Record of Assessment Cycle

Please tick evidence methods used during this contact:

DO (A)

Questions (N)

Professional Discussion (B)

Work Products (D)

Reflective Account (J)

Verbal Witness Testimony (H)

Other: (K) Written & Pictorial

Please clearly indicate any WHOLE UNITS which have been completed and signed off during this contact.

Task 1

Research current legislation and statutory guidance to:

• Explain the term Special Educational Needs and Disability in relation to statutory guidance.
• Outline the requirements of the SEND Code of Practice for an Early Years setting in line with statutory requirements.

This could be evidenced through a work product such as a policy that has been reviewed or a presentation for a staff update.

Task 2

Refer to information found in The Role of the Early Years SENCo (Special Educational Needs Coordinator) document, then evaluate the role of the SENCo in private, voluntary and independent early years settings.

Review own processes and policy to:

Explain the responsibilities of the Early Years SENCo with sharing best practice and raising colleagues’ confidence while working with children with SEND.

Task 3
Supporting the needs of children with SEND:

• Research the Local Offer relevant to own setting and explore the services available for children and families.
• Describe support available for the Early Years SENCo from other professionals, agencies and services. It may help to evaluate own provision to identify any gaps and how these may be filled (see below extensive list of professionals to include).
• Explain the role of the SENCo during transition.
• Explain how information sharing with others within and beyond the setting contributes to effective transition and supports achievement of agreed outcomes.

Task 4

Carry out own review of SEND provision within own setting to:

• Describe how high and low incidence of Special Educational Needs are identified.
• Use examples to describe each of the areas of need identified below:
• –  communication and interaction
• –  cognition and learning
• –  social, emotional and mental health difficulties
• –  sensory and/or physical needs.

Case studies and/or examples from own practice may be included here as appropriate.

• Describe characteristics of different types of Special Educational Need to include:

– high incidence.

– low incidence.

• Describe processes for early identification and action for children with SEND in accordance with the Early Years Foundation Stage.
• List examples of adjustment strategies and interventions for supporting the learning of children with different types of SEN to ensure positive learning outcomes.

Professionals and services in relation to SENCo:

• sensory support services
• specialist teachers
• speech and language therapist
• occupational therapist
• physiotherapist
• Independent Advice and Support Services (IASS)
• local voluntary agencies who provide support to families
• social care services
• area SENCo inclusion officer or equivalent where available.

Useful websites and resources:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

https://www.equalityhumanrights.com/sites/default/files/reasonable_adjustments_for_disabled_pupils_1.pdf

https://www.ipsea.org.uk/sen-and-disability-statute-law-regulations-and-guidance

http://edyourself.org/articles/SENDregs.php