Special Educational Needs- Frequently Asked Questions

What is a Special Educational Need (SEN) ?

It is likely that you may notice a Special Educational Need when you observe that a child is not learning or behaving in a way you might expect for his or her age – when he or she requires something ‘additional to or different from’ all the other children in order to make progress. All special needs will fall into the categories stated in the Code of Practice: cognition and learning difficulties; behavioural, emotional and social difficulties; communication and interaction difficulties; sensory and physical difficulties.

How do I know if a child in my setting has SEN?

Some children in early years settings will already be identified as having SEN before they arrive. For other children, early years practitioners may be the first people to raise concerns through their observations and communications with parent/carers. With parent/carers consent, you can seek the support of the Birth to Five Service to help with your discussions and observations. It is important that you refer to the SEN Policy for your setting when communicating about a child’s SEN.

Why is early intervention important?

The Code of Practice emphasises the importance of early identification and assessment of SEN. It requires that early years settings make sure that suitable provision to help and support is made for any child identified with SEN. Intervention and support now will make a difference to that child’s future.  

If a child has an identified SEN what happens next in my setting?

Your setting’s SEN policy should clarify procedures within your setting written under the guidance of Chapter 4 in the SEN Code of Practice. There must be a named person who carries out the role of Special Educational Needs Co-ordinator (SENCo) but all staff have a duty to be aware of the SEN Policy and to conduct a shared responsibility towards the children in their care.

My setting has a child identified with Special Educational Needs – who will support me as I work with them?

Your Early Years Advisory Teacher at the Birth To Five Service will direct you and your staff to the many support services and voluntary agencies available to help you, parents and carers.

Do I need to involve parents/carers?

Parents/carers know their child best and listening to them will build a more complete picture of the child and how they might best be supported. The Code of Practice recognises the importance of the role of parents in their child’s education. A strong partnership will develop in the best interests of the child if parents feel that their knowledge of their child and their opinions are valued and that they are made to feel welcome by you and your staff.

What is a graduated response?

This approach recognises that there is a continuum of Special Educational Needs – a setting will give support at Early Years Action within the setting to meet specific needs. If adequate progress is not made then the setting will seek advice and support from outside agencies which will be referred to as Early Years Action Plus. If progress is still insufficient then the setting, in consultation with parents/carers and outside agencies may ask the LEA for a statutory assessment.

What does an Educational Psychologist do?

Educational Psychologists are experienced teachers who have had further specialised training in the way children behave and learn. They work with families, settings and schools to help put together a plan to help and support children in their learning.

What is an IEP?

IEP stands for 'Individual Education Plan.' It is a plan for children with SEN and is used as a plan, do and review tool. Targets should be jointly agreed with parent/carers and take into account the interests and views of young children. The IEP consists of:

• Three or four targets to be achieved
• Strategies and provision to support
• Date of review
• Outcome of action.
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  The IEP must be reviewed at least three times per year but in early years settings, practitioners usually review every 8-10 weeks.

Are there any changes detailed in the EYFS that need to be taken into account?

The SEN Code of Practice 2001 continues to be the guidance under which settings must operate. However, the EYFS further emphasises the close working between early years practitioners and parent/carers to ensure a quick response to any area of particular difficulty (Statutory Framework for the EYFS 1.16). Specific legal requirement for a policy which supports children with learning difficulties and disabilities is detailed on P.25 of the Statutory Framework for the EYFS.