We assess and review progress by using a ‘graduated response’ which is applied using a cycle of ‘assess, plan, do, review’. This links with the EYFS 2014 observation, assessment and planning cycle, which ensures all practitioners are assessing each individual child’s learning and continual progress.
Assess- The early years practitioner, working with the setting SENDCO and the child’s parents, carry out an analysis of the child’s needs in order to identify the child’s SEN or disability. This is done by tracking children’s individual learning and development using an electronic tracking system. Where there is little or no improvement in the child’s progress, more specialist assessment may be called for from specialist teachers or from health, social services or other agencies beyond the setting. Where professionals are not already working with the setting, the SENDCO will contact them, with the parents’ agreement.
Plan- Where it is decided to provide SEND support, and having formally notified the parents, the practitioner and the SENDCO should agree, in consultation with the parent, the outcomes they are seeking, the interventions and support to be put in place, the expected impact on progress, development or behaviour, and a clear date for review. Plans will take into account the views of the child. The support and intervention provided will be selected to meet the outcomes identified for the child, based on reliable evidence of effectiveness, and provided by practitioners with relevant skills and knowledge. Any related staff development needs will be identified and addressed.
Parents will be involved in planning support and, where appropriate, in reinforcing the provision or contributing to progress at home.
Do- The early years practitioner, usually the child’s key person, remains responsible for working with the child on a daily basis. With support from the SENDCO, they will oversee the implementation of the interventions or programmes agreed as part of SEND support. The SENDCO will support the practitioner in assessing the child’s response to the action taken, in problem solving and advising on the effective implementation of support.
Review-The effectiveness of the support and its impact on the child’s progress will be reviewed in line with the agreed date. The impact and quality of the support will be evaluated by the practitioner and the SENDCO working with the child’s parents and taking into account the child’s views. They will agree any changes to the outcomes and support for the child in light of the child’s progress and development. Parents will be given clear information about the impact of the support provided and be involved in planning next steps.
- Centres also organise a number of events in which Parents/carers can access the setting to discuss their child’s individual needs. These events include parent’s evenings, key person events, TAC/Single Assessment meetings and Transition meetings.
- Centres will have good links with local schools foundation stage units