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Grandma's garden, drawn by Aurora, age 7
Drawn by Aurora, age 7When children are aged between 0-5 years, they are said to be in their “early years”. The early years are an important time for all children because experiences early-on in life can have long-term effects on development. They can be especially crucial years for children with special educational needs and/or disabilities (SEND).

 

Does my child have SEND?

During your child’s early years, you may not know whether they have SEND or not. Many parents have concerns about their child’s development. While most of the time it is just a normal part of growing up, you should highlight any worries you have with a health professional.

Health Visitors carry out development reviews when your child reaches 9 months and 2 years of age. These are designed to pick up on any early signs of disability or ill-health. It is important to attend these reviews even if you consider your child to be developing normally. You can read more from our health visitors about why these checks are so crucial by clicking here. 

Your local children’s centre can also offer advice and support if you have concerns about your child’s development. Click here for more information on the role of children’s centres.

If you would like to know more about what SEND is and the different types of needs children can have, visit our SEND Needs Explained page

 

How do I get support for my child with SEND?

When a health professional identifies that a child (up to the age of 5 years) may have SEND, they must let the local authority know. This is called a Health Early Notification. The purpose of this is to ensure that the local authority knows about children with SEND who live in their area, so they can help the family access any appropriate support and services that may be helpful to them. For more information about this, please click here

Portage Home Learning is a home-visiting service available to children (aged 0-3 years) with a recognised need or disability. The service helps promote a child’s development through a whole-family approach, and by building on the child’s existing skills and abilities. You can find out more by clicking here

A picture of my family, drawn by Ali, age 5
Drawn by Ali, age 5 

How do I choose childcare for my child with SEND?

Good quality childcare is beneficial for all children. It plays an important role in development, allowing children to gain independence, mix with other children and learn new things.

There are several types of childcare provider and different families may find that different options work best for them. Most childcare providers can be categorised into one of the following:

For a more in-depth look at the different types of childcare please click here.

All parents have lots to consider when choosing a childcare provider that is right for them and their child. This may be particularly daunting when your child has SEND. We have produced a guide of useful things to think about when making your decision. It is recommended that you speak to and/or visit the childcare provider to get a sense of the provision they can offer for your child.

 

What support will my child with SEND get from childcare providers?

Early years’ providers are legally required to support children with SEND. This is specified in the Early Years Foundation Stage (EYFS) Framework which sets standards in a child’s care up to compulsory school age.

The EYFS requires that all children have the same opportunities in childcare - regardless of needs or disability. Providers must review each child’s learning and development and have procedures for identifying and supporting SEND. Summaries of these reviews must then be shared with the child’s parents/carers.

 

Special Educational Need and/or Disability Coordinator (SENDCO)

All nurseries and pre-schools must appoint a Special Educational Need and/or Disability Coordinator (SENDCO). This is someone who holds responsibility for supporting children with SEND. The SENDCO will advise colleagues about the best strategies to promote positive outcomes and will work to actively involve parents in this decision-making.

Childminders are also strongly encouraged to identify someone who can act as a SENDCO – this may be one SENDCO shared by several childminders.

 

Funding to support early years providers

Early years childcare providers can request additional funding to help support children with SEND in their care. These funding streams include:

  • Disability Access Fund - available for 3- and 4- year olds who receive Disability Living Allowance (DLA) and free universal or extended early education
  • Enhanced SEN Inclusion Fund (SENIF) - available for 3- and 4- year olds with a low level or emerging SEN who access free universal or extended early education OR 2-year olds with significant delays

 

Regulation of early years providers

Ofsted is the regulator or early years childcare and carries out regular inspections to ensure providers meet the requirements for supporting children with SEND.    

For more details about what the local authority expects from childcare providers please click here.

 

Do I have to pay for childcare?

All parents/carers with a child aged 3-4 years are entitled to receive 15 hours of free early education in a nursery or pre-school setting which can be accessed for 38 weeks of the year. If you are working, you may also be eligible for an additional 15 hours of free childcare. For more information about this offer, please click here.

If you have a child aged 2 years, you may be able to claim up to 15 hours of free childcare if you are on low income, your child has an Education, Health and Care Plan (EHCP), or receives Disability Living Allowance. For more information on whether you might be eligible, please click here.  


Information for professionals and SENCOs

Early Years SEND Toolkit

This is a document that gives you an overview of your roles and responsibilities regarding inclusive practice and supporting children with SEND. It also contains key information you need to be accessing in relation to making referrals and some practical tips and strategies.

Early Years SEND Audit

This is a document that you can use to review your setting’s practice and identify strengths and areas for development. It is good evidence for OFSTED on how you evaluate your practice.

Your Early Years and Inclusion Advisor will be able to review this with you when they will be visiting your setting.

What we mean by Speech and Language development- PP1 video (9mins)

•       What do Speech and Language Therapists (SLTs) do?

•       What do we mean by ‘speech and language development’?

•       Why are communication skills important for children?

Ages and Stages- PP2 video (11mins)
• What speech and language skills should I expect from children in my care?
• By  6 months
• By 18 months          
• By 1 year
• By 2 years
• By 3 years
• By 4 years
• Introduction to the Speech and Language Therapy Monitoring Tool


What should I consider before making a referral to SLT- PP3 video (13mins)
• How concerned are you and what are these concerns based on?
• Parental concern, consent and responsibility
• What should the Early Years Setting have already done before making a referral to EYSLT?
• What information do I need to have in order to make a referral to Early Years SLT?

How do I make a referral to Speech and Language Therapy?- PP4 video (6mins)
• Where to access the SLT referral form
• A step-by-step guide to completing the Early Years SLT referral form
• Where to send the referral
• Contact details for other services

What can I expect if I refer a child to Speech and Language Therapy- PP5 video (13mins)
• What is speech and language therapy?
• How does the early Years SLT service work?
• What support will the service offer?
• What is the role of parents?
• What is the role of Early Years Practitioners?
• What is the role of the SLT?
• The importance of working together
• Supporting parents to access therapy

Supporting children with Speech, Language and Communication Needs in your Early Years Setting- PP6 video (17mins)

Using ‘visual support’ – what does this mean?

• Top Tips for Adult-Child Interaction
• Practical ideas for activities that support communication development

What do we mean by ‘Social Communication’? - PP7 video (10mins)
• What do we mean by the term ‘social communication?’
• Why is social communication so important?
• When and how does it develop in young children?
• Key social communication milestones

How do I refer a child to the ‘targeted’ Speech and Language groups at local children’s centres- PP8 video (5mins)
• What are Targeted Speech and Language groups?
• Who should I refer?
• How do I refer children?

How to use the Early Years Speech, Language and Communication Monitoring Tool- PP9 video (9mins)
• What is the “CLCH Early Years Speech, Language and Communication Monitoring Tool”?
• Supporting children with English as an Additional Language (EAL)
• How to complete the Monitoring Tool

Vroom! Tips and how to explain these to parents- PP10 (11mins)
• resources created based on research carried out, to support early learning and brain building.

Everyday Activity: At the Park Intro

CLCH Speech and Language Therapy: Learning During Everyday Activities. An introduction video around learning new words when out and about

Everyday Activity: Climbing on the Climbing Frame

CLCH Speech and Language Therapy: Learning During Everyday Activities. When you are at home and out and about with your child it is a great time to help them learn action words. See how you can teach the word ‘climbing’ in the playground

Everyday Activity: On the Slide

CLCH Speech and Language Therapy: Learning During Everyday Activities: When you are at home and out and about with your child it is a great time to help them learn action words. See how you can teach the word ‘sliding’ in the playground, and introduce the words ‘slow’ and ‘fast’

Everyday Activity: Swinging at the Park

CLCH Speech and Language Therapy: Learning During Everyday Activities. When you are at home and out and about with your child it is a great time to help them learn action words. See how you can teach the word ‘swing’ and ‘push’ in the playground, and introduce the words ‘up’ and ‘down’ and ‘stop’.

Everyday Activity: Peekaboo in the Park

CLCH Speech and Language Therapy: Learning During Everyday Activities. When you are at the playground you can have fun by playing peekaboo with your child. This will help them build their attention skills, and is a fun way to have an interaction and learn language.

Everyday Activity: Looking for the Bus

CLCH Speech and Language Therapy: Learning During Everyday Activities. When you are waiting for the bus, you can have a conversation with your child using Makaton signs. This will help them understand what you are saying and help them learn new words

Everyday Activity: At the Bus Stop

CLCH Speech and Language Therapy: Learning During Everyday Activities. While you are waiting for the bus, it is a great time to have a conversation. Talk about what you can see around you, using Makaton signs to help your child understand and learn new words.

Everyday Activity: ‘Creative Stupidity’ in the Shop

CLCH Speech and Language Therapy: Learning During Everyday Activities. When you do the ‘unexpected’ with your child in a fun way, it is a good opportunity to make them laugh and an opportunity for them to communicate with you. Have fun being silly together!

Everyday Activity: Offering Choices in the Shop

CLCH Speech and Language Therapy: Learning During Everyday Activities. When you are out shopping it is a great time to offer choices. It gives your child an opportunity to have something to communicate about

Everyday Activity: Singing in the Park

CLCH Speech and Language Therapy: Learning During Everyday Activities. When you are in the park you can sing to your child. Singing helps children learn new words and is a great time to help them with their talking and communication

Everyday Activity: Tickling

CLCH Speech and Language Therapy: Learning During Everyday Activities. Tickling is a good opportunity for your child to start an interaction and respond to you. It can be a great time to learn body parts as well. Have fun playing tickling games!

Everyday Activity: Toys at Home- the Car Run

CLCH Speech and Language Therapy: Learning During Everyday Activities. A car run is a great toy that you can use at home to support attention and listening, taking turns and communication skills.

Everyday Activity: Sharing Books

CLCH Speech and Language Therapy: Learning During Everyday Activities. Sharing books is a great time to support language development. You don’t have to read all the words, you can talk about what is happening in the pictures, and use Makaton signs to support your language.

Everyday Activity: Bath time

CLCH Speech and Language Therapy: Learning During Everyday Activities. Bath time is a great time to support language development. You can introduce choices, name objects, and introduce action words. Most importantly, have fun at bath time!

Everyday Activity: Play Time

CLCH Speech and Language Therapy: Learning During Everyday Activities. ‘What’s in the bag?’ is a fun game to introduce new words to your child. You can use a pillow case at home, and put some everyday objects into it. You can name objects, and introduce action words and describing words.

Everyday Activity: Playing with the Car Track

CLCH Speech and Language Therapy: Learning During Everyday Activities. A car track is a great toy that can be used for lots of things. Lots of children love playing with a car track. Watch the video to see how you can use it to help your child make requests.

Visual Support: Making a Now and Next Board

CLCH Speech and Language Therapy: Visual Support for Children. A ‘now and next’ (also known as a ‘first and then’) board can help children to keep motivated to move between tasks. It can help reduce anxiety because the child knows what will happen next. You don’t need printed symbols, you can make your own board at home!

Please find the following documents that you may find useful: 

  1. Starting school tips for Parents & Carers
  2. Reception Transition 
  3. Early Years Transition
  4. Best Practice Principle 
  5. Transition Template

 

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