SEND in Early Years Training Course

Special Educational Needs and Disabilities, often called SEND, describes a child’s learning difficulty or disability that affects access to education. In early years, this means a child may need additional or different support to take part in routines, play and learning. SEND can include needs linked to communication, interaction, learning, behaviour, emotions, sensory differences, physical development and access to the environment.

This free SEND online course introduces SEND in early years practice in England. It explains what SEND means in daily provision, why early identification matters, how the four broad areas of need are understood, and how inclusive, child-centred practice can help children participate, develop and feel a sense of belonging.

Why Take This eLearning Course?

Understanding SEND is an essential part of high-quality early years practice. It helps practitioners notice barriers early, respond in a planned way, and work more effectively with families and professionals. It also supports inclusive environments where children can access play, learning and relationships alongside their peers.

This free course will help you to:

• Understand what SEND means and how it applies in early years settings.
• Recognise the importance of early identification and early intervention.
• Understand who is responsible for SEND awareness in early years provision.
• Learn about the four broad areas of need in the SEND Code of Practice.
• Explore communication and interaction, cognition and learning, social, emotional and mental health, and sensory and physical needs.
• Recognise early signs and indicators of SEND.
• Understand the difference between developmental delay and developmental difference.
• Identify behaviours that may suggest additional needs.
• Learn why observation, assessment and accurate record keeping are so important.
• Understand the purpose of the SEND Code of Practice and the graduated approach.
• Recognise early years responsibilities under the EYFS.
• Explore inclusive practice and reasonable adjustments in daily provision.
• Learn practical strategies to support learning, play and development.
• Understand the role of the key person and the SENCO.
• Strengthen partnership working with parents, carers and external professionals.
• Explore inclusion, equality and positive attitudes towards SEND.

Learning Outcomes

By the end of this course, you will be able to:

• Define Special Educational Needs and Disabilities (SEND).
• Explain what SEND means within early years settings.
• Describe the importance of early identification and intervention.
• Identify who is responsible for SEND awareness in early years provision.
• List the four broad areas of need.
• Describe communication and interaction needs.
• Explain cognition and learning needs.
• Outline social, emotional and mental health needs.
• Describe sensory and physical needs.
• Identify early signs and indicators of SEND.
• Describe developmental delay and developmental difference.
• Give examples of behaviours that may suggest additional needs.
• Explain the importance of observation, assessment and record keeping.
• Outline the purpose of the SEND Code of Practice (England).
• Explain the graduated approach: assess, plan, do, review.
• Identify early years responsibilities under the EYFS.
• Describe inclusive practice and reasonable adjustments.
• Describe inclusive strategies in early years environments.
• Give examples of reasonable adjustments and adaptations.
• Explain the role of the key person.
• Identify ways to support learning, play and development.
• Explain the importance of working with parents and carers.
• Describe how to raise concerns sensitively and professionally.
• Identify professionals involved in SEND support.
• Outline the role of the SENCO in early years settings.
• Define inclusion and equality.
• Explain how inclusive practice supports all children.
• Identify ways to create an inclusive environment.
• Describe positive attitudes, language and practice around SEND.

Special Educational Needs and Disabilities (SEND) in Early Years Course Outline

Module 1: Understanding SEND in Early Years
Learners will explore what is meant by Special Educational Needs and Disabilities (SEND) and how this applies within early years settings. This module explains SEND as a child’s learning difficulty or disability that affects access to education, routines, play, and learning, and shows how special educational needs and disabilities can overlap without meaning exactly the same thing. Learners will examine what SEND looks like in practice within early years provision, including barriers linked to communication, social play, learning, behaviour, emotions, movement, sensory needs, and access to the environment. The module also explains why early identification and intervention are important, showing how prompt support can reduce barriers, improve participation, support wellbeing, and help ensure that strategies are planned and reviewed at an early stage. The shared responsibilities for SEND awareness are also introduced, including the roles of managers, practitioners, key persons, SENCOs, parents and carers, and external professionals.

Module 2: The Four Broad Areas of Need
This module focuses on the four broad areas of need used within the SEND Code of Practice. Learners will examine communication and interaction needs, including how these affect understanding language, using speech, and connecting with adults and peers in play and routines. The module also explains cognition and learning needs, showing how children may need more time, repetition, smaller steps, and adapted approaches to understand, remember, and apply new skills. Learners will explore social, emotional and mental health needs, including difficulties with emotional regulation, attachment, behaviour, anxiety, confidence, and relationships, and how these can affect participation in routines and play. Sensory and physical needs are also covered, including hearing, vision, sensory processing, mobility, coordination, and long-term health needs that affect comfort, access, and independence. The module emphasises that children may present with needs in more than one area and that support must remain flexible and responsive over time.

Module 3: Recognising Early Signs, Developmental Patterns, and the Importance of Records
Learners will explore how early signs and indicators of SEND can be recognised in early years practice. This module explains how patterns across observation, rather than isolated incidents, can suggest that a child is finding it harder to engage, communicate, play, or develop expected skills. Learners will examine the difference between developmental delay and developmental difference, including how children may develop skills later than expected or in a different pattern across areas of learning and development. The module also explores behaviours that may suggest additional needs, such as frequent distress, aggression, withdrawal, rigid routines, sensory seeking or avoidance, and limited play skills, with behaviour understood as communication rather than as a judgement about the child. The importance of observation, assessment, and record keeping is also covered, showing how accurate and respectful records help settings understand strengths and needs, plan support, involve families, and seek advice from the SENCO or external professionals where needed.

Module 4: The SEND Code of Practice, the Graduated Approach, and EYFS Responsibilities
This module focuses on the main legal and professional framework that guides SEND support in England. Learners will examine the purpose of the SEND Code of Practice, including its role in setting out duties, promoting inclusion, supporting early identification, describing the graduated approach, strengthening participation, improving joint working, and guiding Education, Health and Care processes. The module also explains the graduated approach of assess, plan, do, review, showing how support is structured, implemented, evaluated, and refined over time based on evidence and outcomes. Learners will explore early years responsibilities under the EYFS, including learning and development duties, welfare and safeguarding duties, and the expectation to support children with SEND through inclusive planning, risk assessment, accessibility, and individualised support. Inclusive practice and reasonable adjustments are also introduced as part of this framework, showing how small but thoughtful changes in environment, communication, routines, and adult interaction can reduce disadvantage and support participation.

Module 5: Inclusive Strategies, Reasonable Adjustments, and Supporting Learning and Development
Learners will explore how inclusive practice is put into action within early years environments. This module explains a range of inclusive strategies such as predictable routines, clear communication, adapted environments, responsive interaction, inclusive resources, and peer support, showing how these help children with SEND engage more confidently and make steadier progress. The module also examines practical examples of reasonable adjustments and adaptations, including communication supports, environmental changes, activity adaptations, transition support, personal care and health plans, and access to specialist equipment. Learners will consider the role of the key person in building relationships, co-ordinating support, and promoting learning and wellbeing through consistent, responsive practice. The module also covers ways to support learning, play, and development through play-based learning, adult modelling, small-step teaching, multi-sensory approaches, visual and practical supports, peer interaction, and consistent encouragement, with the emphasis on building on strengths and removing barriers through everyday provision.

Module 6: Partnership Working and the Role of the SENCO
This module focuses on the importance of working closely with parents, carers, and professionals to support children with SEND effectively. Learners will examine why partnership with families is essential, including the value of regular communication, listening to family views, using consistent strategies across home and the setting, involving families in planning and review, supporting referrals, and communicating in culturally sensitive ways. The module also explains how to raise concerns sensitively and professionally, using clear examples, factual language, private discussion, and a supportive approach that keeps the focus on the child’s wellbeing and progress. Learners will explore the professionals who may be involved in SEND support, including practitioners, managers, SENCOs, health visitors, GPs, paediatricians, therapists, specialist teachers, educational psychologists, local authority services, and social care where appropriate. The role of the SENCO is also examined in detail, including advising staff, co-ordinating the graduated approach, working with families, liaising with external services, supporting record keeping, and promoting an inclusive culture across the setting.

Module 7: Inclusion, Equality, and Creating an Inclusive Environment
In the final module, learners will explore the meaning of inclusion and equality within early years practice and how these principles shape everyday provision. This module explains equality as fair treatment and fair access, and inclusion as belonging and participation, with equity recognised as the need for different kinds of support in order to achieve fair access. Learners will examine how inclusive practice supports all children by improving communication, strengthening wellbeing, and creating richer learning opportunities through clear routines, varied resources, calm spaces, and responsive adult interaction. The module also explores practical ways to create an inclusive environment, including accessible layouts, sensory-aware spaces, inclusive resources, communication supports, predictable routines, adaptable activities, and staff consistency. The importance of positive attitudes, respectful language, and strengths-based practice is emphasised throughout, showing how high expectations, privacy, confidentiality, reflective practice, and consistent support help children with SEND and their families feel welcomed, respected, and included as part of everyday early years provision.

Target Audience

This course is suitable for:

• Early years practitioners.
• Nursery and preschool staff.
• Childminders and childminding assistants.
• Reception staff and teaching assistants.
• SENCOs and staff supporting SEND in early years settings.
• Managers and supervisors.
• Anyone involved in supporting young children with additional needs.

No previous specialist knowledge of SEND is required.

FAQ

Is this course relevant to early years practice in England?

Yes. The course is designed around early years practice in England and refers to the SEND Code of Practice, the EYFS and inclusive practice expectations in early education and care.

Does the course explain the four broad areas of need?

Yes. It explains the four broad areas of need and how they may appear in everyday early years practice, including communication, learning, behaviour, sensory and physical access.

Will this course help with early identification?

Yes. It covers early signs, developmental patterns, behaviours that may suggest additional needs, and the importance of observation, assessment and record keeping.

Does it include practical strategies for inclusion?

Yes. The course includes inclusive strategies, reasonable adjustments, communication supports, environmental adaptations and approaches to supporting learning, play and development.

Does the course cover working with parents and professionals?

Yes. It explains the importance of partnership with parents and carers, how to raise concerns sensitively, and the roles of the SENCO and other professionals in SEND support.

Is the graduated approach included?

Yes. The course explains the assess, plan, do, review cycle and how it helps settings provide structured, responsive support over time.

How long does the course take?

The course is self-paced and typically takes 1 hours to complete.

Will I receive a certificate?

Yes. A certificate is issued after successful completion.

Is the course CPD accredited?

Courses are not currently CPD accredited, but accreditation is planned.

Understanding SEND helps early years practitioners recognise barriers, respond thoughtfully and create environments where children can participate, learn and feel valued. By using inclusive practice, working closely with families and following the right frameworks, practitioners can help ensure that children receive support that is respectful, timely and effective.

Enrol now to build your understanding of SEND in early years practice.