Targeted

Lancashire early years PSED road map targeted toolkit.

Statutory guidance: SEND code of practice: 0 to 25 years (GOV.UK)

Alongside the EYFS and the Equality Act, the SEND Code of Practice provides the statutory framework for early years settings in relation to their duties, roles and responsibilities around SEND.

Early Help Assessment (EHA)

The Early Help Assessment, referred to as 'Your Family's' Early Help Assessment' is a tool used to support work with families. It helps practitioners and families together identify their needs and plan appropriate responses. The EHA is not a referral form for professionals to complete to access other services supporting children and families. This website has training, forms, and guidance. For further support contact: eha@lancashire.gov.uk

Early years SEND toolkit

Early years assessment tracking and target setting tool (ATTS) and SENDCO Handbook.

The early years SEND toolkit is a suite of documents developed by Lancashire Specialist Teaching Service to support practitioners working in early years' settings. The ATTS runs alongside Development Matters and Birth to 5 Matters breaking down the unique child statements into manageable small steps. A document that will support planning.

SEN support guide for professionals

This webpage has been designed to help any practitioner identify how conditions can affect children and how support can be accessed with or without a diagnosis.

Supporting the role of the early years SENDCO

Watch 'The graduated approach' and 'The role and responsibilities of the SENDCO in the early years' webinars.

Chapter 5 - The graduated approach in early years (PDF, 1.00 MB)

Early support information on behaviour (Council for Disabled Children)

This is an Early Support information resource on behaviour and covers why children behave in diverse ways. It gives guidance on how to establish your basic approach to behaviour and what strategies are available for dealing with challenging behaviour. This publication also discusses the causes of problematic behaviour if behaviour is linked to certain medical conditions and how to help your child. It breaks guidance down into several areas such as recognising triggers and behavioural charts, including tantrums, hitting, kicking, pinching, and biting. Further guidance is available on behaviours surrounding sleeping, eating, smearing, toilet training, looking after yourself and knowing when to seek outside help.

Top tips for working with a child who has social, emotional and mental health needs (SEMH)

Help for early years: child development training on personal, social and emotional development (PSED) (GOV.UK)

Inclusion resources supporting positive behaviour development

Worcestershire Children First documents:

Advice sheets

Useful advice sheets on tantrums, headbanging, swiping and clearing objects from a surface, physically hurting others and biting.

Information about behaviour (Council for Disabled Children)

This information resource is for those who are concerned about a child’s behaviour. Sometimes it is unclear if their child’s behaviour is a sign that they have some kind of impairment or other additional need. In this resource you will find information to help you:

  • understand why children might exhibit behaviour that is challenging
  • provide strategies to prevent or minimise behaviour that is challenging
  • identify where to go for further support and information

Behaviour that challenges (Contact)

Many young children have emotional outbursts, but behaviour can become challenging when it happens frequently or repetitively or it is harmful to the child, the parent, or practitioners.

Sue Cowley: How To Deal With Extreme Behaviour (Famly)

Remember that the behaviour is not personal. It might be to do with the child’s current home situation or adverse early childhood experiences. Maybe it is about a specific trigger that is setting off a reaction, perhaps linked to a special educational need.