1a (b)- Identify, help and work appropriately with others to provide children and babies with any additional support they may need.
I have performed this within my placement as I have communicated with the EYFS lead in our school about a specific child to help her with her additional needs. Now she doesn’t have to attend assemblies as they’re too overwhelming and loud for her so instead we stay in the treehouse instead with the other SEN children who also benefit more from being there.
2.1- All children and young people are entitled to a quality education, one that is appropriate to their needs and promotes high standards and the fulfilment of potential.
Meeting the children’s individual needs is extremely important, in some cases a child will not be able to be in a mainstream school due to the severity of their needs and therefore will be more advantaged going into a SEND school. This means specialists will surround them and be able to support them further than in a mainstream.
2.6- There are specialised aids, resources, and equipment available to support babies and children with SEND.
Some children may need support such as a wheelchair, walking frame, electronic boards for communication or regular visits from specialists that will come into the school. We also use different things to help with regulation such as: bucket time.
2a- Explain and apply the Early Years Foundation Stage Statutory Framework and SEND code of practice in relation to the care and education of babies and children with SEND through a graduated approach.
The EYFS outlines the requirements for early years providers and is designed to ensure that children learn and develop well in a safe and supportive environment. There’re 3 main sections; learning and development requirements, assessment and safeguarding and welfare requirements.
The SEND code of practice is created by the Department of Education in England, and it is for early years educational providers to follow wen supporting children and young people with special educational needs and disabilities aged 0-25 years.
2c- Promote and encourage a working environment that values and respects the individual developmental needs and stages of babies and children with SEND.
A working environment needs to give a child your full attention when they need it most, slowing down your speech to allow them to process and understand what you’re saying before they can respond. Also responding appropriately depending on their level of language (good job, or fantastic if they will understand).
5.2- Parent and carer engagement is consistently associated with ensuing their child’s subsequent academic success.
Research has shown that children’s parents that are involved with their education have improved academic outcomes, including higher grades/ test scores.
This is because parent engagement results in regular present school attendance, it boosts their child’s motivation and gives the child the supportive learning they need at home.
2.3- There are appropriate strategies for supporting a baby or child with SEND.
Having a quiet corner, doing bucket time, having a sensory circuit, having time out of the class to further support their individual needs.
2.4- A delay in a baby or a child’s learning and development doesn’t necessarily indicate a learning difficulty or disability that requires special educational provisions. The delay may be due to a gap in a baby or child’s knowledge and understanding.
A child may be EAL and just haven’t learn the English language yet, or find it difficult if their parents/ carers only speak their native language at home.
They may not receive as much support as others due to the lack of support they may receive within the home and this could be because of an environment they live in, parents health or presence of their carers.
2b- Work effectively in partnership with others, including parents and carers, to promote and implement appropriate strategies for supporting the progress of babies and children with SEND.
Working with professionals, such as: speech and language therapists, a SEN advocate is a professional (who provides advice and support to parents/cares), occupational therapists or health services. This can then allow the discussion about the child’s next steps and where they need to receive further support within their school and home environment.
2d- Effectively carry out a child’s care plan alongside parents and carers, including the initial assessment, implementation, and ongoing review.
Practitioners will gather detailed information about the child’s needs, strengths, routines, and preferences. Involving parents and carers at this stage is essential— they know the child best and can offer valuable insights that professionals/ practitioners might not observe in a formal setting.
2e- Use specialised aids, resources and equipment available to support babies and children with SEND.
Use walking frames to support physical development.
Communication board to help with communication with a child who cannot verbally speak.
Chewy for a child who feels the need to bite.
3c- Find and stay updated on employer, local and national safeguarding policies and procedures as set out in statutory guidance.
The statutory EYFS framework (effective from Sept 2023) sets out the safeguarding and welfare requirements that all providers must adhere to. The 2025 update adds on whistleblowing, safer recruitment (references), staff safeguarding training, and other welfare areas.
Working together to safeguard children outlines responsibilities of different agencies (local authorities, police, health, education) and sets standards for referral, early help, and child protection
3d- Follow Ofsted’s whistleblowing policy to pass on information that, where it is reasonable to believe, shows wrongdoing or a cover-up by an employer’s organisation. This might be about activity that is illegal, risks others’ health and safety, is about poor practice or fails to meet statutory requirements.
This ensures serious concerns are acted upon effectively. The policy applies to all children’s social care establishments, agencies, services, and providers that Ofsted inspects.
4f- Use equipment, furniture, and materials safely, following the manufacturer’s instructions and setting’s requirements, with regard for sleep safety.
Assist others in the safe use of:
- equipment
- furniture
- materials
for example, checking weight limits, age suitability, and correct assembly. Follow your setting’s policies, such as completing safety checks, reporting hazards, and ensuring areas are clutter-free. For sleep safety, make sure sleep equipment (like cots, mats, or beds) is set up correctly, kept clean, and used according to guidance
5.3- Effective engagement with parents and carers is important and that working effectively with parents and carers may be challenging and is likely to require sustained effort and support.
Some parents may not respond to the adults within the settings if messages are sent or emails, this will mean that the teachers at the end of the day will need to wait for the parent to show up to then speak to them as they collect their child, this won’t be professional or convenient as other children’s parents/ carers will be waiting for their child to be dismissed as well.
