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Understand the principles, statutory guidance and legislation underpinning practice for children with Special Educational Needs and Disability (SEND) in an early years setting

Table of Contents

In this tutorial you will learn:

A definition of Special Educational Needs and Disabilities
Some of the disabilities you may encounter at the early years setting
About how SEND affects a child or young person's ability to learn

Table of Contents

‘Statutory framework for the early years foundation’ by the Department for Education
‘Special educational needs and disability code of practice’ by the Department for Education
‘Part 3: Children and young people in England with special educational needs or disabilities’ in the Children and Families Act 2014
Maintained nursery schools must identify a member of staff (with QTS) to act as SENCo. From September 2009, every new SENCo in a maintained school is required to gain the Master’s-level National Award for Special Educational Needs Coordinator within 3 years of taking up the post. More information about the award can be found here.
The miniguides below were created by Nasen. Click to read the guide that is relevant to your early years setting. Read the section on ‘What is meant by ‘Special Educational Needs and Disability’ (SEND)?’
‘Identifying and Supporting Children with SEND in the Early Years: Maintained nursery settings’
‘Identifying and Supporting Children with SEND in the Early Years: Reception classes’
‘Identifying and Supporting Children with SEND in the Early Years: Childminders’

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