This guide will help you answer 1.2 Describe the roles and responsibilities of other agencies and professionals that work with and support your setting, both statutory and non-statutory, when supporting children with SEND.
When working in early years settings, supporting children with Special Educational Needs and Disabilities (SEND) requires collaboration with various agencies and professionals. These bodies provide invaluable resources, expertise, and support to ensure that every child thrives. Both statutory (mandated by law) and non-statutory (not legally required but beneficial) organisations play a crucial role. Let’s delve into their roles and responsibilities.
The Role of Statutory Agencies
Local Authority (LA) SEND Team
Local Authorities have a legal duty to support children with SEND. This often involves the SEND team, which includes:
- SEND Officers: They help in creating and reviewing Education, Health, and Care Plans (EHCPs). These plans outline the extra support a child needs.
- Inclusive Education Services: Specialists support mainstream schools to include children with SEND.
- Educational Psychologists (EPs): They assess children’s needs and provide strategies for support. They often observe children in their settings and help tailor learning plans.
Health Services
Health services often work under statutory requirements to provide specific support, including:
- Paediatricians: Doctors specialising in children’s health. They assess and diagnose medical conditions that may impact learning.
- Speech and Language Therapists (SLTs): They support children with communication difficulties by delivering targeted interventions to improve speech and language skills.
- Occupational Therapists (OTs): They help children develop the skills needed for daily activities, from holding a pencil to playing.
- Child and Adolescent Mental Health Services (CAMHS): This service supports children with emotional and behavioural difficulties. They provide counselling and therapy to help manage mental health issues.
Non-Statutory Agencies and Professionals
Voluntary and Charitable Organisations
Non-statutory organisations, while not legally required, often fill gaps and offer specialised support:
- National Autistic Society (NAS): Provides resources, training, and support for children with autism and their families.
- Scope: Offers support for children with disabilities, including advice on accessing local services and funding.
- Mencap: Focuses on learning disabilities, offering family support, advocacy, and educational resources.
Specialist Teachers and Advisors
These professionals often work independently or with charities and provide specific expertise for different types of SEND:
- Behaviour Specialists: Help manage and improve challenging behaviours in early years settings.
- Visual and Hearing Impairment Specialists: Offer tailored support to children with sensory impairments, ensuring they can access the curriculum and participate fully in activities.
Collaborative Working Practices
Effective collaboration is essential when supporting children with SEND. This involves clear communication and shared goals among all professionals involved. Some key practices include:
- Regular Meetings: Multi-agency meetings ensure everyone is updated on a child’s progress and any changes needed in their support plan. Early Years Practitioners should attend these to provide insights and receive guidance.
- Shared Records: Maintaining up-to-date records accessible to all professionals ensures continuity of care. Digital platforms are often used to share information securely.
- Joint Assessments: Professionals might conduct joint assessments to understand a child’s needs better. For example, a paediatrician and an EP might work together to diagnose ADHD.
The Responsibilities of Early Years Practitioners
While other agencies and professionals play crucial roles, Early Years Practitioners have a primary responsibility to:
- Identify Needs Early: Recognising signs of SEND early allows for timely intervention. Practitioners should be observant and understand typical developmental milestones.
- Create Inclusive Environments: Ensure that the setting caters to the needs of all children, including those with SEND. This includes making physical adjustments and adapting activities.
- Implement Strategies and Interventions: Work closely with specialists to deliver tailored interventions. Practitioners need to understand recommended strategies and integrate them into daily routines.
- Build Strong Relationships: Develop strong, trusting relationships with families. Parents and carers are crucial partners in a child’s educational journey.
- Continuous Professional Development: Stay updated on best practices and new research in SEND. Training and workshops are essential for skill development.
Challenges and Solutions
Working with multiple agencies can present challenges, such as:
- Communication Barriers: Miscommunication can lead to inconsistent support. Regular updates and clear, jargon-free communication can mitigate this.
- Resource Limitations: Limited access to specialists can delay interventions. Building a strong network of local and national organisations can provide alternative resources.
- Balancing Needs: Meeting the diverse needs of all children in the setting can be challenging. Prioritising inclusive practices helps create a supportive environment for everyone.
Conclusion
Supporting children with SEND is a shared responsibility among various agencies and professionals. Understanding their roles and effectively collaborating ensures that each child receives the support they need to thrive. Early Years Practitioners play a crucial role in this network, acting as advocates and implementing tailored strategies to create an inclusive learning environment. By embracing both statutory and non-statutory resources, practitioners can provide comprehensive support that caters to the unique needs of every child.
