Graduated Approach Pathway for Early Years Settings SEND Local Offer
Assess: First discuss the child with your colleagues and the parents/carers and start some assessment / observation together
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Assess: First discuss the child with your colleagues and the parents/carers and start some assessment / observation together
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.
This practice guidance aims to support all practitioners working with children in the Early Years who have special educational needs and/or disabilities (SEND).
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.
Writing small step targets are integral to the Graduated Approach response for children with SEND.
Assessment summaries are useful for sharing information about children with other professionals.
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.
Children receiving SEN Support must be on the setting’s ‘SEND Register’.
This risk assessment template will help you identify potential risks in your setting.
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).
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.
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.
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.
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.
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.
Nasen offers a range of training opportunities and resources specifically for leaders and practitioners, working in the Early Years (EY).
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.
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 Autism Sensory Assessment Checklist is embeded below in pdf format and the word version can be downloaded by the following link:
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.
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 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.
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.
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:
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.
Useful videos illustrating examples of ‘good practice’ support for children with SEND and their families with SEND and other resources.
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.
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.
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.
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
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.
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:
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 and/or print "The Building Blocks of Language"
Visual Communication Systems and the Symbol Ladder.
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.
Makaton is a language programme aimed at supporting understanding and speaking skills. There are a range of free downloadable resources on the Makaton Website.
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.
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.
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.
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
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 andachieve 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:
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.
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.
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.
This website provides a range of useful information and ideas including:
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.
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.
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.
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.
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.
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.
