The Manual for the Early Years SENCO
Publication Year: 2010
Subject: Early Childhood Special Education
Written with both new and experienced practitioners in mind and packed with practical advice, suggestions, case studies, and useful photocopiable materials, this new edition of a much-loved book will help all SENCOs (Special Educational Needs Coordinators) succeed in what is often a very demanding role. Providing plenty of help with planning and time-management, this book contains everything you need to know about your role, information on the current government policies such as Every Child Matters (ECM) and the Early Years Foundation Stage (EYFS), and meeting the Early Years Professional Status (EYPS) standards for supporting children with additional needs.
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: The SENCO Year – A Bit of Forward Planning Goes a Long Way
- Practical Strategies for Making Life as a SENCO Both Organised and Easier
- Statutory Assessment – Following the Timetable
- Chapter 2: Policy and Practice – the Unbroken Circle
- The Policy/Practice Issue – Which Comes First?
- The Difference between Inclusion and Integration
- Policies as Working Documents, Constantly under Review
- The Role of the SENCO in Policy Development and Implementation
- What Needs to Go into an Inclusive Special Educational Needs (SEN) Policy?
- The Legal Implications and Obligations of the Disability Discrimination Act 1995
- Planning and Implementing an Inclusive SEN Policy – Some Practical Ideas
- Chapter 3: Supporting Colleagues – Giving Help Where it's Needed
- Support for the SENCO
- The Role of the SENCO in Supporting Colleagues
- Practical Ways of Supporting Colleagues
- Delivering in-Service Special Educational Needs (SEN)/Inclusion Training
- Chapter 4: Supporting the Children – Making Sure Their Entitlements are Met
- Helping to Identify a Difficulty
- Expressing Concern
- Early Years Action
- Early Years Action Plus
- Buyer Beware!
- Statutory Assessment
- Chapter 5: Keeping Track – Ensuring Effective Record Keeping
- Setting up and Maintaining Records
- The Different Types of Records and How These are Used When Planning Programmes for the Child
- Records as Evidence
- Chapter 6: A Parent Thing – Maintaining a Collaborative Partnership
- Involving the Parents/Carers
- Some Practicalities of Parental/Carer Involvement
- Activity Reports
- Play Plans
- Parent Partnership Services
- Parents/Carers with Differing Needs
- Records and Documentation
- Chapter 7: Coming together – The Teamwork Approach
- The Rationale behind the Referral
- The Why, Who, and What of outside Agency Involvement
- The Child – the Central Character in the Referral
© Collette Drifte, 2005, 2010
First edition published 2005
Reprinted 2007 (twice)
Second edition published 2010
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
All material on the accompanying CD-ROM can be printed off and photocopied by the purchaser/user of the book. The CD-ROM itself may not be reproduced in its entirety for use by others without prior written permission from SAGE. The CD-ROM may not be distributed or sold separately from the book without the prior written permission of SAGE. Should anyone wish to use the materials from the CD-ROM for conference purposes, they would require separate permission from SAGE. All material is © Collette Drifte 2010.
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ISBN 978-1-84920-158-2 (pbk)
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My thanks always go firstly to the children and practitioners who have taught me so much over the years – they're all very special people.
Thanks, too, go to my editor and friend, Jude Bowen, for her quiet and efficient professionalism and constant support – her faith in me has been an important part of the writing of this book.
And last but not least, thanks to Reinhard, especially for taking over on the days when I had to write and do nothing else!
About the Author
The following presentations are available on the CD-Rom for use in your setting.
- The Special Educational Needs (SEN) Code of Practice 98
- Helping to Identify Children with Additional Needs 107
- Planning Effective Intervention and Holding Reviews 118
[Page 98][Page 99]The Special Educational Needs (SEN) Code of Practice[Page 100][Page 101][Page 102][Page 103][Page 104][Page 105][Page 106][Page 107][Page 108]Helping to Identify Children with Additional Needs[Page 109][Page 110][Page 111][Page 112][Page 113][Page 114][Page 115][Page 116][Page 117][Page 118][Page 119]Planning Effective Intervention and Holding Reviews[Page 120]
Standards for the Award of Early Years Professional Status[Page 121]
The award of the Early Years Professional Status requires a practitioner to demonstrate best practice in a total of 39 Standards, organised into six areas:
- knowledge and understanding
- effective practice
- relationships with children
- communicating and working in partnership with families and carers
- teamwork and collaboration
- professional development.
The following are the 39 Standards, and you will see all of them clearly have a direct relevance to practitioners when supporting children with additional needs.Knowledge and Understanding
- S1: The principles and content of the Early Years Foundation Stage and how to put them into practice.
- S2: The individual and diverse ways in which children develop and learn from birth to the end of the Early Years Foundation Stage and thereafter.
- S3: How children's well-being, development, learning and behaviour can be affected by a range of influences and transitions from inside and outside the setting.
- S4: The main provisions of national and local statutory and non-statutory frameworks within which children's services work and their implications for early years settings.
- S5: The current legal requirements, national policies and guidance on health and safety, safeguarding the well-being of children and their implications for early years settings. [Page 122]
- S6: The contribution that other professionals within the setting and beyond can make to children's physical and emotional well-being, development and learning.
Relationships with Children
- S7: Have high expectations of all children and commitment to ensuring they can achieve their full potential.
- S8: Establish and sustain a safe, welcoming, purposeful, stimulating and encouraging environment where children feel confident and secure and are able to develop and learn.
- S9: Provide balanced and flexible daily and weekly routines that meet children's needs and enable them to develop and learn.
- S10: Use close, informed observation and other strategies to monitor children's activity, development and progress systematically and carefully, and use this information to inform, plan and improve practice and provision.
- S11: Plan and provide safe and appropriate child-led and adult-initiated experiences, experiences and play opportunities in indoor, outdoor and out-of-setting contexts, which enable the children to develop and learn.
- S12: Select, prepare and use a range of resources suitable for children's ages, interests and abilities, taking account of diversity and promoting equality and inclusion.
- S13: Make effective personalised provision for the children you work with.
- S14: Respond appropriately to children, informed by how children develop and learn and a clear understanding of possible next steps in their development and learning.
- S15: Support the development of children's language and communication skills.
- S16: Engage in sustained shared thinking with children.
- S17: Promote positive behaviour, self-control and independence through using effective behaviour management strategies, and developing children's social, emotional and behavioural skills.
- S18: Promote children's rights, equality, inclusion and anti-discriminatory practice in all areas of their practice.
- S19: Establish a safe environment and employ practices that promote children's health, safety, and physical, emotional and mental well-being.
- S20: Recognise when a child is in danger or at risk of harm and know how to act to protect them. [Page 123]
- S21: Assess, record and report on progress in children's development and learning and use this as a basis for differentiating provision.
- S22: Give constructive and sensitive feedback to help children understand what they have achieved and think about what they need to do next and, when appropriate, encourage children to think about, evaluate and improve on their own performance.
- S23: Identify and support those children whose development, progress or well-being are affected by changes or difficulties in their personal circumstances and know when to refer them to colleagues for specialist support.
- S24: Be accountable for the delivery of high-quality provision.
Communicating and Working in Partnership with Families and Carers
- S25: Establish fair, respectful, trusting, supportive and constructive relationships with children.
- S26: Communicate sensitively and effectively with children from birth to the end of the Early Years Foundation Stage.
- S27: Listen to children, pay attention to what they say and value and respect their views.
- S28: Demonstrate the positive values, attitudes and behaviour expected from the children.
Teamwork and Collaboration
- S29: Recognise and respect the influential and enduring contribution that families and parents/carers can make to children's development, well-being and learning.
- S30: Establish fair, respectful, trusting, and constructive relationships with families and parents/carers, and communicate sensitively and effectively with them.
- S31: Work in partnership with families and parents/carers, at home and in the setting, to nurture children, to help them develop and to improve outcomes for them.
- S32: Provide formal and informal opportunities through which information about children's well-being, development and learning can be shared between the setting and the families and parents/carers.
- S33: Establish and sustain a culture of collaborative and cooperative working among colleagues.
- S34: Ensure that colleagues working with you understand their role and are involved appropriately in helping children to meet planned objectives.
- S35: Influence and shape the policies and practices of the setting and share in collective responsibility for their implementation.
- S36: Contribute to the work of a multi-professional team and, where appropriate, coordinate and implement agreed programmes and interventions on a day-to-day basis.
- S37: Develop and use skills in literacy, numeracy and information and communication technology to support your work with children and wider professional activities.
- S38: Reflect on and evaluate the impact of practice, modifying approaches where necessary, and take responsibility for identifying and meeting personal professional development needs.
- S39: Take a creative and constructively critical approach towards innovation, and adapt practice if benefits and improvements are identified.
List of Abbreviations[Page 125]
BSL British Sign Language CAF Common Assessment Framework CoP Code of Practice DCSF Department for Children, Schools and Families DDA Disability Discrimination Act 1995 DfEE Department for Education and Employment (title now obsolete) DfES Department for Education and Skills (title now obsolete) DLP Differentiated Learning Plan ECM Every Child Matters EP Educational Psychologist EYFS Early Years Foundation Stage EYLSS Early Years Learning Support Service EYPS Early Years Professional Status GP General Practitioner HV Health Visitor ICT Information and Communication Technology IEP Individual Education Plan IP Individual Plan (also known as Play Plan) INSET In-service Training IPSS Independent Parental Support Service LA Local Authority LSA Learning Support Assistant PP Play Plan (also known as Individual Plan) PPS Parental Partnership Service PSS Parental Support Service QCA Qualifications and Curriculum Authority SEN Special Educational Needs SENCO Special Educational Needs Coordinator SSD Social Services Department TA Teaching Assistant
Further Reading[Page 126]How to Survive and Succeed as a SENCO in the Primary School, (LDA, 2000).Index for Inclusion: Developing play, learning and participation in early years and childcare, , , and (Centre for Studies on Inclusive Education, 2006), available from the Centre for Studies on Inclusive Education, Room 2S203, 5 Block, Frenchay Campus, Coldharbour Lane, Bristol, BS16 1 QU. Telephone: 01 173 444 007.Every Child Matters: New Role for SENCOs: A Practical Guide, (David Fulton, 2005).Planning and Organising the SENCO Year: Time-saving Strategies for Effective Practice, Dot Constable (David Fulton Publishers, 2002).Early Years and the Disability Discrimination Act 1995: What Service Providers Need to Know (Council for Disabled Children, SureStart and the National Children's Bureau, 2003), available from National Children's Bureau, c/o Central Books, 99 Wallis Road, London E9 5LN. Telephone 0845 458 9910; or email firstname.lastname@example.orgSpecial Educational Needs Code of Practice (DfES, 2001)SEN Toolkit (DfES, 2001)All Together: How to create inclusive services for disabled children and their families. A practical handbook for early years workers, and (National Children's Bureau,2nd edn, 2003).Early learning goals for children with special needs, (David Fulton, 2002).Encouraging Positive Behaviour in the Early Years: a practical guide, (2nd edition) (Paul Chapman Publishing, 2008).A Practical Guide to Preschool Inclusion, and (Paul Chapman Publishing, 2006).Working with Parents of Children with Special Educational Needs, and (Paul Chapman Publishing, 2007).Recognising and Planning for Special Needs in the Early Years, and (Paul Chapman Publishing, 2009).Right from the Start: Effective planning and assessment in the early years, (Hodder & Stoughton, 1999).Supporting Inclusion in the Early Years, (Open University Press, 2004).Taking Part, (QEd Publications, 2000).