1.4 Describe the following features of effective practice for babies and children with SEND: • early help and early intervention • the graduated approach • early years offer

This guide will help you answer 1.4 Describe the following features of effective practice for babies and children with SEND: • early help and early intervention • the graduated approach • early years offer.

Early help and early intervention refer to the support given to babies and young children with special educational needs and disabilities before their needs escalate. This support happens as soon as concerns are noticed, not waiting until the child is in crisis or facing serious barriers in their development.

In early years settings, early help might begin when a practitioner notices delays, unusual behaviours or differences in physical development, communication or social interaction. Early intervention means putting strategies in place quickly to help the child and prevent further difficulties.

Effective early help considers the whole child. Practitioners look at family circumstances, the child’s health, social and emotional needs, communication skills and learning abilities. This approach encourages building positive relationships with parents or carers, involving them in identifying concerns and agreeing support plans.

Key features of early help include:

• Acting as soon as there is a concern
• Working closely with parents and carers
• Involving health visitors, speech and language therapists, or other professionals
• Sharing information appropriately within legal and policy guidelines
• Monitoring the child’s progress regularly

Early intervention might include:

• Providing targeted play activities to support speech development
• Using visual resources for communication
• Adapting the environment to improve access and engagement
• Offering one-to-one support during key activities
• Referring the child to specialist services without delay

For babies, early help could involve monitoring feeding and sleeping patterns, supporting parents to respond to sensory needs, and developing routines that support regulation and comfort. For toddlers and preschool children, it might mean adapting the learning environment, introducing specialist resources, or supporting social interaction through structured play.

An effective early help approach reduces stress for families, encourages inclusion, and increases the likelihood that children will meet developmental milestones.

The Graduated Approach

The graduated approach is a cycle that early years practitioners follow when supporting children with SEND. It involves four stages: assess, plan, do, review. This ensures structured support based on careful observation and adaptation over time.

Assess

The first step involves observing and recording the child’s strengths and needs. Practitioners use assessment tools, planned observations and information from parents to understand what is helping or hindering the child’s progress. External professionals may add their own assessments, such as hearing tests or speech assessments. The aim is to build a clear picture without rushing to conclusions.

Plan

Once needs are understood, practitioners and parents agree on strategies, activities, and resources to help the child. The plan is recorded and might form part of an Individual Education Plan (IEP) or SEND support plan. The plan states targets that are achievable, measurable, and relevant to the child’s situation. For example, a target may be “use two-word phrases in play twice a day” or “copy three actions in a song”.

Do

The third step puts the planned strategies into practice. Practitioners use activities, adapt environments, or introduce communication aids. They ensure the strategies are consistent and fully integrated in daily routines. External staff like therapists may advise or work directly with the child during this stage.

Review

The final step monitors progress against the plan. Reviews happen regularly, often every six to eight weeks, and include input from parents and any professionals involved. Adjustments are made based on what worked and what did not. This cycle then begins again.

Features of effective use of the graduated approach:

• Clear communication with parents at every stage
• Detailed documentation of assessments and actions taken
• Consistent application of agreed strategies
• Flexibility to try new approaches during review stages
• Collaboration between practitioners and external specialists

The graduated approach helps ensure that support is tailored to each child and adapts as their needs change. It focuses on continuous improvement, giving children repeated opportunities to develop and thrive.

Early Years Offer

The early years offer is the package of services and support available to families with young children who have SEND. Local authorities describe this offer so parents and practitioners can understand what help is available, how to access it, and who is responsible for providing it.

The early years offer varies between regions, but it generally includes:

• Free early education or childcare places for eligible children
• Access to health services such as physiotherapy, occupational therapy and speech and language support
• Inclusion support from local SEND advisory teachers or inclusion officers
• Information on how to apply for Education, Health and Care (EHC) needs assessments
• Guidance on funding streams for extra support, including Disability Access Fund
• Parent support groups, family workshops and training events
• Adapted play sessions or specialist nursery placements

Early years providers need to know about their local early years offer so they can guide parents. This helps families access services quickly and avoid delays that could impact development.

An effective early years offer works best when:

• Information is clear and easy to understand for parents
• Services are flexible to meet individual family needs
• Practitioners support families to make referrals or complete applications
• Early years settings promote inclusive practice so children can access mainstream provision wherever possible
• Links with health services are strong to support children’s overall development

The offer acts as a bridge between universal early education and specialist SEND support. It should be transparent and updated regularly so families receive accurate information.

Linking the Features for Effective Practice

Although early help, the graduated approach and the early years offer are separate concepts, they connect closely in practice.

Early help identifies concerns quickly. The graduated approach provides a structure for ongoing support and review. The early years offer supplies the wider services and resources needed to meet those needs.

Together they create a system where babies and young children with SEND are more likely to receive timely, consistent and high-quality support. For this to happen, practitioners must:

• Understand how each part works in detail
• Keep accurate records at every stage
• Build strong relationships with families and other professionals
• Be confident in signposting to relevant services
• Use resources and information in a proactive way

Practical Tips for Workers

Workers can improve effectiveness by:

• Keeping an open mind during assessment and listening carefully to parents’ observations
• Using simple language when explaining plans to families
• Finding practical ways to apply strategies in everyday routines, not just during focused activities
• Making observations in different settings, such as indoors, outdoors and during quiet times
• Following up regularly with families to discuss progress and any changes

Addressing SEND needs in the early years is about noticing and acting, adapting and reviewing, and making sure families know what help is out there.

Final Thoughts

Supporting babies and children with SEND in the early years takes attention, patience and clear communication. Early help prevents delays from becoming bigger problems. The graduated approach creates a step-by-step system to give targeted support and monitor progress. The early years offer gives families and practitioners the wider tools, services and funding opportunities to meet a child’s needs.

By understanding and applying these features together, early years workers can create strong, positive foundations that help each child reach their potential. This not only benefits the individual child but builds an inclusive and supportive environment for all children in the setting.