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How SEND support is identified

Children make progress at different rates and have different ways in which they learn best.  Every childcare provider registered with Ofsted must follow the Early Years Foundation Stage (EYFS) framework which outlines the requirements for learning and development and for safeguarding children and promoting their welfare.  The early years setting will choose suitable ways to help your child from a range of activities and materials.

If your child needs extra help, this will be planned in a step-by-step way and you will be involved in establishing the supports your child needs.  This is known as the ‘graduated approach’ to providing for your child’s needs and is described in the SEND Code of Practice.

The graduated approach should be led and coordinated by the setting SENCO working with and supporting the practitioners in the setting using the EYFS materials.

All early years providers will have their own Local Offer explaining how they meet the needs of children with SEND.  This information is included on the provider’s record in the Norfolk Community Directory. You can also request to see a copy of the individual provider’s SEN/Inclusion/Equalities policy.

Support for Early Years Providers

We offer support to early years providers through a team of specialist teachers called Advisors Early Years Inclusion.  The role of the Advisors Early Years Inclusion is to ensure there is sufficient expertise and experience with the early years workforce to provide support for children with SEND in local provision.  The Advisors Early Years Inclusion provide advice, guidance and challenge to early years providers on the development of inclusive early learning environments for pre-school children with SEND.

This support could include:

  • Advice and practical support to the provision around identification, assessment and intervention in line with the SEND Code of Practice 2015
  • Support to the setting based Senco to ensure they fulfil their roles and responsibilities ensuring appropriate arrangements are in place to support children with SEND
  • Updating the setting based Senco on a range of information, advice and additional support services, to promote effective working
  • Facilitating Senco networks which would give opportunity for setting based Senco to have information about national and county SEND initiatives
  • Ensuring training is embedded in to practice
  • Offer access to a limited amount of resources for children with SEND who attend early years provision. Resources will be offered to providers on a loan basis and may include resources that are not typically available in every provision ie sensory equipment.

The early years workforce will also have opportunity to attend specialist training with our team, enabling practitioners to enhance their skills and knowledge.

Early Support Developmental Journals

The Early Years Developmental Journals are designed for families, practitioners and others to use as a way of recording, tracking, celebrating and supporting children's progress.

The journals are particularly useful if you know a child has a specific diagnosis ie Down's Syndrome, visual impairment, hearing impairment, or for children and young people with multiple needs If you suspect that your child or a child you are working with is unlikely to progress in the same way or at the same rate as other children - whether or not a particular factor or learning difficulty has been identified and given a name - the Early Support Generic Journal is also available.

The Early Support Generic Journal is also an excellent resource for people who would like to find out more about children's development in the early years.

For children who are school age the School Developmental Journal offers additional opportunity for support.

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