Best start for children: guidance on ordinarily available provision in early years (West Berkshire)
Contents
1.
2 3. 4
6. 7. 8. 9.
Foreword Introduction Expectations of all Settings
Roles and Responsibilities
All staff within the setting
Nursery manager, headteacher or nursery lead Nursery SENDCo
The Graduated Approach
Key Principles of the Graduated Approach
Universal or Ordinarily Available Provision that supports the best start in the early years
Targeted and Specialist Support
Preparing for the next stage / transition Enabling Environments Monitoring practice
The Framework
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1. Foreword
This guidance has been co-produced by representatives from
West Berks SEND Parent Carer Forum Dingley’s Promise
Acorns Nursery
Westwood Farm Schools
Hungerford Nursery School
Acres of Fun Preschool
Hermitage Preschool
Victoria Park Nursery School
West Berks Early Years Development and Inclusion Team
The group has drawn from examples in other Local Areas, and in particular:
Leicestershire Portsmouth
Reading Hillingdon Hertfordshire
2. Introduction
This guidance framework aims to help everyone better understand what is available in West Berkshire for all children in early years settings, including children with additional and / or special educational needs and/or disabilities (SEND).
The guidance framework has been developed to support settings and parents / carers in knowing what evidence-based approaches / resources may be used to best support children’s development. It provides guidance and examples of approaches and resources that may be used by settings, and that settings can draw from to help them plan inclusive provision.
This support is sometimes referred to as ‘Universal Provision’ or ‘Ordinarily Available Provision (OAP)’ and it covers what you might expect to be available for children 0 — 5, in West Berkshire early years settings, including those with additional or SEND needs. Ordinarily Available Provision does not mean treating everyone the same, but it is about making adaptations and small changes, so all children get the opportunities needed to help them make best progress. The term ‘ordinarily available provision’ comes from the SEND Code of Practice (2015) and describes the varied range of activities, experiences and approaches that are accessible as good practice to meet a range of additional needs without the need for specialist support or a formal diagnosis. It is based on identifying and meeting needs as early as possible.
This guidance cannot describe every teaching approach, intervention or strategy but indicates the types of arrangements that are typically available.
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support and resources to help children with additional or SEND needs get the support they need to succeed socially, emotionally and academically. This is sometimes referred to as Td targeted or specialist support =
Settings may also use some of these approaches and resources to support children with an Education, Health and Care Plan.
This guide aims to:
* Support the development of high-quality inclusive practice that benefits all children across all early years settings
* Support early intervention and children receiving the right support at the right time
* Support early years providers in knowing what evidence based approaches are available to be used
* Help settings implement a graduated approach and evidence when a child needs provision that is in addition to and different from the majority of their peers.
* Help parents understand a graduated approach to meeting needs and how a setting implements this.
* Help settings apply for funding effectively
* « Support the Local Area duty to set out what they ‘expect to be available’ across education, health and social care for children in their area who have SEN or are disabled, including those who do not have Education, Health and Care (EHC) plan.
* Support settings’ duty to use best endeavours to make the provision required to meet the SEN of children including making reasonable adjustments for disabled children
Early Years providers should read this document in the context of their responsibility to operate a Graduated Approach to assessing, planning for, providing for, and reviewing children’s needs in their setting. Early identification and early intervention of SEND is vital to prevent escalation of needs. This document will support you to ensure children get the right support at the right time.
We hope that parents / carers will find this guidance helpful in providing information on the arrangements and provision settings make to support their children. It also provides information on resources that can be used at home.
For details of services and support please visit West Berkshire’s Local Offer
3.
Expectations of all Settings
All settings must apply the principles underpinning the SEND Code of Practice (2015) 0 to 25 years and have regard to the Equality Act 2010 throughout the child’s learning journey.
These include:
Listening to and taking account of the views, wishes and feelings of the child and of their parents / carers.
Planning that is centred on the child’s individual learning goals, considering strategies to support individual development.
Making sure that the setting is inclusive of all needs Arrangements in place to regularly assess the environment to ensure it is accessible.
The child’s developmental progress clearly recorded and used to inform planning and next steps. The supports settings to do this.
Providing a curriculum that is adapted appropriately to take account of individual needs. More information on curriculum guidance can be found on the
website.
Identification of specialist services to support the child’s development and learning. The child and their parents / carers participating as fully as possible in decisions and being provided with the information and support necessary to enable participation in those decisions.
Supporting the child and their parents / carers in order to facilitate the development of the child and to help them achieve the best possible educational and other outcomes, preparing them effectively for the next stage in their lives. (SEND Code of Practice 2015)
4. Roles and Responsibilities All staff within the setting
All staff within the setting are responsible for supporting all children, including those with additional or SEND needs and supporting an inclusive culture. Every practitioner should have the knowledge and confidence to support inclusive practice.
The roles set out below may be delivered differently in different settings.
Nursery manager, headteacher or nursery lead
* Creating a culture that celebrates all children and meets the needs of all children
* Ensuring provision is monitored and evaluated regularly to meet all children’s needs and inform improved practice
* Ensuring that staff have the adequate skills, training and understanding to support inclusive practice and meet the needs of all children.
Nursery SENDCo
* Ensuring all practitioners in the setting understand their responsibilities to all children and the setting’s approach to identifying and meeting needs
+ 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.
‘8. The Graduated Approach
Settings adapt their provision for all children, taking into account their needs, interests and different rates of development. They adapt the environment their approaches and levels
and types of support to meet the different needs of different children at different times. This helps children to receive the right support at the right time. This is sometimes known as a ‘graduated approach’. There are resources referred to later on in this framework on ‘enabling environments’ that support inclusive practice.
The Graduated approach starts with making high quality provision for all children. This is sometimes known as ‘universal provision’.
Some children have additional needs that may need a different or more targeted or specialist approach to meet their needs and help them make good progress.
Some children will have additional needs and Special Educational Needs and Disabilities (SEND) that present at different levels of need at different times and will need support and provision that is in addition to or different from their peers.
Some children may have a diagnosis, but settings will focus on the ‘needs’ of the child in order to plan their provision whether or not they have a diagnosis.
A child may have lifelong SEND needs, but their support needs may change and go up and down the continuum over time as a consequence of the impact of the support being received. The Graduated Approach is supported by an ‘assess-plan-do-review’ cycle. This is set out in the diagram and table below.
The diagram below illustrates the graduated approach.
The Graduated Approach
High quality inclusive teaching and whole school systems for assessing, planning, implementing and reviewing progress
Progress means Not making SEN support no expected longer required progress
Ons At) This step involves gathering information about children with SEND’s current
abilities, strength, and areas where they may need extra help. Various methods are used, such as observations and conversations with the children and their parents, to understand their needs.
In the Early Years we recommend that settings use the DfE Assessment Framework Help for early years providers : SEND assessment guidance and
resources (education.gov.uk) to support assessment of children’s strengths and needs.
Based on the assessment, a plan is created to support the child. This plan includes specific goals for achievement and strategies or activities to help reach them. The plan is created with input from parents and other key people, such
as SENDCos. This may be called for example a ‘Support and Achievement Play Plan’ or an individual learning plan
In this step, the staff put the plan into action. They use the strategies and activities outlined in the plan during their lessons to help the child work towards their goals. This might include special teaching methods, extra practice, or using different resources. It is important that staff ensure there is enough time to assess whether the particular approach is supporting the child to make progress.
Staff use a number of approaches, including observation, to assess the child’s progress over time. They look at how well they are doing and whether the plan is helping them achieve their goals. This review involves checking their learning, assessing their understanding, and discussing progress with their parents.
If the review shows that the child is making good progress, the plan may continue as it is or may change to reflect their progress and different levels of support they might need. If needed, the plan may be adjusted to meet a child or young person’s needs better (this can be through updated assessment from setting / school and/or external professionals), and the cycle begins again.
Key Principles of the Graduated Approach
Evidence based decision making: Each level of support is based on assessments and observations. This is used to identify needs, monitor a child’s progress and make informed decisions about moving them between levels of help and support.
Evidence-based support: Support at each level draws from best practice and is based on research and evidence that it effectively addresses the specific learning or behavioural needs of the child.
Collaborative approach: Teachers, specialists, and parents collaborate to support the child. Regular meetings are held to discuss their progress and adjust support as needed.
Flexibility and responsiveness: The approach is dynamic, allowing the child to move between levels of support based on their progress.
Inclusivity: The aim is to provide support within the general setting as much as possible, promoting inclusion and ensuring that the child is not unnecessarily separated from their peers.
Universal or Ordinarily Available Provision that supports the best start in the early years
Universal or Ordinarily Available Provision is about all partners working to best support children from birth. This may include for example inclusive early years education to meet the needs of all children, Soeech and Language support, Health Visiting and Midwifery,
High quality early education that supports learning across communication and language, physical development, and personal, social and emotional development, and includes the following elements:
Early Years Settings staff will regularly communicate with parents, getting their views about their child’s needs and outcomes. Staff knowledge of the children’s needs, learning preferences and abilities supports planning and delivery of effective and inclusive activities.
(— + Plans will be developed based on assessment of the child and that are centred on >) the child’s individual learning goals, considering strategies to support individual development. The DfE Assessment Tool is a helpful tool to support this. Help for early years providers: SEND assessment guidance and resources (education.gov.uk)
* Arrangements should be in place to regularly assess the environment to ensure it is accessible for all - this assessment should inform future planning. There is useful information on this on the Stronger Practice Hubs website Enabling environments in the early years | Stronger Practice Hubs
* The child’s developmental progress should be clearly recorded and used to inform planning and next steps.
*« Acurriculum that is differentiated appropriately to take account of individual needs.
* Staff to access training offered by the Local authority.
+ The setting can access advice on supporting children’s development and inclusion through the Early Years Advisory Team and the Early Development and Inclusion Team.
* they can also access advice on supporting Speech and Language development through SALT Surgeries.
* Staff to access training offered by the Local authority. Training can also be accessed
\ from other training providers. wy,
The setting should build a holistic profile of a child’s development with parents and must seek parent’s permission to contact other professionals involved with the child to inform individualised planning.
A strong partnership with for example health visiting, soeech and language, family support or social care ensures that additional needs are met.
Early Years Advisory Team and the Early Development and Inclusion Team can provide support, advice, and training to settings to support inclusive practice and individual children’s development.
Speech and Language therapy can help children to understand what is being said to them, express themselves and produce the sounds needed for clear speech and support social communication skills and interaction with others. This Service is provided in West Berks in the early years from Children and Young People’s Integrated Therapies (CYPIT). They provide a detailed guide to their services on their website.
The Health Visiting (0-19) service within Berkshire Healthcare offers a number of visits for all West Berkshire children, including a new birth visit, a three, and six, month face to face conversation. These meetings can provide help and advice, but also identify any SEND support needs. The health visiting team can offer advice on development, sleep, behaviour, eating and toilet training in addition to their offer of the universal health child programme.
All children in West Berkshire are invited to attend a two-year developmental review with a member of the Health Visiting team.
The team use the Ages and Stages Questionnaire (ASQ) tool and the Early Language Identification Measure (ELIM) to support early identification of speech, language and communication difficulties or wider SEND needs.
Targeted and Specialist Support
Sometimes children have additional needs and need support that is in addition to and / or
different from their peers to support their development and progress. If the setting or parent
/ carer feels that the child has additional needs it is important to discuss these together and agree what support may be needed.
The following table explains what may be put in place if a child needs more targeted or specialist support.
A
Targeted Support |
Discussing with parents any concerns, considering parents’ views, and jointly planning individual learning goals for the child. It is important to establish good communication
between home and setting so any changes in circumstances that may affect progress
are shared.
The setting should build a holistic profile of the child’s development with parents and must seek parent’s permission to contact other professionals involved with the child to inform individualised planning.
Additional liaison with and referral to external professionals including the Early Years Advisory Team, the Early Development and Inclusion Team, Speech and Language Therapy, Specialist SEND Health Visitor, Paediatrician, Occupational Therapist, Physiotherapist, Educational Psychologist or Sensory Consortium Teacher may be necessary and should be done with parent / carer agreement. The roles of these services are explained below.
Early Years Advisory Team and the Early Development and Inclusion Team can provide support, advice, and training to settings to support inclusive practice and individual children’s development.
They may also sign post families to Family Hubs and to Dingley’s Promise and Swings and Smiles.
Dingley’s Promise provides a range of support for children under 5 with SEND and their families. This includes specialist nursery provision, support for mainstream settings to deliver inclusive practice, family support and training and development opportunities.
Swings and Smiles provides a place to play and support for children with disabilities and their families.
7
(— ¢Tiny Talkers and Time for Twos are SEND specific courses offered to families for >) emerging communication needs and for transitioning to nursery, which parents and caregivers can self-refer to.
* Speech and language therapy can help children to understand what is being said to them, express themselves and produce the sounds needed for clear speech and support social communication skills and interaction with others. In Early Years this can be offered via phone consultation, online workshops, or face to face appointments.
« Parenting Special Children West Berks
+ West Berks supports the ‘Every Child a Talker’ programme.
* The health visiting team can offer advice on development, sleep, behaviour, eating and toilet training in addition to their offer of the universal health child programme.
* The Sensory Consortium Service work in partnership with settings and families for children who are deaf, vision and multi-sensory impaired to provide advice and support to ensure an inclusive environment and inclusive teaching strategies.
- The setting will work in partnership with other services working with the child to ensure a joint approach to supporting the child’s development.
- Clear and achievable learning targets should be set in partnership with parents, taking in to account the holistic profile of the child’s development and should be regularly reviewed and evaluated with parents.
- If a child needs support that is differentiated or in addition to the Ordinarily Available Provision their setting will be able to apply for SEN Inclusion Funding (SENIF).
- If a child requires specialist support from Paediatrics, Occupational therapy, Physiotherapy, Speech and language Therapy, Educational Psychology, Family Support or the Children Young People’s Disability Team these teams will continue to
LL work in partnership with the family and the child’s setting. yy,
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Specialist Approach
If a child continues to need a high level of specialist support for their successful inclusion, settings will consider with parents/ carers and other professionals whether a statutory \_ assessment of their special educational needs is appropriate. This may lead to an EHCP /)
6. Preparing for the next stage / transition
Early years providers support children to be as independent as they can be and learn the skills that they need to move on to the next stage of their education. There is a ‘Flying Start’ poster to guide parents / carers on helping their child to be ready for school. The Edit service provides guides to transition for children with additional needs to support this process, including a Step-by-Step Guide to Transition, a ‘Transition Planning Checklist’, an example of a One Page Pupil Profile, a sample email that settings can amend and send to the receiving school, and a Transition Meeting template that can be adapted to support transition meetings. Some children need more support than others to help them transition to school effectively. An Early Years SEND Transition course run through Dingley’s Promise and the Thames Valley Hub can be accessed by settings in West Berkshire.
Early years enabling environments are safe, rich, and varied spaces that support children’s development and learning, particularly those with SEND, by minimising risks and maximising opportunities for exploration, play, and social interaction. These environments are designed to be responsive to individual needs, promoting independence, and fostering a sense of belonging. More information can be found on the Stronger Practice Hubs website. Enabling environments in the early years | Stronger Practice Hubs
Settings monitor their practice and children’s development and adapt to the needs of the children that attend. There are several tools that can help with this. We have developed a self -assessment matrix to support this framework, Ask the Early Years Development and Inclusion Team about this.
Dingley’s Promise also has a more detailed Early Years Provision Checklist that settings may wish to use.
Childcare Works provides resources, including videos developed by Dingley’s Promise, to support settings.
The following framework sets out guidance on the different levels of support that settings provide for children age 0 — 5 years based on their individual needs. This section outlines some of the practices and adaptations that are part of quality first teaching for all children and additional support. It is not expected that every setting will be providing all of the suggestions that are set out in this guidance. It is intended as a tool for settings to draw from to plan and provide evidence-based support for all children, including children with additional needs. Staff in all early years setting provide support to children to meet their needs and to help prepare them for the next stage in their lives. They work to support children to be as independent as possible.
The provision and strategies outlined in this section are of benefit to all children but are necessary for children with SEN and/or disabilities.
The guidance is separated across the 4 Areas of Need in the SEND Code of Practice (2015).
1. Communication and Interaction
2. Cognition and Learning
3. Social, Emotional and Mental Health 4. Physical and / or sensory
Many children may have needs across more than one category and certain medical conditions or disabilities may not fall neatly into one area of need. When reviewing and managing additional or special educational provision, the four broad areas of need may be helpful as a guide to the support that can be provided across these areas.
Communication and Interaction
Children with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty with one, some or all these aspects:
* saying what they want to, * understanding what is being said to them, * social rules of communication.
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 of the different aspects of speech, language or social communication. Children with Autism or social communication needs are likely to have particular differences with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
Whole school provision
+ Whole setting awareness and understanding of communication, language and interaction needs.
« Whole setting audit of skills and training needs in relation to communication, language and interaction.
« Whole setting training plan includes understanding communication and interaction and its development.
* Communication friendly environment.
Training and Resources
CYPIT provides guidance Sensory circuits and sensory breaks. Sensory Circuits uses on Sensory Circuits. There is | sensory-based movement activities that help children and also a useful video. young people to achieve the ‘just right’ level of alertness
they need to prepare themselves for the day’s learning. The circuits are based on the theory and principles of Sensory
Integration. Examples of resources and * Childcare Works training, including videos * Dingley’s Promise
developed by Dingley’s Promise, to support settings. The Sensory Classroom UK * The Sensory Classroom / sensory learning experiences. Guides for parents / carers on sensory toys
Attention Autism and « Attention Autism Stages 1-4 - YouTube Attention Bucket (Requires * Attention Autism - Stage 1 Bucket and Stage 2: Stay training) at Home
« Attention Autism - Stage 1 Bucket and Stage 2: Keep Your Distance
* Bucket Stage 1: Summer
Information on Speech and * Toolkit CYPIT primary and early years version SALT
Language Therapy * Berkshire Healthcare Children and Young People’s Integrated Therapies (CYPIT) website & Toolkits
.
Every Child a Talker (Child Every child a talker (ECAT) — modelling / instructions / monitoring tool) commentary
* early-years-information-pack-edition-2.pdf
(berkshirehealthcare.nhs.uk)
EDIT Makaton videos * Makaton Signs 1. * Makaton Signs 2. * Down in the Jungle: Makaton signed song * Walking Through The Jungle: Makaton Signed Story * Dear Zoo - Makaton Signed Story
Language processing guide Gestalt Language Processing: Useful video guide to Gestalt Language Processing
Strategies for Inclusion Toolkit * www.westberkseducation.co.uk/Page/20710
EDIT You Tube Videos * Enabling Environments, Creating Meaningful Interactions, Building Attachment, Makaton and Attention Autism Bucket, Building Attachment, Challenging Behaviour, where to start?
* www.youtube.com/channel/ UCmWtPOFyK7zBEDwSGKTbfrg
Colourful Semantics This approach needs to be modelled via a SALT ora member of EDIT team.
Resources and approaches * Choice boards.
to support communication * Communication friendly environments. + Purposeful displays * Tents
+ Tables covered with cloths
* Book Nooks
* Sofas and bean bags
* Modelling/instructions/ commentary
* Creating opportunities to communicate
Communication and Interaction Needs and Provision
What the need may look like Attention and listening Child may not respond to their name
Child may be easily distracted, find attending to activities difficult and flit between one thing and another.
Child may not be able to listen and do something at the same time.
Child may appear to be in their own world or on their own agenda and it may be difficult to get them to engage in adult led interactions.
Child may engage in a limited range of activities.
Provision / strategies that support a best start for children Environment:
« Use calm colours to reduce distractions, support attention and concentration — all useful aspects to effective communication
* Carefully plan where areas are placed in the room. For example, have the book area in a corner away from the outside door. Be aware of throughfares.
* Use of natural resources e.g. wood, metal, real leaves, mud can offer opportunities for more language to be used, sensory engagement to support listening & attention & something more interesting to talk about than plastic equipment.
* Be aware of noise levels in the setting e.g. the use of soft furnishing or creating cosy areas.
* Ensure appropriate daily routines are in place to support the child. Experiences and Opportunities:
* Know about and follow the child’s current interests or motivators * Offer a range of sensory experiences to engage the child.
* The outdoor provision can be an experience that relaxes children and supports their communication.
Strategies
* Identify the child’s attention levels.
* Use the child’s name before communicating with them. Use gestures, tone of voice and nonverbal communications to support language.
* Don't insist on eye-contact if this is not right for the child.
* Get down to the child’s level.
* Organise small groups or paired work.
* Play high interest games e.g. bubble, balloon or ready steady go games.
« Use visuals or objects of reference to support attention skills.
* Share key strategies with parents and carers to ensure a consistent approach. * Sing songs and rhymes.
What the need may look like Receptive language (understanding)
Child may struggle to understand language and could mimic / copy words with no understanding (out of context).
Over reliance on non-verbal communication.
Struggles to follow simple instructions.
Not responsive to their name.
Difficulty making choices.
May have high levels of anxiety, withdrawal, challenging behaviour, low levels of wellbeing. Avoids tasks and activities where there is a reliance on understanding language. Struggles to follow routines without support — waits and copies what others do.
Children may find following verbal instructions difficult.
Expressive Language (expressing themselves or talking)
Child may have less expressive communications, such as facial expressions.
Provision / strategies that support a best start for children Environment
« Use visual support strategies.
« Use quiet spaces to support concentration.
* Reduce distractions in the environment.
* Use real objects to generate new vocabulary and make learning more meaningful. Experiences and Opportunities
* Provide opportunities for real life, first-hand experiences (cultural capital) to facilitate new vocabulary through a multi-sensory approach.
* Utilise all daily routines as opportunities to interact. * Re-visit words and experiences to embed vocabulary in a variety of contexts.
* Children need a reason to communicate, plan resources and opportunities to support this.
Strategies
* Simplify language when necessary to aid understanding. * Use objects of reference, photos or visuals to support the child’s understanding.
* Intentionally plan new words to introduce and share these words with parents to encourage use at home too.
* Follow the child’s lead, comment on their play or interests.
« Avoid asking too many questions. Adults should ask one question to every four comments made.
* Offer choices with a visual Support even when you may already know what they want e.g. ‘do you want an apple or banana?’
* All practitioners try to use the same word/phrase rather than using a range of words to describe the same activity e.g. Dinner time; Decide whether it will be called ‘dinner’,
‘lunch’, or ‘sandwiches’.
* As receptive and expressive skills develop, ask open-ended questions to encourage conversation e.g. “What did you do on holiday?” rather than “Did you go to the seaside?”
* Story sacks, props, puppets, nursery rhyme bags all add meaningful context to words.
« Use the 10 second rule to give children time to process, understand the words and gestures used.
« Emphasise key words in your comment or instruction e.g. Here’s the car. The ball is in the bucket.
* Children usually understand nouns first (objects) then verbs (doing words) and then adjective (describing words) this can help in the type of words we use with children.
* Model the correct language to children without expectation for the child to repeat the phrase e.g. Child: ‘Cat runned away’ Adult: ‘Yes, the cat ran away’.
« Play with mirrors to model different facial expressions
What the need may look like
Social Communication
Child may avoid situations where language is involved Child may demonstrate aspects of solitary play
Child may find emotional vocabulary learning a challenge
Provision / strategies that support a best start for children
Environment
« When children feel comfortable and safe, they are more likely to communicate.
* Be aware that different cultures may have different social rules. Make sure you speak to parents about what is expected in their culture.
* Be aware that a child with EAL may present as having SEND but just needs time to immerse in the new language.
* Minimise visual distractions and background noise. Experiences and Opportunities
* Small group work with the child for short and regular interventions. + Use co-operative play and adult led or child-initiated tasks involving turn taking. * Interact in the child-initiated moments as they arise to support and model language.
Strategies
* Routines are very important for children with social interaction difficulties. Make the routine clear (e.g. by using a visual) and warn children in advance of any changes during the session.
* Ensure you are face-to-face when communicating and use children’s names to gain attention.
* Children may find it challenging to stay in the group for a long period of time so have realistic expectations for individual children.
* Follow the child’s lead and make the context and reason for communication motivating and interesting.
* Use high interest toys like bubbles, noisy or pop-up toys to encourage simple interaction and turn taking.
* Praise the child for ‘good listening’ or ‘good looking’ or for taking turns in an activity.
* Repeat and revisit activities particularly in small groups as this can offer reassurance and build confidence.
Value and recognise all forms of communication including non-verbal.
Cognition and Learning
Support for learning needs may be required when children learn at a slower pace than their peers, even when appropriate differentiation is in place. Young children develop at different rates, and additional support will help children develop their learning skills.
Whole school provision * Inclusive ethos.
+ Whole setting staff awareness of the principles of assessment through teaching and evidence- based approaches to intervention.
* Staff training and support to implement strategies and use resources to support children
with additional needs.
* Induction for all new staff on additional needs and setting approach.
Training and Resources
Curriculum Guidance
Childcare Works website (need to create a log in — free).
Inclusion Toolkit
* EDIT Support Strategies for Inclusion Toolkit * www.westberkseducation.co.uk/Page/20710
EDIT You Tube Videos: Using Visuals
https://www.youtube.com/channel/ UCmWtPOFyK7zBEDwSGKTbfrg
Using pictures / photos and symbols
* Remember photos are a good place to start for visuals.
* For further sources of visuals, try looking at websites such as Twinkl (need a Log In) and Widgit (free trial).
Objects of reference / object cues
Use objects that are meaningful to the child, for example their cup to indicate drink.
Destination photos
Take photos of the place to show the child where you are going.
Now and next / first and then boards.
Create now and next / first and then boards using photos of symbols.
Visual schedules and timetables
Create a visual timetable of activities for the session
Choice Boards
Create a choice board of options for the session or choice of snacks at snacktime, for example.
Location markers
Carpet mat / spots to identify an area for the child to sit
Support for focussing and extending concentration
* Fidget toys * Wobble cushions and weighted lap buddy Search engine will bring up supplier details
Enabling Environments
Enabling environments in the early years | Stronger Practice Hubs
Sensory Integration
Sensory circuits and sensory breaks
More useful resources and * Basket tasks
approaches * Use an electronic timer / sand timer to manage timings of activities
* People play
* Social communication groups * Safe space
* Positive language and praising
Cognition and Learning
What the need may look like
Through observation children may demonstrate difficulties in the following areas: Remembering things.
Retaining basic play skills and concepts, needing lots of practise and repetition. Recalling known skills.
Joint attention.
Concentration.
Making a choice.
Understanding.
Repetitive play skills
Exploring range of toys/ activities on offer.
Generalising skills
Taking risks or problem solving.
Over reliance on adults
Not confident to approach new tasks and experiences due to limited understanding. Displaying behaviour to communicate
Child may appear isolated and disconnected from others
Sequencing
Understanding and recalling routines
Misinterpretation of social contexts.
Provision / strategies that support a best start for children
« Use visual support materials to aid understanding. Choose materials based on the child’s level of understanding — objects of reference, photographs and then symbols.
* Visual schedules help children to follow the structure of the day and also sequences e.g. getting dressed, going to the toilet
* First/then or now/next systems help children to access activities they wouldn't usually experience, and this also extends attention and focus
* Choice boards or books help children to choose activities and communicate what they
would like to do.
Support for receptive language skills (understanding)
Use simple clear language.
Gain the child’s attention by saying their name or using a gentle physical prompt. Get down to the child’s level when talking to them.
Chunk instructions into smaller parts and give them one at a time.
Reduce the number of questions asked and increase simple commentary alongside play. Use the ratio one question to 4 comments.
Increase the use of gestures.
Support for attention and concentration
Consider positioning during group/carpet sessions. Carpet mats can help a child to focus
Wobble cushions/fiddle toys/weighted lap toys can aid concentration during group times Reduce the group size for some carpet activities e.g. story time
Use shorter, more interactive stories and use visual props to extend attention and help the child to stay focussed
Reduce distractions when playing with the child e.g. cover some activities up with a cloth or sheet e.g. computer/water tray
Break tasks down into small steps so the learning is more achievable e.g. thread one bead, then two
Basket work helps children to focus on short task and brings a clear structure to activities. Start with one task and increase over time. This gives children chance to practise listening and attention skills and also develop confidence to try new activities.
Use the phrase “one more then finished” to extend concentration on activities.
What the need may look like Developing play skills
Provision / strategies that support a best start for children
Support to develop play skills
Copy children’s play and pause to see if the child responds.
Model and extend play and then introduce a new action e.g. stirring the tea during a tea party.
Have two sets of toys/activities to model play sequences. This will help the child to copy play sequences.
Use the child’s interests to help to broaden experiences e.g. Peppa Pig/cars. Use this interest in other activities e.g. put Peppa pig in the sand tray, use colouring sheets with Peppa on.
Appropriate toys/activities need to be available for the child’s developmental stage. This may mean taking toys from other rooms
Use some hand over hand techniques to support the teaching of new skills e.g. putting a finger in messy play materials
Use motivating object/resources e.g. bubble machine, to entice the child towards a new
activity/area of the room
* Create a calm, quiet and distraction free area to introduce and model new skills
* Allow lots of opportunities to practise skills e.g. doing different jigsaws with large knobs, building with different bricks and materials so that learning and skills are generalised
What the need may look like Developing learning in social situations
Provision / strategies that support a best start for children Support to develop learning in social situations
* Play people games without toys to help the child to copy and respond to adults
* Include the child in social communication groups. Groups can be adapted by reducing the number of children and the number of activities. Include children who are good role models within each session
* Plan in independent time periods for children who are over reliant on adults. Give children a visual cue to show that the practitioner is busy at the moment but will be available soon e.g. practitioner may wear a special hat
* Create opportunities for paired and shared play and turn taking activities e.g. “my turn, your turn”. Plan fun and motivation activities e.g. rolling a ball, popping bubbles, banging a tambourine
* Teach a strategy to initiate interaction with peers e.g. show how to give a high 5 to another child
« Adults can anticipate what might happen in a social situation and give this a narrative e.g. ‘Tommy has tapped you, he wants to play chase”
What the need may look like Developing positive approaches to learning
Provision / strategies that support a best start for children Support to develop positive approaches to learning
* Model and teach new skills in small groups before whole group sessions * Give positive praise which is relevant to the child for all attempts not just successes
* Provide breaks in learning for children who have sensory needs and may not be able to attend for longer periods.
* Sensory boxes may help with self-regulation and enable a child to re-engage with learning tasks
* Teach the child a phrase to obtain help e.g. ‘help me please’
* Share success with other children and adults (if this is appropriate). This could be a smile, thumbs up or a sticker: whatever motivates the child.
« Ensure parents are fully involved in supporting the child by sharing approaches, strategies and successes
Social, Emotional and Mental Health
Children may have a wide range of social and emotional needs which present in many different ways. These may include becoming withdrawn or isolated, or displaying their emotions to show that they may be feeling overwhelmed, upset, or be finding it difficult to cope.
Whole setting provision
An inclusive whole setting ethos that takes account of children’s needs and impact of these on emotional health, wellbeing and behaviour and makes adjustments to meet these.
Agreed systems in place and applied by all staff that support for behaviour. Use of whole setting approaches to promote wellbeing and resilience.
An environment that focusses on positive relationships and the development of social skills.
Structured and coordinated support to overcome barriers to learning caused by personal, social, emotional or behavioural needs.
Regular opportunities for staff to reflect on wellbeing and behaviour and plan together in partnership with the child’s family.
Listening to children’s voices through the different ways they communicate. Use of nurturing approaches. Attachment aware training and strategies in place for staff.
Training and Resources
EDIT Support Strategies for https://www.westberkseducation.co.uk/Page/20710 Inclusion Toolkit
EDIT You Tube Videos: https://www.youtube.com/channel/ Building Attachment UCmWtPOFyK7zBEDwSGKTbfrg Books for practitioners * Heather Geddes; Attachment in the Classroom (2006),
London, Worth Publishing.
* Niels Rygaard; Severe attachment disorder in childhood a practical guide (2006), New York, Springer-Verlag.
« John Bowlby; A Secure Base (1988), Oxford, Routledge
Zones of Regulation You Zones of Regulation (Programme) Tube Video
Emotion Coaching
A 4 step approach that helps teach young people about their emotions in the moment, provides them with strategies to regulate their emotions, and builds trusting and respectful relationships.
1. Recognise the young person’s feelings and empathise with them.
2. Label and validate their feelings.
3. Set limits on behaviour (if needed).
4. Problem solve with the young person. There is a wealth of information available online
* https://www.emotioncoachinguk.com/
* https://www.youtube.com/watch?v=gm9ClJ740xw * https://www.youtube.com/watch?v=i5Q2dah75Zc * http://www.youtube.com/watch?v=1Evwgu369Jw
Early Social Communication
* Intensive Interaction
* PACE (Playfulness - Acceptance - Curiosity - Empathy) The PACE approach is a therapeutic model focused on building strong, trusting relationships with children, particularly those who have experienced trauma. It’s an acronym that stands for Playfulness, Acceptance, Curiosity, and Empathy. This approach aims to foster a sense of safety and security in children by promoting positive emotional connections.
1. http://www.danielhughes.org/p.a.c.e..html
2. cavuhb.nhs.wales/files/resilience-project/resilience- project-logo-adjustments/pace-pdf/
Challenging behaviour You Tube Video
EDIT You Tube Video: Challenging Behaviour Where to Start? https://www.youtube.com/channel/
UCmWtPOFyK7ZBEDwSGKTbfrg
Listening to and understanding the different ways in which children communicate
100 voices of children approach
Mental health in the early years
Sunrise Wellbeing Centre
Social Stories
Little Parachutes www.littleparachutes.com/
Useful books and tv shows T
here are also books that talk more generally about a range
of different emotions and are a useful way to introduce key emotions vocabulary.
How are you feeling? — also contains strategies that might be helpful when experiencing different emotions Colour monster — a monster who is feeling confused about his emotions and uses colour to help him to explore them.
Films and TV shows can also be a useful way of talking to children about different feelings — Inside Out (Disney) is a good example of this.
‘My Huge Bag of Worries’ by Virginia Ironside,
‘Ish’ and ‘Dot’ by Peter Reynolds are helpful to explore making mistakes and being proud of our own work/ creations
Beautiful Oops! By Barney Saltzberg
‘Only One You’ by Linda Kranz
Therapeutic stories are also a useful way to support children to develop their emotional literacy skills: Read a story and talk about the feelings of the characters. Here are some examples: Angry Arthur, Owl Babies
Sleep .
The NHS provides sleep advice to parents
Contact provides sleep advice to parents of a disabled child
Scope provides sleep advice to parents of a disabled child
Healthy Tots
Healthy Together
Social, Emotional and Mental Health
What the need may look like Children who find it difficult to regulate their behaviours and emotions
Provision / strategies that support a best start for children
* Calm spaces — consider indoors and outside Movement and sensory regulation breaks — indoors and outside
Sensory/calm box available for free and independent access (may include puppets, persona dolls, worry dolls, emotion stones)
‘Professional love’ — a key person who can recognise needs and de-escalate emotions
and behaviours
Intensive interaction (link to West Berks toolkit. Needs training)
Zones of regulation Emotion coaching
What the need may look like Children who may be withdrawn, overactive and or have poor concentration
Provision / strategies that support a best start for children
* Planned sensory breaks — indoors and outside
* Visuals — objects of reference, photos, timers, now/next, schedules, task list, photos of adults who are looking after the child each day
* Key person bonds
* Whole setting approach to develop professional curiosity to further explore the child’s presentation — why are they withdrawn/overactive/have poor concentration?
* Follow the child’s interests
* Provide opportunities for the child to learn in a way that best suits their needs — join them in their play/space rather than large/whole class groups
* Allow a child to join towards the end of a session and build up the time engaged slowly * Joint attention activities
* Meet and greet with key person
* Have a welcome box with favourite activities
« Use of a comfort object from home to help them feel safe and secure
* WOW boards - ‘what | did well today’
What the need may look like Children who may have triggers that they respond to
Provision / strategies that support a best start for children
* Behaviour tracking charts such as ABC charts
* Practitioner understanding of patterns of behaviour and that behaviour is a form of communication
* Trauma informed approach and restorative repair « Understanding anxiety in children
* Provide structure during unstructured times
* Use of transitional objects
What the need may look like Children who may present a spikey, inconsistent developmental profile
Provision / strategies that support a best start for children
* Developmentally appropriate expectations * Developmentally appropriate resources
What the need may look like
Children who may present with extreme emotions
Provision / strategies that support a best start for children
* Provide calm spaces * Staff training on understanding and managing challenging behaviour * Role of adult — change of adult to support de-escalation
* Consistent approach to managing emotions and behaviours which are shared with parents
* Nurture groups
* Social stories
* Explicitly label emotions — “I can see that you look cross, would you like help?”
* Direct teaching of calming/self-regulation strategies (yoga, meditation, breathing)
What the need may look like Children who may find following instructions difficult
Provision / strategies that support a best start for children
* Offer choices
* Know the child — what are their motivators/interests?
+ Visuals (now/next, timer, task lists)
* Simplified language — now/next
« Adults match their language to the child’s level of understanding * Individualised reward system linked to the child’s interests
* Give an element of control — controlled choices
* Give the child responsibility for certain tasks
What the need may look like Children who may seek or reject reassurance from an adult
Provision / strategies that support a best start for children
* Try and identify the child’s reasons — what do they want? * Use the child’s own self-regulation strategies as a starting point and facilitate these * Use transitional objects
What the need may look like Children who may struggle to make and maintain friendships
Provision / strategies that support a best start for children
* Social communication groups
« Use buddy systems
* Parallel play
* Cue cards/visuals
* Turn taking games
* Den building
* Invitations to play
* Team/group tasks/games
* PACE (Playfulness - Acceptance - Curiosity - Empathy). Link in resources section.
What the need may look like Children who may present with eating or sleeping difficulties
Provision / strategies that support a best start for children
* Rest/calm breaks
* Home-setting communication book
* Asmaller space to eat in a calm/quiet area
* Introduce new foods gradually. Offer small portions alongside familiar foods.
* Do not force the child to eat new foods but let them explore and get used to the sight and smell.
+ Make sure meal / snack times are a positive experience. * Avoid pressure and focus on creating a relaxed and enjoyable atmosphere. * Make health swops for less healthy foods.
* Incorporate familiar foods into new dishes. For example blend vegetables onto pasta sauces.
* Model healthy eating habits. * Encourage children to be involved in preparing vegetables / setting the table.
What the need may look like Children who may try and harm themselves
Provision / strategies that support a best start for children
* Substitute self-harming behaviours — e.g. biting — replace with Chewelry, throwing — play a ball game
Physicaland/orSensory =
Some children may have additional needs because they have a disability. They may find it harder to access the environment and educational opportunities generally provided for all children and will require adjustments.
This includes children with: a. Sensory processing needs
b. Vision needs
c. Hearing loss
d. Multi-sensory needs e. Physical needs
Whole school provision
+ All staff are aware of individual children’s sensory/ physical disability and implications in all setting environments.
* The environment needs to be managed so that they can access communication, learning in all activities e.g. delivery of information, seating, distractions.
* Staff are aware that for some children, a sensory or physical disability could impact on their language and social interaction.
* Staff should encourage children to wear appropriate sensory equipment such as hearing aids or glasses and use physical aids and ensure that all equipment is working
and clean. Berkshire Healthcare Children and Young People’s Integrated Therapies
Children and Young People’s (CYPIT) website & Toolkits Integrated Therapies (CYPIT) Books * The Same But Different — Molly Potter + Don't call me special — Pat Thomas * Having a Disability - Louise Spilsburg *« Amazing — Steve Anthony (wheelchair user)
« What Happened to You? James Catchpole (mobility issues)
* The Christmasaurus by Tom Fletcher * Brave Huxley
Sensory Circuits Sensory circuits you tube video
Charities
Contact www.contact.org.uk
Newlife - www.newlifecharity.co.uk
Berkshire Sensory Consortium Main website with lots of information
The Sensory Consortium work in partnership with schools and families for children who are deaf, vision and multi- sensory impaired to enable them to have good outcomes and a positive future. Support includes:
* Assessment, training and support for children and young people in local authority schools
* Contribution to individualised school education programmes, liaising with Health, Local Authorities and other professionals
* Delivering specialist training
* Providing specialist teacher support for planning provision and the placement and monitoring of pupils with a sensory impairment in schools
* Loaning specialist equipment for pupils attending mainstream Local Authority school
Tips to be deaf friendly | Communicating with deaf children
Includes links to support and advice, and to Speech and Language Therapy Service, Physiotherapy Service and Occupational Therapy Service.
National Deaf Children Society
ndcs.org.uk
Helpful books
* The Ling Ling Bird hears with his magic ears — Tanya Saunders (cochlear implant)
* Freddie and the Fairy by Julia Donaldson
RNIB
Toilet training
Royal National Institute for the Blind
RNIB guidance on education for young people who are blind / visually impaired
Toilet training advice
Sensory processing needs Sensory circuits and sensory breaks.
Sensory Circuits uses sensory-based movement activities that help children and young people to achieve the ‘just right’ level of alertness they need to prepare themselves for the day’s learning. The circuits are based on the theory and principles of Sensory Integration.
CYPIT guidance on Sensory Circuits. There is also a useful video. The Sensory Classroom / sensory learning experiences
The Sensory Classroom UK Guides for parents / carers on sensory toys
Physical and / or Sensory
What the need may look like
Physical Needs These could include, but are not limited to:
Cerebral palsy
Spina bifida
Hypermobility
Duchenne muscular dystrophy Loss of limb
Progressive condition Rheumatoid arthritis
Provision / strategies that support a best start for children
Enable access to IT equipment e.g. computers, tablets.
Ensure there is space to move around with a walker or in a wheelchair-re-arrange the room to make access easier
Equipment e.g. walkers, standing frame or chair must be accessible and checked by health professionals periodically
Swap rooms, so that stairs are not a problem Keep a tidy, clutter free room to help children with visual and physical difficulties Use soft furnishings to lessen echoing, (curtains, carpets)
For children with visual difficulties use contrast e.g., paper and crayons, place toys ona plain background that contrasts and makes the toy stand out e.g., black background for a yellow toy
Allow opportunities of rest throughout the day - set up a quiet area for children to go to rest, beanbag, cuddly toys, quiet books, materials to feel, blankets.
Make reasonable adjustments to allow access to toys such as putting toys in a Tuff spot on the floor
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* Toys in a tray on table to prevent things falling off
* Provide steps for children to access the toilets
* Place grab handles near steps, toilets.
+ Put bright strips on steps to highlight visually
+ Use Dycem matting to stop bowls/plates/toys slipping off or Sellotape paper to table/ floor to stop it falling off
* Offer the opportunity to sit on a chair at group times
* Accept children going for a rest any time. Have short bursts of rest throughout the day and provide a safe space for them to do this.
* Ensure the children can be included in all activities at an appropriate level. Use a range of sizes of toys, different apparatus such as different type of scissors (loop handles, spring, assisted), have a variety of sizes of crayons/ pens, stick paper to the table to stop it slipping, put the paper on the floor,
* Setup a communication book to pass between setting and home - this could be visual as well as written
* Have evacuations plans in place for children with physical difficulties
* Look at the Local Offer, so you are aware of local support groups and activities to signpost parent/carers to
Provision / strategies that support a best start for children
* Develop the child’s core stability, for example wobble cushion, exercises and games.
* Provide physical activities to support development of gross motor skills, for example throwing, catching, hopping, scooting, riding a trike etc. In addition, offer opportunities for a child to cross the mid-line such as waving scarves, ribbons, pom poms etc.
* Develop fine motor skills, for example hand and arm exercises such as dough disco, specialist scissors, pegboards, threading, play dough, pincer grips activities, such as pegs onto washing line or sorting with tweezers.
Provision / strategies that support a best start for children
* Sensory circuit activities
* Clutter free environment
* Defined spaces (colour or surface change) * A mix of floor and raised activities
What the need may look like
Hearing needs
These could include, but are not limited to:
Hearing loss which is not aided (such as glue ear or single sided hearing loss)
Has a fluctuating hearing loss
Requires equipment to support their listening, for example hearing aids, cochlear implant etc
Provision / strategies that support a best start for children
* Consider body language including facial expressions, practitioner positioning at children’s level, eye contact, face to face
* Gain the child’s attention prior to giving an instruction
« Use visuals (objects or reference, photographs of objects of reference and signs and symbols) together with speech to support child
* Give warning regarding fire alarms. If appropriate use an alternative exit route
* Stand still and get to their level when giving instructions to support children who may be lip reading.
What the need may look like
Hearing needs Has difficulty adapting to environments with high levels of background noise Finds it difficult to listen in background noise
Provision / strategies that support a best start for children
* Remove or reduce background noise * Establish quiet spaces
* Consider the environment, for example carpeting, soft furnishing, rubber feet on the table and chair legs etc. will reduce noise.
What the need may look like
Hearing needs
May have delayed language and communication skills
May not have enough hearing to fully access spoken language May mishear and misunderstand
Provision / strategies that support a best start for children
* Repeat verbal instructions: sensitively provide reinforcement and reassurance where necessary.
* Audio books
* Identify areas of strength and needs in terms of communication and language for the child (see communication section).
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What the need may look like May have difficulties with social interactions
Provision / strategies that support a best start for children
Social communication groups — children can sit at a table/ on the floor/ outside/face to face/on a chair (dependent on need of child)
Parallel play
Turn taking games
Den building
Invitations to play
Modelled interactions from adults
Link to SEMH section — Ordinarily available group document/pages
What the need may look like
Visual impairment needs These could include, but are not limited to:
Impairment of sight, which cannot be fully corrected
Visual impairment may result in the appearance of delayed physical and cognitive responses.
May be physically tired May find it difficult to make and maintain friendships May need enlarged texts around the environment
May struggle with early literacy and pre-writing skills
Provision / strategies that support a best start for children
For children with visual difficulties think about contrast e.g., paper and crayons, place toys on a plain background that contrasts and makes the toy stand out e.g., black background for a yellow toy
Provide additional resources for inclusive play, for example a bell in the ball so all can play together.
Ensure time for a child to map the room and allow this to occur when the child attends. Allow re-mapping to occur when furniture and resources change place to reduce confusion and potential injury
Use recordable devices e.g., talking tins Use blinds to reduce glare
Adults to ensure they don’t stand with their backs to the windows when talking to the child
For children who wear glasses ask for a spare pair to be kept at the setting Have toys and dolls who wear glasses or patches in the home corner
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What the need may look like Medical Need
these could include, but are not limited to:
C Epilepsy C Children with life-limiting conditions : Diabetes ° Metabolic disorders
° Tracheostomy ° Prada-Willi syndrome
° Gastrostomy ° Incontinence conditions
: Oxygen dependent : Catheterisation
: Severe allergies : Cystic fibrosis
. Haemophilia . Hydrocephalus
: Osteogenesis imperfecta : Heart conditions
° Severe asthma : Birth Trauma
° Children with cancer Children may tire easily and appear unwell.
Knowing the child and the condition is vital.
Provision / strategies that support a best start for children
* Consider fatigue levels and how these impact on children’s ability to engage
* Make plans for rest and sleep.
* A Health Care Plan must be in place and signed by a health professional
* Robust procedures in place for the administration of medicines.
* Accessibility of the building where possible e.g. ramps, wider doors, lifts/stairs.
* Staff medical training e.g., EpiPen training, NG Tube training.
« Put yellow tape on steps to define the edges.
+ Use support padding on posts within the indoor/outdoor environment where possible. * Make reasonable adjustments in line with the Equality Act 2010
* Support equipment such as lockable medicine cabinets, first aid bags, fridges.
+ Regular home setting contact when/if child is not in setting to maintain ‘sense of belonging’ with peers and setting community
What the need may look like
Sensory Processing Need These could include, but are not limited to:
° Can appear withdrawn
° Can display stimming or self-stimulatory behaviour
° Can have limited listening and attention skills
° Can be very repetitive in their language and actions
: Can display Pica activities
° Can be sensitive to touch or sounds
: May respond to pressure such as weighted blankets
° May self-soothe through rocking or head banging
. May avoid textures such as messy play
. Children may appear to have periods of ‘sensory overload’ when they are being
overstimulated
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Provision / strategies that support a best start for children
* Complete a sensory environment audit
* Complete a sensory profile document for relevant sensory needs-collaborate with parents and carers to assess sensory needs.
* Sensory reduction planning.
* Sensory breaks.
* Sensory adaptations and resources.
* Flexibility with clothing.
* Consideration to the environment e.g. noise, room temperature, visual stimuli, proximity. * Flexible approach to transitions.
* Access to safe place.
* Identify strategies to help support child’s sensory needs
* Incorporate sensory breaks, circuits
* Provide a sensory box for calming- filled with motivating objects/distracting fidgets/ regulating objects
* Create calming spaces - allow children’s pushchairs into room if that is a safe space for them. Pop up tents, large bean bags to sink into.
* Offer distractions that are highly motivating and divert focus * Offer alternatives which are safe to mouth e.g. Chewelry
* Be aware of contents of items like paint, playdough — are these safe if accidentally mouthed?
* Incorporate motivating objects into messy play learning/ begin with small objects * Teaching ‘high five’ followed by an activity that is highly motivating/ favoured activity
+36 WBC/Edu/Hr/0126