Frequently Asked Questions
What does ‘inclusive curriculum planning’ really look like in Early Years?
An inclusive curriculum planning in the early years involves creating a learning environment and activities that are accessible and engaging for all children, regardless of their individual needs or differences. This means adapting teaching styles, materials and the environment to cater to diverse learning preferences and abilities. The SEND Code of Practice ensures that children with SEND receive the right support and have equal opportunities to thrive and develop.
How can I support a child with undiagnosed needs without overstepping?
Settings must have an inclusive offer that meets the needs of all children. This offer is referred to as the Ordinarily Available Provision (OAP). It is the range of activities, opportunities and strategies that are offered as basic good practice to meet a range of additional needs without the need for a formal diagnosis or specialist.
Under the Equality Act 2010, settings are expected to make ‘reasonable adjustments’. This can be made at little or no cost.
What are the biggest mistakes settings make with SEND provision and how can we avoid them?
Prior to spending time and recognising the diverse learning styles of the children and identifying the children/s needs the practitioners emphasise more on their needs/ delay, causing a negative impact to their self-esteem and motivation leading to ineffective interventions and missed opportunities.
There is an insufficient understanding in following the EHCP and conducting significant observations and lack of expertise in implementing effective strategies.
lack of collaboration and communication between practitioners, support staff, SENCo and parents leading to a lack of ownership and engagement.
Lack of inclusivity and ignoring the unique needs of SEND children and failing to create a welcoming and supportive environment lead to social isolation and academic difficulties.
By addressing these key areas, settings can significantly improve the quality of SEND provision and create a more inclusive and supportive learning environment for all the children.
- Knowledge of the SEND code of practice.
- The practitioners need to be well equipped in working with the neurodivergent children.
- Not leading to a one-size-fits all approach that fails to address individual requirements.
- To create a welcoming and supportive environment.
- Practitioners need to be familiar using the statutory framework (September 2025) and follow the four guiding principles to shape the practice. These are:
- A Unique child
- Positive Relationships
- Enabling Environments and
- Learning and Development (overcoming)
To differentiate the curriculum and teaching strategies to meet the diverse learning needs of the children with SEND can remove the barriers to learning.
Regular review and evaluation of the effectiveness of interventions to meet the evolving needs of the children with SEND
CPD training from neurodivergent teachers who can bring unique skills, creativity and empathy to the team, stemming from their lived experience.
When should we use Makaton and how do we embed it across the setting?
Makaton signs offer numerous benefits in Early years settings primarily by enhancing communication and supporting language development for all children. It provides a visual and tactile way for children to express themselves, particularly those who may have difficulty with verbal communication, reducing frustration and fostering social interaction. Makaton signs also support cognitive and social emotional development and promote inclusivity by creating a shared understanding among children with diverse communication abilities. When engaging with signs and symbols, they stimulate various areas of a child’s brain, contributing to their overall development.
- Makaton can be incorporated into daily routines like snack time, playtime and story time to facilitate communication and participation. The symbols can be used to label areas in the classroom to create visual schedules, supporting children’s independence and understanding.
- When Makaton signs are used alongside speech, they provide extra visual cues that support language comprehension. During daily circle time/ register time It supports the children to follow the rules of ‘Good sitting, Good looking and Good listening. Furthermore, when used during songs and rhymes and other activities together with props and objects of reference the children become fully engaged and remaining focused for a longer period of time. By being consistent, it promotes social interaction, builds confidence and self-esteem and promotes empathy and understanding. Also the physical act of signing helps to improve their fine motor skills and looking skills.
- Introducing a “sign of the Week” can help the team and children learn new signs while becoming a Makaton Friendly setting. Makaton is a beacon of inclusivity, ensuring that no voice goes unheard, a space where ever child’s unique voice is valued and heard.
What should I include in an IEP to make it meaningful and actionable?
- IEP’s have profound importance in the academy life of a child who lives with one or more disabilities. It provides clear information, instructions and options for setting families and children. It provides accountability by monitoring children’s progress toward their goals. This means that they are different for every child.
- When developing a comprehensive IEP, there are four important areas that I need to consider:
- Know the child’s strengths
- Identifying goals for the child
- Understand the child’s areas needed for improvement
- Know the child’s areas needed for improvement
- An individualised education plan outlines the special education instructional support that the child requires to be successful in school. It is the documentation of all the areas of strengths and needs. It also contains the parental concerns.
How can we involve parents more effectively in SEND planning?
To effectively involve parents in SEND (Special Educational Needs and Disabilities) planning, setting should prioritise open, two-way communication, build trust through consistent updates, and actively involve parents in decision-making processes. This includes utilising digital tools for communication, providing clear and accessible information about their child’s progress and support plans, and fostering a collaborative environment where parents feel heard and respected.
What makes a strong EHCP and how can I tell if ours needs reviewing?
A strong EHCP should comprehensively describe the child’s special education needs, going beyond just listing diagnoses. The plan should clearly outline the child’s needs, desires, outcomes and the specific support required to achieve those outcomes. The EHCP must be clear, concise, understandable, accessible for practitioners, parents and other agencies involved to understand.
Focus should revolve around these 10 areas:
- Person-centred and collaboration
- EYFS universal development
- Clear language that avoids jargon
- Comprehensive and specific
- Specific provisions
- Outcome focussed
- Holistic approach
- Regularly reviewed
- Forward thinking
- Golden thread
How can we prepare for Ofsted when we have children with SEND in our setting?
SEND plays a part in all areas of Ofsted’s framework: The intent, implementation and impact of quality of education, behaviour and attitudes, personal development and leadership and management.
Ofsted does not grade SEND separately. The inspector(s) use what they have seen of the SEND provision to inform their judgement in other areas (cultural capital)
- Ask yourself what is it like to be a child in your setting?
- Reflect and consider the impact that you make for all of your children
- Look at the Early years foundation stage statutory Framework (Effective 1st September 2025) (settings have regard & follow these documents by law)
Read the inspections documents available on the gov.uk website (EY inspection information, the inspection toolkit and the EY inspection Operating Guide.