Early Years SEND Resources

What to do if a child is causing concern in your setting:

Assess: First discuss the child with your colleagues and the parents/carers and start some assessment / observation together

Plan: Meet together and decide what to do to help the child

Do:  Carry out the plan of action together

Review:  Then meet again to check out how well the plan is working

Keep going with the cycle of support!

At any point access further guidance and support in the following order:​

1: Free SEND training opportunities: 

• Networks and forums through Torbay ilearn Welcome to iLearn!: Log in to the site (learningpool.com);
• EYSEND Partnership training events About the EYSEND Partnership (councilfordisabledchildren.org.uk);
• Dingley’s Promise modules Training – Dingley’s Promise;
• Nasen Early Years Training Early Years | Nasen;
• Early Years South West Stronger Practice Hub Early Years South West Stronger Practice Hub | Stronger Practice Hubs

2: Torbay Early Years Graduated Approach Toolkit – Torbay Early Years Graduated Approach Toolkit – Family Hub

3: SEN Resources – small steps assessments, parent/carer advice sheets, intervention ideas, funding support SEND Resources – Family Hub

4: Contact the Home Learning Environment and Early Years (HLE & EY) Team on earlyyears@torbay.gov.uk or earlyyearssend@torbay.gov.uk to arrange a telephone call or TEAMS call with a member of the team, or call the Early Years Team on 01803 207895.

Torbay Early Years Graduated Approach Toolkit (TEYGAT) aims to provide a one-stop-shop, for all early years providers to promote inclusive practice and support the additional needs of early years children at a targeted level. For some children universal provision may not meet all of their needs. The importance of early identification and intervention with appropriate multi agency support is key to addressing young children’s needs.

The Torbay Early Years Graduated Approach Toolkit highlights the importance of a quality adaptive approach, which addresses the needs of all children. In these cases, the graduated approach of assess, plan, do, and review cycle, will be put into action. The TEYGAT can support the identification of strategies and resources documented through an Individual Learning and Development Plan (ILDP). This plan will be developed jointly with the child’s family to promote consistent support at both home and at the setting.

This practice guidance aims to support all practitioners working with children in the Early Years who have special educational needs and/or disabilities (SEND).

• It aims to outline the principles and requirements that are laid down in the statutory guidance, SEND Code of Practice (0-25) 2015.
• It aims to support Torbay Early Years settings in meeting the individual needs of all children in their care.
• For further support and advice, you can contact the Home Learning Environment and Early Years Team www.earlyyears@torbay.gov.uk or 01803 207895

This can be viewed in full sections via Practice Guidance for Early Years Setting SENDCOs – Family Hub (torbayfamilyhub.org.uk), seperate dedicated web page.

It is also available as a pdf below that can be downloaded and/or printed.

Individual Learning and Development Plans (ILDPs) aim to identify small step targets to support children’s learning and development. They identify how children learn and what support is needed that is additional or different to the typical provision. Having Individual Learning Development Plans are crucial to evidencing the Graduated Approach cycle of support (SEND Code of Practice 2015). It is anticipated that all children with SEND have ILDPs in place.

Purpose and Benefits of using ILDPs:

• Designed to support children’s learning and development.
• Provides a personalised approach, recognising that each child progresses at their own pace.
• Help practitioners understand where a child is in their development and facilitate progress tracking.
• Developed jointly with the child’s family to promote consistent support at both home and at the setting. 
• Are useful in evidencing of how practitioners identify and plan for children’s next steps when Ofsed visits.

Individual Learning and Development Plan Reviews

Individual Learning and Development Plan Reviews should take place every 6-8 weeks. Meetings should always include the parents/carers. Other key professionals involved, which may include a Portage Home Visitors, Health Visitor or other identified key health practitioners, Social Care practitioners, who may be included from time to time. Other key professionals need notice of at least 2 weeks, in order to attend the meeting. The setting SENCO will need to set aside a private space for a meeting and invite the attendees. It is the responsibility of the setting SENCO to prepare the paperwork beforehand, write up the meeting and distribute it to the those that attended. The aim of the meeting is to work collaboratively through sharing updated information about the child both at home and at the setting and to plan future targets together. Individual Learning and Development Plan Reviews are crucial to evidencing the Graduated Approach cycle of support (SEND Code of Practice 2015).

ILDP templates

• Download Individual Learning Development Plan (updated 28 Jan 2025)
• Download Individual Learning and Development Plan with guidance (updated 28 Jan 2025)
• Download On Going Diary of Individual Learning and Development Plan Targets
• Download Individual Learning and Development Plan Review (updated 28 Jan 2025)
• Download Individual Learning and Development Plan Review with guidance (updated 28 Jan 2025)

Writing small step targets are integral to the Graduated Approach response for children with SEND.

SMART targets are small step targets that are:

S – specific, not open to interpretation

M – measurable, with clear language to describe observed learning and development

A – achievable, because they are fail safe in their approach.

R – relevant to the child and their family

T – Time Bound, using time, duration and frequency measures for success

The Four Elements to include in a Small Step SMART Target

It helps when writing a SMART target to do so on 4 different lines like below, to get all 4 elements
included.

1. Who – name of child
2. Does What – what the child is observed doing (clear language using verbs)
3. Under What Conditions – consider prompts, materials, instructions, context.
4. To what Degree of Success – time, frequency and duration

Always start the ‘Does What’ with ‘will’ and the ‘Under What Conditions’ with ‘when’.

Assessment summaries are useful for sharing information about children with other professionals.

• Download SEND Assessment Summary form
• Download SEND Assessment Summary form with guidance

Open Ended Play means that children are allowed the time and space to play with resources, following their own creative ideas and interests. This Open Ended Play activity sheet can be useful to note observations and achievements during Open Ended Play.

Download Open Ended activity sheet

Children receiving SEN Support must be on the setting’s ‘SEND Register’.

Download Special Educational Needs and Disability Register Template

This risk assessment template will help you identify potential risks in your setting.

Download the Risk Assessment template

Torbay Early Years Commitment for Transition Timeline – Transition – Torbay Council

Activity Led Funding for Inclusion (ALFI) is additional funding provided to Early Years education providers (School-based nurseries, PVI (Private, Voluntary and Independent) settings and Childminders) to deliver support for individual children with identified Special Education Needs and/or Disabilities (SEND).

ALFI may be available for individual children by completing the relevant ALFI forms. There are separate forms for:

• PVI (Private, Voluntary and Independent) & School-based nurseries
• Childminders

All ALFI applications are considered by the Local Authority (LA) termly ALFI Board meetings in line with the ALFI Board terms of reference and ALFI criteria, and funding is then allocated on the basis of individual children’s presentation of SEND.

If sending in multiple applications please ensure to submit separate emails for each individual child.

ALFI Board Dates:

ALFI Criteria

ALFI Board Terms of Reference

Appendix 2 ALFI Checklist

PVI (Private, Voluntary and Independent) & School-based nurseries are invited to apply for Activity Led Funding for Inclusion (ALFI) to help support individual children with needs by completing the relevant forms below.

PVI & School-based nurseries ALFI application forms:

• Download Activity Led Funding for Inclusion (ALFI) for PVI & School-based nurseries form – Part 1 (setting information)(MS word)
• Download Activity Led Funding for Inclusion (ALFI) for PVI & School-based nurseries form – Part 2 (child information)(MS word)
• Download Change of hours for PVI & School-based nurseries form (MS word)

ALFI Board Dates:

Having first considered the criteria and checklist (below), you can make a request for Activity Led Funding for Inclusion (ALFI) for supporting individual children by downloading and completing the Activity Led Funding for Inclusion (ALFI) parts 1 and 2 forms (above) and sending them to earlyyearssend@torbay.gov.uk. [If sending in multiple applications please ensure to submit separate emails for each individual child.]

Supporting checklist and criteria:

• Download Checklist for PVI & School-based nurseries (MS Word)

• Download ALFI Criteria (MS Word version)

Childminders are invited to apply for Activity Led Funding for Inclusion (ALFI) to help support individual children with needs by completing the relevant forms below.

Childminders’ ALFI application forms:

• Download Activity Led Funding for Inclusion (ALFI) for Childminders’ form – Part 1 (setting information)(MS word)
• Download Activity Led Funding for Inclusion (ALFI) for Childminders’ form – Part 2 (child information)(MS word)
• Download Change of hours for Childminders’ form (MS word)

ALFI Board Dates:

Having first considered the criteria and checklist (below), you can make a request for Activity Led Funding for Inclusion (ALFI) for supporting individual children by downloading and completing the Activity Led Funding for Inclusion (ALFI) parts 1 and 2 forms (above) and sending them to earlyyearssend@torbay.gov.uk. [If sending in multiple applications please ensure to submit separate emails for each individual child.]

Supporting checklist and criteria:

• Download Checklist for Childminders’ (MS Word)

• Download ALFI Criteria (MS Word version)

In addition to Activity Led Funding for Inclusion (ALFI), Early Years settings may be able to receive DAF for eligible children attending their setting. The Disability Access Fund is money that is available for eligible children to a nominated childcare provider once per year to aid access to Early Years places for children with special educational needs (SEN) or disabilities.

Eligible children are:

• aged 9 months of age to 4 years from September 2025;
• in receipt of Disability Living Allowance (DLA);
• receiving the Early Years Entitlement at a childcare provider in Torbay.

This funding is NOT available:

• for four year olds in maintained, academy or free school reception classes;
• to any childcare provider who is not claiming any Early Years Entitlement for the child.

Children will be eligible where they take-up any period of free entitlement. Eligible children do not need to take up all of their 570 Early Years Entitlement hours to be able to access the Disability Access Fund.

Funding is paid at £975 per year to one childcare provider nominated by the parent. Parents whose children attend more than one provider need to be aware that only one payment can be made, and they must nominate which provider that should be.

It is up to the childcare provider how the Disability Access Fund is spent. It cannot be used to pay for additional hours.

Early Years providers are responsible for identifying eligible children. Parents of children qualifying for Disability Living Allowance are required to provide the letter from the Department for Work and Pensions which proves the award of DLA as evidence of entitlement. Providers need to take a copy of this evidence to include alongside applications.

Once funding for the year is paid, it will not be reclaimed even if the child leaves the setting. If the child then moves to a different setting, the new setting will not be able to receive any Disability Access Fund payment until the following financial year. Where a child lives in one authority area but attends a provider in a different local authority, the provider’s local authority is responsible for funding the Disability Access Fund for the child and eligibility checking.

To apply for the Disability Access Fund, please complete the application form.

The Makaton Friendly places scheme recognises places that strive to make their services accessible for people who use Makaton to support their communication. For more information about the scheme, including frequently asked questions visit the Makaton Friendly section on the Makaton Charity website. The Let’s talk Makaton Youtube Channel provides lots of video clips on useful individual Makaton signs and symbols.

The National Portage Association (NPA) Stamp of Approval Scheme is an award given to early year’s settings who have demonstrated they deliver inclusive early years education based upon Portage Principles. There are lots of other useful resources available on the Portage Support Hub, some are free and some require membership (£35 per year) to download.

The I CAN website has a range of freely downloadable resources that will help adults to support young children’s communication and interaction, including resources developed by The Communication Trust.

Website: ICAN CHARITY

The Autism Education Trust Early Years Programme offers training and resources for professionals working in various early years settings for children up to 5 years.

The AET has developed outstanding, evidence-based resources to support you in your practice. Specific tools, research articles, films, strategies and more.

Website: Autism Training and Development | Autism Education Trust

Nasen offers a range of training opportunities and resources specifically for leaders and practitioners, working in the Early Years (EY).

Website: Early Years | Nasen

These SEND and Vulnerable Children’s Forum Bulletins were produced between May 2020 and November 2022. They have been included here because they contain some useful information. However, please be aware that links within these bulletins may be out-of-date.

• SEND VC Forum Bulletin No 15 November 2022 – Updates and news for Early Years setting SENDCOs, SEMH and SLC Leads in Torbay Early Years settings
• SEND and Vulnerable Children’s Bulletin No 14 – September 2022 – Updates and news for Early Years setting SENDCOs, SEMH and SLC Leads in Torbay Early Years settings
• SEND and Vulnerable Children’s Forum Bulletin 13 – May 2022 – Updates and news for Early Years setting SENDCOs, SEMH and SLC Leads in Torbay Early Years settings
• SEND and Vulnerable Children’s Forum Bulletin 12 – March 2022 – Updates and news for Early Years setting SENDCOs, SEMH and SLC Leads in Torbay Early Years settings
• SEND and Vulnerable Children’s Forum Bulletin 11 – January 2022 – Updates and news for Early Years setting SENDCOs, SEMH and SLC Leads in Torbay Early Years settings
• SEND and Vulnerable Children’s Forum Bulletin 10 – November 2021 – Updates and news for Early Years setting SENDCOs, SEMH and SLC Leads in Torbay Early Years settings
• SEND and Vulnerable Children’s Forum Bulletin 9 – September 2021 – This edition of the SEND and Vulnerable Children’s Bulletin focuses on welcoming young children with SEND back into their settings.
• SEND and Vulnerable Children’s Forum Bulletin 8 – July 2021 – Updates and news for Early Years setting SENDCOs, PSED and SLC Leads in Torbay Early Years settings
• SEND and Vulnerable Children’s Forum Bulletin 7 – April 2021 – This edition of the SEND and Vulnerable Children’s Bulletin focuses on transitions for our young children with SEND, starting school in September 2021
• SEND and Vulnerable Children’s Forum Bulletin 6 – March 2021 0 The latest edition of the SEND and Vulnerable Children’s Bulletin
• SEND and Vulnerable Children’s Forum Bulletin 5 – January 2021 – The latest edition of the SEND and Vulnerable Children’s Bulletin
• SEND and Vulnerable Children’s Forum Bulletin 4 – November 2020 – This edition of SEND and Vulnerable Children’s Bulletin offers some tips and reminders for you from a local perspective as well as national developments in SEND
• SEND and Vulnerable Children’s Forum Bulletin 3 – September 2020 – This edition of the SEND and Vulnerable Children’s Bulletin focuses on welcoming young children with SEND back into their settings.
• SEND and Vulnerable Children’s Forum Bulletin 2 – July 2020 – This edition of the SEND and Vulnerable Children’s Bulletin is focusing on the support available to help you welcome the children with SEND back into your settings.
• SEND and Vulnerable Children’s Forum Bulletin 1 – May 2020 – This bulletin will replace the SEND and Vulnerable Children’s Forum planned for 21 May 2020.

This resource pack will assist with the identification of possible difficulties and support the implementation of strategies.

The DfE assessment resources provide a suggested way of working when assessing children with SEND in the early years. Whether you are a school-based provider, group-based provider or childminder, these resources can be used to support your children with potential or known SEND. You may want to use everything, or choose which specific elements will be helpful for your setting.

The resources include:

• four assessment tools centred around the four broad areas of need
• examples of how to use the assessment tools in practice
• a one page profile to capture the voice of the child
• SMART targets sheet to set short-term targets
• support and achievement play plans (SAPPs) to capture a child’s long-term goals and needs

The assessment tools

There are four assessment tools, that reflect the four broad areas of need, with a focus on the core skills children with SEND may gain in each area. You can use them at any stage of supporting a child, and they are designed to be used individually or together based on the needs of a child.

Help for early years providers : Using the assessment tools

The Autism Sensory Assessment Checklist is embeded below in pdf format and the word version can be downloaded by the following link:

• Austism-sensory-assessment.docx

View Guidance for using STAR Charts for Behaviour and then download the blank Star Chart template for use.

Early Talk Boost is a targeted programme aimed at 3-4 year old children who need help with talking and understanding words.

Although the DfE Early Support Programme is no longer currently running, all the materials remain relevant and up to date, apart from a few of the links.

• Tracking language delelopment of children learning EAL – exemplar – pdf
• Practical Strategies to support children with EAL – pdf
• Child observation sheet for Early Years EAL – word document

This tool outlines key milestones in speech, language and communication development to support identification of children’s needs in the Early Years Foundation Stage.

The purpose of this tool is to help assess a child’s level of development in order to make informed decisions about what the child needs to learn and be able to do next. The tool can help practitioners to notice whether a child is at risk of falling behind in their development and supports early identification of the need for referral for specialist support.

The purpose of the observation profiles are to enhance the teacher’s ability to assess the young child’s progress in developing skills and understanding in those areas which are typically impaired in autism.

The following Autism Observation Profiles are embeded below in pdf format and word versions can be downloaded by the following links:

• Autism-Observation-Profile-Play-and-Imagination-1.docx
• Autism-Observation-Profile-Play-and-Imagination-2.docx
• Autism-Observation-Profile-Communication-1.docx
• Autism-Observation-Profile-Social-Interaction-1.docx
• Autism-Observation-Profile-Social-Interaction-2.docx
• Autism-Observation-Profile-Social-Interaction-3.docx

These Autism Observation Profiles work well alongside the Autism Education Trust Early Years Competency Framework. This framework sets out the skills, knowledge and understandings that staff require to work effectively with children with autism.

A one-page profile captures the essence of the child’s character and needs, and acts as a starting point in getting to know them. It isn’t designed to replace the reports written by health and educational professionals, but should be a representation of the child’s own thoughts and views. A profile needs to be included when requesting an EHCP needs assessment for a child.

Strategies that support children with SEND can often be beneficial to their friends and peers as well. To be more inclusive, you may want to consider doing One Page Profiles with all children on transition into your setting, and review them when things change, or as an ongoing discussion forum with the family/child that’s updated regularly.

The following YouTube clip explains the benefit and value of using One Page Profiles from the points of view of children and staff members’

One page profile – examplar

Resources (sheffkids.co.uk) is a really usefull place to find a wide range of one page profile templates including but not limiteed to Pepa pig, In the Night Garden, Paw Patrol, Waybuloo, Mr Tumble etc.

Talking Mats is an interactive communication resource that uses picture symbols to help children express their feelings and views.

Engagement is crucial before targeted learning can happen. The engagement model aims to provide a ‘better fit’ way of noticing and acknowledging children’s responses to their world when other ways of doing this are not working well. For further information, guidance, blank template and exemplars please see the following documents in the downloads section on the right hand side of this webpage:

• The Engagement Model – guidance notes
• Appendix 1
  • Engagement Profile – example N
  • Engagement Profile – example T
• Appendix 2
  • Blank engagement profile – pdf version 
  • Blank engagement profile – word version
• Appendix 3
  • Engagement Scale – example N
  • Engagement Scale – example T

Statutory guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25.

Advice for early years providers that are funded by the local authority.

A guide for parents and carerson the special educational needs and disability (SEND) system for children and young people aged 0 to 25.

Statutory guidance for governing bodies of maintained schools and proprietors of academies in England.

What Early Years providers need to know and do, including responsibilities to disabled children under the Children and Families Act 2014.

Get your free Guide to the Disability Living Allowance (DLA) in England and Wales.

Watch this video of tips for making play accessible for all and visit their website for more information.

Website: Activities for disabled children  | Disability charity Scope UK

Useful videos illustrating examples of ‘good practice’ support for children with SEND and their families with SEND and other resources.

• A guide to inclusive childcare for childcare providers
• Not just child’s play – Supporting your child’s learning and development at home for childcare providers
• Learning and play – giving your child the best start in life

Learn how you can help children with autism develop their play skills. Kay talks us through a step-by-step approach, based on Vygotsky’s ‘zone of proximal development’. This article originally appeared in the nasen magazine ‘Special’ in March 2016.

Attention Autism is a 4 stage step-by-step series of practical attention development activities that enables parents and professionals to get children to engage with them, so they can introduce them to new experiences and progress their learning. Please see embeded documents below that explain the 4 stages in more detail.

Attention development

The ability to focus and sustain attention on an activity of our own choosing is an early stage in attention development. At this level, the child rejects any attempts to intervene because they can only process one thing at once and they don’t want to stop what they are doing.

Typically developing children eventually progress to the stage of being able to do two things simultaneously in a distracting environment, but it’s a gradual process that happens over time. Without appropriate intervention, children with autism seem to get stuck at the early stages and this makes learning really difficult.

Attention Autism is a step-by-step series of practical activities that enables parents and professionals to get children to engage with them, so they can introduce them to new experiences and progress their learning.

Language is not the key to removing the obstacles that stand in their way. Instead their attention – and that of any supporting adults – is held by activities that are so compelling, they can’t tear their eyes away and they want to tell you about it. This spontaneous motivation to interact in turn helps their shared attention skills form. We aim for 20 minutes within six weeks of the intervention starting.

4 Stage approach

Stage 1 – A bucket full of surprises     

Stage 2 – The attention builder  

Stage 3 – Shifting attention and turn-taking

Stage 4 – Attention control and transitions

This checklist is useful in the observation of children’s play skills. 

Identiplay interventions help children on the autistic spectrum, and those with specific communication disorders, learn to play using a parallel copy and play model with set play scripts. View all on this page and download what you need.

Download and/or print Practical Interventions – Identiplay

• Download Click-clack Cars
• Download Ducks in Water
• Download Puppet Play
• Download Working at the Sand Tray

Buy Teaching Play to Children with Autism: Practical Interventions using Identiplay (Lucky Duck Books): Amazon.co.uk: Phillips, Nicky, Beavan, Liz: 9781446207666: Books

This set of simple activity sheets was created by the Torbay Early Years Advisory Teacher for Inclusion using a variety of sources. View and/or download any of the 6 sheets below and Sensory Play booklet to print.

1. A Bucket Full of Surprises
2. Simple Matching
3. Simple Sorting
4. Wow Box
5. Turn Taking
6. Exploratory Play
7. Container Play

1. A Bucket Full of Surprises

2. Simple Matching

3. Simple Sorting

4. Wow Box

5. Turn Taking

6. Exploratory Play

7. Container Play

Sensory Play Booklet

Self-evaluation tools enabling you to rate your practice and settings. Specifically written in collaboration with consultant expertise in autism and early years education. Packed full of additional resources. Select Early years on their Resources webpage

Website: Resources to Support Autistic Children and Young People (autismeducationtrust.org.uk)

Sense is a national charity that supports people who are deafblind, have sensory impairments or complex needs, to enjoy more independent lives. Visit their website for Making Play inclusive materials and videos for both play settings and parents. Below is their Making Play inclusive toolkit for play settings.

This website (How to play with children with complex disabilities – Sense) gives loads of ideas such as:

• Sensory play
• Sensory stories
• Messy play
• Resonance boards
• Treasure baskets
• Making a cardboard box den
• Sensory trays for outdoor play
• Scavenger hunt
• Edible sand

Download and/or print “Building blocks of reading“

Download and/or print “Building blocks of writing”

Familiar rhymes and songs with touch and movement to help engage early years children:

• Furry Squirrel
• Incey Wincey Spider

Take a look at Speech and language UK’s guide to typical stages of speech and language development in babies, children and young people.

Download this helpful booklet ‘Universally Speaking’ For children aged birth to 5 years 

Download and/or print “The Building Blocks of Language”

Visual Communication Systems and the Symbol Ladder.

Any visual communication system using objects, pictures, photos or symbol pictures can be used to break down steps of an activity or routine throughout the day and offer choices for a child.  It is like using a diary or making a list using pictures with words to aid understanding for the child and reduce anxiety about what is happening next and to offer choices and control for the child.

Parents/carers can also use a mobile phone to create a timeline or create visual choices by taking photos of each step.  Widgit symbols and charts are available through signing up to WidgitOnline.  It is important to decide which type of symbols to use when creating visual communication systems and by using the Symbol Ladder it will help give you an idea of how symbols develop from concrete referencing to a more abstract representation of an idea.

You should read this booklet if you live or work with children and young people whose speech is difficult to understand or who have no speech.

This booklet provides information about children and young people who use a variety of different ways to communicate, how you can help support them and where to go for further information.

Makaton is a language programme aimed at supporting understanding and speaking skills. There are a range of free downloadable resources on the Makaton Website.

Torbay Council has a licenced Regional Makaton Tutor offering courses to the early years sector and families of children needing to use Makaton.

For information please contact the Early Years Advisory Teacher for Inclusion 01803 208261

The Makaton Library contains Makaton signs, symbols, video demonstrations, research papers , and free downloads  to support you with all of your Makaton needs.

Your level of access will depend on your membership type:

• Free Account: Free resources and finger spelling
• Core Member: Free resources, finger spelling, Core Vocabulary
• Founder Member: Free resources, finger spelling, Core Vocabulary, Living & Learning vocabulary
• Makaton Tutor: Tutor resources, free resources, finger spelling, Core Vocabulary, Living & Learning vocabulary

Singing Hands – for useful examples of Makaton signing in song have a look at a range of Singing Hands YouTube videos to share with children and practitioners, such as this example

Widgit Online create, save and share symbol resources and offer a free 21 day trial to support learning and communication by creating symbol documents, flashcards, activities and timetables in your web browser.

Website: Widgit Online

The National Autistic Society has produced a good article to explain how to use social stories. Please see both the Social Stories document and Social Story example below. 

PECS is specifically designed for children with ASD and/or significant communication difficulties.  The aim is for the child to communicate requests and intent through picture cards.  The child may have little or no spoken language.

The intervention is a specific, manualised intervention covering 6 phases.

Children are taught the approach with the aim of them giving a picture of a desired item to a communicative partner in exchange for that item as a mode of expressive communication or ‘speaking’. The child then goes on to use PECS as a way of commenting.

Children & Family Health Devon’s Toolkit is appropriate for children aged 0 – 4. This toolkit has been designed to support families, carers and professionals who have concerns about a child’s development. It provides a greater understanding of development, when to be concerned and how to help and focuses on difficulties that fall within the expertise of Speech and Language Therapy and Occupational Therapy. It includes advice sheets and videos.

Do2learn provides thousands of free pages with social skills and behavioural regulation activities and guidance, learning songs and games, communication cards, academic material, and transition guides for employment and life skills. In addition, we offer premier products including View2do, JobTIPS, FACELAND, books, and apps for purchase.

Website: Do2Learn: Educational Resources for Special Needs

An object of reference is an object that has a particular meaning, e.g. a certain ball might represent going out to play or a bubble wand might represent coming to blow bubbles. They can be used to

• help a child understand what is happening or is about to happen, e.g. being shown a spade means the child is about to be encouraged to move to the sand tray area.
• Support a transition from place to place, your child is indoors and it’s time to go outside to the sandpit, so show them the spade to support their understanding of what is about to happen as it happens.

Please see the following documents below which can be viewed and/or downloaded:

• Objects of Reference and how they can be used
• Choice Making using objects of reference

Although the DfE Early Support Programme is no longer currently running, all the materials remain relevant and up to date, apart from a few of the links.

Although the DfE Early Support Programme is no longer currently running, all the materials remain relevant and up to date, apart from a few of the links.

Although the DfE Early Support Programme is no longer currently running, all the materials remain relevant and up to date, apart from a few of the links.

A sensory circuit is a sensory motor skills programme that helps children become more organised and
achieve the right level of alertness to help them prepare for the day’s learning. The activities promote self awareness, helping children to make connection to their senses in an active, fun, and enjoyable way.

Familiar rhymes and songs with touch and movement to help engage early years children:

• Furry Squirrel
• Incey Wincey Spider

Assessment and monitoring tools for young babies and children with hearing impairment. Although the DfE Early Support Programme is no longer currently running, all the materials remain relevant and up to date, apart from a few of the links.

Assessment and monitoring tools for young babies and children with visual impairment. Although the DfE Early Support Programme is no longer currently running, all the materials remain relevant and up to date, apart from a few of the links.

This Sensory Play booklet has been created the Torbay Early Years Advisory Teacher (EYAT) for Inclusion.

Children & Family Health Devon’s Toolkit is appropriate for children aged 0 – 4. This toolkit has been designed to support families, carers and professionals who have concerns about a child’s development. It provides a greater understanding of development, when to be concerned and how to help and focuses on difficulties that fall within the expertise of Speech and Language Therapy and Occupational Therapy. It includes advice sheets and videos.

Although the DfE Early Support Programme is no longer currently running, all the materials remain relevant and up to date, apart from a few of the links.

Early Support Information guides on physical and sensory needs linked to specific conditions. Although the DfE Early Support Programme is no longer currently running, all the materials remain relevant and up to date, apart from a few of the links.

Early Support Information guides on physical and sensory needs linked to specific conditions. Although the DfE Early Support Programme is no longer currently running, all the materials remain relevant and up to date, apart from a few of the links.

Early Support Information guides on physical and sensory needs linked to specific conditions. Although the DfE Early Support Programme is no longer currently running, all the materials remain relevant and up to date, apart from a few of the links.

Although the DfE Early Support Programme is no longer currently running, all the materials remain relevant and up to date, apart from a few of the links.

Sleep guide, tips booklets and one to one sleep support service.

Cerebra offer:

• One-to-one support through thier Sleep service: advice over the phone on your child’s specific sleep problem.
• Sleep information resources: sleep guide, cards and other resources are packed full of information and advice that could help you get a good night’s sleep.

Cerebra – sleep tips booklet that covers

• Bedtime routine
• Calming time
• Moving bedtime forward
• Moving bedtime backwards
• Graduated extinction
• Graduated withdrawal
• Reducing naps
• Positive sleep associations
• Rewards
• Sleep environment

See www.pinterest.com/scopestories/sleepy-storybooks/ for ideas on stories to share with children about bed times and sleeping.

Learn about keeping a sleep diary and other useful hints and tips.

Website: Keeping a sleep diary | Disability charity Scope UK

ERIC is the only charity dedicated to the bowel and bladder health of all children and teenagers in the UK. They provide several useful resources 

Children with brain conditions can sometimes find learning to use the toilet more difficult as the result of their physical, behavioural or sensory differences, as well as the learning difficulties which may also be a part of their condition. Toileting problems can have a number of different causes and as a result this guide offers a range of approaches to help manage and resolve various issues.

Visit the Cerebra website to download thier Guide for Parents

This website provides a range of useful information and ideas including:

• Swallowing difficulties (dysphagia)
• Reflux
• Tube feeding

Website: Eating difficulties | Disability charity Scope UK

The Infant & Toddler Forum supports families to make healthier nutritional choices and promotes good eating habits in early life, for a healthy future for generations of children. They provide a range of resources to support healthy eating, such as the ones below.

From birth, most babies are able to communicate what they want and need through a range of behaviours including crying. In the early stages of life these behaviours ensure that babies get their most basic needs met (food sleep, warmth etc.). However, failure to meet these needs will result in a distressed baby unable to focus on anything apart from having these needs met. Maslow describes these biological and physiological needs as being fundamental for the growth of other areas of development. Once these basic needs are met children seek to proceed to the next level of need with the intention of having these needs met and to then be able to move up the hierarchy. 

As practitioners, we must support children’s PSED through ensuring that their hierarchy of needs are met to enable children to be ready to play and learn. 

This simple booklet reminds us of 7 key responses for adults to put into action, when supporting young children’s social and emotional needs:  Clear rules, Choices, Countdown, Confidence, Consistency, Control and Comfort.

View Guidance for using STAR Charts for Behaviour and then download the blank Star Chart template for use.

The complete  ‘Well-being and Involvement in Care – A process-oriented Self-evaluation Instrument for Care Settings (Sics)’ manual explains the importance of young children’s well-being and engagement in their play and learning.  If a child has a high level of well-being and high engagement in their environment then it follows that their social and emotional skills will be robust.  It walks practitioners through how to observe and assess well-being and engagement using the Leuvens Five Point Scale and prompts changes in the early years environment to support these skills in young children. 

The Torbay Educational Psychology and Advisory Teacher Service has created a simplified version of these resources below for ease of use. 

Although the DfE Early Support Programme is no longer currently running, all the materials remain relevant and up to date, apart from a few of the links.

Although more resources are available to buy or download free from Early Education, these two particular documents, below, offer support considerations when helping children to cope with change and with their emotional responses.

Website: Early Education (early-education.org.uk)

Guidance around supporting different age groups including play activity ideas from 0-1 years, 1-2 years, 2-3 years, 3-4 years, & 4-5 years can all be viewed and/dowloaded from below.

Please see the following guidance examples below and get MSWord versions of these blank templates from the download button.

• Emotional Regulation Plan example including highlighted provision map
• My escalating emotional needs – example
• My escalating emotional needs with faces – example

This is a tool to help you identify and record the specific behaviours that you observe and then consider the underlying factors that might be causing the behaviours.  By doing this you will be more equipped to change the environment or the adult responses to support the child’s emotional needs.

Please see both ‘The ‘Understanding’ Iceberg (example)‘, below,  and ‘The ‘Understanding’ Iceberg (blank template)‘ in the downloads section.

Emotion Coaching is a communication strategy which supports young people to self regulate and manage their stress responses.  It was originally developed in the USA by a psychologist John Gottman and is gaining ground in the UK as an effective way to nurture mental health and wellbeing in education settings. 

This short 5 minute white board animation serves as an introduction to Emotion Coaching.  It might be of interest to people who want a quick idea of what is Emotion Coaching.