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This unit is looking at Strategies and techniques for supporting children and families.
Task 1
Develop guidance material to support other staff members in their understanding of the graduated approach including the following:
- Descriptions of each stage in the graduated approach cycle. Examples may be used from practice in own setting.
- An outline of how following a graduated approach provides SEND support in the Early Years. An example may be used from practice in own setting.
- Discuss ways of engaging with parents/carers, colleagues and other professionals throughout the graduated approach. Examples from practice in own setting may be used.
- Discuss benefits to the child of parent/carer participation throughout the graduated approach to include:
- confidence and well-being
- improved social skills
- holistic condition improvement.
(Examples from practice in own setting may be used)
- Analyse the reviewing processes for progress monitoring and action planning to inform practice within the Graduated Approach.
(Reflection on own practice may be useful here)
Reflection on own practice:
- Refer to the SENCo job description included in The Role of the Early Years SENCo (Special Educational Needs Coordinator) document to reflect on own practice to identify own skills as well as any skills gaps in relation to the Early Years SENCo role.
- Identify own professional development opportunities, training and support needs for the role of the Early Years SENCo.
- Explore funding implications in relation to SEND for the Early Years SENCo. (A case study can be used to rationalise how funding would be prioritised)
Task 2
Refer to relevant guidelines or use examples from own practice to:
- Describe the principles underpinning Education, Health and Care plans.
- Analyse clear goal setting for effective Education, Health and Care Plans.
Examples from SMART goal setting and associated strategies may be used.
- Explain record keeping for best practice in tracking progress for children in line with the Early Years Foundation Stage and Local Authority requirements.
Task 3
Refer to statutory framework for the early years to:
- · Explain the needs of children with English as an additional language in an Early Years setting. (Examples from own practice may be used)
- · Explain the needs of children with English as an additional language and Special Educational Needs in the early years. Examples from own practice may be used.
Must refer to SEND Code of Practice
www.gov.uk/government/publications/sen d-code-of-practice-0-to-25
Must refer to information provided in The Role of the Early Years SENCo (Special Educational Needs Coordinator) document, which is available from the qualification webpage on www.qualhub.co.uk
Useful websites and resources:
https://contact.org.uk/advice-and-support/education-learning/ehc-plans-assessments/what-is-an-ehc-plan/
www.interventionsforliteracy.org.uk/
www.thecommunicationtrust.org.uk/whatworks
www.theautismeducationtrust.org.uk/
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