12.2 Make additional provisions to support babies’ and children’s education and development where they lack this support from parents and carers

This guide will help you answer 12.2 Make additional provisions to support babies’ and children’s education and development where they lack this support from parents and carers.

Some babies and children may not have the level of support they need at home. This can happen for many reasons. Parents and carers may be facing personal challenges, such as ill health, mental health problems or financial difficulties. They may not have the skills or knowledge to encourage learning and development. Sometimes work patterns, complex family situations or language barriers can reduce the time parents spend with their children.

For an early years practitioner, recognising these gaps early is important. A lack of support can affect a child’s emotional wellbeing, communication skills, learning progress and social development. Early action can make a big difference to later life outcomes.

Observing and Identifying Needs

The first step in making additional provisions is careful observation. Watch for signs that a child is falling behind in learning or struggling with social skills. Notice if a baby is not meeting expected developmental milestones, such as crawling, babbling or responding to sounds. In older children, look for gaps in vocabulary, difficulty in following instructions or reluctance to join group activities.

Keep records of observations so patterns can be seen over time. Use tools such as developmental checklists or learning journals. Talk with team members to share what you see. This builds a clearer picture and helps decide what support is needed.

Building a Support Plan

When a baby or child is not getting enough support at home, you can work with colleagues to create a targeted plan. This should focus on areas where the child needs extra help, such as speech, social interaction or fine motor skills. Plans can be simple, with clear steps and realistic goals.

Include activities that match the child’s age and stage. For babies, this may involve sensory play, opportunities to explore texture and sound, and time spent on tummy to build strength. For young children, activities could include story sessions, role play, music, and outdoor exploration.

Communication and Language Support

Language development is often affected when home support is lacking. This may happen if parents are not speaking regularly with the child or if English is not spoken at home. Practitioners can provide extra support through:

• Singing rhymes and simple songs every day
• Reading picture books in small groups or one to one
• Using simple questions to encourage speech
• Naming objects during play and daily routines
• Modelling clear speech

Regular short bursts of focused language work can help build vocabulary and confidence. Repetition is very helpful here.

Literacy and Numeracy Boosts

Children who do not get help at home may need extra exposure to early literacy and numeracy skills. Provide extra opportunities for them to:

• Handle books and look at pictures
• Listen to stories told in an engaging voice
• Hear rhymes and songs that involve counting
• Play matching and sorting games
• Learn number concepts through practical play such as cooking or building with blocks

Link these activities to real-life experiences so the learning feels meaningful. Use props, objects and sensory materials to bring concepts to life.

Emotional and Social Development

Gaps in home support can affect self-confidence and relationships with others. The early years setting can help a child build trust and feel valued. Approaches include:

• Offering consistent and predictable routines
• Giving extra reassurance during transitions or separations
• Encouraging friendships through shared tasks and cooperative play
• Providing calm spaces for regulation when a child feels overwhelmed
• Praising effort and persistence, not just achievement

Positive emotional experiences in a safe environment can offset some of the harm caused by lack of attention or warmth at home.

Physical Development Opportunities

If a baby or child is not active enough at home, their muscle strength, coordination and overall health may be affected. Provide extra physical play throughout the day. This can involve:

• Tummy time for babies
• Obstacle courses for toddlers
• Climbing frames and balance beams
• Throwing and catching games
• Dance and movement to music

Encourage children to explore different movements in a safe and supervised space. This supports both gross and fine motor skills.

Working with Parents and Carers

Even if parents have limited capacity to help, building a relationship with them is still important. Share simple suggestions they can try at home without added stress or expense. This may include:

• Talking to their child during everyday tasks
• Counting steps on a walk
• Naming colours in the environment
• Singing familiar songs before bed
• Looking at picture books and making up their own story

Provide these ideas in a friendly and supportive tone. Avoid making parents feel judged. Respect cultural differences in parenting while explaining why certain activities help their child progress.

Partnering with Other Professionals

Sometimes you will need help from other agencies. This may involve speech and language therapists, health visitors, family support workers or educational psychologists. These partners can offer specialist advice and provide resources.

Invite them to observe the child in the setting. Their insights can help refine your support plan. Share observation records and developmental assessments to give a fuller picture.

Adapting the Environment

Children who lack support at home benefit from an environment rich in stimulation and responsive to their interests. This means:

• Having a wide range of age-appropriate resources that are accessible
• Creating calm areas for quiet play and busy areas for active exploration
• Using displays that show children’s work to build pride and recognition
• Having clear routines so children know what to expect
• Making spaces welcoming and emotionally safe

Small changes such as adding more sensory materials or rearranging play areas can make a big difference in engagement levels.

Cultural Awareness

Home support can be influenced by cultural backgrounds. Understanding cultural practices can help in providing extra support sensitively. Some families may value certain skills over others or may interact differently with their children. Respect these differences while offering experiences that fill developmental gaps.

Translate information where possible. Use visual communication if language is a barrier. Invite parents to share songs, stories or traditions so the child can see their home culture valued in the setting.

Monitoring Progress

Monitoring helps see if the extra provisions are having an impact. Review the child’s progress regularly. Use:

• Observations
• Photos or samples of work
• Developmental milestone tracking
• Feedback from colleagues and parents

Adjust the plan if progress is slower than expected. Keep changes small and manageable so the child can adapt and benefit without feeling pressured.

Practical Examples

To support a child who struggles with speech:

• Schedule short daily sessions using picture cards, repeating target words
• Engage in pretend play scenarios that encourage dialogue
• Sit together with a book and ask basic questions about pictures

To support a child with little exposure to outdoor play:

• Offer daily time outside whatever the weather, with suitable clothing
• Provide sensory activities such as sand, water, or natural materials
• Encourage climbing, balancing and crawling

To support a baby behind in physical milestones:

• Arrange extra floor play time with soft toys to grasp
• Use gentle guided movements for stretching and rolling over
• Provide safe surfaces for crawling practice

Recording and Reporting

When delivering additional support you must keep clear records. These should show:

• The child’s starting point
• What activities have been provided
• Progress seen over time
• Any concerns or new observations

Share records with the safeguarding lead if concerns arise. Keep information confidential and secure. Never make personal remarks about the family situation in records. Focus on factual observations and professional assessments.

Professional Reflection

Reflecting on your practice helps improve the support you give. Ask yourself:

• Did the child respond well to certain activities?
• Was engagement better in small groups or one to one?
• Were the resources suitable for the child’s stage?
• Could changes in routine help improve outcomes?

Discuss reflections with your supervisor or assessor. This promotes continuous improvement and can inform future planning for other children needing extra support.

Building Confidence in the Child

Confidence grows when children feel successful. Offer challenges they can manage and gradually increase difficulty. Celebrate achievements openly. Use encouragement during activities. Avoid comparison to peers which can harm self-esteem. Focus on the child’s individual progress.

Early Intervention Benefits

Supporting babies and children early can prevent academic and social difficulties later on. Extra provision helps bridge gaps created by lack of home support. When children experience a rich, responsive environment they are more likely to reach developmental milestones and adapt well to school life.

Final Thoughts

Providing extra support for babies and children when parents or carers cannot do so is one of the most compassionate parts of working in the early years. Every small step in development matters. Practitioners often become the steady presence these children rely on.

By observing closely, planning targeted activities and creating welcoming environments, you can help them grow in confidence and skill. Working alongside parents and other agencies where possible strengthens the support and creates continuity for the child. Your role is to give them opportunities they might otherwise miss and to help them feel valued and secure while learning.