Graduated response Early Years Inclusion Pathway Planning (Early Years settings - SEND)

‘’Improving outcomes – high aspirations and expectations for children with SEN.

All children are entitled to an education that enables them to achieve the best possible educational and other outcomes, and become confident young children with a growing ability to communicate their own views and ready to make the transition into compulsory education.

All early years providers in the maintained, private, voluntary and independent sectors that a local authority funds, are required to have regard to the 0-25 SEND Code of Practice, including the principles set out in Chapter 1 and outlined in this guide under Principles underlying the Code.

Early years providers must have arrangements in place to support children with SEN or disabilities. These arrangements should include a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point, and then making effective provision, improves long-term outcomes for children.

The Early Years Foundation Stage (EYFS) is the statutory framework for children aged 0 to 5 years. All early years providers must follow the safeguarding and welfare requirements of the EYFS and the learning and development requirements, unless an exemption from these has been granted.

All those who work with young children should be alert to emerging difficulties and respond early. In particular, parents know their children best and it is important that all practitioners listen and understand when parents express concerns about their child’s development. They should also listen to and address any concerns raised by children themselves’’.

All children and families can access a range of inclusive activities, information and support.

Children with learning and developmental delay SEND may be offered targeted or specialist help, before starting in the early years setting, under the ‘Early Years Inclusion Pathway Programme’.

Children who are known to specialist children's health services will be referred to the Early Years Inclusion and SEND Advisory Team. A team of multi-agency professionals will review each referral to ensure suitable support is offered. This will begin to form the Early Years Inclusion Pathway Planning (EYIPP) for the child.

Support could include group sessions, home learning sessions, supportive communication.

Group sessions

• Children will be invited to attend fun, interactive sessions led by an Early Years Inclusion and SEND Advisor who will work to develop the child’s learning.
• This will also provide an opportunity for parents to meet other parents, carers and professionals.
• During these sessions parents will develop a clearer understanding of how their child learns and they will be supported to explore their child’s next stage in learning such as an early year’s provision.
• The Early Years Inclusion and SEND Adviser will work with the parent and existing professionals to check the child’s progress and where applicable start the ‘supported transition’ approach.

Home learning sessions

• Home visits are generally offered to children who are not yet attending an early years setting and are not yet able to access a targeted ‘group session’.
• Visits are usually undertaken by an Early Years Inclusion and SEND Adviser to work with the parent to support their child’s development through play by using a ‘SMART targets approach’.
• Outcomes to be achieved and interventions to support will be agreed with the parent on the first visit.
• We will discuss an Early Years Inclusion Pathway with the parent and their child’s progress will be reviewed by a team of multi-agency professionals.

Supportive communication

• An Early Years Inclusion and SEND Advisor will support the parent with regular contact via email or telephone.
• This is to enable them to make informed choices about the support they would like.

Once they decide it's time for their child to start at an early years setting, support will be offered to help them choose an early years setting and with their child’s transition through the ‘Supported Transitions’ programme.

Withdrawing support

Support from the Early Years Service is time limited and depending on individual needs we generally end visits when

• all agreed outcomes have been achieved

or when the parent:

• is confident in supporting their child’s learning and development
• no longer wishes to receive support from the service
• is not able to engage with the service

or when the child:

• is reaching his/her developmental milestones
• is attending an Early Years setting and their education needs are being well supported
• has an EHCP
• moves out of area.

Good quality childcare allows all children to:

• gain new experiences
• learn new things
• develop skills
• make friends with their peers.

There are different types of childcare to choose from and for some families different funding options to help with childcare costs.

As a parent or carer, there is much to consider when choosing childcare for a child with a learning developmental delay or SEND.

Parents, carers can find a list of providers who offer services for children with SEND and check their Local Offer section for details.

If they have engaged in the Early Years Inclusion Pathway Programme, they will be asked to complete the ‘Early Years Transition form.’

The Early Years Inclusion and SEND Advisor will offer guidance when they are considering an early year’s placement for their child.

They will be encouraged to share the ‘Early Years Transition form’ with settings to help begin the ‘Supported transition’ process.

In Slough there is a firm expectation that all children have an entitlement to access provision within their own community, with their peers and siblings. This includes children with additional needs (SEND).

Slough will support and enable children with SEND to attend a local, mainstream early years setting (where appropriate) chosen by their parents/carers.

We want to ensure the child’s needs are identified and considered at the earliest opportunity, which is not reliant on a diagnosis.

An Early Years Inclusion Pathway Planning (EYIPP) meeting can form the first phase of planning towards the child's education journey without the need for a statutory assessment. The plan is based on early identification to make sure support is effectively planned and implemented.

An EYIPP is initiated and facilitated by the Early Years setting in collaboration with parents/carers who know their children best.

Using a Graduated Response model, the process brings together the child's new early year's setting, parent/carer and other relevant professionals who are involved in supporting the child.

The meeting will plan for the most appropriate provision and ensures resources are in place to best support the needs and aspirations of the individual child.

All mainstream early year's provision, with appropriate support and reasonable adjustments, should be fully inclusive for children with additional needs; and only in exceptional circumstances would children below school age need to attend a specialist provision.

The Early Years Inclusion Pathway Plan for a child is likely to be reviewed and updated as needed according to the child's progress and changing need. This will continue up to and possibly including transition into school.

Slough has an Early Years Inclusion Tool Kit available for settings to work through to support children with SEND and promote inclusive provision. The inclusion tool kit forms the basis of The Graduated Response and should be implemented prior to seeking additional/external support from other agencies.

Every early years setting will have a SENDCo. This is the Special Educational Needs Coordinator who oversees the support to implement the Graduated Response, through Assess, Plan, Do, Review.

Assess, Plan, Do, Review

Early Years Practitioners will assess children’s’ strengths and barriers to learning, identifying any who may not be achieving to expected levels.

The early years setting will agree with the child’s parent/carers what personal targets and support will be put in place to help meet targets (Individual Education Plan, IEP).

The IEP is put into action and early years practitioners continue to monitor the child’s progress.

IEP’s are continuously reviewed for early years children to monitor what is working and what needs changing. A review meeting will take place with the child’s parent/carer.

If limited progress is made with the agreed support, then the early years setting, or family may request an education health and needs care assessment.

What is Early Years Inclusion Funding (EIF) for

Every provider will expect to have children with Special Educational Needs and Disability (SEND) attend their setting. With careful planning and organisation, these children can participate fully in the activities provided. However, there may be times when children need some extra support.

It is expected that all settings allocate staff resources to support inclusion and that the designated SENCO is afforded sufficient, dedicated time to fulfil their role. This is key to promoting and maintaining inclusion. Providers should make reasonable adjustments for all children, which may include differentiating the curriculum or approach. Good planning for inclusion can be achieved through a SEND or Inclusion policy and by following the Slough Early Years Graduated Response, which includes using strategies from the Early Years Inclusion Tool Kit.

Only once reasonable adjustments have been made, and applied for a reasonable period, will you be able to apply for Early Years Inclusion Funding.

Funding can only be applied for children who are in receipt of Funded Early Education (FEE). It is awarded according to the level of need as detailed within the application for EYIF, the child's IEP and Early Years Inclusion Pathway Plan.

You could consider the following when thinking about children who may need additional support:

• enhancing the staff ratio - providing smaller groups
• to support emotional resilience
• to support speech, language, and communication development
• appropriate training for staff to be able to meet the specific needs of the child/ren, as identified in the child’s IEP
• appropriate resources identified by professionals
• to support children with a transition – for example, into a new room, a different setting or into school.

Some children may need an increased level of support that sits just above your universal and additional support offer.

Tier 3 funding is:

• for children who require targeted support and may be able to make progress through evidence-based interventions
• for children at risk of delay or have emerging needs within the three prime areas
• short term funding to allow for booster interventions or targeted support to close gaps. Booster interventions may be delivered through small group activities and targeted support may help to reinforce the learning throughout the session.​
• awarded according to the level of need as detailed within the application for EYIF, the child's IEP and Early Years Inclusion Pathway Plan

Before making the application, please consider your universal and additional support offer, including how you have implemented The Graduated Response and the appropriateness of a submission to the EYIF panel.​

Tier 4 funding is for those children:

• with a higher level of need
• who require specialist or enhanced support and all other interventions have been exhausted
• children at risk of significant delay within the three prime areas.

Children may be able to make progress through specific known evidence-based interventions.

For children with the most complex or persistent needs, we expect a comprehensive child IEP detailing recurring cycles of Assess, Plan, Do, Review, showing multi-disciplinary involvement and how the setting has involved and included professionals' advice when supporting the child.

Setting, parent/carer consent form

The EYIF setting, parent/carer consent form is a document that:

• settings can pass on to parents/carers to gain their consent for the application
• explains how the funding can be used to support their child's needs.

Settings may have a similar consent form already in place. Where is this case, the setting can choose to continue using their existing form or can use the form we have provided.

Every provider will expect to have children with Special Educational Needs and Disability (SEND) attend their setting. With careful planning and organisation, these children can participate fully in the activities provided.

Providers should make reasonable adjustments for all children. This might include:

• installing a ramp to allow wheelchair access to their premises
• training staff to use special equipment.

However, there may be times when children need some extra support and providers will be able to apply for Early Years Inclusion Funding (EYIF).

The EYIF:

• can only be applied for children who are in receipt of Funded Early Education (FEE)
• is awarded according to the level of need as detailed in the application for EYIF, the child's IEP and Early Years Inclusion Pathway Plan.

The EYIF setting and parent/carer consent form is a document that requires parents, carers to give consent for the EYIF application. It also explains how the funding can be used to support their child's needs.

Settings may have a similar consent form already in place and may choose to continue using their form.