SEND by Chelsea Waite https://padlet.com/30063137/k6nno3gzq80i en-us 2020-03-13 12:14:05 UTC 2020-04-29 11:01:28 UTC hello@padlet.com TASK 1 30063137 https://padlet.com/30063137/k6nno3gzq80i/wish/512450588 1.1
when it comes to children who have SEND or disabilities it is important that providers have arrangements in place. This is because all maintained nurseries and any other local providers have funding for Englands  local authorities although they must  have regard to the SEN code of practice 2015. This is to meet the needs of children that may have SEN in the early years setting and in the schools.
It is important that practitioners have a full working knowledge of SEN code of practice 2015. The following legislations also follow this: Disability regulations 2014, Equality Act 2010 and the children's
and families act 2014.
Policies and procedures are set out within the code of practice so that the duties that all organisations that are working with children and young people from birth to 25. They have a duty to take this into account in relation to their education and care.
As a practitioner they must 'have regard to' to this is a requirement when working in a setting. There is a large document called the guidance however it is split into 11 main areas. There are five units that are important when working in the setting. in the early  years setting practitioners should be aware go unit 9 as well as it explains the process of applying for additional special educational provision this is through education, Health and care this needs assessments and plans.

1.2
statutory agency and professional
The local safeguarding children's board is made up from different members of safeguarding partners which respects the local authority, the police and the health services. It is also set up by the local authority this helps to co-ordinate and promote the safeguarding and welfare of the local area children. The board is accountable for ensuring that all members work effectively together.
Ofsted is responsible for regulating and inspecting all of the early years setting that includes childminder. There job is to ensure that the setting is suitable and give feedback on how effective they are.
non- statutory agency professionals
Child minder agencies is a self
employed organisation that is also registered with Ofsted that offers advice and training in childminding as well as supporting the parents in finding a childminder. Childminders don't have to join them as they will already have their own individual Ofsted registration.
  physiotherapist will help children with SEND as they will come into the setting and work with children who need support in their physical movement. They will also provide advice to staff and parents about how they can do is.


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when working with children who have SEND, you will have to have a good understanding how the children learn and how this connects to the areas of development, cognitive, speech, language and communication, physical, emotional, social, brain development and literacy and numeracy.
children will learn by looking at the five different areas of development and how the development of the brain, which will take control of all theses areas. As a early year practitioner it is also important to know things about the children so you know which way they work better. Children with SEND also learn through play and exploration, young children are usually inquisitive and curios, and play is a good starting point for the children to learn. Children can also learn through social interaction, this will help the children learn off each other as they will be talking to new people and getting different ideas off them. Meaningful activities  can also help children learn as it helps them the real-life situations are like, for example if they were learning about numbers, it would help counting how many people are in a setting or looking for how many things they need for the game by counting all the counters for the game.

2.2
we know that the areas of development are inseparable and if children have special educational needs in a area of learning can affect their development in others. Even
 though the areas of learning are important theses three things are key as its the starting point for children to learn.
Speech language and communication
Through commutation and language we are able to:
  • Talk to children about what they are doing.
  • Build on their ideas. 
  • Reason with them.
  • Acknowledge their feelings.
Children will need to learn to listen to others as they will develop a relationship with the children through them communicating with other children and expressing their feelings language is also linked to cognitive development and memory skills.

personal, social and emotional development
This is the second prime area and relates to:
  • Children's ability to socialise and develop relationships.
  • Their own self-confidence.
  • The way in which they deal with their feelings and behaviour. 
If they feel positive with the way they will want to try new things and enjoy being around new people.
If they is only so many opportunities for the child to socialise and be with others and things start to change such as being in a new setting, this will be more difficult and might affect them from learning.

physical development 

This is the third prime area and relates to:
  • How children develop independence.
  • How they control their physical skills.
  • Their health and self-care.
Children that have a set back in physical development might find if difficult to join in with games and other activities, which will also affect their social skills. They might need help with their gross motor skills, so its always good to learn them how to write, dress and feed themselves. If the
children are not very independent  it might affect their emotional development as they may see other people doing things.
If children find if difficult to control their physical movement, they might find it hard to sit down and concentrate for a long period of time, or explore their environment which will effect their cognitive development.

4.1
Role of early learning
By involving children with the decisions which include them, we are trying to develop their confidence and the sense of responsibility, we also listen to the activities the children want to do so we can make learning more fun and interesting.

Parents/carers engagement
Parents should be involved as much as the child's early learning in the home environment, although some might need support in knowledge how they can support the child at home. Early year settings should tell parents what activities their child is doing.


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Attachment is a part of development. We can see this in the early years when the attachments start to happen to parents or primary carers. Children will get emotional if held by someone they do not know. by the end of the year your child will start to get attached to their parents or primary carers.

signs of secure and attachments
There will be some signs that show if your child has a strong attachment to parents. In the first 3/4 years the attachment with be quite physical. Babies will want to be held most of the time so that they can see the attachment. 
  • Seeks cuddles and hugs 
  • Shows intense pleasure when they see their attachment, e.g. after a nap.
  • Will become upset if comfortable by someone they are not attached to.
Children can make more than one attachment
The term 'primary' attachment is used to describe how close the child is and how important the attachments have with their parents or their primary carers. This attachment is lifelong and is very important is supporting children's emotional development.
Children make other attachment too, such as with their brother and sister, family members, but also adults who care for the child such as a key person.

separation anxiety
It is important for all practitioners  to understand that if the parents or primary attachments is not available to the child, they can show a high levels of destress, the destress is called separation anxiety. 
One of the stages of separation anxiety is called protest, this when the child screams for a long period of time. They might even go to the last place the attachment happened. Protest can  last off and on for several hours. It stops soon as the parents or primary carers arrive. This level of distress can damage young babies and children. The good thing is that this can all be prevented and this is why settling into a setting is important.

3.3 
If you are the key person for a child with additional needs, you will need to be aware of some of the transitions when the child:
  • realises that they find some thing more difficult than other children.
  • needs to build a new relationship with a support worker.
  • needs to come to terms with chronic illness.
  • has an accident or illness which has long- term effects 
realising that they find some things more difficult then others.
when children realise that some things are more difficult for them if could have an effect on their emotional development and it could lead to frustration and destress. These children might need help to manage their feelings.

Building a new relationship with a support worker
Depending of the need of the child they might need a support worker to come into the setting to help the child. There may be a period of transition while the child and support worker get use to seeing each other. There could be problems with the child or parents with the support worker, that could effect the child and their development if the relationship is not positive.

Coming to terms with chronic illness
Children who have a chronic or a long term illness, they might need to spend a lot of time in hospital and need long term medical care. This might be frighting for the child if they are young and the treatment is painful.
Parents and families will need support from the key workers and professionals, especially if it was diagnosis is recent.



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