This guide will help you answer 1.1 Describe statutory guidance in relation to the care and education of children with SEND.
As an Early Years Practitioner, understanding statutory guidance for the care and education of children with Special Educational Needs and Disabilities (SEND) is essential. This guidance not only shapes your day-to-day interactions with children but also ensures you are meeting legal requirements. We’ll explore the key pieces of legislation and guidelines you need to be aware of.
Key Legislation and Frameworks
The Children and Families Act 2014
The Children and Families Act 2014 is a cornerstone of SEND education. Part 3 of this Act outlines the laws related to SEND provision. It focuses on:
- Early Identification and Intervention: It is crucial to identify children with SEND as early as possible. This involves regular monitoring and assessments.
- Education, Health, and Care Plans (EHCPs): These replace previous Statements of Special Educational Needs. They offer a more integrated approach, combining education, health, and care needs into one document.
- Parental Involvement: The Act emphasises the importance of involving parents and guardians in the decision-making process.
The Special Educational Needs and Disability Code of Practice: 0 to 25 years (2015)
This statutory guidance provides detailed instructions on SEND provisions. The Code of Practice focuses on:
- Inclusive Education: Children with SEND should have access to mainstream education wherever possible. This includes adapting the curriculum and learning environment to meet individual needs.
- Graduated Approach: This is a four-part cycle of assess, plan, do, review. It ensures continuous monitoring and adjustment to interventions.
- Role of Practitioners: All practitioners need to be aware of their responsibility to identify and meet SEND needs. This includes working closely with SEN Coordinators (SENCOs).
Early Years Foundation Stage (EYFS) Framework
The EYFS framework sets standards for learning, development, and care for children from birth to five years old. It highlights:
- Inclusive Practice: Practitioners must ensure that all children, irrespective of SEND, have access to high-quality early years education.
- Key Person Role: Each child should have a key person who understands their individual needs, including any SEND requirements.
- Early Identification: The EYFS encourages continuous observation and assessment to identify any developmental concerns early.
Local Offer
Every local authority must publish a ‘Local Offer,’ which outlines the SEND support and services available in their area. The Local Offer aims to:
- Inform Parents and Practitioners: Provide clear information about the support available for children with SEND.
- Collaborative Working: Encourage collaboration between educational settings, health services, and local authorities.
Health and Social Care Integration
The integration of health and social care services with education is vital for children with SEND. Key aspects include:
- Multi-Agency Working: Practitioners should work closely with health professionals, such as speech and language therapists, occupational therapists, and social workers.
- Consistent Care Plans: Care plans should be consistent across different services to provide seamless support.
Individual Education Plans (IEPs) vs. Education, Health, and Care Plans (EHCPs)
Individual Education Plans (IEPs)
- Personalised Targets: IEPs are short-term plans that outline specific targets for children with SEND. These targets are regularly reviewed and updated.
- Teacher Involvement: Teachers and practitioners often lead the creation and monitoring of IEPs.
Education, Health, and Care Plans (EHCPs)
- Comprehensive Needs: EHCPs are more detailed and cover educational, health, and social care needs. They are legally binding.
- Long-Term Planning: EHCPs outline long-term goals and the support required to achieve them.
Role of the SEN Coordinator (SENCO)
The SENCO plays a critical role in managing SEND provision within early years settings. Their responsibilities include:
- Identification and Assessment: Coordinating the identification and assessment of children with SEND.
- Support and Training: Providing support and training for other staff members.
- Liaison: Acting as a point of contact between parents, practitioners, and external agencies.
Funding and Resources
Adequate funding and resources are essential for effective SEND provision. This includes:
- Dedicated SEND Funding: Ensuring that enough funds are allocated to support children with SEND.
- Specialist Resources: Access to specialist resources and equipment, such as sensory toys and communication aids.
Training and Professional Development
Ongoing training and professional development are crucial for practitioners. This includes:
- Specialist Training: Training on specific SEND conditions, such as autism spectrum disorders (ASD) and dyslexia.
- Regular Updates: Keeping up-to-date with changes in legislation and best practices.
The Importance of Inclusive Practice
Inclusive practice benefits not just children with SEND but all children. It fosters an environment of acceptance, understanding, and diversity. Key components include:
- Adapting the Environment: Creating a physically and emotionally safe environment that caters to various needs.
- Curriculum Adaptation: Modifying the curriculum to be accessible for all learning abilities.
Parental and Family Engagement
Engaging with parents and families is crucial for the success of SEND provision. This involves:
- Regular Communication: Keeping parents informed about their child’s progress and any interventions in place.
- Collaborative Planning: Involving parents in the planning and reviewing of support plans.
Monitoring and Review
Regular monitoring and review ensure that the support provided is effective and adjusted as needed. This involves:
- Progress Tracking: Continuously tracking the child’s progress against set targets.
- Feedback Mechanisms: Providing and receiving feedback from parents, children, and other professionals.
Conclusion
Understanding statutory guidance for the care and education of children with SEND is fundamental for any Early Years Practitioner. This guidance ensures that you are providing high-quality, inclusive education and care that meets the legal standards. By staying informed about these requirements, you can better support the children in your care and work more effectively with their families and other professionals.
