This is when practitioners observe and identify a child as having additional needs.  This is what is stated in the SEND Code of Practice:

“Where a child appears to be behind expected levels, or where a child’s progress gives cause for concern, practitioners should consider all the information about the child’s learning and development from within and beyond the setting, from formal checks, from practitioner observations and from any more detailed assessment of the child’s needs. From within the setting practitioners should particularly consider information on a child’s progress in communication and language, physical development and personal, social and emotional development. Where any specialist advice has been sought from beyond the setting, this should also inform decisions about whether or not a child has SEN. All the information should be brought together with the observations of parents and considered with them.” (SEND Code of Practice 2015).

Use additional small step assessments to support your observations of the child in the developmental areas of concern, particularly the prime areas of learning.  Small Step Assessments may be the Early Communication and Language Monitoring Tool or something more specific such as the Engagement Model both found here SEND Resources – Family Hub (torbayfamilyhub.org.uk) or the Early Years SEND Assessment tools found here Help for early years providers : SEND assessment guidance and resources

All documentation used to record the graduated approach cycle of support are identified in this document in bold italic type and found for your use here SEND Resources – Family Hub (torbayfamilyhub.org.uk)

Assessment and observations should be guided and coordinated by the Setting Special Needs & Disability Coordinator (SENDCo)