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1.1 Explain the term Special Educational Needs and Disability in relation to statutory guidance

SENCO - Assignment 1

You must use the following template to structure your assignment.

Unit 1 Learning Outcome 1

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

Assessment Criteria

1.1 Explain the term Special Educational Needs and Disability in relation to statutory guidance

1.2 Outline the requirements of the SEND Code of Practice for an early years setting in line with statutory requirements

Once complete you should then upload it to the eportfolio using the instructions in the participant handbook to guide you to the relevant assessment criteria.

Bibliography

You must list the books, articles, national and local policies and guidance, documents and websites you have used to support your written account and you can refer to your learning from relevant modules and training sessions. This is not an academic reference list as you are not required to use a particular reference system. However, it is a list of sources that you have referred to in the text below or read to inform your account.

Books, articles, and documents you have used

Word count

There is no minimum or maximum word count for this written account. Most important is that you fully cover the relevant assessment criteria and the relevant assessment verb (e.g., explain, evaluate, describe, analyse etc.)

Resubmission

If you have not fully covered any of the assessment criteria related to this assignment, you will be asked to provide additional evidence which will most likely mean you will need to add more words to the initial written account. If you are required to do a resubmission, please ensure that you make any additions in bold, alternative colour, or add a date to identify any amendments or actions in the document, as the assessor would only need to re-assess the additions and not the whole piece again. 

You must use the following template to structure your assignment.

Write in full sentences, not in note form or bullet points.

1.1 Explain the term Special Educational Needs and Disability in relation to statutory guidance.

Explain means provide detailed information about the subject with reasons showing how or why. Responses could include examples to support these reasons.

Instructions: You must write in full sentences, not in note form, lists or bullet points. You must make specific reference and name at least two statutory guidance documents including SEND Code of Practice (2015) and Early Years Foundation Stage Statutory Framework (2024). You must cover the definition of SEND and the different types of SEN/4 broad areas of need. You must mention learning difficulties and/or a disability leading to significant difficulties in learning.

Type your answer here referring to the two statutory guidance documents:

Explain the 4 Types of SEN you must not just list these:

1.2 Outline the requirements of the SEND Code of Practice, Chapter 5, for an early years setting in line with statutory requirements.

Outline means provide details that summarise the main points.

Instructions: You must write in full sentences, not in note form or bullet points. You must refer to Chapter 5 of The SEND Code of Practice (2015) and link to the EYFS Statutory Guidance (2024).

Type your answer here:

Example (Plagiarised, Do Not Copy)

1.1 Explain the term Special Educational Needs and Disability in relation to statutory guidance

Special Educational Needs and Disability (SEND) refers to a diverse range of learning difficulties or disabilities that can affect a child`s ability to access education and reach their full potential. These needs can encompass a wide spectrum, including physical, cognitive, sensory, emotional, and behavioral challenges. Statutory guidance provides a legal framework outlining the responsibilities of educational institutions and local authorities in supporting children with SEND. This guidance emphasises the importance of inclusive education, where every child, regardless of their individual needs or disabilities, has the right to receive appropriate support to thrive academically, socially, and emotionally.

Within the early years setting, understanding and addressing SEND is paramount to ensure that all children receive the necessary support and opportunities to learn and develop. This includes identifying children with SEND early, providing tailored interventions and accommodations, and working closely with parents, caregivers, and external agencies to create inclusive learning environments. By adhering to statutory guidance and legislation, early years practitioners can promote equality, diversity, and inclusion, enabling children with SEND to participate fully in early education and lay the foundation for their future success.