When Development Needs Extra Support (SEND, EAL, the graduated approach)

While every child develops at their own pace, sometimes we notice that a child is struggling or not reaching the milestones we might expect. In the UK, we use the 'Graduated Approach' to support children with Special Educational Needs and Disabilities (SEND). This follows a four-part cycle: Assess, Plan, Do, Review.

If a practitioner or parent has concerns, the first step is to observe and gather information. We then plan specific interventions—this might be as simple as using visual aids or providing a 'quiet space.' We carry out the plan (Do) and then look at the impact (Review).

The Role of the SENCO:

Every early years setting has a Special Educational Needs Co-ordinator (SENCO). Their job is to support the staff and parents in ensuring the child gets the help they need. This might involve working with outside professionals, such as Speech and Language Therapists, Educational Psychologists, or Pediatricians.

For children with English as an Additional Language (EAL), it is important to remember that a delay in speaking English is not necessarily a 'disorder.' It takes time to learn a new language. However, if a child is struggling in *both* their home language and English, extra support may be required.

Early intervention is key. Identifying a need early—whether it’s a physical disability, a learning difficulty, or an emotional challenge—allows us to put the right support in place to ensure the child can reach their full potential. Inclusion is at the heart of the EYFS; every child has the right to be supported, valued, and celebrated.