1. Unit OP 1 Support children with additional needs

2. Learning Outcomes
LO5 Be able to support the additional needs of children.
AC 5.1 Identify the individual needs of children in own setting.
AC 5.2 Plan activities in partnership with others to meet children's additional needs.
AC 5.3 Work in partnership with others to provide activities to meet children’s additional needs.
AC 5.4 Explain how to work with parents/carers in a way which encourages them to take an active role in the child’s play, learning and development.
AC 5.5 Reflect on own practice in meeting children’s additional needs.

3. 5. Be able to support the additional needs of children (5.1)
Time: 15 mins
Who do you work best with in the setting?
Consider:
Your supervisor
Other staff in the room
A staff member from another room or area
Other students
The children
Everyone
Why do you think that is?

4. 5. Be able to support the additional needs of children (5.1, 5.2, 5.3)
Individual needs
You are required to identify the individual needs of children in your own setting and then work with others to plan and implement activities to meet individual needs.
You may already be aware of some children with additional needs, but it is important not to jump to conclusions and make judgements without accurate information.

5. 5. Be able to support the additional needs of children (5.1, 5.2, 5.3)
Individual needs
Scenario
Thomas is nearly 5 years old and has been in the reception class for 6 weeks. The reception teacher calls his mum in for a chat because she is worried about Thomas in class.
The reception teacher tells his mum that he never does as he is told, is always in the wrong place doing the wrong thing, and generally does not listen. The teacher says that he has poor behaviour and that she expects his mum to do something about it.
A couple of weeks later, another teacher has spent time with Thomas and realises that he has a hearing difficulty and is not hearing what is being asked of him. Further investigation shows that this was due to glue ear and was a reoccurring temporary hearing difficulty.

6. 5. Be able to support the additional needs of children (5.1, 5.2, 5.3)
Time: 15 mins
Now that you know that Thomas has a reoccurring temporary hearing difficulty, how could you support him in class?
Consider:
The beginning and the end of the day
Moving between tasks
The outdoor area
Following specific instructions
Working in partnership with the parent/carer.
Examples of support:
Welcome him in the morning and judge his hearing that day
Report back to his parent/carer at the end of the day
Make sure he is near the front in group activities
Make sure he has eye contact when being spoken to
Repeat instructions when noise levels are high
Observe him in outdoor play.

7. 5. Be able to support the additional needs of children (5.1, 5.2, 5.3)
Individual needs
Planning activities to meet additional needs does not mean doing different activities with the child.
Practitioners may have to adapt the way they present the activity.
They may have to sit with the child to help them to do the activity to the best of their ability.
Children should not be made to feel different.

8. 5. Be able to support the additional needs of children (5.1, 5.2, 5.3)
Working in partnership
Practitioners will work closely with parents/carers, as they know their child best.
Other professionals can offer advice and support to practitioners about the specific needs of individual children, and this will support the planning of activities.
Practitioners will work with colleagues within the setting who have worked with the child with additional needs, and this will ensure the child’s additional needs are catered for when planning activities.

9. 5. Be able to support the additional needs of children (5.1, 5.2, 5.3)
Time: 15 mins
You have been asked to plan an outdoor activity with a group of four children, including Thomas. How would you plan to meet his additional needs?
Consider:
A description of the activity
Thomas’ additional needs
Inclusive practice
Supporting Thomas to take part in the activity
The role of the adult
What might happen if Thomas’ additional needs were not met in this activity?
This group activity will enable learners to work together to share ideas – supporting working with others. Examples:
The activity could be explained in a quiet area
The practitioner would need to judge how Thomas’ hearing was on that day
Thomas could be asked to describe what he needs to do to check his understanding
The practitioner must make sure that Thomas is facing them when speaking outside
Noise levels need to be taken into account when giving further instructions
The group should be encouraged to talk one at a time and to listen to each other
If this went unchecked, then Thomas may not understand what is expected of him. This could lead to frustration and him not completing the activity.

10. 5. Be able to support the additional needs of children (5.4)
Play, learning and development
If parents/carers are welcomed into the setting on a daily basis then they will see first hand what their child has been doing.
Children enjoy showing their parent/carer what they have been doing and what they have made during the day.
Parents/carers will be able to see how their children are developing their skills through what they do in the setting.
Parents/carers can be encouraged to carry out certain activities at home which will continue to support learning and development.

11. 5. Be able to support the additional needs of children (5.4)
Play, learning and development
If parents/carers see the benefits of play to learning and development, they may be more likely to carry out elements of good practice at home.
If there is a strong partnership between parents/carers and practitioners, then they can all work together to support play, learning and development.
If a child has additional needs, then partnership with parents/carers will enable practitioners to effectively share information.

12. 5. Be able to support the additional needs of children (5.4)
Time: 15 mins
Discuss opportunities in your setting for practitioners and parents/carers to talk on a daily basis.
Consider:
How is arrival and departure time organised?
Who answers the phone?
Are all practitioners available to all parents/carers?
Is there time to tell a parent/carer how well their child has done that day?
Are parents/carers welcomed into the building, or are they expected to wait outside?
How does this encourage parents/carers to support their child?
If parents/carers see what their child is doing at the setting and they are able to discuss how this has benefited the child’s learning and development, then they can support this at home too.

13. 5. Be able to support the additional needs of children (5.5)
Time: 15 mins
Reflect on a situation where you have specifically supported a child with additional needs.
Consider:
The age and stage of the child
The activity or experience
The child’s additional needs
Your role
The benefits to the child
What went well
What you might do differently next time.
This activity will enable learners to carry out a reflection on one specific situation.
This can then lead on to an overall reflection of their ability to support additional needs.

14. 5. Be able to support the additional needs of children (5. 1, 5. 2, 5
Time: 15 mins
Discuss how you have worked with others in the setting to support children with additional needs.
Consider:
The age and stage of the children
The range of additional needs
Working with supervisors and/or the key person
The range of support offered
The benefits to the child
The impact on your own practice.
This activity will enable learners to discuss their experiences so far.
Learners can discuss difficult situations, for example, supporting a behavioural difficulty.
Learners should discuss the impact of receiving additional support on the child.
Learners can reflect on their learning and how this will affect their future practice.

15. 5. Be able to support the additional needs of children (5.2, 5.3, 5.4)
Time: 15 mins
You have been asked to plan an event where parents/carers can come to see the benefits of play. Create a poster for this event.
Consider:
The age and stage of the children
A range of activities to meet individual needs
Links to learning and development
The role of the adult.
This can be displayed or shared.
This will enable learners to link meeting individual and additional needs to involving parents/carers.
Learners can show how adults support children in their play, learning and development.

16. Summary
Practitioners will need to identify children’s additional needs so that they can work with others to plan suitable activities and experiences.
Parents/carers play a crucial role in supporting children's play, learning and development.
Practitioners will be continuously reflecting on their own practice.

17. Plenary
List three different types of additional needs children may have.
Describe two everyday activities parents/carers can do at home with their child to support their play, learning and development.
Describe one occasion where reflection has supported your own practice.