In the first instance, where there are concerns about an individual child, the setting SENDCO should act by

• Clearly identifying their needs through discussion with the parents/carers and carrying out observations and assessments
• Providing a supportive learning environment
• Working as a team of adults to provide collaborative verbal and non-verbal communication support
• Using the Early Years Graduated Approach Toolkit to help implement support strategies at the setting and at home

Where the concern about the child persists, and the SENDCo has followed the stepped Graduated Approach pathway, it might be appropriate to contact the Home Learning Environment and Early Years (HLE & EY) service in Torbay, for further support earlyyears@torbay.gov.uk or earlyyearssend@torbay.gov.uk :

“In identifying a child as needing SEN support, the Early Years practitioner, working with the setting SENCo and the child’s parents, will have carried out an analysis of the child’s needs. This initial assessment should be reviewed regularly to ensure that support is matched to need. Where there is little or no improvement in the child’s progress, more specialist assessment may be called for from specialist teachers or from health, social services or other agencies beyond the setting. Where professionals are not already working with the setting, the SENCo should contact them, with the parents’ agreement.” (SEND Code of Practice 2015)