Early Years Support

The SEN and Disability Code of Practice 2015 says

“where a child continues to make less than expected progress, despite evidence-based support and interventions that are matched to the child’s area of need”.  The decision to involve specialists should be taken with the child’s parents (paragraph 5.48 of the Code).

The code applies to all children in early years settings whether or not they have an EHC plan. It emphasises the legal requirement upon early years’ providers to have arrangements in place to identify and support children with SEN and disabilities. 

Nurseries and schools should identify and support children with SEN and/or disabilities.

The nursery should record what SEN they have identified a child as having, what outcomes they expect the child  to achieve, and what provision is being put in place to reach those outcomes. This is outlined in the code - assess, plan, do & review.   The early years setting can involve local authority professionals, such as an Inclusion Partner to offer expert advice and training.  The Inclusion Partner can offer advice on One Planning and targeted provision and consider alternative solutions.  

A diagnosis does not always indicate the level of support or provision that is needed to effectively support a child with special educational needs.  A person centred approach should be used to identify each individual need and provision put in place to support and ensure progress and full potential is being met.  

What is a Section 23 notice?

Health services are required to make a section 23 notification to the Local Authority if they believe a child under school age has, or is likely to have, special educational needs or a disability (SEND).  

Early Years Funding

 Where necessary the provider may seek funding to address the individual needs of children with SEN. The purpose of this funding is to provide additional financial assistance for providers of Early Years to ensure the inclusion of children 0-5 where there is an identified need that is "additional to" and "different from".  You can read more about Early Years funding

Parents can ask the pre-school how they are utilising any additional funding and, if they are reaching out to  their local Inclusion Partner for specialist advice.   If parents have concerns that their child is not making the expected progress, despite the pre-school making the necessary adjustments, then they can discuss alternative options with any involved professionals and they may need to consider applying for an Education, Health & Care Needs Assessments