Special Educational Needs and Disabilities - Providers
The role of Early Years practitioners is crucial as early experiences shape the way we see the world as adults. Quality childcare has been found to be a way of supporting social mobility, which is the ability to become more economically stable. Working closely with caregivers is also an effective way of improving outcomes for children, as the home learning environment plays an important part.
As practitioners improving outcomes for children we need to have a good understanding of Special Educational Needs and Disabilities. This all starts at the point of preparing children for transitioning into a setting with home visits and meeting with parents/carers. Meeting with the family and understanding their specific needs will result in adapting your environment. In addition, you will also require the ability to identify possible children in your settings who have an additional need and assist, where possible in the engagement of the various support agencies.
Services from the Local Authority and health are provided in line with the Special Educational Needs and disability code of practice: 0 to 25 years (DFE, 2015). The code of practice covers the following areas:
- Sensory and/or Physical Needs
- Cognition and Learning
- Communication and Interaction
- Social, Emotional and Mental Health
Keyworkers are required to use the Early Years Foundation Stage (EYFS) assessment information to identify how children are progressing. In the first instance, keyworkers at settings and providers (e.g. nurseries, childminders and pre-schools) are expected to work in partnership with parents and to adopt an ASSESS, PLAN, DO, REVIEW cycle.