A guide to SEN 5 Stars
7 December 2009Add to My Folder
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This feature provides valuable information about a range of special educational needs, including tell-tale symptoms and practical advice on how to help and support children in the early years
The early years are a critical time in a child’s development. It is a time when children develop social skills, communication skills and confidence as learners that will support their future achievements. Timely identification and assessment of children with special educational needs (SEN) is crucial – the sooner a problem is identified, the sooner help and support can be provided. Early years practitioners play a vital role in the detection and support of children with SEN.
The role of the SENCO
Every early years setting must have a Special Educational Needs Coordinator (SENCO) who is responsible for ensuring that the needs of all children with SEN are met. Regulations that came into force on 1 September 2009 now require that all SENCOs must have achieved qualified teacher status.
The day-to-day duties of a SENCO are wide ranging and include:
- talking to and advising colleagues who have concerns about a child
- coordinating and managing provision for children with SEN
- deploying resources
- attending SEN training courses and disseminating examples of effective practice
- ensuring that all written records relating to children with SEN are up to date and accurate.
At the Early Years Action stage, the SENCO will work with practitioners and parents to assess a child’s special educational needs and recommend strategies to meet these needs.
If a child is moved on to the next level of support – Early Years Action Plus – the SENCO will coordinate links with professionals from outside the setting, such as health visitors and social workers.
The SENCO is also an important point of contact for parents and carers.
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