The government produced a guide for early years providers on the support system for children and young people with special educational needs and disabilities.
Our Graduated approach pages explain the provision for children and young people with special educational needs (SEN) which should be available.
The Graduated approach guidance also provides the threshold for access to the high needs funding block. Early education providers will need to demonstrate that the pupils they are putting forward for high needs funding have needs that are significantly outside and beyond those which can be provided for using the delegated mainstream block funding. Evidence of such levels of attainment and needs will still have to be submitted to Trafford on a Family Common Assessment Framework (CAF) together with a provision map. Good provision mapping and the tracking of the outcomes of any interventions offered to the pupil will ensure that providers/schools have this evidence to hand.
There is 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 Council for Disabled Children produced Disabled children and the Equality Act 2010, a guidance document for early years providers . It 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.
(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. View A Graduated Approach - Supporting Children's Behaviour in the Early Years
This guidance booklet was commissioned by the Northern Ireland Health and Social Care Board. It is written by an adopter with contributions from other adoptive parents, using recommendations from internationally renowned experts on trauma and attachment, plus a wealth of information gained through the training department of Adoption UK. Its gives adoptive parents, early years settings and teachers an insight into how early relational trauma affects brain development. It offers lots of practical advice around how we can help to improve the experience for all children by paying attention to the needs of the most vulnerable. Although the focus is adoption, the information also applies to looked after children and any child living with loss and the effects of trauma. Certain common areas of difficulty are highlighted and various tips and ideas suggested. View Let's Learn Together - a guide for parents and teachers of adopted children