4.1 Reflect on how policy and procedure in an early years setting adheres to the EYFS statutory framework and SEND code of practice in relation to the care and education of babies and children with SEND, through a graduated approach

This guide will help you answer 4.1 Reflect on how policy and procedure in an early years setting adheres to the EYFS statutory framework and SEND code of practice in relation to the care and education of babies and children with SEND, through a graduated approach.

Meeting the needs of babies and children with special educational needs and disabilities (SEND) in an early years setting requires clear policies and effective procedures. These must align with the Early Years Foundation Stage (EYFS) statutory framework and the SEND Code of Practice. Reflection on this alignment helps practitioners to check that practice is consistent, lawful and supportive to each child’s learning and development.

Both documents set out requirements for inclusion, safeguarding, assessment and planning. The EYFS statutory framework is a legal requirement for providers in England caring for children from birth to 5 years old. The SEND Code of Practice offers guidance on identifying and supporting children with SEND from birth to 25 years old.

Policies and procedures in settings are drawn from these documents and adapted to the setting’s context. They must protect the child’s welfare and promote equal opportunities. They provide the structure for working in partnership with families and professionals, while applying a graduated approach to support.

What the EYFS Requires for SEND

The EYFS statutory framework states that every child is unique and must be supported to reach their potential through positive relationships and an enabling environment.

For babies and children with SEND, the EYFS requires:

• Early identification of developmental concerns
• Strong partnership with parents and carers
• Inclusive practice that fits individual needs
• Planning and assessment that takes account of each child’s progress
• Safeguarding and welfare requirements to be met at all times

This means procedures must support practitioners to observe, assess and respond promptly to additional needs. Staff must have clear guidelines on recording concerns, discussing them with parents and involving appropriate professionals.

What the SEND Code of Practice Requires

The SEND Code of Practice explains how to identify and address the needs of children who require additional support. It promotes person-centred planning and partnership working.

Key points that setting policies should reflect are:

• Using the graduated approach: assess, plan, do, review
• Involving parents at every stage
• Working with specialist support services where needed
• Keeping detailed records of assessments, interventions and progress
• Ensuring reasonable adjustments to remove barriers to participation

The graduated approach provides a cycle that helps practitioners review the child’s development and adapt support regularly. It is an ongoing process that responds to the child’s needs as they change.

Linking Policy to Practice in the Graduated Approach

Setting policies should explain how practitioners will follow each stage of the graduated approach.

Assess – Observations and assessments must be regular and thorough. Practitioners look at all areas of development using the EYFS learning goals as reference. Any gaps or delays are discussed with the special educational needs coordinator (SENCO) and parents.

Plan – Planning outlines the specific strategies or activities that will support the child’s progress. These could include using visual prompts, adjusting the environment, or adapting group activities.

Do – The plan is put into action in daily routines and activities. Practitioners follow the strategies and record what works well or what needs changing.

Review – Progress is measured against the planned outcomes. The review informs the next cycle of assessment and planning.

Clear guidance in procedures ensures each stage is completed consistently. Policies should describe how the SENCO, key person, and other staff will work together to manage this process.

Reflecting Through Real Practice

When reflecting on how setting policies adhere to these frameworks, a practitioner should think about the child’s actual experience.

Questions to ask when reflecting include:

• Does every child have equal access to learning opportunities?
• Are assessments meaningful and supported by evidence?
• Is there clear communication with parents?
• Do staff understand the graduated approach and follow it?
• Are adaptations to the environment made promptly?

Reflection should consider examples from practice. For example, if a baby with sensory processing difficulties struggles during group singing, the practitioner may adapt by reducing volume, using visual cues or creating calm breakout spaces. Policies should provide the structure for making such decisions.

Safeguarding and Welfare in SEND Support

Safeguarding is central to both EYFS and SEND Code of Practice requirements. Policies must clearly state how children with SEND will be kept safe physically and emotionally.

Children with SEND may be more vulnerable to harm or neglect. Staff must understand how to recognise safeguarding indicators in these children. Procedures should include:

• Secure and appropriate record keeping
• Lines of communication for sharing concerns
• Partnership working with health visitors, social workers or therapists
• Clarity on who is responsible for safeguarding decisions

Reflecting on safeguarding means checking that all staff follow these protocols regardless of the child’s abilities or needs.

The Role of the SENCO

The SENCO plays a key role in applying policy and procedure. They lead the setting’s approach to supporting children with SEND.

Responsibilities include:

• Coordinating the graduated approach
• Supporting staff with assessments and planning
• Liaising with parents and outside agencies
• Training colleagues on inclusive practice
• Maintaining accurate records

Policies should clearly outline the SENCO’s duties in line with the EYFS and SEND Code of Practice. Reflection should consider how well the SENCO’s role functions in practice and how effectively it impacts children’s progress.

Involving Parents and Carers

Both frameworks stress that parents are central to a child’s support. Engaging parents strengthens the graduated approach.

Policies must lay out how the setting will:

• Meet with parents regularly to share progress
• Agree on strategies in partnership
• Respect parents’ expert knowledge of their child
• Share reports and assessments openly

When reflecting, practitioners should examine whether parents feel involved and valued. Feedback from parents can highlight strengths or gaps in the setting’s approach.

Adapting the Environment for Inclusion

An inclusive environment is one which allows children with SEND to participate fully.

According to the EYFS and SEND Code of Practice, this might mean:

• Adjusting furniture layout for wheelchair access
• Providing sensory-friendly materials
• Using specialist equipment or communication tools
• Creating quiet spaces for children who need reduced stimulation

Reflection on policy should check that environmental adaptations are described and that staff follow them consistently.

Monitoring and Evaluation of SEND Procedures

The graduated approach relies on ongoing monitoring. Policies should explain how the setting evaluates the effectiveness of SEND support.

This should include:

• Reviewing individual plans at agreed intervals
• Collecting data from observations and assessments
• Analysing trends across the setting
• Acting on findings to improve practice

A reflective practitioner will think about how well this monitoring works in real situations and whether changes are implemented effectively.

Professional Development and Training

Staff need regular training to apply policies effectively. EYFS and SEND Code of Practice requirements can change, and new strategies can improve support.

Policies should cover:

• Induction training on SEND and inclusion
• Ongoing professional development
• Training linked to specific needs in the setting
• Access to specialist advice

Reflection should include consideration of whether all staff have the knowledge and confidence to support children with SEND.

Recording and Documentation

Accurate and detailed records are a requirement under both frameworks. Good records help track progress and inform future planning.

Procedures should explain:

• How observations are recorded
• Who updates individual support plans
• How confidentiality is maintained
• How records are shared with parents and professionals

Reflective practice includes checking whether documentation is complete, accurate and up to date.

Partnership with External Professionals

Early years settings do not work in isolation. Support for children with SEND may involve speech and language therapists, occupational therapists, educational psychologists or other specialists.

Policies should explain how the setting will:

• Refer children appropriately
• Share information securely
• Work collaboratively on shared goals
• Arrange joint meetings and reviews

Reflection should assess whether these partnerships are productive and whether they lead to better outcomes for the child.

Reviewing and Updating Policies

Policies must remain current and fit for purpose. Reflection is an opportunity to check whether they still match legal requirements and best practice guidance.

Updating policies may be needed when:

• Laws or statutory guidance change
• Feedback from staff or parents shows a gap
• Case reviews highlight areas for improvement

Procedures must describe how changes are decided, approved and shared with staff.

Final Thoughts

Reflecting on how policy and procedure in an early years setting aligns with the EYFS statutory framework and SEND Code of Practice is key in delivering effective care and education for babies and children with SEND. The graduated approach offers a clear cycle for identifying need, planning support, taking action and reviewing progress. Policies give staff the framework to follow this cycle in a consistent and thoughtful way.

Good reflection links the written policy to what is happening in practice. This means assessing whether the child’s experience matches the intentions of the policy. It requires listening to parents, observing the child, reviewing data, and thinking critically about how well strategies are working. When reflection leads to action, it strengthens the setting’s ability to meet every child’s needs and comply with statutory requirements, creating a safe, inclusive and enabling environment.