Describe processes for identification and early action for children with SEND in an early years setting in accordance with the Early Years Foundation Stage 4.5 Give examples of adjustment strategies and interventions
SENCO – Assignment 4
You must use the following template to structure your assignment.
Unit 1 Learning Outcome 4
Understand early identification and action for children with SEND
Assessment Criteria
4.1 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
4.2 Describe how high and low incidence of special educational needs (SEN) are identified
4.3 Describe characteristics of different types of special educational needs in an early years setting to include:
- high incidence
- low incidence
4.4 Describe processes for identification and early action for children with SEND in an early years setting in accordance with the Early Years Foundation Stage
4.5 Give examples of adjustment strategies and interventions for supporting the learning of children with different types of SEN to ensure positive learning outcomes.
Once complete you should then upload it to the eportfolio using the instructions in the participant handbook to guide you to the relevant assessment criteria.
Bibliography
You must list the books, articles, national and local policies and guidance, documents and websites you have used to support your reflective account, you could refer to your learning from relevant modules and training sessions. This is not an academic reference list as you are not required to use a particular reference system. However, it is a list of sources that you have referred to in the text below or read to inform your account.
Books, articles, and documents you have used |
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Word count
There is no minimum or maximum word count for this written account. Most important is that you fully cover the relevant assessment criteria and the relevant assessment verb (e.g., explain, evaluate, describe, analyse etc.)
Resubmission
If you have not fully covered any of the assessment criteria related to this written account, you will be asked to provide additional evidence which will most likely mean you will need to add more words to the initial written account. If you are required to do a resubmission, please ensure that you that make any additions in bold, alternative colour or add a date to identify any amendments or actions in the document as the assessor would only need to re-assess the additions and not the whole piece again.
You must use the following template to structure your assignment.
Write in full sentences not in note form or bullet points.
4.1 Use examples to describe each of the areas of need identified below:
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Describe means write about the subject giving detailed information in a logical way. |
Instructions: Write in full sentences not in note form or bullet points. You must include a description of each broad area of need with supporting examples. Please refer to webinar 2, slides 23-34, and The SEND Code of Practice (2015). |
Description of Communication and Interaction (include examples of specific needs in this area): |
Give detailed examples of ways to support children with a need in this area: |
Description of Cognition and learning: |
Give detailed examples of ways to support children with a need in this area: |
Description of social, emotional and mental health (SEMH) difficulties (include examples of specific needs in this area): |
Give detailed examples of ways to support children with a need in this area: |
Description of physical and sensory needs (include examples of specific needs in this area): |
Give detailed examples of ways to support children with a need in this area: |
4.2 Describe how high and low incidence Special Educational Needs are identified. | ||
Describe means write about the subject giving detailed information in a logical way. | ||
Instructions: Complete the table below using full sentences.
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Incidence | Description – what does this mean | How, when and by whom are these identified. |
High Incidence |
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Low Incidence |
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4.3 Describe the characteristics of different types of special educational needs in early years settings to include;
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Describe means write about the subject giving detailed information in a logical way. | ||
Instructions: Complete the table below using full sentences. | ||
| Name the Specific Need | Describe the Signs and Symptoms (Characteristics) |
High Incidence Example 1 |
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High Incidence Example 2 |
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Low Incidence Example 1 |
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Low Incidence Example 2 |
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4.4 Describe the processes for identification and early action for children with SEND in accordance with the EYFS. | |
Describe means write about the subject giving detailed information in a logical way. | |
Instructions: Write in full sentences, not in note form or bullet points. Using the boxes below, provide a detailed step by step description of the process from start to finish for identification and early action. Include what is done, how it is done, using what, with whom and when, linking to the EYFS. | |
Early Identification: | |
What is done? |
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How is it done? |
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Using what? (Include all information gathering processes, from baseline assessment to point of need identification.) |
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With whom? |
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When? |
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How does this link to the EYFS requirements? |
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Early Action: | |
What is done? |
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How is it done? |
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Using what? (Including the graduated approach, and universal provision) |
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With whom? |
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When? |
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How does this link to the EYFS requirements? |
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4.5 Give examples of adjustment strategies and intervention strategies for supporting the learning of children with differing types of SEN to ensure positive learning outcomes. |
Instructions: Write in full sentences, not in note form or bullet points. Give a minimum of 2 examples of specific children, each with a different SEN need from different broad areas. Describe the need and explain the strategies you have used with that child in your setting, and the positive learning outcomes achieved, including what you did and why. Examples could include any of the following: differentiation, strategies within Individual Education Plans, EHCP/EHCNAs, adaptations to the environment, resources, staffing levels, different routines, adapted/differentiated activities, additional specialist support, small step target setting, multiagency working and information sharing. |