Best Practice Guidance
Professionals working in the Early Years are very aware that all children in their care are individuals, each with areas of strength and development needs. All children have an entitlement to high quality Early Years educational provision. Some of these children may have special educational needs and/or disabilities. This document has been developed to offer advice and guidance to Early Years practitioners in supporting all children, including those with Special Educational Needs and/or Disabilities (SEND), to achieve their potential.
It is set out to reflect the graduated approach to meet the needs of all children:
firstly at a Universal level ( ‘Whole Setting Response’) secondly at a Targeted level (‘Including children with SEND’) finally at a ‘Personalised/Individualised Learning’ level
It has been developed utilising the knowledge and expertise of Specialist Teaching and Learning Service Professional Leads; Early Years and Childcare Advisors; Specialist Teachers for SEND in Early Years; Early Years Setting SENCOs, and both Mainstream and Special School Professionals.
It takes account of the Special Educational Needs and Disability Code of Practice 0-25 years July 2014 in addition to the revised Statutory Framework for the Foundation Stage 2014.
Best Practice Guidance guides practitioners through creating a universally inclusive learning environment which supports the differentiation of learning and development activities for individuals and groupsof children supports specific planning in order to enable individual children with SEND to participate and learn
Supports the referral procedure for Kent Early Years children with emerging SEND.
Best Practice Guidance is available in full colour
Workshops and training on its use, and how it supports the implementation of targeted planning, can be found on the Equality of Access and Inclusive Practice Thread.
KCC funded + p&p