation and embedding practice.
The strategies will enhance the quality of the learning environment in your setting and form a key part of the ordinary available practice as the first step of the graduated approach.
A child may have more than one area of need. Emerging and identified needs may crossover into more than one area of SEND need, so please use all sections that are appropriate.
In addition to the tools detailed below, Development Matters offers a top-level view of how children develop and learn. The guidance can help early years practitioners to meet the requirements of the Early Years Foundation
Stage. The observation check points can help practitioners to notice whether a child is at risk of falling behind. Development Matters - GOV.UK (www.gov.uk)
The document clearly presents what you might see in your setting and what you can do to support children in collaboration with parents.
The Plymouth Early Years prerequest checklist is also a key document in ensuring the universal support and internal graduated approach have been applied prior to asking for support DOCUMENT TITLE (plymouthonlinedirectory.com).
The advice includes support for what you might see and matches that with what you can try or do next.
Nasen also hosts an online portal of Early Years SEND Resources which provides access to information, resources, and training to meet the needs of children with SEN and disabilities to support early years practitioners.
Home page | Nasen
It is important to note that many may have needs across more than one category and certain conditions may not fall neatly into one area of need.
When reviewing and managing special educational provision ALL the four broad areas of need must be considered to ensure you can provide appropriate support to meet the holistic needs of the child.
Health Services
Home | University Hospitals Plymouth NHS Trust (plymouthhospitals.nhs.uk)
Autism assessment pathway (school age and pre-school)
Community Paediatrics
Livewell Southwest | We support people to lead independent, healthy lives
CYP Speech and Language Therapy
Public Health Nursing (School Nursing & Health Visiting)
Family Nurse partnership
Learning Disability and Autism Liaison
Support (part of multi-agency pathway assessment)
Safeguarding Children
Medical input for Children in Care & the Adoption Fostering service (part of multi-agency pathway assessment)
Plymouth CAMHS acute care pathway (this includes Home Treatment Team and CYP Liaison)
Early Intervention Psychosis (EIP)
16-25 Mental Health Pathway
CAMHS General Adolescent inpatient unit (Plym Bridge House)
Safeguarding Children and Health MASH team
Dental Access Centre
Podiatry
Orthotics/Prosthetics
Neurodiversity
The word neurodiversity comes from two parts - neurological and diversity. Neurological means things to do with the brain, and diversity means things that are different.
All human beings can be described as neurodiverse, and it is a term used for lots of people who have different thinking or communicating styles. Individuals vary in the ways their brains work. They take in information in different ways. They process it in different ways and therefore, they behave in different ways.
The term neurodiverse covers a range of difference that can affect several developmental areas and be observed as characteristic that are indicative of autism, ADHD, dyslexia, dyspraxia, dyscalculia, Classic Tic disorders, developmental coordination disorder, intellectual disability, and Developmental Language Disorder (DLD).
Neurodiversity should not be seen as a section on its own but as an integrated part of the areas of need. All practitioners working with neurodivergence should refer to all parts of this section to reflect upon and support their inclusive approaches.
Support for children in settings should be needs led, not diagnosis led. That means the needs of the child are the most important factor in deciding what support they get, not any diagnosis if there is one. Universal support is about getting help in the right place, at the right time.
Emotional Dysregulation
Emotional dysregulation refers to difference in regulating emotions. It can often manifest in many ways, such as seeming overwhelmed by minor changes to communicating through impulsive behaviours or presenting with unpredictable reactions.
Children and young people (CYP) who experience emotional dysregulation are likely to experience four key areas of difference in terms of:
• Understanding social contexts
• Processing of information
• Sensory Processing
• Communication.
As a result of these differences CYP are likely to experience heightened anxiety in relation to:
• Unfamiliar situations
• Understanding and/or responding to social expectations, demands and rules of any environment, particularly when they are unfamiliar
• Relating to new people
• Interpreting and acting on discreet social cues
• Predicting what might happen and managing change
• Regulating arousal levels in terms of sensory stimulus.
Subsequently children may struggle to modulate their arousal levels and go into a ‘fight, flight, freeze or fawn’ response. This can present in the form of what is often referred to as ‘challenging behaviour.’
In this section you will find a range of strategies to support a child or young person who is emotionally dysregulated. Universal approaches to the environment, learning and languages can positively impact an individual’s responses when applied consistently across a provision.
Emerging and identified needs may crossover into more than one area of SEND need, please use all sections that are appropriate.
Communication and interaction
The SEND code of practice: 0 to 25 years - GOV.UK (www.gov.uk) 6.30 and 6.31, defines communication and interaction needs as: “Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication.”
Early identification is crucial to provide appropriate and timely support. If you think a child might have speech, language, and communication needs, you should first talk to the parents/carers and professionals involved with the child/young person. This could be, for example:
• Health visitor
• School nurse
• GP
• Pre-school staff member
• School staff member/SENCO
• Speech and language therapist
• Educational psychologist
• Community paediatrician.
Speech, Language and Communication Need
The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all the different aspects of speech, language or social communication at different times of their lives: Signs and symptoms - Speech and Language UK: Changing young lives
The Way We Talk (youtube.com)
SPEECH
LANGUAGE
• Sounds used to build up words
• Saying sounds accurately and in the right places
• Speaking fluently, without hesitating, prolonging or repeating words or sounds
• Speaking with expression and a clear voice, using pitch, volume and intonation to support meaning.
• Understanding words (vocabulary) and their meaning
• Knowing how words go together to form phrases and sentences
• Understanding and using grammar
• Joining sentences together
• Using higher level skills such as reasoning, inference.
COMMUNICATION
Expressive language
Having words to describe objects, actions and attributes, using these words to build up sentences, using these sentences to build up conversations and narratives, following the rules of grammar, so that things make sense.
Receptive language
Processing and making sense of what people say, understanding words being spoken, understanding the rules of grammar used.
• The way in which language is used to interact with others
• Using language in different ways; to question, clarify, describe, and debate
• Using non-verbal rules of communication: listening, looking, knowing how to take verbal turns and how to change language use to suit the situation
• The ability to take into account other people’s perspectives, intentions and wider context.
Research has shown that children living in areas of social disadvantage are at much higher risk of starting school with language difficulties. In addition, 10% of children and young people have long term SLCN which creates barriers to communication or learning in everyday life.
Sometimes a child or young person’s language disorder is in addition to a biomedical condition such as autism, hearing loss, cleft palate, learning disability, neurodegenerative conditions, and genetic conditions – for example, cerebral palsy or Down’s Syndrome. For more information about some of these conditions and useful links please visit Communication Matters glossary of terms
Many children and young people who are neurodivergent will have SLCN. However, there are times when there may be no clearly identifiable cause. This is known as developmental language disorder (DLD)
The Raising Awareness of Developmental Language Disorder (RADLD) campaign has created a video to explain more about what DLD is while this video from the University of Oxford explains how the term DLD was agreed upon and why it was so important.
This video explains language disorder and DLD and implications for diagnosis Language Disorder or DLD- diagnosis
SLCN is known to be a significant risk factor for poor life chances and outcomes which is why it is vital that language and communication are understood as everyone’s responsibility.
This video provides details of the impact language disorder, including DLD, can have on a child/young person and adult: SLCN and life chances
There are a range of resources to support understanding of speech, language, and communication development.
• Speech and Language UK Ages and Stages birth-18yrs
• Universally Speaking 0 – 5
• Child's Progress checker - Speech & Language UK (speechandlanguage.org.uk)
Communication, interaction and autism
Children with Autism Spectrum Condition (ASC) are likely to have difficulties with communication and social interaction. Children and Young People may also experience challenges in the ability to think flexibly and with how they understand and respond to their sensory environments both internal and external. These challenges often impact on a child’s anxiety levels and emotional wellbeing.
This introduction to autism aims to raise awareness among young non-autistic audiences, to stimulate understanding and acceptance in future generations. Amazing Things Happen! (youtube.com)
On this website schools can also access the Too Much Information Campaign, e.g. Make it Stop. (youtube.com) or Can you make it to the end? (youtube.com)
The Autism Standards Framework can be used by school/setting leaders/leadership team to support the implementation of Good Autism Practice across a whole organisation:
• Framework Documents | Autism Education Trust
• National Autistic Society – Autism accreditation
Communication and interaction section covers:
• Attention and listening
• Understanding language and communication
• Expressive language and communication
• Intelligibility
• Social development, interaction, and play
• Flexibility of thought.
Where there are concerns about a child’s communication and language development, the Plymouth, Devon and Torbay Early Communication and Language Monitoring Tool (ECLMT) can be used to support identification of children's needs as part of the Graduated Approach to Inclusion. The tool can help practitioners to notice whether a child is at risk of falling behind in their development, build on ideas to work with families to build on learning opportunities and when necessary. support early identification of the need for referral for specialist support. The ECLMT can be found here:
Early Years - SENCO Guide for professionals - Plymouth Online Directory
Useful Resources and tools
GP Checklist Advisory Poster
Universally Speaking 0 – 5
Speech and Language UK Ages and Stages birth-18yrs
The Livewell speech and language team is experienced in helping children who have difficulty speaking clearly, expressing themselves, communicating socially, understanding others, talking fluently, or feeding and swallowing. Speech & Language | Livewell Southwest
The Speech and Language UK: Information and support offers free resources and services can help with understanding what to look out for, how to get support and even some simple ways to help children.
Creating a communication supportive environment: Early years - Speech and Language UK: Changing young lives
Consistent attention builder activity every day for a week using fun, visually engaging activities Attention and Listening | Livewell Southwest
Classroom Supporting Observation Tool (speechandlanguage.org.uk) For primary and EY settings.
Regular opportunities for role play with and without an adult. Children's language development and parenting advice - BBC Tiny Happy People
Song bags – bags with small items to signify songs. Creating A Nursery Rhyme Sack for All Ages - Early Years Careers
Consistent use of traffic lights to support child’s understanding of expectations. Traffic light toolkit for emotional regulation - Elsa Support (elsa-support.co.uk)
Visual support such as Now and Next board Visual supports (autism.org.uk)
WellComm - GL Assessment (gl-assessment.co.uk)
Sensory breaks and circuits Sensory differences (autism.org.uk)
Home - SLCF - The Communication Trust (slcframework.org.uk) Developed by The Communication Trust, the SLCF is a free online professional development tool which sets out the key skills and knowledge needed by the children and young people's workforce to support the speech, language and communication development of all children and young people.
Evaluating the universal provision
The checklist toolkits below have been designed to be used as an audit tool for practice, so that staff can check they are providing appropriate and purposeful support for children at a universal level for each area of need. They will support staff in early year’s settings to identify where there may be gaps in their provision, to then consider actions and access the resources and tools available.
Working with other agencies and services
EYFS Statutory Educational Programme: Communication & Language Not in Place Partly in Place Fully in Place
Background noise is minimised
Learning environments are uncluttered, and visual distractions are reduced
The provision (and planned activities) is linked to the child’s needs and interests.
The learning environments are arranged to ensure easy concentration and little distraction ( For example, protected learning zones).
Adults use the child’s name and, if appropriate, physical/visual prompts to gain attention.
Adults communicate at the child’s level
Visual cues are used as a dual coding technique throughout all activities including instruction delivery.
Adults use positive praise for good listening behaviour
Adults check that information has been understood and offer repetition, especially for younger children.
An appropriate level of language is being used. Adult’s match their talk to that of the child’s. Adults expand children’s talk by adding one or two words
Instructions are provided in manageable chunks, e.g. one step at a time.
Opportunities to learn turn taking are provided in a range of situations
Visual supports are used for all adult led activities such as group times and story times
A multi-sensory approach used to maintain children’s interest.
Adults use an interesting tone of voice, intonation, and facial expression to maintain interest
Specific activities are planned and delivered to develop attention and listening skills
Opportunities are provided to develop auditory memory skills? e.g. Simon Says, Kim’s games, I went to the shop…
Notes
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Understanding language and communication
What does this look like in my setting?
EYFS Statutory Educational Programme: Communication & Language Not in Place Partly in Place Fully in Place
The adults’ language and level of questioning matches the child’s understanding Adults talk and sing slowly and clearly.
Adults regularly assess children’s level of understanding e.g., using the Early Communication and Language Monitoring Tool. Visual cues, gestures and objects used to support understanding
Adults offer children limited choices with visual cues e.g. ‘milk or water
Adequate time given for children to process and respond (up to 10 seconds)
New vocabulary is intentionally introduced
There are opportunities for repetition and reinforcement to embed the meaning of new words and concepts e.g. in the continuous provision
Information given in small ‘chunks’ in clear, simple language
Key words are emphasised using slight stress and/or appropriate non-verbal communication
Adults ensure that the meaning of everything they say is clear and understood.
Adults position themselves so they can be face-to-face with all children in a group
Notes
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Expressive (spoken) language and communication
What does this look like in my setting?
EYFS Statutory Educational Programme: Communication & Language Not in Place Partly in Place Fully in Place
All communication attempts are acknowledged, valued and responded to (including non-verbal)
Adults follow what the child wants to do or talk about.
Adults talk about what the child is doing/experiencing.
Adults use body language to show they are listening and encourage a response.
Language is clearly modelled by adults, using slow clear speech and emphasis.
Activities and resources get children talking.
Language is modelled back to the child and expanded e.g. child says “truck” adult says “big truck”.
More comments are used than questions (four comments to one question).
Adults encourage talk by observing, waiting, and listening before speaking themselves.
The questions adults ask encourage talk e.g. open-ended questions.
Adults talk with each child in conversation every day.
Adults use more conversation than instruction every day.
Adults use pauses to encourage talk e.g. miss off the last word of a line in a nursery rhyme.
Notes
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Intelligibility
EYFS Statutory Educational Programme: Communication & Language
When a child mispronounces a word, adults’ model back the correction clearly, not telling the child they are wrong Adults emphasise the correct sounds when modelling back
Adults are aware of typical development of speech sounds (refer to the Early Communication and Language and Monitoring tool) and that not all speech sounds may not be in place until age 6
Activities are planned to develop phonological awareness.
Notes
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Social development, interaction and play
What does this look like in my setting?
EYFS Statutory Educational Programme: Personal, Social and Emotional Development Not in Place Partly in Place Fully in Place
Visual supports are used to define areas and the structure of the day e.g. visual timetable, storage
Adults model and encourage social skills and social interaction
Adults reinforce and praise positive behaviour.
Adults phrase instructions positively to avoid confusion e.g. ‘walk please’ rather than ‘do not run’.
Adults recognise triggers of behaviour and then act to pre-empt challenging situations occurring.
Adults help children learn how to keep safe.
Notes
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Flexibility of thought
What does this look like in my setting?
EYFS Statutory Educational Programme: Personal, Social and Emotional Development Not in Place Partly in Place Fully in Place
There are clear routines and expectations with accompanying visual support e.g. visual timetable
There is advance warning and preparation for changes to routines
Children are supported to manage routines such as transitions and unexpected events e.g. use of timer, now-next board.
Adults use the language of ‘now, next’ and is this backed up with a visual cue or prompt
Adults say the child’s name before giving instructions
Adults use consistent language for equipment and routines? e.g. all say “apron” rather than some using “overall”
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Cognition and learning
The SEND code of practice: 0 to 25 years - GOV.UK (www.gov.uk) 6.30 and 6.31, defines cognition and learning needs as: “Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation.
Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia, and dyspraxia.”
The cognition and learning checklist toolkits cover:
• Access to learning
• Thinking skills
• Reading
• Phonics/spelling
• Recording
• Maths.
Useful resources and tools
• Early Years South West Stronger Practice Hub | Stronger Practice Hubs
• The Education Endowment Foundation EEF Early Years toolkit
• Using pictures and symbols with tools such as Widgit Online. Aiding Literacy Development with Symbols in Early Years | Widgit
• Visual support such as choice boards Visual supports (autism.org.uk)
• Let’s Get Chatting | Livewell Southwest
• Dialogic Book Talk | Bright Horizons
• Wobble cushions and weighted blanket solutions Everything You Need to Know About Weighted Lap Pads and Blankets - Sensory Friendly Solutions
• www.wordsforlife.org.uk
• EEF blog: How metacognitive talk can support learning in in the… | EEF (educationendowmentfoundation.org.uk)
Evaluating the universal provision
The checklist toolkits below have been designed to be used as an audit tool for practice, so that staff can check they are providing appropriate and purposeful support for children at a universal level for each area of need. They will support staff in early year’s settings to identify where there may be gaps in their provision, to then consider actions and access the resources and tools available.
Access to learning
What does this look like in my setting?
EYFS Statutory Educational Programme: Communication and Language, PSED Not in Place Partly in Place Fully in Place
There is a visually supportive learning environment.
Visual timetables are used to support organisation and independent learning
Emotional literacy and self-esteem are supported
Staff use the pupil’s name and establish eye contact before giving instructions.
Instructions are clear and simple. Longer instructions are broken down and given one at a time. Staff know which Blank level the child is working at.
Tasks are clearly explained and scaffolded through questions and prompts.
Staff check understanding is appropriate for age/stage.
New learning is linked with what the child already knows.
Children are given appropriate processing time before answering a question (refer to Blank Levels)
A single new concept is taught with examples taken from real life rather than talking in the abstract e.g. teaching “hot” by using warm water in a hot water bottle.
New vocabulary is linked to real objects and experiences where possible and reinforced.
Opportunities are given to repeat with support.
Notes
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Thinking Skills
EYFS Statutory Educational Programme: Understanding the World and Characteristics of Effective Learning
Opportunities are planned to explore new objects and to investigate cause and effect
Children are supported to use understanding of cause and effect. For example, straightening a wobbly tower
Opportunities are offered to categorise objects by simple criteria
Staff support children trying different ways to do things such as tackling a problem.
Practitioners encourage children to try to work out problems by thinking first e.g. why is something not working? How to switch something on.
Staff provide opportunities for children to show curiosity about the world by providing new, interesting, and exciting resources, experiences and visits/visitors.
Children are encouraged to show curiosity about the world by asking questions and thinking about why things happen
Staff model categorising objects by simple criteria.
There are regular opportunities for 1-1 or small group stories read by an adult
There is access to pre-reading skills, matching, symbols/letters etc.
Adults encourage anticipation for example, what happens next?
Where are appropriate, structured reading programmes used? (3-4 years).
Children are supported to notice similarities, differences, and patterns.
Children are supported to categorise objects by simple criteria.
Staff model different ways of trying to tackle a problem
Notes
Actions
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Reading What does this look like in my setting?
EYFS Statutory Educational Programme: Literacy Not in Place Partly in Place Fully in Place
Adults check children have pre-requisite skills for reading to develop listening/attention, language skills and talking (BLAST) Hearing and vision have been checked recently
There is a print rich environment in the setting/school.
Books are provided throughout the continuous provision and children are encouraged and supported to access these Comprehension skills are taught through discussing books, asking questions, and making comments
Notes
Actions
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Phonics/Spelling
EYFS Statutory Educational Programme: Literacy
There are opportunities to develop phonological awareness provided in the continuous provision, e.g. listening games, musical instruments, etc.
Early phonological awareness skills are taught e.g. Letters and Sounds Phase 1.
Oral blending and segmenting skills are taught and modelled by staff (3-4 years) e.g. letters and sounds.
There is systematic synthetic phonics programme taught for phonics (3-4 years).
Notes
Actions
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Recording
EYFS Statutory Educational Programme: Physical Development
Provision does support pre-handwriting skills, for example shoulder and wrist strength, pincer grip, etc.
Children are supported to develop gross and fine motor skills including bilateral coordination.
EYFS Statutory Educational Programme: Literacy
Mark making/writing opportunities are provided in all areas of the provision, including outside
Adults do model mark making/writing and encourage children to use it in their play
Adults do model and encourage children to give meaning to their marks
Staff model and encourage children to give meaning to their marks.
Notes
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Maths
What does this look like in my setting?
EYFS Statutory Educational Programme: Mathematics Not in Place Partly in Place Fully in Place
Maths resources are provided throughout the continuous provision, inside and outside.
Hands on’ resources are used e.g. real objects, counters, Numicon, number lines, etc.
Misconceptions (e.g. incorrect number order) are noted and correct skills modelled.
Children sequence events/patterns in everyday situations.
Notes
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Social, emotional and mental health
The SEND code of practice: 0 to 25 years - GOV.UK (www.gov.uk) 6.32 and 6.33, that for social, emotional and mental health: “Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.”
As a practitioner, you need to be able to recognise and identify a type of behaviour, understand what the behaviour might be communicating and put in the right provision and support to meet that SEMH need. For all areas of SEMH need, any provision or support should be provided in line with the needs of the child or young person and is not dependent on diagnosis.
The areas for social, emotional, and mental health needs covered are:
• Social development
• Emotional development and mental health.
A positive relational environment has:
• Nurturing approaches evident by staff across the setting.
• Staff that see the student’s presentation as a form of communicating unmet needs.
• Staff who show compassion, empathy, and consistency in their responses.
• Flexible implementation of policy. If the policy is not working to support the needs of every child, then the policy is not working.
• Staff who use targeted approaches to meet the needs of individuals.
• Key adults who are identified for vulnerable children.
• Staff who are trained in the impacts of traumas and strategies to support children who have had adverse experiences.
• Restorative processes to support understanding of when things go wrong.
Emotions - Help for early years providers - GOV.UK (education.gov.uk) shares how understanding children’s emotions is critical to understanding their behaviour. Early years children feel a range of emotions, but often cannot express, interpret, or process them like us.
With poor emotional skills, it could be harder for children to learn:
• Acceptance
• Resilience
• Confidence and control
• How to articulate experiences
• A sense of identity
• Empathy
• A sense of self.
Research shows that from birth, experiences and adult responses influence how children self-regulate and deal with emotions. Meeting children’s emotions is critical, even when some are harder to understand or when they evoke strong feelings in you.
Behaviour can be an expression of feelings or emotions. To help children make sense of this, and have the best effect, approach them with empathy, supporting and guiding them to identify and deal with their emotions (personal, social, and emotional development in early years gov.uk).
Trauma informed practice is a key feature of excellent settings, and it is advisable that all staff within your provision have trauma informed training:
Home - Trauma Informed Plymouth Network
For under fives | Anna Freud wellbeing site has a selection of resources for early years wellbeing including working with babies and young children on digital platforms.
Universal Outreach Offer EYFS and Foundation - Nurture (SEMH)
Plymouth Primary Nurture Plymouth Primary Nurture - Home is a collection of provisions providing short-term intensive support to pupils struggling in mainstream education. The organisation is compiled of The Edison Centre at Beechwood Primary Academy, Forest school at Oakwood Academy and EYFS-KS2 Outreach services. Targeted and specialist support can be accessed as part of a schools graduated approach (at a cost to the setting) however, the skilled practitioners also have a free universal offer than can be accessed by professionals to support the ordinarily available inclusive approach within settings and with individuals.
Skilled colleagues from the nurture provision offer EYFS (Nursery and Foundation) Outreach to local Plymouth schools and nursery settings. The team have an EYFS SEN Teacher and EYFS SEN TA who can visit settings to offer advice around support for children with SEMH or other special educational needs. This work can be for the entire setting or an individual child.
The team have a great impact on the settings and young people they support and testimonials advocate this “it is extremely helpful for our staff to work alongside the Edison Centre and the support, guidance and strategies given to staff help greatly to upskill them.” (school practitioner).
As this project is being funded by Plymouth City Council it will be a FREE service. Please call 01752 706360 (103) or email edison@discoverymat.co.uk.
Useful tools and resources
• Five to Thrive - An attachment-based approach to positive parenting
• The Zones of Regulation | A Curriculum for Emotional Regulation
• Resources (beaconhouse.org.uk)
• The Plymouth Virtual School | PLYMOUTH.GOV.UK
• Help for early years providers - Department for Education
• Inclusive practice and equalities resources – Birth To 5 Matters
• How to support children with ACEs in early years settings | A Unique Child | Teach Early Years
https://www.minded.org.uk/ Delivered through an online, interactive, e-portal, the MindEd Core Content programme provides all adults with a duty of care for children and young people with simple steps for mental health 'first aid' and advice about when to refer to more specialist help, to help speed up the detection and diagnosis of mental health issues.
Use social stories Social stories - Resource Library - Sheffield Children's NHS Foundation Trust (sheffieldchildrens.nhs.uk)
Evaluating the universal provision
The checklist toolkits below have been designed to be used as an audit tool for practice, so that staff can check they are providing appropriate and purposeful support for children at a universal level for each area of need. They will support staff in early year’s settings to identify where there may be gaps in their provision, to then consider actions and access the resources and tools available.
Social development
What does this look like in my setting?
EYFS Statutory Educational Programme: Personal Social and Emotional Development Not in Place Partly in Place Fully in Place
There is a whole setting culture where staff are trained in approaches including Five to Thrive, Conflict resolution and R Time and Thrive (where practitioners are trained). All staff are aware of and use The National Strategies Early Years resources Inclusion Development Programme – Supporting children with Behavioural, Emotional and Social difficulties.
All staff are aware of Adverse Childhood Experiences (ACEs)
There are structured routines and clear guidelines in place.
There is a quiet space provided for the child to co regulate their emotions with adult support when there are heightened emotions Naughty chairs and time out are not appropriate or effective for young children.
Behavioural expectations are reinforced using visual prompts.
Specific strategies are used to teach social understanding e.g. social stories, explicit modelling Warning signals (visual as well as auditory) are given to help with transition times.
There is a clear setting behaviour policy which staff are fully trained and supported to adhere to The following link is to EY Safeguarding webpage for behaviour policy guidance: Safeguarding and welfare policy guidance | PLYMOUTH.GOV.UK
Staff phrase instructions/directions to tell children what to do e.g. “walk please”, “feet on the floor”
Positive intervention strategies are in place, e.g. praise of specific desirable behaviour.
Staff use choice and motivation to promote desired behaviour
The setting has a consistent approach when using rewards e.g. instant, realistic.
Staff are careful to ensure all children are praised equally and fairly.
There is clear communication and a shared approach with parents/carers
Explicit activities are used to develop relationships, emotions, social skills, self-confidence, and self-esteem.
A range of opportunities for social and emotional development e.g. circle time, feelings puppets, box of feelings, etc.
Opportunities are used by staff to support social and emotional skills during child-initiated play e.g. modelling social interactions, mediated play
Resources are available to encourage gender equal play
Notes
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Emotional development and mental health What does this look like in my setting?
EYFS Statutory Educational Programme: Personal Social and Emotional Development Not in Place Partly in Place Fully in Place
Trigger points are identified, and potential triggers minimised as much as possible.
There are Thrive Approach trained staff who use the approach and train others The Thrive Approach to social and emotional wellbeing | The Thrive Approach
Staff who are trained to use Vital Relational Functions (Thrive Approach) consistently using them to support children
Positive behaviour management techniques are consistently used across the setting e.g. using the language of choice, matching the intensity of emotions, and emphasising the positive
Staff support children to learn appropriate language to describe feelings with use of real opportunities, puppets, pets, stories, roleplay, etc.
Feelings are accepted and supported to be experienced in an appropriate way including anger, frustration, sadness, excitement. Emotions are openly described e.g. I can see you are angry about... It is okay to be angry…
Consistent strategies are developed for the setting and home. Parent/carers are actively involved
Staff are supported to understand, model, and deliver effective positive responses that promote a sense of wellbeing to all children as well as colleagues.
The learning environment is calm and ordered.
Notes
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Physical and/or sensory needs
The SEND code of practice: 0 to 25 years - GOV.UK (www.gov.uk) 6.34 and 6.35 defines sensory and/or physical needs as: “Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided.
These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), deafness or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning.”
The areas for physical and sensory needs covered are:
• Visual impairment
• Children who are deaf
• Multi-sensory needs
• Fine motor skills
• Gross motor skills
• Sensory processing.
Further information on sensory needs can be found at: https://www.plymouthonlinedirectory.com/plymouthlocaloffer/patss
Useful tools and resources
Pdnet is an online network for those supporting learners with physical disability, enables the sharing of a range of professional resources to support the learning and education of children with physical disabilities. pdnet – a network for those supporting learners with physical disability
• About Down's Syndrome - Downs Syndrome Association (downs-syndrome.org.uk)
• https://www.makaton.org/
Natsip for children with vision impairment, hearing impairment and multi-sensory impairment: www.natsip.org.uk/
• Deaf and Hearing Impairments - Plymouth Advisory Team for Sensory Support (PATSS)Plymouth Online Directory
• Visual/sight impairment | PLYMOUTH.GOV.UK
• Plymouth Early Years Inclusion Service | PLYMOUTH.GOV.UK
• RNIB | Homepage of the Royal National Institute for Blind People
• LOCAL SERVICES (plymouthonlinedirectory.com)
Evaluating the universal provision
The checklist toolkits below have been designed to be used as an audit tool for practice, so that staff can check they are providing appropriate and purposeful support for children at a universal level for each area of need. They will support staff in early year’s settings to identify where there may be gaps in their provision, to then consider actions and access the resources and tools available:
Visual impairment
The learning environment clearly organised and uncluttered.
Glare from windows, lights, surfaces and resources is reduced wherever possible
Staff ensure that there is minimum glare on the whiteboard or interactive whiteboard (if used) by turning off overhead lighting, pulling blinds or changing the background colour on the board. When on the carpet/in a group, children are sat at the front with their back to the windows
There is good contrast around the setting e.g. walls/doors
There is good lighting and it is evenly distributed
Any print used is in a large bold format which is simple and uncluttered
If the child should wear glasses, they are wearing them appropriately and they are working.
Background noise kept to a minimum.
Adults say the child’s name before addressing them.
Adults use verbal/audio cues to gain attention
Adults anticipate the child’s differing access needs in advance of learning opportunities and trips/visits.
Children given extra time to complete activities and ‘down time’ to reduce the effects of visual fatigue.
Adults regularly check understanding by eliciting information, rather than yes/no responses or repetition as 80% of all learning is visual. Don’t assume that vision impaired children have all the concepts in place
Children are included in all areas of the curriculum
Adults use alternative ways of recording
Adults planned transitions carefully e.g. additional familiarisation visits.
Adults communicate positively with parents and collaborate.
Adults provide advice and signposting for parents
All staff have accessed and Introduction to Visual Impairment training.
Notes
Actions
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Children who are deaf What does this look like
Communication
Adults have a child’s attention before you start talking.
Children are fully included in all activities including social times.
Adults speak clearly, at a normal pace and avoid shouting and whispering.
Adults make sure that their face is clearly seen and use gesture and facial expressions to help children understand what you are saying.
Adults encourage children to speak one at a time and raise their hand before speaking.
Adults repeat or rephrase what they have said if a deaf child has not understood.
Adults make sure activities which require listening are kept to a minimum and provide support for children to ensure their access
Adults provide quiet spaces for your deaf children to socialise with peers.
All rooms are as acoustically friendly as possible
Background noise reduced to improve the acoustic environment.
There is good lighting and that and adult’s face is not in shadow.
Adults make sure that you face a pupil when talking and allow an adequate distance.
Adults make sure they don’t carry on talking when facing away from the children.
Adults make sure that when they are giving important information all children are engaged
Teaching
Deafness is a not a learning disability. There are high expectations of your deaf pupils.
Visuals are used as a dual coding technique
All adults anticipate the child’s needs in advance of learning opportunities.
Adults use visual approaches to phonics.
Assistive Listening Devices (ALD) are used if one has been supplied.
Deaf children are given time to look at a visual clue or demonstration before an adult starts talking.
Contributions of children are managed effectively so that all children can play a full and equal part.
The learning environment clearly organised with minimal visual distractions.
The indoor environment has good levels of lighting.
Adults are aware if the child has hearing aids, and they know when these aren’t working
Staff identify children’s’ contributions to activities and praise clearly
Notes
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Multi-sensory impairment
Adults ensure that all children can communicate their needs, wants and ideas. Children may communicate in different ways.
The impact of the combined sensory loss been considered.
Adults have a coordinated approach been implemented to meet the child’s needs.
Notes
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Fine motor skills development
The child is seated in their optimum position for engaging
Pre-writing skills are supported through lots of fine motor resources, activities, finger gym, dough gym, etc.
Tasks are adapted to support physical needs so that they can be achieved.
What does this look like in my setting?
The is more time allowed to complete activities
The purpose of an activity is considered to support access.
Notes
Actions
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Gross motor skills development What does this look like in my setting? Not in Place Partly in Place Fully in Place
All adults consider the position of resources in the environment for children with reduced mobility (whilst still fostering independence)
Accessibility of the environment is increased by ensuring the space is clutter free
Barriers to mobility around the learning environment been reduced
The child is able to sit on a seat rather than the floor if this is necessary.
All tasks are adapted/modified in line with children’s physical needs or mobility difficulties?
Personal autonomy is encouraged.
Adults allow more time for movement for children with reduced mobility
Adults have sought occupational therapy advice where relevant
Notes
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Sensory Processing
All adults are aware of the seven senses - sight/visual, sound/auditory, touch/tactile, taste/gustatory, smell/olfactory, balance/vestibular, body awareness/proprioception.
All adults are aware of how each sense can be hypo (undersensitive) or hyper (over-sensitive). Staff aware of the potential impact this can have on all other areas of learning
All adults are aware of a child’s sensory needs, and these are considered in all provision. Staff plan for a sensory supportive environment taking into consideration lighting, colour, seating, organisation, and a quiet area.
Adults prepare the child for new or unusual sensory experiences
Adults gather and share information with parents about the child’s sensory development and potential needs
Notes
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Social and emotional development
There
is access to a place of rest
All adults are aware of the child’s social and emotional needs and consistent strategies are used
All trips and extra-curricular activities are inclusive and accessible without the need for a parent to accompany the child
Children are encouraged to interact with peers and other children are supported to develop.
Notes
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SECTION C – Inclusion in action
Case Study 1 – The Cabin at Barn Park
Staff Member: Vicki Tyler (Manager)
Setting Name The Cabin at Barn Park
Phase Early Years
Number of children 36 per session 2-4 yrs
Locality Barn Park
EHCP 1 finalised 6 requests in
SEND register % 22 children out of 87 children (25%)
Key area(s) of need Communication and Language and Cognition and Learning
The Cabin at Barn Park vision:
At the Cabin at Barn Park our aim is to provide a holistic and accessible environment for all children. An environment that provides opportunities for all children to learn across all areas of learning and ensure that every child’s needs are catered for, no matter what their ability level, so that they can all have the same opportunity to learn and develop.
A key part of our vision is that music as part of what we do every day.
What did you identify as the area for development in terms of inclusion?
At the Cabin at Barn Park we identified that children’s attainment in Language and Communication was very low. It is something that we really need to focus on throughout everything we do.
We also identified that although though we were already doing music, it was only a little bit here and there such as singing at lunchtimes and having a basket of percussion instruments available. A lot of our children cannot use language and we recognised the importance of non-verbal communication and wanted to celebrate it.
How did you implement the provision to support the areas identified?
We were part of the Evolve music charity’s Music Explorers project. This involved two whole staff training and demonstrations led by two Evolve music leaders with groups and one to one with children. However, we have continued to use what we
have learnt because we saw the impact on the children, including children with SEND.
Through the Music Explorers project we identified a member of staff Brandon, to become our Music champion. Brandon now leads on music. He makes sure that everything is set up and ready and we have the resources we need. Brandon also makes sure that each week, there is specific focus on music, using the theme of the week.
One of the ways we disseminate our approach to new members of staff is through modelling it. Everything we do now is to a tune, from tidy up time to transitions –moving from one activity to another. We sing songs when children are washing their hands or going into the garden. Music is everywhere inside and outside.
We have small group music sessions every day then once a week we have free play with music linked to a theme for example, if the theme is pets, we would set up a musical provocation with sound making resources and animals and sing a song that we’ve changed the words to include an animal.
When we use percussion instruments, we are down at the children’s level, following the child’s lead, waiting and responding. We try not to talk and put the emphasis on non-verbal communication. We use a lot more vocalisations and incorporate resources such as scarves, big scrunchies, boomwhackers and stretchy lycra into songs and musical games. We use sound making resources and sing a song when we use do Attention Bucket which we do with all children.
We share tips with parents to encourage music at home. Parents then upload onto Tapestry when they have done things at home with their child.
Impact - How do you know what you did worked?
The change in all the children was noticeable. There was definitely an improvement in children’s listening and attention skills including for children with SEN.
Some children who had limited eye contact now have some or more eye contact than they did before. Children are copying the adults more. Children are singing the songs outside of the routine.
More staff are singing and everyone sings a lot more. Before, only one or two practitioners would sing at tidy time, now everyone sings.
All the singing as improved children’s Communication and Language. Our routines are much quicker and smoother and feel calmer. We even sing at lunch times when a child does something independently such as opens up a packet by themselves as a little celebration.
We think children follow instructions because we sing the instructions. Group – time – quick, slow, more anticipation.
Staff more aware the benefits of music for all children. It is a strategy that we can use with children with SEND so if a child likes to tap and hit, we provide instruments or sound making things that they can tap and hit.
We have found that a lot of children enjoy tapping and shaking things so we make sure that things like drums or shakers or rainmakers are available for them at times.
In group times, staff are more aware of speeding songs up or slowing them down. Brandon is now confident in his leadership role.
During free play, staff allow the children to lead the play. Children have a greater sense of their own efficacy and a sense of empowerment which supports their selfesteem. Children’s turn-taking and anticipation has improved.
What is your setting doing to support all staff to embed inclusive universal provision? And how has this support impacted your inclusive approach?
We are modelling all the time our musical approach. It is just what we do now. We encourage all staff to get involved.
At the planning meeting we always make sure that we plan for music. Our musical instruments are available all the time.
All our children can be included in the daily music session before they the children go to lunch daily.
What are your plans for future development?
We will continue to embed music throughout our curriculum.
We also want to continue to work with parents and we would like to get parents involved with our music sessions.
Case study 2 – Tops Stonehouse
Staff Member: Morgan Johnson (SENCO)
Setting Name Tops Stonehouse
Phase Early Years
Number of children 175
Locality Stonehouse
EHCP % 4 children - 2 accepted and being written. 2 waiting for outcome of a request.
SEND register % 52 children on IEPs (30%)
Key area(s) of need Communication and Social and Emotional
Tops Stonehouse vision: We wanted all staff to have the same level of confidence, understanding and skills about how to support autistic children and children with SEND. A lot of our children have difficulty communicating and this just becomes frustration and anger. We were already doing a lot but wanted to see if there was even more, we could be doing to support all or our children.
What did you identify as the area for development in terms of inclusion?
We were part of the Plymouth Local Authority’s AET training concentrated offer. We had online training on Making Sense of Autism in Early Years and a whole staff training in a staff meeting by a Specialist Support Worker (SSW) on the strategies we could use.
We used the AET standards to carry out a self-assessment support with the support an Education Psychologist who is part of the LA AET training team. From this we developed some goals:
1. To include visual schedules for toileting, including what you do from start to finish across object, photo and symbol level.
2. How do I feel? Colour monster feelings boards and a 5-point scale to increase children’s emotional literacy.
3. To embed Makaton signing as a cultural change.
How did you implement the provision to support the areas identified?
Makaton
We introduce the new Makaton sign for the week every week on a Friday. An email is sent with the sign of the week with a demonstration video to all staff and parents.
The following Friday we put on Facebook what we have learnt and the next sign.
In staff meetings we have a quiz to recap on the signs to make sure they are all using them.
We have fun using Makaton with staff using the signs with each other. Children are encouraged to demonstrate the new sign they have been learning with their parents at drop off and pick up.
All staff use the new sign with the children. The children are always encouraged to use the word at the same time.
We put the handouts with the Makaton sign of the week for parents at the pick off and drop off points. Also, the sign of the week is put on the EY-log app. Children with SEND are taught Makaton signs during their Star (one to one) Times. Staff know that they need to model the sign and then the child will use it.
Visuals
We have routines of the day displayed in every room and use the ‘now’ and ‘next’ with every child. We show the routine one to one with any SEND children. We use now and next cards in Star Times. We have ‘using the now and next cards’ as an IEP target.
Around the room we have lots of signs that all the children can use such as washing hands, objects, animals, cars, jobs, different buildings. We also have choice boards around the room. Adults ask a child “Can you show me?” and the child can show the adult the picture of something they want or need.
Some children with SEND prefer to use pictures to communicate e.g. toilet, but staff also use the Makaton signs with them. For example, a child can take a member of staff to one of the signs around the room, the staff then model the sign and the word.
We have got a visual routine displayed in the toilet. We have also got ‘now’ and ‘next’ visuals to show the routine in the toilet for those children who need a simpler visual routine. The adults then can break down the routine with the children just having to remember what to do now and what they will have to do next. This breaks the routine down into manageable chunks and the child doesn’t feel overwhelmed.
All staff have lanyards with a traffic light – faces yellow, red, green to give warnings to children about any unwanted behaviour and to reward good choices. We don’t use the traffic light visual with some children – as using ‘no’ or ‘stop’ can escalate unwanted behaviour so we use ‘finish’ instead. Some children can get really frustrated when staff don’t understand what they want, so we find the ‘something different’ visual sign can help them to get the adults to understand.
Supporting children with regulating their emotions
We have the Colour Monster board in every room. There are the Colour Monsters for Happy, Sad and Angry displayed, although the baby room just has Happy and Sad.
The children can use the mirror that is in a colour monster board or a mirror with pop up emotions to explore and discuss their feelings any time.
The children are encouraged to discuss and recognise their emotions in small groups. We have got stories, games and flashboards that we can use. We have also used social stories for children with SEND, for example, what to do when they are feeling angry.
There are Behaviour Packs for parents on how to help children with regulating emotions and on how to support children with their emotions.
We teach all our children to use the sign (and word) for help. When a child asks for help or sometimes if the adult sees a child is getting angry or frustrated then we do ‘calm down walks’. Calm down walks happen in the hallway. The adult will walk up and down with the child singing. We also have the option that if a child is angry they
can go outside to run and climb so they can be angry in a safe space and we can support them to deal with their big emotions. We might set the egg timers so that the child is given time with an adult to calm down before they ready to come and talk.
We use ABCC forms so that we can see what happens before during and after an incident. These are reviewed to see what is working.
Impact - How do you know what you did worked?
When the SENCO visits each room she sees staff using Makaton or sometimes the SENCO asks what the sign for a particular word and the staff and children will demonstrate. The children are using the signs with the staff and a lot of parents using the signs at home with them. Staff are using Makaton signs in singing and the core signs such as help, please, more and toilet all the time.
Using the sign for ‘more’ has encouraged a greater number of children to use the café style snack as children can use the sign for more and the signs for the fruit.
The children enjoy learning the new signs. Pre-school use signing in their group time to alongside the word and the real-life photo visual or object e.g. animals. Children get really competitive be the first one to say they know the sign.
Children are looking at, talking about and using the visual schedule in the toilet. This has helped the children to do use the toilet independently in pre-school and also helped our SEND children to become toilet trained.
Children are talking with staff about their feelings using the ‘How do I feel?’ Colour Monster board. Staff are continually labelling children’s emotions and their feelings and encouraging them to recognise when they are feeling happy, sad or angry. The staff do problem solving if a child is not feeling happy. They say to the children ‘so and so is not feeling happy what can we do?’ Staff are asking the children all the time about their feelings.
All parents are aware of the Behaviour packs. Some parents ask for a pack, sometimes we recommend the parents use it. The parents really like the video of how to implement the strategies.
All staff are now trying and are implementing the strategies. This means that it’s not just on one or two people in the setting.
We identified that a child was getting angry during transition from one activity to the next. So now the child has one to one time then the child joins afterwards
What is your setting doing to support all staff to embed inclusive universal provision? And how has this support impacted you inclusive approach?
We used staff meetings to introduce changes. We have room manager meetings to talk about any concerns. We make sure that new staff get extra training. We use the training from Livewell. When we send out the weekly update to staff we say what the SENCO is focussing in terms of skills. We have a member of staff who provides one to one support for children who has modelled to other staff what to do in Star Time.
We put any observations that show how the child is working towards their IEP targets on the EY log once a week.
What are your plans for future development?
We are getting aprons for staff to wear to keep any objects of reference. We would like to join an Autism Champion network and attend any future training.
Case study 3 - Little Orchard Montessori Nursery
Setting Name Little Orchards Montessori Nursery - Chaddlewood
Phase Early Years
Number of children 59
Locality Plympton (Chaddlewood)
EHCP % 0
SEND register % on IEPs (%) 6
Key area(s) of need Communication and Interaction, Social and Emotional
What did you identify as the area for development?
Visual Signs
We were finding in our setting that some of our children who required additional support liked to go into cupboards, climb on surfaces and turn the light switch on and off. A few of these children do not like to be reminded not to touch or climb and it would often lead to the child becoming unregulated, upset, and angry which could last for considerable time leading to disrupting the learning taking place.
How did you implement the provision to support the areas identified?
After reflection and a desire to avoid confrontation, we have displayed visual signs around our classroom. They were very simple to make and have been very effective for most children.
Impact - How do you know what you did worked?
No longer is it the adult saying ‘feet on floor’ we point to the sign instead which is less triggering for the child. The other children also point out the signs when they see a child climbing or touching when they shouldn’t be which is helping to develop a community feel to the classroom with the children understanding the behaviour expectations.
What did you identify as the area for development?
The Cube
We recognised our children liked to go to cosy spaces however if emotional or having an outburst they did not want their friends in the cosy space.
How did you implement the provision to support the areas identified?
Our handyman built us a large cube which we put mats and cushions in where children can choose to go to have time by themselves. They may choose to sleep, look at a book, calm down and re-regulate. It is their choice however it is a quiet space for one child. There is a visual sign to show how many children can use the space.
Impact - How do you know what you did worked?
The child we originally designed the cube for was not interested, however some of our children who could become highly emotional and needed their own space would quite often use the space. They would not want a hug or any interaction from a child or an adult so this provided a safe space for them. Once calm they would come out for a hug and carry on with their day. The cube is always available for the children.
What did you identify as the area for development?
Transition Songs
In our setting we already use objects of reference such as a nappy for nappy changing but we will still be finding some of our children were struggling with transitions and behaviour expectations during transitions. After seeking advice from Plymouth Access service on supporting children transition sings were suggested. How did you implement the provision to support the areas identified?
We now have a few songs we use throughout the day; some we have made up and some already known to us. For nappy changing we use the Sing and Sign song, for walking to our garden area we sing ‘Let’s go walking’ from Sticky Kids.
One of our settings as stairs and when moving from one level to another they sing a song reminding children to be slow, steady, and safe on the chairs.
Impact - How do you know what you did worked?
The songs have helped as the children are concentrating on the song rather than running for example and it serves as a reminder as to what is happening next. The songs are sung from our baby room right through which also helps the child when transitioning to a new room as the songs are familiar and the child knows what to expect to happen.
We do have one child currently who does like to change the words to our walking song to ‘running.’
Case study 4 – Alexandra House Nursery
Setting Name Alexandra House Nursery
Phase Early Years
Number of children 100 children
Locality Derriford West and Crownhill
EHCP % 6 EHCP (1 in place and 5 waiting for draft) and 5 waiting to be submitting
SEND register % 32%
Key area(s) of need Communication and interaction
Your vision
At Alexandra House we work hard to provide a stimulating environment that provides exciting opportunities, promotes challenge, exploration, adventure and a real love of learning. We prioritise creating a ‘language rich’ environment through the use of songs, nursery rhymes, stories and providing time for quality interactions between adults and peers. We understand that play is an integral part of learning and this is at the centre of our Early Years curriculum. Warm and positive relationships between staff and children, consistent routines and strong relationships with parents is at the heart of Alex House.
What did you identify as the area for development in terms of inclusion?
A high number of children have a difficulty or delay in Communication and Language.
How did you implement the provision to support the areas identified?
In 2019 Alexandra House applied for and got accepted onto the Early Years Professional Development Programme. I was awarded the role of Communication Mentor Champion. This meant that I studied at level 3 10 Communication and Language sessions, led by ELKLAN on Communication and Language, then delivered 5 Communication Counts training sessions in-house with staff. I also supported 9 other settings to deliver and embed Communication Counts in their settings. The following is what my nursery did as a result of the EYPDP programme and we have also built on what we have done too.
How did you implement the provision to support the areas identified?
Visuals
When the children arrive at nursery. There is a visual strip that has the photo of the practitioner who is at the door at the top. Then a picture of the stairs, then the door and then the room. This is so children know what to expect.
Every child receives a social story electronically before they start with us. We also visuals showing what to expect at the door and in the room. The social story has photos of the nursery, the adults and the child’s key person, and photos of the front door, where the children meet the adults and hang their coats and the room.
There is a room visual routine with an arrow that is moved along so children can see what is happening next. Some children have individual visual routines that they can use – when something is finished the photo or symbol is put in a pocket.
Some children have visuals to support their understanding of what is happening ‘Now’ and Then (what is happening next).
All staff have visuals on a lanyard e.g. snack time, wash hands, toilet, choosing time, song time, outside, worktime, home time and sit on floor and Finished.
We use props at story time. We just take a group out during continuous provision rather than stopping all the children. To support the transition into group time and story time all the children are given a lolly stick for story time or group time which they take with them.
We use countdown buttons for individuals and groups. The first photo is for an individual child and the second one is for all the children in the garden. “In three in two in one.” And take off a button each time. We keep our language simple. The children like doing this with the buttons in the garden.
We have a Group time visual bear with symbols on ears eyes and legs to encourage listening, looking and sitting.
Adult-child interactions
Staff follow the children’s interest and keep their language simple. Staff model language and expand on what children say. Staff limit the number of questions they ask and add in more comments. We worked a lot on the adults waiting for the child to do something or say something or respond before saying anything.
There are books in lots of different places in the environment, not just the book area.
Vocabulary
There is a clear focus in the planning on which vocabulary we want the adults to model and the children to understand and use. The vocabulary flowers (see photo), with a variety of words (noun, verbs and adjectives/concepts) are displayed in 4 different areas in the room and outside in the garden. These are a reminder for staff to model these words as they are playing with the children and note if the children are then using them. The flowers are changed biweekly so different vocabulary flowers are displayed in another 4 areas of the room part way through the week.
Communication Friendly Spaces
We keep the background to displays neutral so there isn’t too much bright clashing colours that can be overstimulating for children.
We have set up a small Communication Friendly Space in each room where children can go and chat together.
Parents
We have shared key strategies with parents. One of the most effective has been discussing the modelling language strategies with a group of parents of two-year-old who were struggling to support their children's language at home. We encourage parents to keep their language simple just adding one word.
My top tip is to just introduce one thing at a time. For example, you could just start using the visuals on lanyards, then introduce visual routines.
Impact- How do you know what you did worked?
The EYPDP programme has significantly how the staff team support children's communication and language. The skills and confidence the team have gained and consistently put into practice has had a considerable positive impact on the children.
We have noticed a vast improvement in children's vocabulary, since we implemented the vocabulary flowers across the nursery.
When you listen to the children you can hear the impact of an adult modelling language because the children are using the same words.
The changes have had a significant impact on the children with communication and language needs, but also on the very able communicators as the vocabulary flowers has increased and varied their vocabulary.
These new words are helping the children progress from a two-word level on to simple sentences with considerable ease compared to previous cohorts.
The transitions work really well the children are really the keen to hold the lollipop stick and go to story and group time.
The children tell us off if we don’t use the visuals!
What is your setting doing to support all staff to embed inclusive universal provision? And how has this support impacted you inclusive approach?
In the staff room is a display with a reminder of the 10 second rule (wait after saying something for a child to respond) and to remind staff to comment, model language, use 1 question to every for 4 comments (rule of thumb) and to expand on children’s language. Adult - Child Interaction Model to Promote Language Development from ELKLAN (Not necessarily the one displayed)
Bi-weekly planning meeting in room teams. We always review what we have been doing in terms of supporting children’s Language and Communication - what’s worked what needs changing and reminders. What is best practice is discussed with room leaders.
During the induction period new staff are given the visuals and are given instructions by the SENCO on how to use them. The room leader goes through the use of the visuals in the room. All the staff will also model to the other staff too so there is consistency.
We have a termly whole team meeting to go over the key strategies that we use.
We have had 1 other member of staff who has completed the Professional Development Programme and another member of staff who has just started it.
What are your plans for future development?
Alexandra House continue to work improving and developing our provision for children’s communication and language.
One thing that we are going to introduce is Communication boards. This is a A4 size with choices of different symbols on such as finish, wait, more. We will use Makaton signing and encouraging children to make requests. This is particularly for our non-verbal children. Adults will model the word when the request is made.
Glossary
GATI Graduated Approach to Inclusion
Graduated Response
A model of action and intervention in early years, schools, and colleges to help children and young people who have special educational needs. The graduated response includes assessing need, planning, implementing, and reviewing the plan.
OAP Ordinarily Available Provision
Universal Support What a school can ordinarily do as part of their normal way of working
SEND Special Educational Needs and/or Disabilities
CYP Children and young people
CIC Children in care
CIN Children in need
CP Child protection
High-quality
Teaching (HQT)
Teaching that is fully inclusive and uses evidence-based approaches to secure positive outcomes for all learners.
LA Local authority
Local Area
Local Offer
SENCO
SEND Code of Practice
The area in which your school/setting is located
All local authorities are required to publish a ‘local offer’ which outlines information about provision it expects to be available to children with SEN and disabilities in their area both in and outside of a school
The special educational needs coordinator
The statutory code that details the duties of professionals in meeting the needs of learners with SEND
PPCV Plymouth Parent Carer Voice
EHAT Early Help Assessment Tool
DSL Designated Safeguarding Lead
EYFS Early Years Foundation Stage
EPSAT Educational Psychology and Specialist Teacher Team
Adapted curriculum Children make progress at different rates and have different ways in which they learn best. Teachers take account of this when planning their lessons, organising the classroom, and choosing books and materials. They are then able to choose from the range of available approaches and resources to make a selection which best fits the learning needs of a particular child or group of children. This is what is meant by an adapted curriculum.
PIAS Plymouth Information Advisory Service
SLCN Speech, language, communication needs
ASC Autistic Spectrum Condition
CYP Children and Young People
ADHD Attention Deficit Hyperactive Disorder
Neurodiversity
Neurodiversity is a word used to describe the different thinking styles that affect how people communicate with the world around them.
It is an umbrella term - a word that sums up lots of different things. It includes conditions like autism, ADHD, dyslexia, dyspraxia, dyscalculia, and Tourette’s.
MLD Moderate Learning Difficulty
MSI Multi-Sensory Impairment
DLD Developmental Language Disorder
SpLD Specific Learning Difficulty
SEMH Social, Emotional, Mental Health
DLA Disabled Living Allowance
EAL English as an Additional Language
0-25 Team
The statutory local authority team for Education, Health, and Care Plans
AAO Attendance and Access Officers
EBSA Emotional Based School Avoidance
ELSA Emotional Literacy Support Assistant
PD Physical Disability
POD Plymouth Online Directory
Equality Act
C & F Act
The Equality Act 2010 legally protects people from discrimination in school, the workplace and in wider society. It replaced previous anti-discrimination laws with a single Act, making the law easier to understand and strengthening protection in some situations. It sets out the different ways in which it’s unlawful to treat someone.
From September 2014, there will be a number of changes to improve services for children and young people with special educational needs and disabilities (SEND). The changes are a result of the Children and Families Act 2014 which became law on the 13 March 2014. The Act aims to improve how different agencies and services work together and create a more joinedup approach to the statutory assessment process for children and young people with the most complex needs. The new approach will also give children and young people with complex needs and their families more choice and control about which services they can access and how they are paid for. The Act will also improve information about services for children and young people with SEN and their families.
PCC Plymouth City Council
CDC Council for Disabled Children
DfE Department for Education
KCSIE Keeping Children Safe in Education
EMAT Ethnic Minority Achievement Team
OT Occupational Therapist
Thank you and acknowledgements
We would like to extend our gratitude to all professionals who have made a difference with their fantastic contributions and support in writing this guidance… we couldn’t have done it without you!
A huge thank you in particular to those early year practitioners and local area colleagues who have invested time in writing sections of the document and supporting the re-drafting process:
• Parents and carer representatives and leaders of PPCV for your drafting support, contributions, and valuable thoughts.
• The early years strategic board for challenging content and suggesting evidence-based support.
• The early years leaders and mentors group for unpicking the drafts and suggesting amendments for the final version.
• The early years practitioners at Little Orchard, Tops Stonehouse and The Cabin at Barn Park for your great case studies and examples of inclusive practice.
• NHS and Devon ICP colleagues for their expertise, input, and development of section B.
• Lyndsey Cooper-Smith – Inclusion lead for the Discovery Trust and Edison centre for attending all workshops, making great contributions and supporting the outreach element.
• The Family Hubs lead, Sally Kendrick for the joint working and additions to support parents/carers.
… and to everyone who has taken the time to join meetings, offer thoughts and participate in the many workshops to pull this piece of work together – THANK YOU!
Setting representatives
• Early years strategy group
• Early years leaders and mentors’ group
• SHAP
• PAPH
• Discovery MAT and Edison Centre
• SENCOs from Little Orchard, Tops Stonehouse, and The Cabin at Barn Park
• Nursery Manager, Alexandra House Nursery
Wider stakeholders
• PPCV – Tara Vasallo and Clare Paddon
• PIAS
• RISE/CDC Desktop review
• Parent coffee morning – x 8 parents (PPCV)
Health Colleague Input
• Sarah Jarman - CAMHS
• Sarah Ortiz – CAMHS Speech and language
• Sarah Miller – Speech and language adviser to NHS Devon ICB
• Natalie Bagwell – Speech and language therapist
• Irene Wilson – East public health nurse team manager
• Julie Melville-Brown – Childrens’ speech and language service manager
• Brigitte Price – DCO Children’s services ICB
• Lucy Webber - Occupational Therapist CDC
• Stuart Harris – Deaf Children support Marjon University
• Dominic Burdon – SEND lead Royal Eye infirmary.
• Sarah Gardner – school nursing
• James Cook - CDC
• Adam Beckman – ophthalmologist Devon NHS
• Emma Mees - children’s therapy lead CDC
Local Authority Input
• Early years improvement team
• Early years safeguarding and welfare team
• Isabelle Morgan - Attendance and welfare manager
• Jim Barnicott – Head of Education
• Michael House – Health and Safety (Vulnerable groups support)
