Early Years Ordinarily Available Provision (Calderdale)

Acknowledgements

This document has been developed through a process of collaboration and co production with a wide range of early years professionals from across the early years in Calderdale.

Thank you to everyone who attended network meetings and consultation events offering your time to generously share expertise and knowledge for others to build upon.

Thank you to those who have spent time reading and commenting on early drafts and offered suggestions and insights for how this document could be developed to be practical and useful in everyday practice Thank you to those settings and providers who gave their time to pilot using the document and giving feedback.

All your contributions have been of great value and will continue to improve inclusion across Calderdale.

This document will continue to evolve over time, and your continued involvement and feedback is welcomed.

Contents

Part 1 05

Part 3 17

Introducing ‘Early Years Ordinarily Available 05 Provision’ guidance

Whole setting inclusive practice and universal 17 expectations - EYFS Principles into Practice

• Purpose of this guidance
• Observation, Assessment and Planning
• How this document can be used

Unique Child 19

Positive Relationships 22

Enabling Environment 24

Part 2 08

• Learning and Development
• What is Ordinarily Available Provision?

Key components of universal early years 09 inclusive practice

Part 4 29

Reviewing the ‘Key components of universal 14 early years inclusive practice

Characteristics of Effective Learning 29

Playing and Exploring 30

Inclusive practice- beyond SEND 15

Active Learning 33

• Ofsted and Inclusion

Creating and Thinking Critically 35

Contents

Part 5 37

Physical development - Moving and Handling 56

- Fine (small) motor skills 57

• Prime Areas of Learning and Development

- Gross (large) motor skills 58

- Balance, coordination and spatial awareness 59

Communication and Language Development 38

- Using my senses to understand the world around me 60

- Universal Speech and Language Tools 38

- Total Communication Approach 39

• Sensory and Physical Impairments

- Intensive Interaction as Ordinarily Available Provision 39

- Hearing impairment (HI) 61

Listening Skills (Receptive Language) 40

- Vision impairment (VI) 63

Attention skills 41

- Physical impairment 65

Understanding of Interaction and Communication 42

Speaking (Expressive Language) 44

Personal, Social and Emotional Development 46

Part 6 66

Making relationships 48

• Early identification of needs

Sense of self 50

Quick links for Child development 68 and EYFS requirements

Understanding feelings 52

Physical and Sensory Development 54

• Other useful national and local documents
• Sensory Differences

Appendix A – Review Discussion Tool 76

Part 1

Introducing ‘Early Years Ordinarily Available Provision’ Guidance

Calderdale early years and childcare providers are committed and passionate in their drive to offer universal inclusive high-quality childcare and early educational provision. Improving outcomes for all children is at the heart of everyday practice. Early Years and Childcare providers play a vital role in the lives of young children across Calderdale, and this shapes children’s learning, development and wellbeing for the future. Ensuring every setting and provider is equipped to offer universal high quality inclusive practice is at the centre of making this happen.

This Early Years Ordinarily Available Provision (EYOAP) guidance is part of the Mainstream Inclusion Calderdale for settings and schools across the Borough. It provides a starting point for all early years and childcare providers to have a clear understanding of what is expected as Ordinarily Available Provision.

It sits alongside the Statutory Early Years Foundation Stage Framework (2025), the Equality Act (2010) and the SEND Code of Practice (2015) 1 integrating these approaches into early years inclusive practice helps reduce inequalities by ensuring young children and their families receive timely and appropriate support.

‘We want everyone in Calderdale to have hope, ambition and access to opportunities, regardless of their starting point, and to live their fullest life’

Calderdale Vision 34.

It is to be noted that there are many National and Local changes underway incl: SEND Reforms and other Government policies across the Education Health, Social Care sectors. that will affect Early Years and Inclusion within Early Years Provision.

This guidance will evolve over time to respond to these. Every attempt to ensure links and recommended reading are correct at the time of publishing have been made. Your feedback and involvement in future change is welcomed.

1 An updated SEND Code of Practice is under consultation as part of the SEND Reform. Any changes will be reflected in a revised version of this document.

Purpose of this guidance

This guidance aims to provide a complementary source of information for all early years and childcare providers2 across Calderdale. This guidance can be used as a tool to reflect on what you are currently doing to support whole setting and whole school inclusive practice and be used as part of ongoing discussions between all staff and leaders and, where possible, used to support discussions with parents and carers.

There are a wide range of early years and childcare providers in Calderdale; therefore it will depend on the context of each setting and provider on how inclusive practice is implemented and who is responsible for leading inclusive practice.

In schools this may be led by an Early Years Lead or a class teacher who has the key responsibilities and there may be fewer staff involved Where a childminder or a group of childminders are considering their inclusive practice there will be differences on how this guidance is implemented within a home-based provision. It is important to remember that all those working with children in the early years share the responsibility for meeting the needs of all children including those with SEND through inclusive practice.

In Calderdale, we take a needs-led approach to support. This means prioritising the unique profile of an individual’s strengths, skills and needs, rather than relying on a diagnosis to prescribe a course of action. The unique child remains central to planning for success and next steps for all children ensuring that their voices, needs and aspirations are carefully considered and reflected in all aspects of provision.

This ‘Early Years Ordinarily Available Provision’ is part of Calderdale’s graduated approach to meeting the needs of All children, known as Mainstream Inclusion Calderdale. This guidance outlines what is expected from all providers through a whole setting or whole school approach.

Mainstream Inclusion Calderdale outlines the universal expectations for all providers for all children.

• ‘Universal’ refers to provision and practice which should be available for All children
• ‘Targeted’ refers to provision and practice that is needed by SOME children.
• ‘Specialist’ refers to provision and practice that is needed by a FEW children.

Universal provision is that which is Ordinarily Available within all settings / providers and is sometimes referred to as Quality First Provision. In Calderdale we refer to this in Early Years as Ordinarily Available Provision.

2 Early Years Providers includes childminders, PVI settings, school and academy nurseries and reception classes.

How this document can be used

This document is for all practitioners to use, across the range of early years and childcare providers in Calderdale. It is intended to be a working document and should be used to support universal high quality inclusive practice in a variety of ways including

Quality First Teaching, Learning & Provision

(Ordinarily Available Provision Plus

Reasonable Adjustments)

• Supporting professional expectations within induction process for practitioners new to early years.

All All

Universal

• To support individual staff members who wish to develop

their knowledge, skills and confidence in delivering inclusive approaches.

• To introduce and embed whole setting approach to inclusive practice to all staff members.

Targeted

Some Some

• As a framework for staff meetings to focus on the continued development of inclusive practice.

Specialist

• As a source of information for practitioners to use that

can be shared with parents and carers to explain how the setting is supporting children and meeting their needs.

Few Few

• To inform the process of early identification and involvement of professionals beyond the setting / school.
• To extend the approaches and support available to young children with a broad range of commonly occurring needs without the need for a diagnosis.
• To reflect on the effectiveness of current universal provision and inclusive practice.
• To support the leadership and development of inclusive practice, drawing on support from external sources as appropriate.

Part 2

What is Ordinarily Available Provision?

‘Ordinarily Available Provision is the everyday support and adaptive teaching that all mainstream settings are expected to provide from their own resources for children and young people, including those with SEND, before specialist help is considered.’

SEND Reform ‘Putting Children and Young People First’ 2026.

Early Years Providers have a duty under the Equality Act (2010) to ensure all children have equitable access to Early Years Provision alongside their peers without prejudice or barriers so they can fully access the provision and take up their full early education entitlements. Providers have an ‘Anticipatory Duty’ to plan how they will meet the needs of any child, who requires additional support to participate fully within the provision and beyond, this is known as reasonable adjustments.

For more information ‘Disabled Children and the Equality Act 2010: ‘What Early Years Providers need to know and do’ Council for Disabled Children (July 2025)

Council For Disabled Children: Reasonable Adjustments training

When children attend a provision where good universal inclusive practice is understood, implemented and embedded they will thrive as they learn and develop, not just in their early years but also as they progress through their education and lives.

‘Inclusive early years practice is about anticipating, paying attention, responding to and reflecting on the needs and interests of all children. A commitment to inclusion should permeate all aspects of the design of educational programmes and the structuring of environments, as well as shaping every interaction with children, parents and other professionals.’

Birth to 5 Matters page 9

Key Components of Universal Early Years Inclusive Practice – Expectations for all settings / providers

There are a wide range of early years and childcare providers in Calderdale; therefore Inclusive Practice may look different depending on the context of the setting / provider and how their inclusive practice is implemented and who is responsible for leading inclusive practice within the setting / provision. Everybody working in the early years has a responsibility for meeting the needs of children, inclusively.

The following Key Components have been identified as a set of expectations for all settings. These have been developed with reference to the nasen Early Years SEND Review Guide (2025) and Mainstream Inclusion Calderdale ‘Key Components of Inclusive Practice’. Appendix A, provides an easy to use reflection tool that follows these key component areas. It promotes holistic self evaluation of inclusive practice within provision and can be used to evidence the ongoing reflective practice.

These Key Components are also underpinned by ‘The United Nations Convention on The Rights of The Child’3.

These Key Components form the basis of a Review Discussion Tool in Appendix A of this guidance, which has been designed to help you to evaluate your provision and to consider your next steps in continually improving inclusion in your setting / school provision

Leadership:

• Leaders understand their responsibilities in relation to all their Statutory Duties and requirements including the EYFS (2025), the SEND Code of Practice (2015)4 and the Equality Act (2010).
• There is a shared understanding of inclusion which is embedded into all policies and practices and reflects the relevant Statutory expectations.
• Leaders ensure all practitioners understand and are confident to implement their responsibilities in relation to the EYFS, Equality Act and SEND Code of Practice.
• There is a positive and inclusive culture and ethos within the provision and all staff have high expectations of all children.

3 United Nations Convention on The Rights of The Child https://www.unicef.org.uk/what-we-do/un-convention-child-rights/ 4 An updated SEND Code of Practice is under consultation and any changes will be reflected in a revised version of this document.

Outcomes and the quality of teaching and learning:

• Providers are committed to continuous quality improvement of high-quality teaching and learning as part of the EYFS and specifically the Characteristics of Effective Learning.
• All those working in the EYFS understand all children develop in different ways and rates of development can vary from child to child.
• There is a shared commitment to improve outcomes for all children.
• All those working in the EYFS are empowered and supported to adapt activities, opportunities and approaches so all children can play, learn and make progress from their individual starting points.

Working with parents/carers:

• There is a shared commitment to building strong and trusting relationships with parents and carers.
• There is a clear and accessible policy in place which promotes a variety of ways to work with parents and carers.
• Parents/carers know who their child’s key person is and how to contact them and who to contact when they are not available.
• We welcome and celebrate all aspects of an individual child and their family.

Listening to the voice of parents and children:

• Children’s voices are recognised as those seen through their play and interactions that offer valuable insights into their thinking and feelings.
• Parents and carers are actively encouraged to be involved in the setting and to express their views, and opinions on a regular basis.
• We support Article 12 of the United Convention on The Rights of the Child to express their views freely and the views be given due weight in accordance with the age and maturity of the child.
• All parents are made to feel welcome at every opportunity and genuinely asked their views and opinions about their child.

Holistic support for children and families (Pastoral):

• All staff are encouraged to support parents/carers by providing accurate and timely information about other services that can support them.
• Families are given the time and the opportunity to meet with members of staff who can offer support and signpost to services available such as Early Help and Best Start Family Hubs.
• Staff are offered appropriate training to understand the impact of Adverse Childhood Experiences (ACEs) on children’s learning and development and encouraged to seek help from the appropriate member of staff.
• There is a designated safeguarding lead who is appropriately trained and is up to date with all legal safeguarding requirements and who can respond to any concerns raised by any member of staff.
• All staff members are familiar with the setting’s and local safeguarding policies and how to raise and escalate safeguarding concerns.

Assessment and identification:

• Families are involved in supporting the provider to develop a holistic picture of the child’s development and progress across all aspects of learning and development.
• There is a consistent and robust approach to Observation, Assessment and Planning for all children based on the EYFS. There is a range of assessment tools available in the provision and staff are supported to use these.
• The 2-year-old check is carried out by the appropriately trained staff members and parents with other professionals involved.
• Roles and responsibilities in identifying children’s needs are clear and understood. Staff are supported to develop their confidence in engaging with those who need to be involved when they are concerned about a child’s learning and development.

Efficient use of resources (including consistent use of approaches):

• In a group setting or a class the staff are clearly deployed and knowledgeable of their role and responsibilities.
• All those in a group setting or class are encouraged to contribute to planning and providing a range of spaces such as calm spaces, minimum distraction spaces, communication spaces and sensory spaces that children can use during the day.
• There are opportunities to identify and use resources that are developmentally appropriate and promote children’s engagement and learning.
• Resources are appropriately adapted and altered so all children can participate and enjoy playing and learning throughout the provision.
• There is a commitment to promoting whole setting/ school approaches such as Total Communication Approach, Makaton and approaches that promote communication, predictability and independence.

Planning for my future:

• We support Article 29 of the United Nation Convention on the Rights of the Child. ‘Education must develop every child’s personality, tal­ ents and abilities to the full.’
• Children are given the right support at the right time to take part in all aspects of the setting and to be able to take part in all aspects of their life in the setting and beyond.
• Children are offered a wide range of opportunities to explore and try new experiences and develop new interests and skills.
• Children are supported with all transitions, preparing them to cope with planned and unplanned changes and transitions.
• Children are encouraged to talk about their aspirations for their future and are supported towards meeting these.

Staff skills and training:

• A member of staff is identified as the SENDCO; in a school this must be a qualified teacher. In a PVI setting, where possible, they should have Level 3 Early Years SENCO Award. For childminders this role may be shared if they are registered with a childminder agency.
• Everyone working within the EYFS is supported to engage in ongoing CPD in relation to inclusion.
• Everyone is supported to develop their confidence and knowledge, and skills to meet the needs of young children with SEND.
• Everyone is supported by training and resources to build their knowledge and understanding of common needs such as neurodivergence, sensory differences and communication & language differences.

CPD opportunities should include: o Child development especially speech, language & communication development

DFE Early years child development Training Modules.

o approaches to non-verbal communication and augmented communication (Total Communication Approach) .

o how to use specific adaptations adjustments and/ or auxiliary aids are needed for a child to participate fully. E.g. hearing aid, seating aids, mobility support.

o Neuroinclusive Education Network (previously Autism Education Trust) ‘Making Sense of Autism in the early years’.

o Dingley’s Promise Improving Inclusion – 10 online self-guided training modules. Contact SENDSupport@calderdale.gov.uk for details of funded access.

o Access to CPD opportunities is available locally via the Early Years Childcare & Learning Team and the Specialist Inclusion Team. Sign up to the monthly E-Bulletin by emailing fis@calderdale.gov.uk or visit the website.

o Mainstream Inclusion Calderdale has a range of resources and support for Early Years Providers and schools.

Comments / notes

Reviewing the ‘Key Components of Universal Early Years Inclusive Practice’:

Developing whole setting inclusive practice is a whole setting responsibility.

Appendix A, at the end of this document, provides a simple review discussion tool, that you can use to involve all staff team members, parents and others linked to your provision in discussions and reflections about your practice.

Advice, support and training on all aspects of inclusive provision can be accessed via the Early Years Improvement Team Qiso@calderdale. gov.uk and SENDSupport@calderdale.gov.uk

Other tools you can use to review your inclusive practice:

nasen – Early Years Send Review Guide (Free membership is required in order to download the guide) nasen Early Years SEND Review Guide (2025)

Dingley’s Promise Early Years Inclusive Practice Support Pack (can be purchased) https://dingley.org.uk/inclusion-insights/

Free Dingley Provision Audit

Mainstream Inclusion Calderdale SEND Review Tool for Schools https://calderdalelocaloffer.org.uk/publications/send-review-handbook

Inclusive practice – Beyond Special Educational Needs / Disabilities (SEND)

In Calderdale, we are fully committed to providing high quality inclusive early years provision for All children.

This guidance sets out how we can do this.

A critical part of our inclusive practice in the early years is to understand that families and children in Calderdale have their own unique identities and as early years providers we are committed to recognising, promoting and celebrating these identities in our drive for inclusion for everyone. Identities include race, gender, sexuality and other social categorisations including disability and SEN. These elements of an individual’s identity are referred to as intersectionality.

‘The interconnected nature of social categorisations such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage; a theoretical approach based on such a premise.’

Oxford English Dictionary

All providers must be proactive in getting to know the impact of the intersections that exist in families and the impact these may have on their lives. As providers we must also be aware of how our own identities affects us and how unconscious bias can influence our contribution to inclusive practice.

In order to carefully consider the intersections of all the factors that can impact on a child’s development, it is important to for all practitioners to have a sound understanding of Adverse Childhood Experiences (ACEs) and ways to support the child and family to overcome these. Further information can be found in the useful links section of this guidance, or contact your Early Years Improvement Officer or email QISO@Calderdale.gov.uk.

Ofsted and Inclusion

The focus on inclusion in the revised Ofsted Framework clearly identifies that inclusion is far broader than children with SEND. It identifies that the evaluation of ‘Inclusion’ will consider how leaders and practitioners identify and support:

• Socioeconomically disadvantaged children (Early Years Pupil Premium eligible children).
• Children with send (SEN support & EHC plans).
• Children known (or previously known) to children’s social care (children in need and children looked after).
• Children facing other barriers to learning/or well- being which may include children who share a protected characteristic (Equality Act 2010).

The revised Ofsted Early Years inspection toolkit5 has identified three key principles.

Principle 1 emphasises that when gathering the evidence to celebrate the settings strengths, validate leaders’ priorities and identify areas for improvement that there will be consideration of the extent to which children, achieve, belong and thrive, so that children are kept safe and are able to flourish, whatever their background or individual needs.

Principle 2 focusses on leadership and inclusion and whether there is an open and positive safeguarding culture.

Principle 3 is that the ‘Expected standard ‘in the Operating toolkit is the starting point for planning inspection visits that consider all aspects of inclusive practice.

Further information and support is available via the Early Years Improvement Team QISO@Calderdale.gov.uk.

5 Early Years inspection: toolkit, operating guide and information (www.gov.uk/government/publications/early-years-inspection-toolkit-operating-guide-and-information).

Part 3

Whole setting inclusive practice and universal expectations – EYFS Principles into Practice

Getting universal provision right for children with SEND is a legal and moral obligation. Universal provision strengthens inclusive practice across the whole setting, making sure children benefit from high quality teaching and supportive environments and relationships. In the Early Years the EYFS provides the framework for universal provision. The EYFS principles are part of the framework for whole setting inclusive practice.

A Unique

Positive Relationships + + = Enabling Environments

Learning and Development

Child

The principles are:

• every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured.
• children learn to be strong and independent through positive relationships.
• children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests

and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.

• importance of learning and development. Children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND).

Observation, Assessment and Planning

Observing, assessing and planning are central to the EYFS. Observation is the starting point for practitioners to get to know about individual children by carefully watching, listening and interacting in a natural and non-intrusive way. This provides information to support (formative) ongoing assessment based on the child’s everyday experiences. It supports improved understanding, overtime oversight of children’s development, progress, strengths and areas needing further support. This enables the practitioner to plan to reflect the individual profile of the child and to promote opportunities for learning and development. This process creates a continuous cycle supporting progress, development and learning. This provides the basis for ensuring all children are given the right support through the Universal offer.

Planning

Start here Observation

What next?

The Child

A sound understanding of child development is essential for all those working within early years. As research develops and changes to our understanding of the neuro-science of child development progresses, it is essential to keep knowledge, practice and provision up to date. A range of observation, assessment and planning tools are available within the useful information section of this document.

Assessment

This guidance uses the Child’s Voice to enable practitioners and leaders to focus on the purpose of developing each skill set and what it does for the child. This is a key feature of our Mainstream Inclusion Calderdale vision, keeping the child at the heart of all our observations, assessments, planning and provision.

This section can be used by leaders and all staff to reflect and discuss how effective current universal provision is in supporting whole setting inclusive practice and what could be developed further, drawing on support from external sources as appropriate.

In this section of this guidance, there is a range of resources from trusted sources which you can quickly dip into. There are short videos, webcasts, ‘How to’ documents, articles, proformas and links to websites. The resources identified include short videos, webcasts, ‘How to’ guides, documents and proformas that are quick to read, watch or listen to (less than 30 minutes). The resources below can be used across all aspects of learning and development and are not limited to the statements they sit next to. Use them flexibly to support your practice.

Part 4

Characteristics of Effective Learning – Whole setting approaches and universal expectations

The Characteristics of Effective Learning (CoEL) are part of the statutory EYFS. They provide the foundations for every child to be a strong and capable lifelong learner. They are interconnected with all other aspects of the EYFS including the Prime Areas and the Specific Areas of Learning. The Characteristics help to describe how a child approaches experiences and how they learn. This recognises that all children are unique and learn and develop in different ways. It is important to remember that the outdoor environment is rich in opportunities for learning

Each child’s approach to learning is recognised, valued, supported, enabled and celebrated.

As part of the expectations within ‘Early Years Ordinarily Available Provision’ all practitioners should be knowledgeable and confident in using The Characteristics of Effective Learning to support every child’s learning and development.

The Characteristics of Effective Learning are:

• Playing and exploring – Engagement.
• Active Learning – Motivation.
• Creating and thinking critically - Thinking.

This section can be used by all staff and leaders to reflect and discuss on how whole setting practice provides opportunities for all children to learn and develop.

The ideas offered in this section include what the adults can do and provide to promote each child’s individual and unique Characteristics of Effective Learning.

The resources identified can be used to support All the Characteristics of Effective Learning.

CoEL : Playing and Exploring – Engagement

CoEL: Active Learning – Motivation

CoEL: Creating and Thinking Critically – Thinking

Part 5

Prime Areas of Learning and Development

The three Prime Areas are ‘universal core aspects of early child development’ and are crucial as the foundation for all other areas of learning and development in every child’s life. Development in the Prime Areas is interrelated and can be observed in all children’s interactions, play and experiences. Being tuned in to each child’s development in the Prime Areas enables us to truly tailor the early years curriculum to meet children where they are in their development and plan in a way that responds to the unique child.

Close observation of development in the Prime Areas is central to universal high quality inclusive practice.

‘Developmental steps missed at this crucial stage are much harder to address later on, so it is crucial that children’s interactions and experiences in the first few years support development in these fundamental areas.’

Birth to 5 Matters page 43

The next part of the document will consider the Prime Areas and how every child can be supported to develop in each of the areas.

This section can be used by all practitioners and leaders to discuss how all children are supported in the Prime Areas and to think about how the ideas and resources can be used to offer further support.

Communication and Language Development

The development of Communication and Language is the foundation to all aspects of learning and development and learning.

‘Experiences in the womb lay the foundation for communication, and a baby’s voice is evident from the beginning. Babies use their bodies, facial expressions, gestures, sounds and movements to seek connections and respond to those around them.’ Birth to 5 Matters page 44

One of the most important roles an adult can play in a child’s early communication and language development is to be available and responsive to interactions which involve ‘serve and return’ between adult and child. These interactions play a powerful part in early brain development, as well as language and communication and they build strong foundations for social, emotional development and wellbeing.

Young children who spend time with adults who tune into their communication and show interest and joy in their interests are more likely to want to continue to communicate and discover and learn more about the world. The adult is the optimal facilitator to support and enhance language development within an inclusive environment that has a Total Communication Approach at its heart.

The EYFS describes three aspects of Communication and Language, which all providers should support as part of the ‘Universal’ offer. These are Listening and Attention, Understanding and Speaking.

Universal Speech and Language Tools

The WellComm Speech and Language Toolkit resources are suitable for use in all settings and support all aspects of children’s Communication and Language Development as part of Ordinarily Available Provision and within a Communication Friendly Environment. The use of WellComm as a universal screening tool and to support the earliest intervention is a borough wide approach with all settings having access to training and support to ensure children’s Language and Communication development is clearly understood.

You can find more information and training on supporting young children’s Speech Language and Communication Needs https://new.calderdale.gov.uk/schools-and-learning/childcare/wellcomm-calderdale.

Total Communication Approach

To ensure an enabling and inclusive environment for all children to learn and develop at a pace suitable to their individual needs, it is essential there is a consistent and universal use of the Total Communication Approach in which children’s communication and interactions are supported by an inclusive environment and adults who have a commitment to the consistent use of visuals to supplement their own communications with each and every child. Total Communication Approaches are used alongside the Fundamentals of Communication and are adapted and adjusted to meet the children’s developmental stages and needs.

Fundamentals of Communication: Intensive Interaction as Ordinarily Available Provision

It is widely accepted that effective communication and interaction skills are critical to children’s learning and developing. In Calderdale we recognise Intensive Interaction as an inclusive, evidence-informed approach that supports the development of early communication, interaction and emotional regulation, because it supports the Fundamentals of Communication which enables children to thrive. Supporting children to develop the Fundamentals of Communication through every part of their daily lives means that the principles of Intensive Interaction should be embedded within ordinarily available provision for all children in their early years across Calderdale.

Intensive Interaction supports children during their early stages of communication development by prioritising shared attention, turn-taking, emotional attunement and enjoyment of social interaction. These skills underpin engagement, learning and wellbeing and are fundamental to effective early development of all other aspects of learning and development.

As a responsive and low-cost approach embedded within everyday interactions, Intensive Interaction can be implemented by trained early years practitioners without the need for specialist services or additional funding. It supports the graduated approach outlined in the SEND Code of Practice (2015) and enables early identification and intervention, reducing barriers to learning at the earliest opportunity.

Use of Intensive Interaction contributes to Calderdale’s commitment to inclusive practice, early intervention and high-quality teaching as the first response to emerging needs. It may benefit children with SEND as well as those with delayed or uneven communication development, attachment needs, or emotional regulation difficulties. Further advice is available via the Specialist Inclusion Team specialistinclusion@calderdale.gov.uk

In the next section you will find’ Top Tips’, ‘Quick dip in resources’ and space to write your own notes. The resources identified as part of this section are from a range of trusted sources. There are videos, webcasts, document, articles, websites and proformas. These resources take less than 30 minutes, to read, to watch or listen to. The resources below can be used across all aspects of learning and development and are not limited to the statements they sit next to. Use them flexibly to support your practice.

I am developing my Listening skills. (Receptive language)

I am developing my Attention skills.

I am developing my understanding of interaction and communication.

I am developing my communication skills – Speaking (Expressive language)

Comments / notes

Personal Social and Emotional Development (PSED)

Supporting Personal, Social and Emotional Development is everybody’s role. As one of the Prime Areas it is interconnected with all aspects of a child’s development and lifelong learning. A child’s earliest experiences, (from the womb) shape the biological, physiological and neurological aspects of their development which underpin many of the aspects of PSED alongside wellbeing and mental health.

We now know from recent neuroscience and a better understanding of how the brain and nervous system work that individuals learn best when they feel safe, are calm and can engage. This means children must feel safe for them to learn effectively.

‘Children need to feel safe within warm, loving and caring relationships. When children’s primary need for emotional safety is met, they can then relax and move into exploring, taking risks, making discoveries, and experiences of the deep involvement through which they learn.’ (“Learners for life: Characteristics of Effective Learning”)

Birth to 5 Matters

As a key person you have a crucial role in providing a secure base to explore from and a safe haven to retreat to, providing the attachment and safety every child needs. Supporting a child by being emotionally available and offering attuned co-regulation you are enabling the child to move towards being able to regulate feelings thoughts and actions towards a goal. Emotional self-regulation supports cognitive and behavioural regulation which are part of the Characteristics of Effective Learning.

As our understanding of neuro-science and child development progresses we can see more clearly the importance of every child’s emotional development and their need for co-regulation through their bonds with trusted adults and caregivers, who provide a safe base and a secure haven from which to explore their worlds and as a secure place to experience and explore feelings and emotions.

This document includes many resources for practitioners to explore as a taster for more detailed learning about the importance of being an available, attuned adult ready to provide co-regulation as often as needed by the children in their care.

The EYFS describes three aspects of Personal, Social and Emotional Development. These are fundamental to the ‘Universal’ offer in every provision. These are ‘Making Relationships’, ‘Sense of Self’, and ‘Understanding Emotions’. This is described as:

‘Who we are (personal), how we get along with others (social) and how we feel (emotional) are foundations (Personal Social and Emotional Development) that form the bedrock of our lives. As we move through life, we are continually developing our sense of self as we weave a web of relationships with self, others and with the world.’

Birth to 5 Matters page 43

All aspects of PSED are developed and shaped by each child’s unique experiences, their relationships and development so far.. When thinking about supporting children with their PSED it is important to understand the unique context of the child.

In the next section you will find’ Top Tips’, ‘Quick dip in resources’ and space to write your own notes. The resources identified as part of this section are from a range of trusted sources. There are videos, webcasts, document, articles, websites and proformas. These resources take less than 30 minutes to read, to watch or listen to. The resources below can be used across all aspects of learning and development and are not limited to the statements they sit next to. Use them flexibly to support your practice.

Comments / notes

I am learning about ‘Making relationships’

Comments/notes

I am learning about my ‘Sense of self’

I am learning to ‘Understand Feelings’

Acknowledge and validate all my expressions of emotions. Reassure me it’s ok to feel sad, upset, excited, joyful. ‘It’s ok to feel….’ Model managing your own emotions e.g. ‘When I feel upset I go outside and look at the trees’.

Using Empathy Dolls

Emotion Coaching video 4 mins

Show me you understand my emotions by being emotionally and physically present.

When Their Storm Meets our Calm, Co -Regulation Occurs – defining self-regulation Stuart Shanker

Offering me ‘co -regulation’ and spend time with me to help me to feel safe and calm and able to cope with my big emotions.

What-is-co-regulation

Modelling empathy in situations when children are overwhelmed and finding it difficult to cope.

Emotion Coaching video 25 mins

Recognise the signs when children are becoming dysregulated and overwhelmed by stress.

Regulation Station Poster (scroll to section on Problem Solving ideas)

Provide spaces and places where children can choose their own ways to self regulate e.g. Regulation Stations.

Zones of Regulation

Physical and Sensory development

Physical development is one of the three Prime Areas of learning and development in the Early Years Foundation stage. Developing a full range of gross and fine motor skills and building co-ordination influences how children, play, learn, engage and interact in all aspects of their lives. Their physical development includes their sensory systems which process all their senses. Movement plays a critical role in helping children’s brains to integrate all the information their body receives and needs to respond to or communicate to others.

‘Each child’s journey relies on whole-body physical experiences. While biologically programmed, the unfolding of this complex, interconnected system requires repeated movement experiences that are self- initiated and wide-ranging. Fine and gross motor control must develop together in an integrated way, so that the child can achieve what they set out to do. We must ensure that children have movement-rich lives indoors and outdoors from birth. This includes the role of the adult’s body as an enabling environment itself, embedding movement into everything, and encouraging each child’s own motivations for being active and interactive with others.’

Birth to 5 Matters page 44

When meeting the needs of a child and supporting their physical and sensory development, there is a lot that can be done as part of Universal early years inclusive practice, specifically ensuring there is a strong focus and regular reviews of how the environment supports children’s access, engagement, exploration and enjoyment of all aspects of the setting’s provision inside and out. It is important all staff are aware of specific adaptations adjustments and/ or auxiliary aids are needed by a child to participate fully.

Some children may have physical or sensory needs from birth. It is the responsibility of all adults to be aware of the impact physical and sensory difficulties on a child and that they are proactive in identifying where barriers may occur, removing them and adapting experiences and opportunities so that all children can participate fully.

Sensory impairments are those which significantly affect a child’s hearing, vision or both of these senses. Professional advice should be sought / followed to ensure the best understanding of the individual child’s needs, however there are many aspects of EYFS provision that can be put in place through ordinarily available provision and some careful attention to reasonable adjustments.

Sensory Impairment needs are likely to require targeted support. However children with Sensory Impairments will also benefit from inclusive practices that you can put in place for all children.

Sensory Differences

All children learn through their senses from birth, even before birth. Children use their senses to explore and make sense of the world. Each child’s sensory processes are unique to them. These are influenced by experiences from the beginning of life. Sensory differences influence how children respond to and interact with the world around them as well as how they respond to their own internal sensory information.

The senses that are most often thought about in terms of how children learn are the five senses of vision, hearing, smell, taste and touch. These are external senses that support a child to tune into the information around them in the different environments they live in day to day.

There are also another three internal senses that influence the child’s responses and behaviour on a daily basis.

These are:

• Interoception sense- provides information about what is going on in our bodies, for example hunger, needing the toilet, body temperature.
• Proprioceptive sense– provides information about where our body is in space in relation to the world around us.
• Vestibular sense - provides us information about our balance body posture.

You can support children’s individual sensory differences using approaches identified as part of the universal inclusive practice. Using the observation, assessment and planning cycle you can fine tune and adapt the environment, activities and experiences so all children can explore and learn in a way that meets their needs.

In the next section you will find’ Top Tips’, ‘Quick dip in resources’ and space to write your own notes. The resources identified as part of this section are from a range of trusted sources. There are videos, webcasts, document, articles, websites and proformas. These resources take less than 30 minutes to read, to watch or listen to. The resources below can be used across all aspects of learning and development and are not limited to the statements they sit next to. Use them flexibly to support your practice.

Notes / Comments

Physical Development

I am learning about my body and what it can do – Moving and Handling

I am developing my fine motor (small movement) skills

I am developing gross (large movements) motor skills.

I am developing balance, coordination and spatial awareness

Comments/notes

I am learning to use information from my senses to understand the world around me

Sensory and Physical Impairments

Hearing impairment (HI)

The term hearing impairment is used when referring to the partial or total inability to hear. In young children this is usually diagnosed by an audiologist or an Ear, Nose and Throat (ENT) specialist. Hearing impairment is not a learning difficulty but can impact on other areas of development such as Speech and Language development.

If you think that a child may be experiencing problems with their hearing, then it is important to discuss this with parents so they can get an assessment through their GP.

You can support children with hearing impairment using approaches identified as part of universal inclusive practice with a specific understanding of how the hearing loss impacts on the individual child’s learning and development.

Here are a few key ideas for you to use to support young children with a hearing impairment:

• Reduce unnecessary background noise, close doors and windows, when possible.
• Speak clearly and steadily using simple language, naturally and at a normal pace.
• Use soft furnishings and wall coverings to reduce reverberation.
• Make sure you have the child’s attention before talking and make sure that the child can see your face.
• Model and reinforce good listening behaviours for all children, sitting still, speaking one at a time and allowing others time to process and respond.
• Avoid moving around and covering your mouth when speaking to the child.
• Repeat key words and provide lots of opportunities for the repetition of key vocabulary.
• Provide quiet places for language and listening activities and provide regular breaks.
• Use a Total Communication Approach.
• Use deaf friendly resources including multi-sensory stories, toys and activities.
• Use signed stories and songs for all children to learn.
• Ensure the area is well lit. Do not stand in front of a light source.
• Be aware of where the child is and where possible avoid internal and external noise sources for example, projectors, fans, lights etc.
• For groups, use a horseshoe formation to give a clear view of any speaker and keep the time short to allow for processing.
• Ensure that hearing aids and other aids are used consistently and maintained regularly.

National Deaf Children’s society

www.ndcs.org.uk/our-services/services-for-professionals/training-courses/e-learning

These are basic ideas and you should also talk to the Qualified Teacher of the Deaf (QToD) for specific advice for each child - contact SpecialistInclusion@Calderdale.gov.uk for advice

Comments / notes

Vision impairment (VI)

The term vision impairment is used when referring to a reduced ability to see that is not fully corrected by glasses. Vision impairment can include clarity of vision, loss of visual field, visual processing difficulties, difficulties with 3D vision and ability to cope with light and glare. Vision impairment is not a learning difficulty but can impact on other areas of development. In young children this may first be identified by a parent or carer or a practitioner who may notice differences in the way the child approaches any activity or experience using their vision. If you notice that a child may be experiencing problems with their vision then it is important to discuss this with parents so they can get an assessment through their GP.

You can support children with a vision impairment using approaches identified as part of universal inclusive practice with a specific understanding of how the vision impairment impacts on the individual child’s learning and development.

Here are a few key ideas for you to use to support young children with a visual impairment:

• Carry out regular audits of the physical space/environment to identify and adapt any potential hazards eg steps, obstacles.
• Reduce visual clutter and distractions.
• Use consistent daily routines ensuring the child is aware of changes and transitions between areas.
• Use specific and clear instructions.
• Use children’s names before speaking to so everyone knows who is being spoken to.
• Make sure you have the child’s attention before talking.
• Ensure the child with vision impairment has access to the same activities and opportunities as their fully sighted peers.
• Support the child to explore resources available before expecting them to choose.
• Provide play and exploration of real objects.
• Provide additional direct experience of objects that the child may not be able to observe.
• Provide additional practice to develop physical skills.
• Consider providing a safe ‘home base’ within the main room at first.
• Remove or reduce unnecessary background noise.
• Ensure good light levels and provide task lighting if recommended. Use blinds to adapt light and glare from sunlight.
• Use matt laminate for resources.
• Use high contrast resources and at least size 16 print.
• Keep the layout of the room consistent and clutter free.

These are very basic ideas and you should also talk to an Specialist Teacher for Children with Vision Impairment (QTVI)for specific advice for each child - SpecialistInclusion@Calderdale.gov.uk

Useful sources of information for children with vision impairment

RNIB Early Years Advice

https://www.rnib.org.uk/information-everyday-living-education-and-learning-young-childrens-education/early-years

Toys, resources and play ideas

https://www.victaparents.org.uk/resources/early-years/sensory-play/

https://www.rnib.org.uk/family-friends-and-carers-resources-parents-blind-or-partially-sighted-children/lets-play

Developmental Journal for Babies and Young Children with Vision Impairment

https://xip.uclb.com/product/DJVI_professional

Notes / Comments

Physical impairment

The term physical impairment / disability can refer to a very wide range of difficulties a child might experience, such as movement, balance, coordination, body awareness, spatial awareness or using toys, equipment or holding an object.

Some physical disabilities are apparent from birth, or in some cases pre-birth, and may be linked to specific diagnoses such as limb differences, cerebral palsy, spina bifida or other medical conditions.

Other physical difficulties may become apparent as young children gradually attempt more challenging skills.

If you notice a child is having difficulty with their physical development (gross motor, fine motor, motor co-ordination) there is a lot that can be done using approaches as part of universal practice (see sections on gross and fine motor development). Using the observation, assessment and planning cycle you can adapt the environment and activities, and you can support each child’s physical development. You may also find it useful to talk to the child’s Physiotherapist / Occupational Therapist. Contact the Children’s Therapies team Children’s Therapy Services - CHFT.

Some children will require additional support to move and navigate your spaces, and may require physical support from key adults to move and access provision or activities.

The child’s physiotherapist / occupational therapist will provide advice. They may also signpost to a safe Moving and Handling assessment.

Notes / Comments

Part 6

Early identification of needs

In Calderdale our early years providers are expected to comply with legislation, including the SEND Code6 of Practice 2015, the Equality Act 2010 and the statutory Early Years Foundation Stage framework. These require providers to use their best endeavours to provide an inclusive education for all children.

‘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 SEND.

(DfE Code of Practice 2015, pg79)

Everyone has a role and responsibilities in identifying and supporting children with SEND. By providing universal high quality inclusive provision children’s strengths and needs will already be understood. You will have a range of information you have gathered through your on- going observation, assessment and planning cycle and your conversations with parents, carers and others.

Young children’s learning and development is very complex and therefore the process of early identification can take some time and involves observation and discussions involving parents/carers and others.

The EYFS Statutory Guidance (2025) states the following: ‘Throughout the early years, if a provider is worried about a child’s progress in any prime area, practitioners must discuss this with the child’s parents and/or carers and agree how to support the child. Practitioners must consider whether a child needs any additional support, including whether they may have a special educational need or disability which requires specialist support.’

EYFS (2025) Pg16

6 An updated SEND Code of Practice is under consultation and any changes will be reflected in a revised version of this document.

It is important to be aware that there are many children whose development does not follow a neurotypical developmental pattern and expected ages and stages. Inclusive practice means that every child’s unique developmental pathway is honoured and celebrated.

If you are concerned a child may have emerging needs, you will need to think about the assessment tools you have available and how you can use these to gain a more detailed understanding of what the child may be struggling with.

In Calderdale you can supplement your own developmental tracking tools, using the tool known as the ‘Derbyshire Tracker’. This is set out using the Prime Areas and the Characteristics of Effective Learning. The Derbyshire Tracker is broken down into smaller developmental steps which can be used to identify more precisely where a child might need further experiences, opportunities and support.

Here is a useful short video which explains how to use the Derbyshire Tracker. Derbyshire Tracking https://www.youtube.com/watch?v=KE1YXLI8Hs8&t=2s

There are also many sources of information that support you to understand the developmental stages that underpin children’s development and learning. All children learn in different ways and at different rates, but the following information can be used as a guide.

The SEND Reform (2026) makes it clear that ‘We expect that the majority of children and young people will have their needs met by a strong Universal offer. However, children with SEND may at times require additional support, on top of the Universal offer. Children and young people will be able to access this support from day one and will have the flexibility to move between the Universal offer and layers of support as their needs change over time.’

This support is referred to as ‘Targeted support’ and is covered in a separate part of the Mainstream Inclusion Calderdale – Early Years documents.

Early Identification is based on sound knowledge of developmental expectations for children at each age and stage of development. Early Identification requires all practitioners to have a sound understanding of these expectations and the steps involved in reaching each step as well as how children make progress in ways that are not always linear.

Child Development knowledge is crucial in ensuring what we provide is what children need, and not just what we may have done before.

Each child or group of children are unique and a secure knowledge of child development and learning helps us to ensure we spot the early signs of children needing additional support and acting to put in place support that enables success and progress. The next section provides useful information on Child Development.

Quick links for Child Development and EYFS requirements

There is an expectation within the Early Years Sector that all those working with children and their families have a solid understanding of child development, including what to expect when, how best to support and enable children to thrive and achieve at each stage of development.

With this in mind the following links will act as an aid to improving knowledge, skills and understanding of child development.

DfE Child Development training

All Prime Areas: Birth to Five Matters Non-statutory guidance for the Early Years Foundation Stage

An early years coalition publication which uses the four principles of the EYFS which underpin all of the EYFS. It covers the three Prime Areas and four specific areas of learning as well as the Characteristics of Effective Learning. There are also sections on promoting voice and inclusion, play, care, quality improvement and leadership and transitions. (Note this publication is currently being updated Spring 2026)

Development Matters Non-statutory curriculum guidance for Early Years Foundation Stage.

A DfE publication which covers the three Prime areas and four specific areas of learning. Also includes sections on the Characteristics of Effective Teaching and Learning and English as an additional language.

Neuroaffirming Developmental Support

EYFS Tracker DfE Development Matters Statements A web-based application for recording and analysing children’s progress through the EYFS.

DfE - Help for Early Years Providers information and videos for each aspect of EYFS Early Years Foundation Stage Statutory Framework For Group and school-based providers

Early Years Foundation Stage Statutory Framework for Childminders

Gradual Steps throughout the EYFS Non-statutory guidance to support children presenting with special educational needs Progress check at age two Non-statutory guidance for the early years foundation stage.

What to expect in the Early Years Foundation Stage; a guide for parents A DfE publication in partnership with The East London Research School. Useful for practitioners and parents. Covers the three Prime areas and four specific areas of learning. Also includes sections on The Characteristics of Effective Learning and teaching. A useful section on ‘Where to go to learn more’

Communication and Language:

Speech and Language UK Ages and Stages guide to the typical stages of speech and language development in babies, children and young people to help educators and professionals

Progress checker based on what is known about how babies and children develop skills. You choose the age of the child and answer the questions. You will be directed to helpful advice and resources.

WellComm Speech and Language Assessment toolkit WellComm Calderdale | Calderdale Council

Personal Social and Emotional Development:

Supporting Children’s PSED - Education Endowment Foundation

Personal, Social and Emotional development in the early years: a handbook for practitioners.

Adverse Childhood Experiences

Physical development:

What is Physical Development?

DfE Physical Development resources

Physical Development Milestones

Occupational Therapy activities and ideas

OT Toolbox

Other useful national and local documents

A Celebratory Approach to SEND Assessment in the Early Years

A guide to neurodiversity in the early years

Best Start In Life

Calderdale Effective Transitions Document (2024)

Calderdale SEND & AP Strategy

Disabled Children and the Equality Act 2010: What Early Years Providers need to know and do Council for Disabled Children (July 2025)

Early Years Evidence Store – Communication and Language

Early Years Evidence Store – Personal, Social and Emotional Development

Early Years Evidence Store - Physical Development

Early Years Evidence Store– Self Regulation and Executive Function Early Years Foundation Stage Guidance (2025) - Group and school based settings

Early Years Foundation Stage Guidance (2025) - Childminders

Early Intervention Foundation - resources to support all aspects of Learning and Development

Elkan – speech and language support and training

Every child achieving and thriving (Feb 2026)

Improving the mental health of babies, children and young people: a framework of modifiable factors (2024)

Gradual Steps Throughout the EYFS

Learning, playing interacting - document

Ofsted Framework (2025) - Early Years inspection: toolkit, operating guide and information

nasen - helping everyone achieve

Play Matters – Why Play Matters in Early Childhood (2025) Preparing for Adulthood from the Earliest Years - nasen Review Guide Special Educational Needs Code of Practice 0-25 (2015) - Current guidance. N.B. The SEND Reforms are underway and this Code of Practice may be amended in line with this and further Government policy / guidance.

Speech and Language UK

Dingleys Promise Resources for Educators

National Portage Association - resources for practitioners

Notes / Comments

Appendix A: Review Discussion Tool

This section provides a framework for you to review of the Key Components of Universal Early Years Inclusive Practice as outlined in Part 2 of this document. It has been designed so that you can use it to reflect as a team on your current provision and practice, celebrate your strengths and identify “next steps” for improving inclusion.

It is recommended that you regularly reflect on how you meet the current needs and interests of the children and the adults working with them, so that the needs of all are supported across all aspects of learning and development.

Following each round of reflection and review, it is useful to establish an action plan to evidence your progress and ongoing commitment to meeting the changing needs of all children.

Further support and advice is available from the Early Years Improvement Team QISO@Calderdale.gov.uk and SENDSupport@Calderdale.gov.uk

Other tools you can use to review your inclusive practice:

nasen – Early Years Send Review Guide (Free membership is required in order to download the guide) nasen Early Years SEND Review Guide (2025)

Dingley’s Promise Early Years Inclusive Practice Support Pack (can be purchased) https://dingley.org.uk/inclusion-insights/

Free Dingley Provision Audit

Mainstream Inclusion Calderdale SEND Review Tool for Schools https://calderdalelocaloffer.org.uk/publications/send-review-handbook

Focus

Area How strong is our practice? Notes / Evidence / Conclusions / Next Steps

Secure/ Sustaining

Expectations for all settings

Emerging

Developing

(Red)

(Amber)

and providers

(Green)

Leaders understand their responsibilities in relation to all their Statutory Duties and requirements including the EYFS (2025), the SEND Code of Practice and the Equality Act (2010).

Leadership

There is a shared understanding of inclusion which is embedded into all policies and practices and reflects the relevant Statutory expectations.

Leaders ensure all practitioners understand and are confident to implement their responsibilities in relation to the EYFS, Equality Act and SEND Code of Practice.

There is a positive and inclusive culture and ethos within the provision and all staff have high expectations of all children.

Notes / Actions

Focus

Area How strong is our practice? Notes / Evidence / Conclusions / Next Steps

Secure/ Sustaining

Expectations for all settings

Emerging

Developing

(Red)

(Amber)

and providers

(Green)

Outcomes and quality of

Providers are committed to continuous quality improvement of high-quality teaching and learning as part of the EYFS and specifically Characteristics of Effective Learning.

teaching and learning

All those working in the EYFS understand all children develop in different ways and rates of development can vary from child to child

There is a shared commitment to improve outcomes for all children.

All those working in the EYFS are empowered and supported to adapt activities, opportunities and approaches so all children can play, learn and make progress from their individual starting points.

Notes / Actions

Focus

Area How strong is our practice? Notes / Evidence / Conclusions / Next Steps

Secure/ Sustaining

Expectations for all settings

Emerging

Developing

(Red)

(Amber)

and providers

Working with parents and carers

(Green)

There is a shared commitment to building strong and trusting relationships with parents and carers.

There is a clear and accessible policy in place which promotes a variety of ways to work with parents and carers.

Parents/carers know who their child’s key person is and how to contact them and who to contact when they are not available.

We welcome and celebrate all aspects of an individual child and their family.

Notes / Actions

Focus

Area How strong is our practice? Notes / Evidence / Conclusions / Next Steps

Secure/ Sustaining

Expectations for all settings

Emerging

Developing

(Red)

(Amber)

and providers

(Green)

Listening to the voice of

All parents are made to feel welcome at every opportunity and genuinely asked their views and opinions about their child.

parents and children

Parents and carers are actively encouraged to be involved in the setting and to express their views, and opinions on a regular basis.

We support Article 12 the United Convention on The Rights of the Child to express their views freely and the views be given due weight and maturity in accordance with the age and maturity of the child.

All parents are made to feel welcome at every opportunity and genuinely asked their views and opinions about their child.

Notes / Actions

Focus

Area How strong is our practice? Notes / Evidence / Conclusions / Next Steps

Secure/ Sustaining

Expectations for all settings

Emerging

Developing

(Red)

(Amber)

and providers

(Green)

Holistic support for children

All staff are encouraged to support parents/carers by providing accurate and timely information about other services that can support them.

and families (Pastoral)

Families are given the time and the opportunity to meet with members of staff who can offer support and sign post to services available such as Early Help and Family Hubs.

There is a designated safeguarding lead who is appropriately trained and is up to date in the legal safeguarding requirements and who can respond to any concerns raised by any member of staff.

All staff members are familiar with the settings and local Safeguarding policies and how to raise and escalate safeguarding concerns.

Notes / Actions

Focus

Area How strong is our practice? Notes / Evidence / Conclusions / Next Steps

Secure/ Sustaining

Expectations for all settings

Emerging

Developing

(Red)

(Amber)

and providers

(Green)

Families are involved in supporting the provider to develop a holistic picture of the child’s development and progress across all aspects of learning and development.

Assessment and identification

There is a consistent and robust approach to observation, assessment and planning for all children based on the EYFS.

There is a range of assessment tools available in the provision and staff are supported to use these.

The 2-year-old check is carried out by the appropriately trained staff members, parents and other professionals involved.

Roles and responsibilities in identifying children’s needs are clear and understood. Staff are supported to develop their confidence in engaging with those who need to be involved when they are concerned about a child’s learning and development.

Notes / Actions

Focus

Area How strong is our practice? Notes / Evidence / Conclusions / Next Steps

Secure/ Sustaining

Expectations for all settings

Emerging

Developing

(Red)

(Amber)

and providers

(Green)

(including consistent use of approaches)

In a group setting or a class the staff are clearly deployed and knowledgeable of their role and responsibilities

Efficient use of resources

All those in a group setting or class are encouraged to contribute to planning and providing a range of spaces such as calm spaces, minimum distraction spaces, communication spaces and sensory spaces that children can use during the day.

There are opportunities to identify resources that are developmentally appropriate and promote children’s engagement and learning.

All those in a group setting or class are supported to adapt and alter resources so all children can participate and enjoy playing and learning throughout the provision.

There is a commitment to promoting whole setting/ school approaches such as Total Communication Approach, Makaton and approaches that promote communication, predictability and independence.

Notes / Actions

Focus

Area How strong is our practice? Notes / Evidence / Conclusions / Next Steps

Secure/ Sustaining

Expectations for all settings

Emerging

Developing

(Red)

(Amber)

and providers

(Green)

We support Article 29 of the United Convention on the Rights of the Child. ‘Education must develop every child’s personality, talents and abilities to the full.’

Planning for my future

Children are given the right support at the right time to take part in all aspects of the setting and to be able to take part in all aspects of their life in the setting and beyond

Children are offered a wide range of opportunities to explore and try new experiences and develop new interests and skills.

Children are supported with all transitions, preparing them to cope with planned and unplanned changes and transitions.

Children are encouraged to talk about their aspirations for their future and are supported towards meeting these.

Notes / Actions

Focus

Area How strong is our practice? Notes / Evidence / Conclusions / Next Steps

Secure/ Sustaining

Expectations for all settings

Emerging

Developing

(Red)

(Amber)

and providers

(Green)

A member of staff is identified as the SENDCO; in a school this must be a qualified teacher. In a PVI setting, where possible they should have Level 3 Early Years SENCO Award. For childminders this role may be shared if registered with a childminder agency.

Staff skills and training

Everyone working within the EYFS is supported to engage in ongoing CPD in relation to inclusion.

Everyone is supported to develop their confidence and knowledge, and skills to meet the needs of young children with SEND

Everyone is supported by training and resources to build their knowledge and understanding of common needs such as neurodivergence.

Notes / Actions It is expected that the outcomes of this review are used action plan for the ongoing adaptation of provision and improving inclusion that meet the needs of the each cohort of children. Support available Qiso@calderdale.gov.uk