The information below is particularly relevant for practitioners working with children in the early years or those at a similar developmental stage.
‘Practitioners need to decide what they want children in their setting to learn, and the most effective ways to teach it. Practitioners must stimulate children’s interests, responding to each child’s emerging needs and guiding their development through warm, positive interactions coupled with secure routines for play and learning.’ (Early Years Foundation Stage EYFS 1.16)
Self-help resources
- Ideas for developing auditory memory skills (pdf format, 144Kb)
- Using a visual timetable (pdf format, 162Kb)
- Developing visual perceptual skills (pdf format, 152Kb)
- Visual perceptual skills: What they are and how to help (pdf format, 155Kb)
- early-years-getting-ready-to-look-listen-and-play.pdf
- Activities Guide: Enhancing & Practicing Executive Function Skills links to a downloadable document full of activities to support and strengthen executive functioning in children.
- For children with social communication differences who are at a very early stage of development, this May I Join You? video clip explains how adults can adapt their practice to join a child’s play
- Attention & listening - Children’s Integrated Therapies attention and listening activities provided by the NHS
- Talking together (pdf format, 106Kb)
- visualperceptualskillsandstrategiestohelp.pdf
- Attention-and-Concentration.pdf.docx
- First words and little sentences: 1 to 2 years - NHS provides games and activities and top tips to support early language through play
- Chatting and building sentences: 2 to 3 years - NHS provides games and activities and top tips to support language through play
- Learning conversations and telling stories: 3 to 5 years - NHS provides evert day tips to develop using longer sentences.
- Attention Autism (docx format, 200KB)
The SENDCO Helpdesk is a free early advice service that can discuss concerns at an individual or whole school/setting level. It is aimed to help support SENDCOs (or practitioners supporting SEND in early years) to consider the next steps when implementing the Graduated Response so that the needs of children with SEND are met as early as possible.
Training
Supporting Early Years children with Cognition and Learning needs A training/information session developed in partnership with the Educational Psychology service and delivered by the Early Years SEND Team to understand more about how Cognition and Learning difficulties can be identified and supported in the Early Years as part of the Graduated Response.
Early Years SEND Advisory Team training offer The Early Years SEND Advisory Team provides a comprehensive range of training to assist settings in the identification and support of Early Years children with Special Educational Needs and Disabilities (SEND). The training offer includes: Early Years SENDCO Core training, SEND training for Childminders, the Graduated Response, planning and reviewing SEN support and outcome plans, effective communication and partnership with parents and carers as well as specific sessions to address particular areas of learning need.
Specialist support in setting
The Early Years SEND Advisory team work with individual children under 5 years of age who have complex learning, communication and/or social interaction differences. Individual children can be referred using an Early Support SPORFI form (docx format, 585Kb). Support is given to the family and/or the child’s early years setting or nursery class in collaboration with other agencies from education, health and social care.
The Early Years SEND Advisory team also provide universal and targeted support to Oxfordshire early years settings and schools in order to promote effective inclusion of children with SEND. Settings and schools can use the SENDCO Helpdesk to ask for ‘no names’ advice and targeted setting support.
A Single Point of Request for Involvement (SPORFI) (docx, 200KB format) is a multiagency form used to request support from various educational and health teams for children under 5 with special educational needs and/or disabilities. For further information see the Single Point of Request for Involvement (SPORFI) Flowchart (pdf format, 200KB)t.
Complete the SPORFI form to make a request. Services that can be requested include:
- Speech and Language Therapy
- Speech and Language Therapy (feeding)
- Physiotherapy
- Occupational Therapy
- Early Years SEND team
- SENSS – Physical Disability
Health Visiting Services offer support to families at home and in the community from pre-birth until the child turns 8 years old. See information on how Health Visiting and early years settings working together.
The Down’s Syndrome and Complex Needs team work with children and young people with Down’s Syndrome and complex learning needs from when they start Reception until the end of Year 11 at a mainstream school. This includes children and young people with a wide range of needs and significant difficulties in cognition and learning which impact on all areas of the curriculum.
Early Help Children’s Services Early help refers to the collaborative approach taken by all services working with children and families to provide support for a family before problems escalate. Accessing early help can address potential issues and improve outcomes for children, young people, and families. More information can be found on Early Help and the Locality Community Support Service.
The Occupational Therapy service helps children participate in everyday life and become as independent as practically possible at school and at home. The service provides assessments, advice, activity programmes and therapy for children with a range of physical or developmental conditions that affect their daily life.