Understanding the importance of early identification, intervention and support in the early years
When a child starts an early years setting you may begin to develop some concerns about the child. These concerns may be based around a number of things such as behavioural, speech and language or learning and development. These initial concerns may be based on daily observations but in order for these to be justified it is important to back your concerns up with as much evidence as possible. Complete your usual tracking and development sheets as these will highlight any areas of weakness or concern.
Speak to the parents and keep communication open, it is important to remember that parents know their child the best and the early years foundation stage is all about building parent partnerships. Do parents share your concerns or is the concern or behaviour only being displayed in the setting? These are important factors to establish. Complete detailed observations on the child which highlight the concerns you have, detailed behaviourial observations or time sample observations may help you to identify if there are certain triggers around your concerns. Now you have identified a clear concern which is supported by various pieces of evidence it is important to pass your concerns onto the relevant people. Your first point of call as a practitioner is to speak to the settings special education needs coordinator (SENCO)
SENCO’s role and involvement
The SENCO will now offer you support as a practitioner and may offer some strategies you could put into place before making a referral. You may find the suggested strategies have worked and supported the child and have had a very positive impact. The settings SENCO should also put an individual education plan (IEP) into place. This will contain specific targets for you to develop with the child depending on where your concerns lie. Having the support of the IEP and strategies could be enough for the concerns to lessen and to give the child all the support they need. If you find and can evidence through observations and development tracking that the support tools you have put into place with the SENCO have had little or no impact upon the child it may then be time for the settings SENCO to make a referral.
Making a referral in the early years
In order for the SENCO to make a referral to gain support from outside agencies it is necessary to have signed permission from the parents/carers. This is where creating those partnerships early on has great benefits, as the parents will already be aware of and possibly share any concerns you have. Ensuring the SENCO approaches the situation delicately is important and remember the child is their priority. Once the SENCO has received written permission the referral form can be completed as sent of with all additional evidence such as the completed IEP’s, observations, tracking sheets and details of any support strategies already tried. After the referral has been made someone from portage, IDS, speech and language or relevant agency will make a visit to the setting or offer support groups/strategies depending on the concern and agency contacted.
Multi agency support
When an initial concern is raised someone from the relevant early years agency will contact the setting and arrange a day to come out and observe the child. This is a good opportunity for the key person to again discuss any concerns and support strategies with the observer. The observer will then take some time to observe the child during part of the daily routine. Before leaving the observer will normally speak to the key person and give a brief indication of what the next steps are. Sometimes they will not share or have observed your concerns so will write a report to state their reason for not offering their involvement at that time. If they do share your concerns again a written report will be created and plans made from their offering the correct support from the correct people. A copy of this report is usually sent to the parents as well so they are kept up to date at all times.
Arranging a meeting with all involved
A meeting with parents and other agencies involved should be arranged to allow all agencies to understand the necessary support required. This is a time to discuss achievable targets for the child and it is also an opportunity for parents to ask questions. At the end of this meeting another date should be set to group together and review the childs progress. The cycle assess, plan, and do should be followed at all meetings, this cycle is discussed further in the new SEN Code of Practice. The key to supporting a child with SEND is effective communication and early support between all.