Updates from The Early Years Area SENCO team October 2014

Key changes from SEN Code of Practice (2001) The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care It includes guidance on publishing a Local Offer of support for children and young people with SEN or disabilities There is new guidance for education and training settings on taking a graduated approach to identifying and supporting pupils and students with SEN (to replace School Action and School Action Plus) SEND Code of Practice 2014

Chapter 5 : Early Years Providers Providers must have arrangements in place to support children with SEN or disabilities. These arrangements should include a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point, and then making effective provision, improves long-term outcomes for children. All those who work with young children should be alert to emerging difficulties and respond early. In particular, parents know their children best and it is important that all practitioners listen and understand when parents express concerns about their child’s development. They should also listen to and address any concerns raised by children themselves.

The Local Offer: Early Years Local authorities must publish in their Local Offer information about childcare options available to parents including the range of expertise to support children with SEN or disabilities and should publish information about: free early education places and eligibility criteria relevant services from other agencies such as Portage, Health Visitors and Early Support arrangements for identifying and assessing children’s needs in the early years support available to parents to aid their child’s development at home arrangements for reviewing children’s progress, including progress checks and health development reviews between the ages of 2 and 3

Somerset’s Local Offer Website:

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Support with this process This guide will be sent out to SENCOs and be available on: For any technical questions, contact For any other queries, contact

Activity: The Graduated Approach ASSESS PLAN DO REVIEW Regularly Agree outcomes, intervention and support. Consider expected impact on progress, development or behaviour. Set a clear review date. Include views of the child and staff development needs. Implement. Key person, staff team… Consider the effectiveness of the support and its impact Child’s parents to be included in the review as well as child’s views