5.1 Reflect on policy and procedure in an early years setting to describe ways to work effectively in partnership with others, including parents and carers, to identify, help, promote and implement appropriate strategies for supporting the progress of babies and children with SEND

This guide will help you answer 5.1 Reflect on policy and procedure in an early years setting to describe ways to work effectively in partnership with others, including parents and carers, to identify, help, promote and implement appropriate strategies for supporting the progress of babies and children with SEND.

Policies and procedures provide a clear framework for working with babies and children who have special educational needs and disabilities (SEND). They guide practice and ensure that every child receives fair and appropriate support. In the UK, these are shaped by the SEND Code of Practice, the Equality Act 2010, and the EYFS statutory framework. These documents require settings to provide inclusive practice and work in partnership with families and other professionals.

An effective policy will set out the setting’s commitment to early identification, intervention, and collaboration. Procedures explain the step-by-step approach staff should take. This might involve observation, recording evidence, contacting parents, and liaising with external agencies.

Policies should be available to staff, parents, and carers. They need to be reviewed regularly to make sure they reflect current legislation and best practice.

Working Effectively in Partnership

Working in partnership means building positive relationships based on trust, respect, and open communication. This is especially important when supporting a child with SEND. Parents and carers know their child best, and their insights are key to developing the right support strategies.

Partnership work involves:

• Listening to parents and carers without judgement
• Sharing findings from observations clearly and respectfully
• Discussing concerns early
• Agreeing on shared goals for the child’s progress
• Keeping communication frequent and consistent

When parents feel included, they are more likely to engage with strategies at home. This helps create a joined-up approach where the child’s needs are addressed in every environment.

Identifying SEND Needs

Early identification is important for effective support. Staff should observe all children closely and keep detailed developmental records. Observation should focus on all areas of learning, including communication, physical development, social interaction, and emotional wellbeing.

Signs that might suggest a child has SEND can include:

• Delays in speech or language development
• Difficulty engaging with peers
• Persistent difficulty with fine or gross motor skills
• Sensory sensitivities
• Behaviour that affects learning or relationships

Policies will outline how concerns must be recorded and who they should be reported to. This will often involve the setting’s SENCo (Special Educational Needs Coordinator) who can assess whether more support or specialist input is needed.

Helping and Promoting Support Strategies

Once a child’s needs have been identified, staff and parents can discuss appropriate interventions. These should be based on the child’s strengths and challenges. Strategies might include:

• Providing visual aids for communication
• Using sensory-friendly spaces to reduce anxiety
• Breaking down instructions into smaller steps
• Creating personalised targets linked to developmental milestones
• Offering small group work for social skills

Every strategy must be documented in the child’s support plan. This plan should be reviewed regularly, with input from the child, parents, carers, and any professionals involved.

Implementing Support Plans

Implementation means putting agreed strategies into everyday practice. This should be consistent across all staff working with the child. Staff must be trained on how to deliver interventions and adapt activities.

Key points for effective implementation:

• Use the same approaches in different parts of the day to give the child consistency
• Give regular feedback to parents and the SENCo
• Make sure resources are available and accessible
• Adjust the environment when needed for sensory or mobility needs

Procedures should state who is responsible for monitoring progress and making changes to the plan when needed.

Communicating Progress with Parents and Carers

Clear communication helps build partnerships and keeps parents informed about their child’s development. Good practice includes:

• Setting regular review meetings
• Providing simple written summaries after meetings
• Sharing photos or notes of positive achievements
• Offering practical advice for continuing strategies at home
• Being honest about challenges but focusing on solutions

Openness builds trust and makes parents more confident in the setting’s ability to support their child.

Working with Other Professionals

Settings often work with health visitors, speech and language therapists, educational psychologists, and local authority SEND teams. Policies should outline how referrals are made and how information is shared with consent.

Benefits of multi-agency working include:

• Access to specialist skills and equipment
• Coordinated support across home, healthcare, and education settings
• Early access to formal assessments if needed

When working with other professionals, everyone should agree on what information is shared, how progress will be monitored, and who will update the support plan.

Legal and Statutory Guidance

Several laws and frameworks guide SEND support in early years:

• SEND Code of Practice – gives statutory guidance for identifying, assessing, and supporting children with SEND
• Equality Act 2010 – protects children from discrimination and requires reasonable adjustments
• Children and Families Act 2014 – sets out rights for SEND support and Education, Health and Care Plans (EHCPs)
• EYFS Statutory Framework – requires inclusive learning and development opportunities for all children

Staff must be aware of these legal duties. Policies should explain these obligations clearly so there is no confusion over responsibility.

Role of the SENCo

Most early years settings will have a SENCo who oversees SEND provision. The SENCo’s role includes:

• Coordinating support for children with SEND
• Liaising with parents, carers, and external professionals
• Ensuring staff are trained in inclusive practices
• Keeping up-to-date with legislation and guidance
• Monitoring and reviewing support plans

Staff should work closely with the SENCo to make sure agreed actions are carried out effectively.

Creating an Inclusive Environment

Policies will often include expectations for creating a setting where all children can participate. An inclusive environment benefits babies and children with SEND by removing barriers to learning.

This could mean:

• Arranging furniture to allow wheelchair access
• Reducing background noise for children with hearing loss
• Offering quiet spaces for children who become overwhelmed
• Using a range of communication methods such as Makaton or picture symbols

Inclusivity should be part of everyday practice, not an add-on.

Recording and Monitoring Progress

Accurate record-keeping allows staff to measure the impact of strategies and adjust them when needed. Records should be kept securely in line with GDPR requirements.

Methods for monitoring progress include:

• Learning journals
• Development checklists
• Behaviour logs
• Video or photo evidence with consent

These records help to show what is working and what needs changing. They can also be shared with parents and other professionals involved.

Supporting Parents and Carers Emotionally

Parenting a child with SEND can be rewarding but can present challenges. Settings should aim to provide emotional support as well as practical help. This might involve:

• Offering a private space to talk about concerns
• Signposting to local support groups
• Providing information about financial or welfare advice
• Celebrating achievements to boost confidence and morale

A supportive relationship helps families feel less isolated and more able to engage with strategies at home.

Training and Professional Development for Staff

Staff confidence plays a big role in effective SEND support. Policies should include details about ongoing training.

Topics for training can include:

• Understanding different SEND conditions
• Inclusive teaching methods
• Communication tools for children with speech delay
• Supporting behaviour positively
• Using specialist equipment safely

Training helps ensure that strategies are implemented consistently and appropriately.

Barriers to Effective Partnership

Sometimes partnership working can be challenging. Common barriers include:

• Parents feeling defensive or worried about labelling their child
• Lack of time for regular meetings
• Language differences
• Conflicting advice from different professionals

Policies should include guidance for overcoming these barriers, such as offering translation services, flexible appointment times, or using visual communication aids.

Review and Evaluation of Policies

Reflecting on policy means checking that it is fit for purpose and makes a difference to children’s outcomes. This should be done at least once a year, with input from staff, parents, and professionals.

Review might include:

• Looking at progress data for children with SEND
• Discussing feedback from families
• Assessing whether referrals are made early enough
• Updating procedures in line with new guidance

Regular reflection ensures the policy remains practical and effective.

Final Thoughts

Supporting babies and children with SEND in early years settings relies on a clear understanding of policy and procedure, combined with genuine partnership work. When staff, parents, and other professionals share information, agree on goals, and follow consistent strategies, children are more likely to progress and thrive.

Reflecting on current practice helps identify strengths and areas for improvement. A strong partnership approach values the voice of parents, respects the rights of children, and ensures that each child receives personalised support. This creates a positive environment where all children feel included and are able to develop their skills.