Quality first teaching for 0 to 5 year olds

Expectation 1: Provision for children with special educational needs and disabilities (SEND), those with additional needs and disadvantaged groups is well led and managed.

It is expected that:

• the leadership team ensure that all staff are supported through effective professional development, advice, and guidance to understand their role in supporting children with SEND, additional needs, and those from disadvantaged groups.
• the setting’s own Local Offer is available for parents to view, detailing how they plan to meet the needs of children with SEND or additional needs. This should be available as a hard copy and accessible electronically on their website.
• the leadership team know and understand about the different types of vulnerabilities of the setting. In early years settings, the Children’s Learning and Wellbeing Audit (CLaWBA) is used to identify children who may be disadvantaged and the support that they may need
• the early years setting has a shared comprehensive SEND and inclusion training programme that enables all staff to understand their statutory responsibilities regarding SEND legislation and the Equality Act 2010
• staff are confident that the senior leadership team, and support staff, are knowledgeable about inclusion of all children, and that this is reflected in the setting’s vision, values, and practice. The senior leadership team takes a supportive, pro-active stance towards inclusion on a day-to-day basis and actively problem solves to overcome barriers to enable all children to achieve their potential
• the leaders of the setting, as well as the SENCO (Special Educational Needs Coordinator) or INCO (Inclusion Coordinator), act as champions for inclusion of all children. Effective mechanisms are in place to keep the leadership team up to date and well-informed about the impact of provision that has been put in place for those with SEND, additional needs and from other disadvantaged groups. Staff are aware that the leadership team of the setting have a role in ensuring that legislation is appropriately adhered to and hold leaders to account for provision and outcomes for children with additional needs. All staff are aware of the discussions which are accurately documented in leadership meeting minutes
• the Early Years Childcare Adviser (EYCA) acts as the area SENCO
• for reception classes, the school’s SEND Information Report is published on the school website and updated annually. All staff understand its content, the role they have played in the development of the SEND Information Report and are involved in its annual review
• the school or setting has a nominated SENCO, who is either part of the school’s leadership team or liaises regularly with it. The SENCO supports all staff to develop their inclusive practice, for example, by supporting staff to assess, identify and meet needs as part of the assess, plan, do, review cycle (graduated approach)
• all staff understand that the leadership team has a responsibility to monitor attendance, progress, and exclusions for all children to ensure equality of access to education, including those with SEND, additional needs and from other disadvantaged groups. Staff contribute to this process by providing accurate information in a timely manner. Staff make the best use of positive parent relationships, to support families with attendance
• budgets are planned to enable support to any child with additional needs as part of universal inclusive practice

Expectation 2: Leaders are ambitious for children with additional needs and this ambition is shared by staff

It is expected that:

• staff know that they work in an inclusive setting, where diversity is valued and welcomed, and can provide examples of how they establish and maintain an inclusive environment within day-to-day practice
• leaders ensure that the curriculum is well planned to give all children the knowledge and skills they need to be independent, achieve their goals and contribute to their community
• staff plan the curriculum to meet the needs of the children within their setting, considering what their intent is, how they will implement their plans and review the impact for individual children
• the curriculum design and implementation consistently reflect leaders’ high aspirations for all children, including those with SEND, additional needs and from disadvantaged groups
• the school or setting regularly reviews its provision and the experiences offered to ensure that no child is disadvantaged by not being able to access the full range of experiences because of SEND, additional needs or disadvantage, including the parent’s ability to pay for additional activities
• staff provide support to children accessing wraparound childcare to facilitate their inclusion
• staff plan extracurricular activities to enable all children, including those with SEND and from disadvantaged groups to have equal access and to benefit from these experiences
• staff provide information in a timely manner to enable leaders to evaluate the provision and participation in extracurricular activities for all children

It is expected that:

• all children have equal opportunities to experience the full curriculum
• children are supported to understand their barriers to learning and to value their achievements
• where appropriate, children understand and can contribute to the next steps they are working to towards
• the curriculum is successfully adapted, designed, and developed to be ambitious and meet the needs of children with special educational needs and disabilities (SEND), additional needs and from disadvantaged groups. Children’s skills, knowledge and abilities are developed so that children can apply what they know and can do so with increasing confidence and independence
• reading and communication are at the heart of the curriculum. Staff understand the paramount importance of these skills for future learning and independence. In early years settings communication and language, including talk, stories, rhyme, and songs, is the basis of the curriculum
• planning and schemes of work highlight approaches and appropriate resources to support children’s engagement and learning
• staff are aware of children in their setting with SEND, with additional needs or who are from disadvantaged groups and understand the nature and impact of these and how to respond to them
• planning incorporates more detailed specialist advice, when appropriate
• staff adapt learning approaches to provide suitable learning challenges and cater for different learning needs
• planning is individualised with some small group activities planned where appropriate
• every practitioner is a teacher of SEND
• children have opportunities to work in different ways for example, independently, in a variety of small groups or in pairs
• staff provide regular opportunities for collaborative learning and peer support
• group times and groupings of children take account individual needs. They routinely provide opportunities for access to role models, mixed-ability groups, structured opportunities for conversation and sharing of ideas and access to additional adults where they are available
• staff are skilled in adjusting the pace and order of activities to maintain interest and attention
• planning carefully considers the needs of all children. Staff assess children's understanding, strengths, and interests, identify any gaps in knowledge and skills, and adapt teaching accordingly
• children are given time to process information before being invited to respond in a communication style that is accessible to them
• staff use appropriate methods of communication and ensure that children have understood what is being communicated with them
• strategies are used to actively promote independent learning. It is recognised that repetition can be important to support children’s learning and development
• adults scaffold learning, carefully observe and take the lead from children to identify where repetition is appropriate and where they need to be supported to move on in their learning
• learning experiences are made accessible and are engaging. Experiences can be broken down into small, manageable, and logical steps. These steps are demonstrated explicitly. In early years, staff plan open ended activities based on their observations of children’s interests and skills and next steps
• the pace and order of experiences and activities is stimulating to maintain interest and attention of all children and young people, including those who are above expectations for their chronological age
• learning is carefully adapted, considering individual children’s previously acquired knowledge, skills, and experiences
• flexible and personalised approaches to learning are used effectively
• preparation for adulthood is built into the curriculum from the earliest opportunity. Over time, children develop the skills, knowledge and experience they need to be independent and ready for their adult life
• learning is carefully planned and sequenced (broken down and visually supported) so that new knowledge and skills build on what has been taught and experienced, using the child’s interests as a starting point
• staff effectively interact with children and young people to scaffold learning and provide positive feedback
• multi-sensory teaching approaches are used - children have lots of opportunity to move as they engage in play and learning activities
• modelling is used to aid understanding, for example the use of appropriate language and movement
• visual and audio demonstrations, strategies and visual or audio cues and commentary are used when appropriate
• key vocabulary is identified with visuals and pretaught if appropriate
• alternatives to written records methods are used routinely, so that children can effectively demonstrate their abilities
• metacognition is developed through provision. Staff actively support the development of metacognitive skills and understand the benefit of this to attainment
• opportunities for age-appropriate home learning are facilitated
• for children whose first language is not English, their language and development is understood and supported appropriately by using their first language where possible. Staff understand how the child’s home language is developing. If there is delay in language development in the child’s home language(s), staff share strategies with the family and refer to speech and language services if appropriate
• staff know that having English as an additional language (EAL) is not a special educational need, but it can make it harder to identify whether a delay is linked to SEND or to speaking EAL. Having appropriate support and assessment in place for children with EAL is important

It is expected that:

• formative assessment and feedback are features of daily practice
• a regular cycle of Assess, Plan, Do, Review is used to ensure that all children are achieving the best outcomes
• appropriate tools which capture the ‘views of the child’ are used to ensure that effective support is put into place. For example, person centred planning or a one-page profile
• all children and young people have identified next steps for learning
• staff evaluate the child or young person’s engagement in the experiences, the learning environment and progress made. They use this information skilfully to plan the child’s next steps in learning and make adaptations as required
• staff use ‘steps-to success’ or similar, to promote independence, scaffold, and support children to progress
• strategies are carefully selected for a specific purpose, linked to assessed needs, and working towards agreed next steps
• staff are aware of children’s starting points and next steps so that progress towards outcomes can be measured
• children’s strengths and interests in learning and behaviours are observed and monitored in different settings and contexts for a short period of time to inform planning. Observations, assessment, and planning are built on a shared understanding of the child’s strengths, interests, and next steps at home and in the early years provision
• if a child accesses more than one early years setting, these settings share information and planning to support a more consistent experience for the child
• staff review cohort assessment data to identify any gaps in provision, for example differences in attainment by characteristics (gender, ethnicity, area of disadvantage) or area of learning
• if any gaps are identified, staff modify the environment, curriculum, or teaching strategies to improve outcomes in this area. Staff review the impact of these changes on outcomes for children
• experiences consider prior learning and interests and are based on assessment for learning
• observational assessment is used to ensure a thorough understanding of children and their starting points
• children have regular appropriate opportunities to reflect upon their own achievements and learning
• children's records (learning journals and electronic systems) demonstrate the next steps in their learning journey
• the impact of interventions is critically evaluated. Alternative approaches are explored to establish whether they may result in better outcomes for children

It is expected that:

• the setting works in co-production with parents and children in decision making
• expectations from both the setting and parent carers are realistic and support children’s learning, development, and outcomes
• the SEND information report is co-produced with parents. Parents are signposted to the West Sussex Local Offer, the SEND Information Report (for reception classes) and other relevant documents, for example the West Sussex Inclusion Framework
• parent carers can access a range of communication channels available for sharing information about their child and are actively encouraged and supported to contribute
• parent carers are aware of their child’s individual needs and the support and individually tailored interventions in place
• parent carers are involved in setting and reviewing next steps for their child. Parent carers’ expertise about their child is valued and used to inform appropriate support
• the setting sensitively discusses with parent carers how strategies can be considered and adapted at home. Equally, the setting recognises, uses, and adapts the strategies that are effective at home
• the setting sensitively considers how communications about the child’s day are shared with parent carers, for example conversations are not held in collection areas or in public. Communication is planned to consider the child’s feelings and family privacy
• parent carers are provided with information about local and national support groups, for example the Local Offer, West Sussex SEND Information and Support Service (SENDIAS), West Sussex Parent Carer Forum (WSPCF) and other local and national helplines
• the setting links with other agencies and signposts families to other support where appropriate. For example, Children and Family Centre groups including Play and Learn Plus
• information is provided to parent carers about other support available, for example the Disability Living Allowance (DLA), 2-year Free Entitlement (FE), Early Years Pupil Premium (EYPP) and Disability Access Fund (DAF). Parent carers are supported to access available funding to support them and their child. Where a setting receives additional funding, the use of this is planned and evaluated to make sure it is being used effectively and having a positive impact for the child
• formal and informal events take place to seek views of the whole setting population in relation to provision for those with additional needs or those with SEND and those at risk of disadvantage in the school. For example, the setting might use children and parent carer surveys, coffee mornings, stay and play sessions, or Play and Learn Plus
• a communication book, book bag, text, email is used to support communication directly with parent carers in addition to communication given via children
• staff proactively find out about the preferred methods of communication by families and use these channels
• there is daily feedback provided to families so that they know about their child’s experiences within the setting and that there are no surprises for families if concerns are raised
• staff prioritise trust and transparency with parent carers
• communication methods are adapted to meet the needs of the family, for example engagement with working families, creating effective communication with families with EAL or literacy difficulties
• children are supported to participate in their assessment and review processes
• children actively participate in their own assess, plan, do, review process. Their views and feedback link directly to this process
• staff use effective resources to gain genuine child’s views and adapt support accordingly
• adults share each child’s next steps with them in an appropriate way and celebrate their efforts and achievements with them

It is expected that:

• the setting recognises and responds to the need for pastoral support for children with additional needs. Staff consider the individual’s social and emotional needs and other relevant contextual circumstances. For example, family breakdown, family illness, moving home, bereavement and other key challenges and changes
• strategies are used to build, maintain, and restore positive relationships (including peer and staff) across the whole setting
• there are opportunities to develop peer awareness and sensitivity
• the school or setting promotes a culture of peer support and challenge providing opportunities for peer observations and providing constructive feedback
• staff actively reflect on the emotional environment to ensure that there is a calm and purposeful climate for learning, where children feel they belong and where their contributions are valued
• children can identify an agreed safe, calm space, or the key person uses observation to determine the most appropriate safe, calm space
• language used in the classroom demonstrates unconditional positive regard for children. Adults understand the impact that negative language and reward systems can have on children
• therapeutic and restorative approaches are embedded to support emotional wellbeing
• staff know that children with SEND, additional needs and from disadvantaged groups are vulnerable to bullying and an appropriate level of support and monitoring is in place
• Relationship, Sex and Health Education, (RSHE) is used to develop wellbeing and resilience
• adults proactively promote and support the emotional regulation of all children to ensure they are ready to learn. Emotions are regularly discussed and explored
• peer awareness and sensitivity towards difference groups are raised at a whole setting level, usually informally and sometimes in small groups - perhaps using appropriate books to generate discussion. Work is done with classes and groups regarding specific needs as appropriate
• the Children’s Learning and Well Being Audit (CLaWBA) is used to support identification of needs at the earliest point
• the Early Help advice and support line is used by practitioners to support the whole family when required
• children feel safe and valued. They know that they can approach staff and that their opinions and concerns are valued
• every child has a named and trusted member of staff as a stable point of reference. This is usually their Key Person who they can seek support from or if they are worried about anything
• negative attitudes, beliefs and perceptions towards individuals and groups are challenged within the setting, in the wider community and society
• the views of children are central to setting improvement. Views are proactively sought and acted upon

It is expected that:

• the physical environment is adapted to meet the needs of children
• the environment, availability and use of resources are regularly reviewed and adapted to meet the needs of children and young people. This is embedded as part of positive setting practice
• a purposeful, organised, and well-resourced learning environment is provided to encourage independence and active engagement in learning through play. This includes effective practice and routines that all children understand and follow
• regular reviews of the physical accessibility of the building and individual learning spaces is regularly carried out. Various tools such as the environmental audit can be used to support this
• the Accessibility Plan, which all schools and maintained provision must have and is recommended for early years settings, is on the setting’s website (or a hard copy is available) and “reasonable adjustments” are made according to individual needs. It is best practice for other Early Years settings to use this approach
• the furniture is the appropriate size or height for the children
• favourable seating arrangements are identified - check individual plans provided by specialists to support needs, for example hearing or visual needs
• extracurricular activities and educational visits are planned to fully include children with additional needs (in line with the Equalities Act 2010), including those with social, emotional, and mental health (SEMH) needs and physical disabilities. “Reasonable adjustments” are made.
• children’s views are routinely sought and are used to inform planning for physical support that they may require
• staff are aware of sensory needs and differences that may impact on children
• children’s sensory needs are known and used to plan activities and experiences, seating arrangements and snack and lunch time
• tools such as sensory bags are readily available and can be independently accessed as required
• staff are aware that for some children, a sensory or physical disability could impact on their language and social interaction
• left and right-handed children can use equipment comfortably
• children who wear glasses or hearing aids wear them and are seated in the optimum position during group times. Staff encourage children to wear appropriate sensory equipment and use physical aids. This information is included within the one-page profile and individual planning
• displays are meaningful and visually accessible to reduce sensory overload
• children have access to low arousal spaces or regulating activities when needed
• staff are aware of lighting in the room. Glare from surfaces such as interactive whiteboards, light streaming through windows, how fluorescent lighting may have an impact on children
• pale background and accessible font styles are used on the whiteboard. Clearly visible marker pen colours are used to improve visual access
• staff consider the amount of stimulation in the form of display areas, and the use of colour or displays surrounding interactive whiteboards
• staff are aware of smells and noise in the room and any individuals who may be impacted by these. For example, position of the kitchen, or refuse collection day
• staff are aware of the sensory impact that floor surfaces may have on children and alternatives are offered
• staff are aware that some children prefer certain clothing. Their needs are considered, and adaptations are made to change clothing or remove clothing such as shoes. Some children find it challenging to wear water aprons or overalls because the material challenges their sensory integration
• staff use their awareness of the needs of individual children and respond consistently to support the child’s preferences

It is expected that: 

• resources are available for all children in both the inside and outside environment
• the environment, availability and use of resources are regularly reviewed and adapted to meet the needs of children and young people. This is embedded as part of positive setting practice
• children have easy access to sensory equipment that they require: these may be writing slopes, pencil grips, wobble cushions, fidget toys, ear defenders, or weighted resources
• children have regular access to a variety of age and stage appropriate sensory activities such as dried pasta, cornflour, jelly
• resources are clear and uncluttered, labelled using text and images. Print size and font is appropriate. Coloured backgrounds and paper are used to reduce visual stress
• physical resources are adapted to promote independence for example different size balls may be provided in line with the child’s motor development
• additional resources and teaching are used according to individual needs, for example visual timetables, or concise instructions which are adapted to the child’s language level and reinforced with visual prompts (for example now and next cards), particularly during transitions. Consistent approaches and routines are in place, over a period of time
• where applicable, interactive whiteboards are used to effectively promote engagement and scaffold learning. Where children are not able to access information on the whiteboard, alternatives are provided
• resources and adaptations are within easy reach of all children to promote learning, independence, respect, and reduced stigma
• concrete apparatus and adapted resources are available for those children who require it
• Information and Communication Technology (ICT) is used to help access the environment, for example talk buttons to help children with routines
• technology provides alternatives to written recording and to promote independent learning
• where appropriate and available, technology is planned and used effectively to support learning

It is expected that:

• all staff make a positive contribution to children’s progress
• staff are committed to developing their expertise, skills and understanding of individual children and young people and undertake relevant professional development
• adults are clear about their role and how they are contributing to the children's learning
• use of adults within the setting is planned to maximise their impact on learning, bearing in mind the need to promote independence where possible
• additional adults are deployed proactively, they are not necessarily “attached” to one child, but all adults work with all children, in the environment to scaffold independent learning. Their impact on the children is monitored carefully to ensure progress is supported
• there is clear and regular communication between all adults to ensure that the support given is appropriate to the environment and experiences that are on offer are meeting the children’s needs
• grouping and seating arrangements and additional support are used to promote independent learning as far as possible
• strategies used in interventions are integrated into teaching so that children sustain progress
• staff are well trained and skilled in supporting children with individual needs, general and specific learning difficulties
• adults review and evaluate the environment and how it is used by children. Adaptations are made to support children’s engagement. Adults model how to use equipment and workshop areas and adapt the learning environment
• there is a plan for on-going Continuing Professional Development (CPD) in relation to the needs of the children
• best practice is shared within the early years setting and with other education settings, for example through network meetings
• all staff are aware of the provision available in the setting and who to contact for extra support, advice, and guidance
• staff collaborate and have effective links with relevant agencies and specialists. The setting is aware of and regularly communicates with any other professionals who are involved with each child
• there is a clear process including observations and classroom monitoring for expressing concerns and referring onto advisory services and external organisations, which is understood and followed by all in a timely manner
• advice received from other professionals, including parent carers, is used to inform teaching, and learning and is recorded, reviewed, and adjusted over time to ensure that children achieve to the best outcomes

It is expected that:

• transitions throughout the sessions are planned for and well-managed and provide the opportunity for the children to develop the skills to manage change
• practitioners identify and plan support to enable children to make smooth transitions. Transitions include:
• moving around the early years setting and from indoors to outdoors
• switching between experiences and activities
• changing from unstructured to structured times
• moving from one activity to the next
• changes of staff, key person, or changes of peers
• special events: visitors, visits, celebrations
• life events: birth of a sibling, change in parenting arrangements or a change in parent carers’ relationship status, loss and bereavement or contact visits
• staff are aware of those who will need additional support for all or most transitions and plan for these transitions. This includes, but is not limited to the following:
• Children Looked After (CLA)
• Child In Need
• child on a Child Protection Plan
• children previously CLA
• children with Special Guardianship Orders
• children with Child Arrangement Orders
• forces children
• refugees
• children who have social communication difficulty including autism children who have suffered trauma, loss or bereavement
• children who show signs of anxiety
• children new to the setting
• children returning from an extended period away from the setting
• staff prepare children with additional support needs for daily transitions by using appropriate communication methods. This may be through adapted language, Makaton, PECS, now/next or first/then boards, visual or aural timers. See also: communication and interaction strategies in section 2
• policies and procedures are in place for ensuring that children make a smooth transition into the setting, between settings and from the setting into school
• information is sought and shared about all children to support their transition into the setting. A pre-entry team around the family meeting is recommended
• settling in sessions are well planned and flexible to meet the needs of the children and their families
• staff seek to find out about children’s interests and use this information to plan for the first few weeks of the children’s time at the setting
• ‘All about me’ information is regularly updated and continues to inform planning
• individual transition planning and meetings for a child with additional support needs involves parents and other professionals working with the family; the information gathered is used by settings to plan a smooth transition into the setting
• where appropriate, healthcare plans, risk management plans and one-page profiles are in place before the child starts
• applications for DLA, or to access to 2-year Free Entitlement (FE) are supported if appropriate
• information is shared with the new setting when a child is preparing to change settings with as much notice as possible. For children with additional support needs, a supported transition should be carried out where possible
• transition planning or team around the family meetings for children with additional support needs are arranged early and involve parent carers, professionals working with the child and the receiving school
• consideration is given for any medical equipment that needs transferring and medical training is sought prior to the child starting school
• agreed arrangements to support children’s transition are clearly communicated to all parties and include actions that will benefit the child. These may be visits to the school, visits to the setting by school staff, photo books, virtual tours, video clips, social stories or sharing additional support strategies