Trafford Council publish this Local Offer website to keep parents and young people informed about local provision for children and young people 0-25 years with SEN and those who are disabled.
Every Early Years childcare provider, School or College is required to have information about how they meet the needs of children or young people with SEND. These are called:
- Early Years Local Offer (for childcare and early education)
- SEN Information Report (for schools and colleges)
To help you complete your individual local offer you can use our template and guidance notes:
For Group Settings:
A graduated approach to meeting special educational needs
Our Graduated approach pages explain the provision for children and young people with special educational needs (SEN) which should be available.
Services that support early years providers
There are a wide variety of services across education, health and social care providing advice on children with SEN or who are disabled. This advice is available for early education providers, other services, parents and carers.
There are a number of services available which offer training, advice and guidance to early years providers:
- Area SENCO
- Children's Centres and Early Help Hubs
- Complex and Additional Needs (CAN) Social Care Team
- Educational Psychology Service
- Health Visiting Teams
- Language Outreach Service
- Longford Park School – Outreach Team
- Physiotherapy and Occupational Therapy
- SEN Advisory Service (SENAS)
- Sensory Impairment Support Service
- Speech and Language Therapy
- Trafford Early Development Service (TEDS)
Signalong is designed to help children and adults with communication difficulties, mostly associated with learning disabilities, autism and other special needs. Trafford early years adopts signalong as the main approach to supporting children with language and communication difficulties in the early years.
Early education providers and schools can access signalong training. View Trafford’s Signs and symbols guidance.
The SEND Code of practice 0-25 years (2014) and associated guides for early years settings, schools and FE colleges provides guidance on identification and SEN support should be read alongside this guidance:
Disabled children and the Equality Act 2010
The Council for Disabled Children produced Disabled children and the Equality Act 2010, a guidance document for early years providers .
The guide looks at disability discrimination duties in the context of duties to all young children, set out in the Early Years Foundation Stage (EYFS) and duties to disabled children set out in the Children and Families Act 2014.
It provides a short guide to what early years professionals need to know and do to make sure they don’t discriminate against disabled children.
A Graduated Approach - Supporting Childrens Behaviour in the Early Years
(Special Educational Needs Advisory Service)
Children need to have clear boundaries in order to learn, grow and be safe. It is important to set boundaries in a positive and consistent manner, which will help children to develop a sense of the significance of their behaviour and its effect on others.
Our ‘Graduated Approach to Supporting Children’s Behaviour’ guidance document is full of of practical strategies, tips and ideas to support children’s behaviour in early years settings. You will also find useful templates to help you identify triggers to behaviour through the use of observation and sample individual support plans for young children.