SEND in the Early Years. Julia Lumb Senior Portage and Early Years Support Teacher Early Years Learning and Childcare Service
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1 SEND in the Early Years Julia Lumb Senior Portage and Early Years Support Teacher Early Years Learning and Childcare Service May 2016
2 Aims of the Session To share our Early Years SEND practices / experiences Quality First Inclusion SEN Support a graduated approach Local Offer Workforce Development Early Years perspective of our pilot SEND inspection
3 Calderdale geographically the sixth largest of the 36 metropolitan authorities seventh smallest in terms of population (206,335) 15,463 children aged 0-5. mix of both rural and urban communities, making up 17 wards ranked 11th most deprived out of 21 for the Yorkshire and Humber region (IMD 2015)
4 Early Years in Calderdale 85% of Early Years provision is judged good or outstanding Early Years Providers May % of eligible 2 year olds receiving EEF % of 3 & 4 year olds accessing EEF (2 nd top LA nationally) Early Years children supported through Dcatch (inclusion) funding Childminders offering funded places Childminders Day Nurseries Academies and Maintained Nurseries Pre-Schools
5 SEND in the Early Years Education Portage and Early Years Support Teacher Team Specialist education services e.g. ASD, MSI, FIT, Virtual Schools DCatch (inclusion) funding Health Health Visitors - Integrated Review Paediatric Therapy and Child Development Services Social Care Early Years Family Intervention Team Disabled Children s Team / Short Breaks Plus: Calderdale Parent and Carers / Family Voice Calderdale
6 Our Early Years SEND Journey Early Identification, Early Intervention Continuum of Need, Multi-agency locality panels Access to childcare support fund, 2 year old offer Links with Child Development Service / Paediatric therapy SEND Champion, Regional lead for Yorkshire & Humber Developed processes / workforce, pilot Inspection, Strategic commitment to SEND in the Early Years
7 Quality First Inclusion Unique Child All About Me, Can do, child s voice, person centred Positive Relationships Parents and Professionals (Education, Health & Social Care) Enabling Environment High quality provision, graduated approach, DCatch (inclusion) funding, knowledgeable workforce Learning and Development: Accurate assessments, holistic small steps, aspirational Characteristics of Effective Learning: Developing play and early learning skills to build resilience through fun!
8 SEN Support: a graduated approach Education Health and Care (EHC) Plan: legal document that highlights funding to meet the child s significant needs as required this must be reviewed annually by SENCO and LA EHC Needs assessment: the legal process which collects information from various sources including parents in order to clarify the child s needs and provision required to meet these needs. Led by the SEN team who agree holistic outcomes with parents & specialist services SEN SUPPORT any child who needs additional support or who is not making expected progress despite appropriately differentiated support. Specific targets and interventions in place with additional advice sought where appropriate from other professionals. A clear Assess Plan Do Review cycle is documented and monitored to ensure progress is regularly discussed with parents. All About Me and Individual Learning and Development Plans in place and reviewed. Additional Needs Support Plans for those with significant, or long term, needs. Person Centred approaches used in all support. Quality First Teaching and Learning High quality inclusive provision with appropriate differentiation and support to meet individual needs. Holistic formative and summative assessments made in light of the child s experiences and with parents.
9 SEN Support: Assess Plan Do Review Parents, Practitioners, Professionals Personalised approaches Celebrating Success Holistic Support Planning for the future
10 SEN Support: Higher Needs Specialist support Enhanced provision, support and training Preparing for school Requesting EHC needs assessment Building resilience
11 Local Offer Information available in various formats Local Offer website and Facebook Living Our Lives Inclusive Calderdale - magazine Early Years Local Offer format Workforce Development: Golden thread
12 Early Years Workforce Development Early Years SEND Reforms Early Years Learning and Development portfolio DCatch (Inclusion) funded training Mentoring and modelled practice 11
13 SEND in the Early Years: Successes Families feel involved and listened to Additional Needs Support Plans embedded 2 year olds: Integrated review / EEF funding DCatch Funding: accountability for, access to Responsive workforce development plan Effective transitions into Reception year 12
14 SEND in the Early Years: Challenges Local Offer Workforce Development: enough at the right times Differing priorities: Health and Social Care Capacity to be holistic and person centred Keeping it simple but effective 13
15 Local Area Inspection of SEND Pilot Inspection found Early Years to; Be strong and robust Provide sound Early Identification and Intervention Have strong multi-agency and partnership working Involve families in all decisions Empower providers to deliver SEND Reforms 14
16 Early Years: Our next steps Develop Local Offer Enhanced Provision Prepare Early Years sector for Local Area inspection 30 hours Develop systems to evidence at short notice effective practice, improved outcomes & increased satisfaction 15
17 Thank you For more information, please contact me at 16
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