All children are individuals. They will progress at different rates and need different learning opportunities to reach their full potential. A child may just need time and support to develop rather than having special educational needs. Carefully differentiated learning opportunities within the Early Years Foundation Stage (EYFS) curriculum may allow a child to progress.

When a child is experiencing difficulties, it may be necessary to offer different opportunities or use alternative approaches to learning. If the child is not making adequate progress and is identified as having special educational needs, adults supporting the child will need to follow the Graduated Approach in the SEND Code of Practice 2015.

The Graduated Approach

View and/or download the full Practice Guidance for Early Years SENDCos