Early years educational psychology

SENCOs working within early years settings should refer to the guidance and information below to support their work with early years children.

What to do when concerns are first identified

When concerns are first identified (universal, high quality teaching and SEN support):

  • The early years practitioner raises concerns with the early years special educational needs co-ordinator (SENCO) in the setting.
  • Discussion takes place with parent carers.
  • Setting staff complete a preliminary assessment as part of the graduated response (assess/plan/do/review cycle) using the early years foundation stage tracker.
  • A targeted learning plan should be developed with practitioners, parent/carers and any specialists that are involved.
    • The plan should contain:
      • specific areas for development
      • the interventions and support to be put in place
      • the expected impact on progress
    • Parents/carers should be involved in planning support and, where appropriate, in reinforcing the provision or contributing to progress at home.
    • The plan should usually be implemented for at least six weeks and then reviewed. At the review, progress should be discussed and any interventions modified if necessary, depending on need and progress.
  • The Teaching and learning toolkit: Ordinarily available provision for SEND 0-25 will be used by practitioners to support quality first teaching.

If the child's progress is appropriate:

  • Setting staff will continue to monitor progress and development using an appropriate tracking tool.

If the child's progress is still of concern:

  • With the agreement of parent carers, setting staff may request involvement from an external specialist(s), such as a specialist teacher and/or a speech and language therapist, for example.
  • The specialist(s) should be able to help identify effective strategies, equipment, programmes or other interventions to enable the child to make progress towards the desired learning and development outcomes.
  • The child's progress and response to interventions in relation to the desired outcomes should be reviewed and any interventions modified if necessary, depending on need and progress.
  • Early years practitioners could attend an EP EY SENCo group consultation meeting for anonymous case discussion utilising the expertise of other EY SENCos facilitated by an EP. 
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Book a group consultation

Educational psychology early years SENCo group consultations

Educational psychologists (EPs) are taking a preventative approach to working with early years practitioners. Group consultation meetings are offered on different dates throughout the year in different areas (dates are released termly). EY SENCos are able to book a slot on a first come, first served basis with a maximum of one slot per term. 

Group consultations will last two hours and will provide an opportunity for anonymous case discussion using a process facilitated by the EP. It will offer a collaborative space for EY SENCos to learn from each other and share good practice whilst supporting SENCos to leave with a range of supportive suggestions.

Book an early years group consultation

Where possible, try to book a slot at your closest family hub.

No consent is needed in this instance as all conversations will be anonymous.

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CPD events

Collaborative journeys: reflecting and growing together in early years

Lancashire Educational Psychology Service is hosting a range of free online half-termly events for early years practitioners to support them on a range of topics that they have identified as being areas of interest.

Events will be in two parts, with the first part being a learning development session. This will be followed by a coaching session, which will offer an opportunity for delegates to reflect, using case study examples with educational psychologists, and to share good practice with practitioners from other settings. Events will take place online using Microsoft Teams to increase accessibility for early years practitioners across the county.

To book your place please click the links below:

19 March 2025 9.30am-11am - Voices before words: nurturing early communication skills in the early years

A CPD session designed for early years practitioners focused on the fundamentals of communication and pre-verbal skills. We will explore key concepts such as non-verbal cues, gestures, a total communication approach and the role of play in communication development. Through practical strategies, you’ll learn how to create an environment that encourages expressive communication and fosters meaningful connections with children.

Book a place: Voices before words: nurturing early communication skills in the early years

14 May 2025 9.30am-11am- Play matters: enhancing learning through mediation and modelling

This session is designed for early years practitioners who want to deepen their understanding of the critical role that play has in children’s learning and development. Participants will explore effective strategies for mediating and modelling play to enhance children’s engagement and learning outcomes.

Book a place: play matters: enhancing learning through mediation and modeling

4 June 2025 9.30am-11am - The power of connection: relational and trauma informed practices in the early years. 

This session is designed for early years practitioners who want to deepen their understanding of how relationships and trauma impact child development and learning. Participants will explore the principles of relational practice and trauma-informed care, learning how to create safe, nurturing environments that foster trust and emotional security and help children to thrive in your care.

Book a place: the power of connection: relational and trauma informed practices in the early years

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Parent carer events

We're also hosting a series of events for all parents/carers with child aged 0-5 in Lancashire.