Support for children with special educational needs in early years settings
Any Early Year’s setting that a child attends must have arrangements in place to support children with special educational needs or disabilities (SEND). These arrangements should include a clear approach to identifying and responding to SEN.
All early years settings in North Somerset will have identified an Inclusion Co-ordinator (INCCO), or in the case of maintained schools, a Special Educational Needs Co-ordinator (SENCO).
Where any setting identifies a child as having SEN they must work in partnership with parents to establish the support the child needs. If special provision is made for a child with SEN the parents must be informed
Useful documents for Early Years settings:-
- Bilingualism leaflet for parents (doc)
- Bilingualism: learning more than one language (pdf)
- Early Years Inclusion Support - Early Support Guidance Materials 2015 (doc)
- Early Support - assessment statements (doc)
- Supporting children learning English as an additional language (pdf)
- Speech and Language Therapy - Early years toolkit (2017) (docx)
- Inclusion support booklet – October 2016
- Inclusion support flowchart – October 2016
- Early years SEND top-up funding criteria – April 2017
- Early years SEND top-up funding application forms - April 2017
- Privacy notice declaration for early years inclusion support
Financial Support in Early Years Settings
Inclusion Link Programme
The purpose of the programme is to support pre-school children with SEND into school and to give them the best possible start to school life through:
- Parent, early years setting and school working together to plan a transfer programme that meets individual children’s needs.
- Sharing knowledge and information.
- Ensuring a smooth and effective transfer to school
Funding for the Inclusion Link Programme is allocated on a year by year basis.