Torbay Early Years Graduated Approach Toolkit (TEYGAT)

Torbay Early Years Graduated Approach Toolkit (TEYGAT) aims to provide a one-stop-shop, for all early years providers to promote inclusive practice and support the additional needs of early years children at a targeted level. For some children universal provision may not meet all of their needs.  The importance of early identification and intervention with appropriate multi-agency support is key to addressing young children’s needs. 

The Torbay Early Years Graduated Approach Toolkit highlights the importance of a quality adaptive response, which addresses the needs of all children. In these cases, the graduated Approach of Assess, Plan, Do, and Review cycle, will be put into action.  The TEYGAT can support the identification of strategies and resources documented through an Individual Learning and Development Plan (ILDP).  This plan will be developed jointly with the child’s family to promote consistent support at both home and at the setting.  At this point, the child may be identified as having Special Educational Needs and Disabilities (SEND): ‘A pupil has SEND where their learning difficulty or disability calls for special educational provision, that is provision different from or additional to that normally available to pupils of the same age.’  SEND Code of Practice 2015.   

Following several cycles of assess, plan, do and review with ILDPs in place, some children may need a referral to more specialist services. When a child’s needs are complex, severe and long term and an education provider cannot meet their needs from within their own resources, and have sought advice from outside agencies, a statutory assessment of the child’s needs will be undertaken. Only a small percentage of children with SEND will require the support of an Education Health and Care Plan.

The Torbay Early Years Graduated Approach Toolkit aims to provide a universal and targeted provision bank for practitioners to refer to when meeting the needs of children with SEND.  The Development Matters (2020) document has been used as guidance to support the observational statements throughout the TEYGAT Development Matters – Non-statutory curriculum guidance for the early years foundation stage (publishing.service.gov.uk)

If at any point you need to consult with the Early Years Advisory Team, please email earlyyears@torbay.gov.uk

The support detailed in the Torbay Early Years Graduated Approach Toolkit (TEYGAT) is organised under the four areas of need as described in the SEN Code of Practice 2015:  

Communication and Interaction

Children and young people with Speech, Language and Communication Needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them and/or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.  Children and young people with Autistic Spectrum Conditions (ASC), including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others. 

Cognition and Learning

Support for learning difficulties may be required when children and young people learn at a different pace and pattern than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including Moderate Learning Difficulties (MLD), Severe Learning Difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to Profound and Multiple Learning Difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific Learning Difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. 

Social, Emotional and Mental Health

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD) or attachment disorder.

Physical and/or Sensory

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with Vision Impairment (VI), Hearing Impairment (HI) or a Multi-Sensory Impairment (MSI) will require specialist support and/or equipment to access their learning and/or the Habilitation Service. Children and young people with an MSI have a combination of vision and hearing difficulties. Some children and young people with a Physical Disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers. 

The Equality Act 2010 says education settings must not discriminate against a child because of their disability. This is unlawful under the Act. Where a child has a disability, the LA and/or the early years setting and/or school have a duty: 

(i) to not discriminate against the child on the grounds of the disability when compared to others who do not have that disability 

(ii) to make reasonable adjustments to enable access to and around buildings and rooms, and in use of equipment, to the provision of information and to the curriculum; this includes planned adjustments in anticipation of likely future needs. 

In some situations, education providers must also take positive, favourable steps, so that children with disabilities can access and participate in the education and other activities they provide. All education settings including Early Years providers, all schools, FE colleges, sixth form colleges, 16-19 academies and independent special schools approved under Section 41 of the Children and Families Act 2014 have duties under the Equality Act 2010. All settings must make reasonable adjustments for children including the provision of auxiliary aids and services for disabled children, in order to prevent them being put at a substantial disadvantage.  

The duty to make adjustments applies to all of the education setting’s activities and the decisions that are made by teachers and staff including: admissions; exclusions; access to trips; attendance; help and support; learning activities and materials; the application of policies  

Education settings must make adjustments if: 

1. A child or young person is disadvantaged by a practice or rule because of their disability or the failure to provide an aid 
2. It’s reasonable to make the changes or provide the aid to remove the disadvantage 
3. Whether something is ‘reasonable’ depends on things such as: 

• The child/young person’s disability and what support, if any, they receive through an EHCP 
• How practicable the changes are and the resources of the education setting 
• The cost of making the change or providing the aid 
• If the change requested would overcome the disadvantage the child/young person experiences 
• If there are other ways of overcoming the disadvantage 
• Health and safety considerations and the interests of other pupils. 

The duty to make reasonable adjustments in education is anticipatory. This means settings must consider in advance what they need to do to make sure all children with SEND can access and participate in the education and other benefits, facilities and services they provide for those within their settings. 

Speech, Language & Communication (SLC) difficulties arise at different ages and with different levels of severity. There may be related learning difficulties in general or in specific aspects of SLC.  Often children will present with related Social, Emotional and Mental Health (SEMH) needs.

In Torbay, most young children with speech and language difficulties will be identified at an early age, prior to statutory schooling, through early years tracking programmes and/or health authority screening programmes.  Although early intervention strategies can be put in place before formal schooling, there is often a need to continue support beyond the start of school, particularly where the needs are complex and severe.

Early Years settings and schools should consider the specific nature of the child’s difficulty in relation to developmental levels and the extent to which the difficulties are related to receptive and/or expressive language acquisition. Some children will have good expressive language which masks difficulties in understanding the purpose and meaning of language. Some children may have specific difficulties with speech sound production.  We also need to be alert to those children who selectively use speech, language and communication skills or who are dysfluent in their speech.

Having English as an additional or second language is not a special educational need. However, practitioners should carefully monitor the progress of children with EAL to identify if they may have additional needs.

In most cases it is prudent to seek advice from the Speech and Language Therapy (SALT) services by using the Advice Line 03333219448.  Despite targeted provision, a child may make little or no progress with their SLC skills. In this case, a referral to the Speech and Language Therapy services will be important.

All children deserve the care and support they need to have the best start in life. Children learn and develop at a faster rate from birth to five years old than at any other time in their lives, so their experiences in early years have a major impact on their future life chances. A secure, safe, and happy childhood is important in its own right. Good parenting and high-quality early learning provide the foundation children need to fulfil their potential.

Four guiding principles of the Early Years Foundation Stage are:

• Every child is a unique child, who is constantly learning and can be resilient, capable, confident, and self-assured.
• Children learn to be strong and independent through positive relationships.
• Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
• Importance of learning and development. Children develop and learn at different rates. (See “the characteristics of effective teaching and learning” at paragraph 1.18). The framework covers the education and care of all children, including children with Special Educational Needs and Disabilities (SEND).

• Development Matters – Non-statutory curriculum guidance for the early years foundation stage (publishing.service.gov.uk)
• Birthto5Matters-download.pdf
• What-to-expect-in-the-EYFS-complete-FINAL-16.09-compressed.pdf (foundationyears.org.uk)
• Learning to talk 3 to 5 years – NHS (www.nhs.uk)
• Communication (Baby) – Family Hub (torbayfamilyhub.org.uk)
• Home – Speech and Language UK: Changing young lives

All children will develop their Speech, Language and Communication (SLC) skills at their own pace with their unique patterns of development.

Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children’s language effectively.

Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive.

Through conversation, storytelling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.

Here are some key responses that you may observe:

• The child may make fleeting eye gaze towards an adult talking or being within their presence.
• The child may imitate familiar gestures e.g. banging table, shaking rattle.
• The child may squeeze or shake a toy to produce a sound in imitation.
• The child may respond to gestures with gestures.
• The child may look towards an object/action or person when it is named/signed/or shown in a picture.
• The child may find responding to simple, single-step verbal instructions confusing without the support of visual communication.
• The child may remain mainly silent with limited, or no use of, vocalisations or babble.
• The child may express themselves using e.g. non-verbal actions, screams or smiles.
• The child may use voice and gesture in response to music and song.
• The child use voice and gesture to attract attention or refuse.
• The child may lead adults to things they want rather than vocalising or pointing.
• The child may play mainly silently.
• The child may laugh, chuckle or squeal aloud in play.
• The child may attend to 2 objects nearby and indicate a preference by reaching out.
• The child may use a few vocalisation or signs that approximate words understood by familiar adults.
• The child may make a choice when shown 2 named and offered items.
• Responds to repetitive words said in context e.g. ‘gone’ ‘bye-bye’, ‘stop’.
• The child may begin to follow one step verbal directions with gestures / visual cues.
• The child may give familiar objects on request.
• The child may respond to simple gestures and words such as ‘up’ and ‘down’ by moving their body to show you they understand.
• The child may show anticipation of actions of familiar rhymes such as clapping, smiling or vocalising.
• The child may have fleeting attention, moving quickly from one activity to another.
• The child may show frequent bursts of frustration when their needs and wants are not understood.
• The child’s play skills may be repetitive and limited in range.
•  The child may be communicative but not intelligible to familiar adults and peers.
• The child may be more interested in other activities or looking at books alone rather than showing an interest in simple stories shared as a group.
• The child may find following 2 step verbal requests confusing or difficult to remember.
• The child may show confusion and respond unexpectedly when asked questions (who, what & where).
• The child may be easily distracted by what is going on around them and lose interest quickly in the primary activity.
• The child may by using single word or simple 2 word utterances that appears very immature for their age.
• The child may need rhyme and song to be repetitive and sung slowly, to join in with actions and words and remember the sequence.
• The child may enjoy songs and rhymes through body rocking or vocalising.
• The child may use other ways of communicating other than talk to express their feelings, wants and needs with others e.g. body language, facial expression or unwanted behaviours.
• The child may talk about the things that interest them only regardless of the listeners’ attentiveness or interest.
• The child moves away from group activities involving song and rhyme.
• The child may show interest in a simple picture book story on their own terms e.g. controlling the page turning, wanting to sit by themselves.

Use VERVE (Video, Endorse, Respect, Vitalise, Eyes) techniques VERVE Child Interaction Blog – Welcome  to support the child’s initiation of interactions.  Try and remain silent, carefully watching for the child’s eye gaze before making a vocal comment in response to the child’s gaze towards you.

Use Intensive Interaction approaches e.g. follow the child’s lead in their choice of interaction.  Play alongside the child with a similar toy or object.  Reduce your words and wait for the child to interact (give eye gaze, touch) with you before giving vocal comment.

Spend time playing in parallel with the child, getting to know their play preferences, pace of learning and communication skills, both non-verbal and verbal.  Help the child feel comfortable with your presence as a play partner. 

Use the Engagement Model to support you with your observations of the child’s play.  It is a dynamic assessment and planning tool for adults to consider what is really engaging our children in the play environment and support provision that matches their needs. The Profile and Scale Guidance, templates and worked examples can be found on the Torbay SEN Early Years Resources web page The Engagement Model – Family Hub (torbayfamilyhub.org.uk). Also, guidance and research information can be found on The engagement model (publishing.service.gov.uk)

Engage the child in ‘people play’ activities such as repetitive rhymes and songs (Row-Row and Round and Round the Garden).  These sorts of games lend themselves well to the child learning to listen and anticipate actions such as tickling or vocal play.  Pause before the climax of the game and wait for the child’s response e.g. pausing before blowing bubbles, pausing before screaming in response to ‘Crocodile’ in Row-Row. 

Specifically play simple turn taking games that do not ask for verbal responses from the child directly, but simply help the child learn the back-and-forth style of interaction e.g. making noises with musical instruments in turn, posting balls down a ball run in turn, pressing buttons on a pop up toy in turn, chasing and tickling games, rhymes and song.

Specifically focus on stretching the child’s attention skills while engaging in short adult-led activities such as a ‘Wow Box’ that the child can explore alongside you, or a ‘Sensory Bag’ together.  Discovery Treasure Box or Wow Box activity Wow-Box-1.pdf (torbayfamilyhub.org.uk)

Introduce the Bucket Full of Surprises from the Attention Autism programme once the child is secure with exploratory play and can wait for short bursts of time in a back-and-forth game with an adult Attention Autism Programme Gina Davies Practical Help with Autism | Gina Davies Autism Centre.

Building attention skills in children: THE BUCKET! – YouTube

Encourage the child to learn to listen and attend during short age-appropriate games using the activity ideas in the following resource Helping Very Young Children to Listen : Flinders, Andrina: Amazon.co.uk: Books

Helping Very Young Children to Listen by Andrina Flinders – this resource provides a range of simple activities for 2 year olds to promote listening skills using a tiger soft toy as the key focus.  A great lead-in to Early Talk Boost. 

Use Intensive Interaction approaches e.g. follow the child’s lead in their choice of interaction.  Play alongside the child with a similar toy or object.  Reduce your words and wait for the child to interact (give eye gaze, touch) with you before giving vocal comment.

Spend time playing in parallel with the child, getting to know their play preferences, pace of learning and communication skills, both non-verbal and verbal.  Help the child feel comfortable with your presence as a play partner. 

Language Builders for Complex Needs – Elklan Language Builders series | Elklan Training Ltd  This resource looks specifically at engagement and communication skills with the preverbal child.

Model play actions alongside the child using similar toys and objects that the child is already engaged in.  Accompany play actions with simple single words and gestures or signs, as appropriate.  Special Time – an adult/child play session that is child-led and routine in nature Tools/Families (brightfutures.org)

Focus on offering named choices of objects, pausing for the child to respond with a reach or point.  Repeat the name of the chosen object and engage in that object with the child. Making a choice between two objects About Choice Making.pdf (eani.org.uk)

Support verbal language with gestures and Makaton signs, at a single word level at first.  Attach the same gesture or sign to the same word and situation each time, so as not to ‘overload’ the child.  Build this support for verbal language into the routine for all the children.

Makaton Charity www.makaton.org for Let’s Talk Makaton – sign of the week.  Support your words with single Makaton signs to emphasise key words and messages.  This blog may help when choosing which words to start with 5 First Words (plus Makaton) to teach your toddler – SaLT by the Sea

Use mime, gesture and Makaton signs in songs, rhymes and story to help the child have a visual picture of what is being sung and said.

A bank of nursery rhymes and songs to refer to and to create song cards with Nursery Rhymes and Action Songs (eani.org.uk)

Little Soundabout – Online Music Programme Soundabout Cards – Soundabout Family

Spend time playing in parallel with the child, getting to know their play preferences, pace of learning and communication skills, both non-verbal and verbal.  Help the child feel comfortable with your presence as a play partner. Model play actions alongside the child using similar toys and objects that the child is already engaged in.  Accompany play actions with simple single words and gestures or signs, as appropriate, using Identiplay techniques.  Teaching Play to Children with Autism – Practical interventions using Identiplay Teaching Play to Children with Autism: Practical Interventions using Identiplay (Lucky Duck Books) eBook : Phillips, Nicky, Beavan, Liz: Amazon.co.uk: Books

Visual communication support by using photos of the child, their family and favourite toys and activities; Boardmaker and Widgit pictures, Makaton symbols, drawings.  Use your phone, iPad or other technology to store and share photos with the child to support your words.

Widgit Online – It is well worth getting an annual single users’ licence to create, store and share a range of picture prompts to use with children and key adults Widgit Online

For some children, you may want to support their understanding of simple-single step instructions and build vocabulary of single words, by using objects of reference alongside verbal language, to give the child a visual cue of what is being said to them. Objects of Reference – Family Hub (torbayfamilyhub.org.uk)

Use objects cues to support children’s transitions from one activity to another by having a ‘transitions box or bag’ with the same chosen objects for all adults to use to cue the child into the next activity.  Use the SAME words and objects each time.

Use pictures/photos to support children’s routines, transitions and choices of play.   Use the SAME pictures and words in each situation every time, for consistency and to reduce anxiety and confusion for the child.

Support children’s understanding of two-step instructions by using visual communication support.  Use a picture sequence strip for ‘now and next’ accompanied by the SAME words each time. First and Then Explained First & Then explained.pdf (eani.org.uk)

Practise understanding key words in a phrase through play using real objects and toys with your child.  Ensure a choice for each key word so that the child can demonstrate that they have listened and remembered what you have said.  E.g. 2 key words – playing with a garage, road and vehicles ‘Put the car in the garage’ (car + bus and garage + road)

Support the child’s understanding of everyday routines and social situations use simple Social Stories.  A Social Story is written in a very specific way that is descriptive and has a coaching element included.  www.autism.org.uk 

Social Stories – Create simple personalised social stories to teach those tricky social situations that the child is showing some challenges with overcoming. With practice and repetition sharing a Social Story will help the child overcome the challenge.  Social Stories – Family Hub (torbayfamilyhub.org.uk)

Include the child in a small, targeted language programme such as Early Talk Boost recording the child’s skills pre and post intervention. Follow the manual suggesting a set sequence of activities using the resources provided.

Early Talk Boost Early Talk Boost (speechandlanguage.org.uk) A manualised intervention with a 9 week programme of activities for 3-4 year olds. Includes parents/carers in the intervention through home reading activities.

Early Talkers Box Set  – a low-cost resource of Speech, Language and Communication activity cards for three age groups:  babies, toddlers and 3-5 year old children Early Talkers Boxset (speechandlanguage.org.uk) BLAST Boost language, auditory skills and talking with BLAST – Teachwire

Ensure to provide a ‘total communication environment’ in the setting.  This involves the adults as well as the physical provision.  Building a total communication environment means making subtle and simple changes to our communication and environment so that we can improve interaction and understanding.

Aim for the 20 key features of a good ‘total communication environment’

1. Consistency – we must be consistent in the way we communicate with children.  It is important to all use the same form of communication when communicating with certain children.
2. Signing systems – where possible give the sign (or gesture) as well as the spoken word, this doubles the impact of the message, making it easier to understand.
3. Access – put pictures and objects in places that are accessible – both for reach and visually.
4. Language level – remember, if a child has an understanding at a one-word level – use one word. Long sentences containing lots of information will be wasted. If you use more than one word, back it up with a visual, or a sign or gesture. Be aware and remember to pitch your language at a level that the listener will understand and give them plenty of time to process the information. Avoid language overload!
5. Questions – know when to use open and closed questions (closed question require a short answer, often “yes” or “no”, open questions seek longer answers).
6. Give time to process, understand and respond – the processing speed of some children may be impaired, and they may need up to 10 seconds or more to process a message (count silently in your head).
7. Eliciting language – you cannot force a response. Asking a child to say a word does not mean they understand what they are saying. It is better to put language in, than try and pull it out. Provide opportunities for a response e.g. talk about what the child is doing, expand on their language, start a sentence but let them finish it.
8. Adaptation – if you are not being understood, be flexible, adapt your message. Change the language or complexity of language. Change the mode of communication – e.g. from verbal to picture. Give the child other ways to respond –sign, gesture etc. Give them more time to process. Change your goals if things are not working.
9. Back-up – have a back-up set of resources that you can access when trying to help someone understand. Have a gesture or communication dictionary for each individual so that new people know what the individual is trying to communicate.
10. Awareness of sensory sensitivities – some communicators have sensory sensitivities, hearing or visual impairment or are easily distracted. For this reason, it is important to provide an environment with the right lighting and a reduction in background noise etc.
11. Use your body and face – use body language and gesture, use your facial expressions, they all lend weight and cues to your message.
12. Face to face – make sure you are facing the child, be at their level and look at the child you are communicating with.
13. Use touch – it may help children to understand activities, people and places.
14. Use texture and objects – in their simplest form, textures or objects can be used to give children an idea of what is about to happen e.g. give them a spoon and they know it’s time for lunch, or a towel before going swimming etc.
15. Use environmental cues – use the cues that are all around us and build on them. They can include pictures, logos, colours, noise and texture.
16. Use pictures and visuals – visuals and pictures can work for many children with communication difficulties. Visual strategies can be used in a multitude of ways to enhance understanding and expression. They are particularly useful for non-verbal individuals, children with learning difficulties and / or those with autism.
17. Use print – using a printed word or recognisable symbol system may be helpful when other forms of communication fail.
18. Assistive Technology / Assistive communication (AAC) – under the guidance of a Speech and Language Therapist (SALT), some children may use assistive and adaptive communication devices such as iPads or Talking Tins with a focus on facilitating communication.
19. Use your speech and voice – many people with communication impairment are still able to use their voice and speech. As a speaker, be aware of the complexity of the language you are using.
20. The environment – it is important to create an environment that is conducive to communication. Provide good lighting and reduce background noise or distractions.

Initiations & Interactions:  Early Intervention Techniques for Parents of Children with ASD Initiations and Interactions: Early Intervention Techniques for Children with ASD: Early Intervention Techniques for Children with Autism Spectrum Disorders: Amazon.co.uk: Teresa A. Cardon: 9781931282321: Books

SaLT by the Sea Blog – by Bryony Rust speech & language therapist.  This is a very useful website for strategies, therapy ideas, training and discussion.  The blog offers snappy ‘can-do’ guidance for how to support young children’s interactions.  Blog – SaLT by the Sea

The Wellcomm Big Book of Ideas – Activities for Building Children’s Language Skills – WellComm WellComm – GL Assessment (gl-assessment.co.uk) 

Supporting Quiet Children by Maggie Johnson & Michael Jones Supporting Quiet Children: Exciting Ideas and Activities to Help ‘Reluctant Talkers’ Become ‘Confident Talkers’ by Johnson, Maggie, Jones, Michael (September 20, 2012) Spiral-bound : Amazon.co.uk: Books

Best Start in Speech, Language and Communication Gov UK  Best start in speech, language and communication (SLC) – GOV.UK (www.gov.uk)

Language Steps by Amanda Armstrong Stass publications Language Steps (elklan.co.uk)

Language Builders 0-3 years Elklan Language Builders for 0-3s (elklan.co.uk)

Chat, play, read interactive activity booklets | Words for Life

Learning to talk 3 to 5 years – NHS (www.nhs.uk)

Hungry Little Minds – Simple fun, activities for kids aged 0 – 5 Learning to talk 3 to 5 years – NHS (www.nhs.uk)

Tiny Happy People: Children’s language development and parenting advice – BBC Tiny Happy People

Makaton – Home (makaton.org)

Early Communication and Language monitoring tool – this tool was devised through cross county working across Devon, Plymouth and Torbay earl years advisors, advisory teachers and specialist teachers: early-communication-and-language-monitoring-tool-final-july-22.pdf (torbay.gov.uk)

Autism Observational Profiles – early communication and play skills SEND Resources – Family Hub (torbayfamilyhub.org.uk)

Children presenting with delays in their cognition and learning may initially show difficulties in engagement with others and/or delayed play skills.  Adults may need to adapt the provision to suit the child’s social play skills as well as the activities available.  Crucially, the child’s communication and interaction skills may need support from adults through using the targeted responses.  The child with delays in cognition and learning may also present with other developmental delays, such as in self-care, fine and gross motor skills and sensory differences. 

The possible barriers to learning are explored in the ‘unique child section’, with explicit links to the Characteristics of Effective Learning.  Children may need learning experiences to be set at a different pace, and pattern, to their peers and have plenty of opportunities to practise skills before they achieve generalisation of these skills. The support section of this provision bank focuses on how to promote ‘the learning to learn skill set’.   

Early years children with cognition and learning needs will need the provision to be different and/or additional to what is already provided for children of the same age. For some children, further targeted support and a programme of intervention may be appropriate from health or educational professionals.  Specific targeted support ideas for parents/carers at home with their child can be sought from Portage Home Visiting Services.

Websites for service referral forms and further information:

• Speech and Language Therapy – Children and Family Health (childrenandfamilyhealthdevon.nhs.uk)
• Educational Psychology Educational Psychology – Torbay Council
• Torbay Portage Service Portage – Torbay Council

In planning and guiding what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice appropriately. The three characteristics of effective teaching and learning are playing and exploring; active learning & creating and thinking critically.  Here are the small step observations identified in the Development Matters document – 2020 for 0–3-year-olds, that practitioners can support young children to achieve as part of their universal provision.

Playing and exploring

• I realise that my actions have an effect on the world, so I repeat them.
• I reach for and accept objects, making choices and exploring different resources and materials.
• I plan and think ahead about how to explore or play with objects.
• I guide my own thinking and actions by talking to myself while playing.
• I make independent choices and do things independently that I have been previously taught.
• I can collaborate and learn alongside my peers.
• I bring my own interests and fascinations into setting. This helps me develop my learning.
• I respond to new experiences that you bring to my attention.

Active learning

• I participate in routines and can predict sequences of familiar routines.
• I demonstrate goal-directed behaviour to get to something I want.
• I can correct my mistakes, for example, instead of using increasing force to push a puzzle piece into the slot, I see if a different piece will fit.
• I repeat activities and make connections.
• I keep on trying when things are difficult.
• I learn through trial and error.
• I watch my peers and adults (modelling).

Creating and thinking critically

• I take part in simple pretend play.
• I can sort materials, putting different toys in together when tidying.
• I can review my progress as I try to achieve a goal, check how well I am doing to solve real problems.
• I use pretend play to think beyond the ‘here and now’ and to understand another perspective.
• As I know more, I feel confident at coming up with my own ideas and make more links between those ideas.
• I concentrate on achieving something that’s important to me and am able to control my attention and ignore distractions.

Here is a checklist, based on the above Characteristics of Effective Learning observations.  It lists typical responses from young children, whose cognition and learning is developing at a different pace and pattern than that expected.  From identifying some of these responses linked to your unique child, you may be able to make those small adaptations or change your approaches to help the child make progress.

Playing and Exploring

• The child may need encouragement to explore toys and objects using their mouths, hands & bodies.
• The child may be distracted by a large amount of play choice.
• The child may be interacting with simple cause and effect play e.g., peekaboo, ready steady go games.
• The child may enjoy opening and closing containers e.g. Jack-in-a-box.
• The child may enjoy filling and emptying containers.
• The child may be lifting flaps in a book to reveal pictures.
• The child may be investigating simple problem-solving games e.g. putting things inside others and taking them out again or stacking and posting, activating press button toys.
• The child may be offering and receiving objects from others.
• The child may have strong play preferences that are exclusive to other experiences.
• The child may need time and opportunities for repetition to enable them to engage in ‘new’ experiences.
• The child may prefer low-arousal spaces with reduced sound and visual stimulation.
• The child may show confusion with sound games/songs using DVDs or CDs.
• The child may need practise and a reduced pace, to show anticipation of actions and words in repetitive rhymes and songs.

Active Learning

• The child may follow routines when shown an object to help them understand what is happening.
• The child may understand routines by looking at the context around them e.g. get their boots when the door to outside is opened.
• The child may need visual cues to help them develop active problem-solving skills to enable them to explore further e.g. looking under the table for a dropped toy when the adult signs ‘Under’.
• The child may be developing ‘trial and error’ behaviours in play and everyday routines.
• The child enjoys returning to play experiences time and time again, building their confidence in the play through their success.
• The child may show sensory avoidance to a range of sensory experiences, e.g. showing over sensitivity to touch – avoids messy play, walks on tip toes, intolerant to clothing or changing of nappies.
• The child may show sensory seeking behaviours, e.g. showing under sensitivity to smell & taste – sniffs or licks objects and people, chews or mouths objects, grinds teeth.
• The child may exclusively engage in one type of play material/sensory experience and engage in long-lasting repetitive play.

Creating and thinking critically

• The child may carry out single play actions on imitation e.g. give teddy a hug.
• The child may use common objects on themselves in early pretend play e.g. put a hat on.
• The child may use common objects on another person e.g. brushes mummy’s hair.
• The child may begin to show early sorting skills such as finding the ‘same’ when shown an object or put two pieces together to make a whole e.g. lid on a teapot. 
• The child communicates exclusively about things in the ‘here and now’.
• The child may rely on adults to show them how to explore and engage in an activity.
• The child may be easily distracted by the environment around them and find it difficult to settle to an activity.
• The child may react unexpectantly to key adults.
• The child may show interest in repetitive rote counting, number rhymes and songs.
• The child may show counting-like behaviours such as vocalising and pointing to objects using number-like words.
• The child may understand or use quantity words such as ‘more’ or ‘lots’ and demonstrate this in different ways.
• The child may need to be specifically shown how to engage in construction resources and inset puzzles.
• The child may need signs to understand and use size and position words in everyday contexts.

• Adults could implement the Engagement Model.  The model includes a profile to build up a consistent picture about how children engage and what they are engaged in.  There is also a simple scale of engagement so that we clearly know how our children look/react when they are at their most and least engaged and therefore understand them better.
• Engagement is crucial before targeted learning can happen.  We can use what engages the child, as a starting point to learning.
• Adults could provide open ended sensory play experiences to encourage touch and exploration, with gradual differences, for example:
  • dry resources – sand and grains;
  • different textures and fabrics – silks, cottons and towelling;
  • different temperatures such as warm and cold, water play.
• Have the mediums both accessible in small containers (washing up bowls) as well as initially offering exploration through clear zipped pockets to feel, poke and prod.  Create a personalised texture hierarchy for the child so that all the adults involved are aware of the child’s preferences.  Support the child’s sensory difference through the slow exposure and breadth of experiences. 
• Ensure opportunities are built into the day by creating a ‘sensory diet’ for the child,  e.g the child needs to climb = build in climbing, swinging, jumping, and spinning opportunities during the day to help the child regulate their proprioceptive sensory needs.
• Refer to the Inclusive play resource from www.sense.org  There are a range of YouTube videos demonstrating simple inclusive play activities. 
• Sensory Stories are short stories of a few lines which are brought to life through a selection of meaningful sensory experiences. They are particularly beneficial for students with Sensory Processing Disorder (SPD), Profound and Multiple Learning Difficulties (PMLD), Autism Spectrum Conditions (ASC) and other Special Educational Needs and Disabilities (SEND). Create your own sensory stories and sensory rhymes by using props to emphasise experiences of touch, smell, noise, taste etc.  adding to the meaning of the text.  It will help the child become familiar and more relaxed with these sensory experiences, by them being part of a predictable routine.
• Using multi-sensory umbrellas Sensory Umbrellas and Sensory Storytelling for PMLD (inclusiveteach.com)
• Revisiting play opportunities – ensure the child has opportunities to return to the same experience time and time again without moving on to changes too quickly.  Ready Steady Go games are good learning a predictable play sequence.
• Adults could provide feely bags/boxes and treasure baskets with specific items reflecting the child’s special interests.
• Adults may need to provide low-arousal spaces to help a child focus on achieving new experiences and reduce language and sensory overload.
• Noisy toys musical toys may be too overwhelming or be necessary to gain attention and engagement, know the child’s tolerance for these things.

• Cause and effect play – adults may need to use verbal cues such as ‘Ready, Steady Go!’ or ‘One, two three!’ to prepare the child for a sudden action or noise.
• Children are often more interested in people, their sounds and actions and are distracted by the ‘3-way attention demands’ when an object is part of the play.  ‘People play’ may be a more successful way of achieving engagement such as ‘Row-Row, Round and Round the Garden etc. 
• Adults may need to model matching, stacking, posting and sorting activities using resources that the child can manipulate and succeed with. 
• Adults may need to adapt toys and objects to emphasise size, reduce choice and grade difficulty e.g. hoops onto wooden spoons instead of string and beads for threading.  These are some of the ‘Small Steps to Learning’ from the Portage Model.
• Adults may need to use a child’s special interest to introduce novel activities e.g. rolling/spinning toys in water play
• The Attention Autism programme aims to support children with a range of communication and interaction difficulties, to develop and sustain looking and listening attention skills, in group situations:
  • Stage 1: Attention bucket (to focus attention);
  • Stage 2: Attention builder (to sustain attention);
  • Stage 3: Interactive game (to shift attention);
  • Stage 4: Individual activities (to focus and sustain attention in a group, then transition shifting attention to individual activity and then refocus on the group).
• Information and ideas can be found at Attention Autism – Family Hub (torbayfamilyhub.org.uk).
• Develop with the child, a secure ability to make clear choices between objects and activities by using object choices or picture choices – see Visual Support Guidance.

• Develop the child’s social play skills.  Use the child’s strong play preferences to build up their engagement with adults and peers starting with securing successful parallel play. 
• Specifically practice turn taking activities with the child and peers.  It may be necessary to avoid the child’s motivators or special interests in the play as these may be a barrier to the child managing giving up a turn. 
• Use Teaching Play to children with Autism – Practical interventions using Identiplay.    This resource will provide a large number of play scripts that can be shared with teaching staff and parents.
• Provide a visual picture sequence strip to support messages, planning events and routines and individual activities.
• Some children may need to see objects to cue their understanding and planning for change, using an object transition bag, rather than pictures.
• Use Makaton signing to emphasise concepts or key words in messages.  Sign up for free on the Makaton Charity website www.makaton.org for access to the Library and information about the Makaton Language Programme.
• Make activities ‘fail safe’ (Portage Principles) by using strategies such as backward/forward chaining, where steps to achieve a skill are broken down into manageable goals.  The adult completes the first steps, and the child then finishes off the activity (backward chaining).  Similarly, the child starts the process and the adult continues the steps to completion.   Teach the easiest skills first in a sequence by identifying the ‘component skills or achievable targets and then deciding.
• Use real life objects to demonstrate the use of objects on yourself-first before transferring the play action onto dolls/toys e.g., talking on the telephone, drinking from a cup/sports bottle,
• Develop concept and sorting skills through encouraging the child to develop matching, then finding and then naming skills. 
• Understanding ‘the same’ with objects e.g., sorting lots of different balls and toy cars into two groups when tidying toys.  Use pictures of the toys on the boxes to encourage object to picture matching. 
• Play simple object and picture lotto with objects in a bag and white boards to draw the items you want to match.  Manipulate the number of items on the board to make it easier or harder for each player.
• Create Social stories for children struggling to cope with a variety of social situations from walking to nursery to sharing a toy with a friend.  Go to My Social Stories Book by Carol Gray for further information My Social Stories Book : Carol Gray and Abbie Leigh White: Amazon.co.uk: Books.

• Keep activities short and successful to help build the child’s attention skills and self-esteem.  Practise completing short outcome-focussed activities through having a ‘Special Time’ play session with the child on a regular basis.  Use a picture sequence choice board showing each activity to be completed in turn.
• Teach the concept of ‘finished’ by using a picture prompt and Makaton sign for ‘finished’.  If using pictures to show a sequence, place the picture in a ‘finished box’ as each activity is completed.
• Ensure that there is a ‘total communication environment’ – see tips in Supporting the learning environment – Early Years – Communication and Interaction – Family Hub (torbayfamilyhub.org.uk)
• Create plenty of different low arousal spaces in your playrooms and outside so that these areas do not become ‘pinch points’ with lots of children.  Vary colours, textures, heights etc to create cosy, safe spaces.  These spaces will then support children’s focus of attention and enable emotional refuelling.
• When supporting children’s Speech, Language and Communication (SLC), pause for spaces in song and rhyme for the child to fill in.  Giving children this processing time, motivate the child to verbalise at their own pace.
• Create personal books using photos of the child’s family and favourite objects.  Either make homemade books or use commercial companies such as PhotoBox which can produce board books at a minimal cost.

(Suggested assessments and references that are not listed in any particular order)

• Characteristics of Effective Learning – page 22 Birthto5Matters-download.pdf
•  Development Matters – Non-statutory curriculum guidance for the early years foundation stage (publishing.service.gov.uk)
• The Engagement Model – Profile and Scale Guidance, templates and worked examples The Engagement Model – Family Hub (torbayfamilyhub.org.uk)
• Practical ideas for Sensory Play PRACTICAL IDEAS FOR SENSORY PLAY .pdf (eani.org.uk)
• Sensory Calming ideas to help re-regulate and to support a sensory diet.  Doing these activities will help children by doing something active and then be more ready to return to more focussed activities PowerPoint Presentation (eani.org.uk)
• The Derbyshire Small Steps EYFS Profiles
• The Derbyshire Celebratory Checkpoints EYFS Celebratory Checkpoints – Derbyshire Local Offer
• The Portage SEND Best Practice Assessment Checklist Portage | The Education People
• The Autism Observation Profile (AET) Autism Observation Profile – Family Hub (torbayfamilyhub.org.uk) or https://torbayfamilyhub.org.uk/wp-content/uploads/2023/08/autism-observation-profile1_4_.pdf  
• The Early Support Early Years Developmental Journal – Untitled (torbayfamilyhub.org.uk)
• The Early Support Developmental Journal for Babies and children with Downs Syndrome or Microsoft Word – Early Support Down Syndrome – FINAL.doc (torbayfamilyhub.org.uk)
• The Sensory Processing Resource Pack: Early Years Early Years Sensory Processing Profile – Family Hub (torbayfamilyhub.org.uk) or early_years_sensory_processing_resource_pack_multiagency_final_march_2014.pdf (torbayfamilyhub.org.uk)
• Autism in the Early Years – A Practical Guide by Val Cummin, Julia Dunlop & Gill Stevenson Autism in the Early Years: A Practical Guide (Resource Materials for Teachers) : Cumine, Val, Dunlop, Julia, Stevenson, Gill: Amazon.co.uk: Books
• First Steps in Intervention with your child with Autism – Frameworks for Communication by Phil Christie et al. First Steps in Intervention with Your Child with Autism: Frameworks for Communication: Amazon.co.uk: Phil Christie, Elizabeth Newson, Wendy Prevezer and Susie Chandler: 9781849050111: Books
• Sensory Stories for Children and Teens with SEN – A Practical Guide by Joanne Grace Sensory Stories for Children and Teens with Special Educational Needs: A Practical Guide : Joanna Grace: Amazon.co.uk: Books
• Supporting Quiet Children by Maggie Johnson & Michael Jones Supporting Quiet Children: Exciting Ideas and Activities to Help ‘Reluctant Talkers’ Become ‘Confident Talkers’ by Johnson, Maggie, Jones, Michael (September 20, 2012) Spiral-bound : Amazon.co.uk: Books
• Helping Very Young Children to Listen by Andrina Flinders Helping Very Young Children to Listen : Flinders, Andrina: Amazon.co.uk: Books
• Let’s Talk Behaviour by Wendy Usher Let’s Talk Behaviour – ideas to encourage positive behaviour (yellow-door.net)
• Understanding your child’s Sensory Signals by Angie Voss Understanding Your Child’s Sensory Signals: A Practical Daily Use Handbook for Parents and Teachers: Amazon.co.uk: Voss OTR, Angie: 9781466263536: Books
• First and Then Explained First & Then explained.pdf (eani.org.uk)
• Visual Supports Guidance – a useful step by step guide on how to use picture supports in a practical way Layout 1 (autismspeaks.org)
• Using Visuals to support language and attention skills Using visuals to support LANGUAGE and ATTENTION – YouTube
• Playing Ready Steady Go games How to play Ready, Steady, Go – YouTube
• The Building Blocks to reading and writing will help adults see the foundations needed to develop these skills creating a planning board for activities and target setting:
  • Building blocks of reading – Family Hub (torbayfamilyhub.org.uk) or https://torbayfamilyhub.org.uk/wp-content/uploads/2023/08/the_building_blocks_of_reading_am_1_1.pdf
  • Building blocks of writing – Family Hub (torbayfamilyhub.org.uk) or https://torbayfamilyhub.org.uk/wp-content/uploads/2023/08/the_building_blocks_of_writing_am_1_1.pdf
• Developing Joint Attention How to help your child with joint attention – YouTube
• The Attention Autism Programme – Top Tips guidance  Attention Autism – Family Hub (torbayfamilyhub.org.uk) or https://torbayfamilyhub.org.uk/wp-content/uploads/2023/08/Top-Tips-for-Attention-Autism-Stages-1-2.pdf
• SaLT by the SEA Blog – How to use Objects of Reference How to use objects of reference – YouTube
• Play activities for young children to support communication and interactions Play Activities to Support Communication & Interaction (eani.org.uk)

Children’s development follows its own unique pathway with some needing more support to reach key milestones. The EYFS reforms were introduced in September 2021 and self-regulation became one of the early learning goals for personal, social and emotional development. Many children experience dysregulation when their emotions overwhelm them, this can be appropriate to their age and stage. If it is happening frequently then this may be a cause for concern. Having considered the child’s age/stage and any other contributory factors, we may identify a significant need in terms of dysregulation and regard this as a Social, Emotional, Mental Health (SEMH) need. Children can present in a variety of ways when dysregulated: some withdraw both emotionally and physically whereas some will present loudly with some undesired physical behaviours.

Children can present with SEMH needs for a wide range of reasons. Some children will have experienced separation from family members loss or grief. Attachment issues can be caused through issues within the family which may have affected the child. SEMH needs may also present if the child is causing concern with other areas of their development such as non-neurotypical tendencies. Regardless of the reasons behind the regulation, key adults need to respond appropriately and nurture positive relationships through a consistent response to support children’s individual interests, preferences, and needs. This will build emotional resilience.

All children deserve the care and support they need to have the best start in life. Children learn and develop at a faster rate from birth to five years old than at any other time in their lives, so their experiences in early years have a major impact on their future life chances. A secure, safe, and happy childhood is important in its own right. Good parenting and high-quality early learning provide the foundation children need to fulfil their potential.

Four guiding principles of the Early Years Foundation Stage are:

• Every child is a unique child, who is constantly learning and can be resilient, capable, confident, and self-assured.
• Children learn to be strong and independent through positive relationships.
• Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
• Importance of learning and development. Children develop and learn at different rates. (See “the characteristics of effective teaching and learning” at paragraph 1.18). The framework covers the education and care of all children, including children with Special Educational Needs and Disabilities (SEND).

• Development Matters – Non-statutory curriculum guidance for the early years foundation stage (publishing.service.gov.uk)
• Birthto5Matters-download.pdf
• What-to-expect-in-the-EYFS-complete-FINAL-16.09-compressed.pdf (foundationyears.org.uk)
• SEND_Code_of_Practice_January_2015.pdf (publishing.service.gov.uk)
• Early years: guide to the 0-25 SEND code of practice (publishing.service.gov.uk)

The principles of the EYFS advocate the unique child whose interests, preferences and needs are supported through positive relationships and sensitive interactions within an enabling environment both inside and outside to promote learning and development through self-regulation.

Overarching principles – paragraph 5: Statutory framework for the early years foundation stage for group and school providers (publishing.service.gov.uk)

• The child may find ways to calm themselves, through being calmed and comforted by their key person.
• The child may begin to establish their sense of self.
• The child may begin to express preferences and decisions. They also try new things and start establishing their autonomy.
• The child may engage with others through gestures, gaze and talk.
• The child may use that engagement to achieve a goal. For example, gesture towards their cup to say they want a drink.
• The child may find ways of managing transitions, for example from their parent to their key person.
• The child may need support to make themselves understood and can become frustrated when they cannot.
• The child may start to say how they are feeling, using words as well as actions.
• The child may feel strong enough to express a range of emotions.
• The child may grow in independence, rejecting help (“me do it”). Sometimes this leads to feelings of frustration and tantrums.
• The child may begin to show ‘effortful control’ where they resist a strong impulse to have or do what they want
• The child may be increasingly able to talk about and manage their emotions.
• The child may be able to safely explore emotions beyond their normal range through play and stories.
• The child may be able to talk about their feelings in more elaborated ways: “I’m sad because…” or “I love it when …”

All young children need support with some aspects of their personal, social and emotional development. Some children remain regulated when presented with day-to-day challenges whereas others may find it more difficult to manage their emotional responses.

The foundations of emotional and cognitive self-regulation in the early years are integrally tied together, and both are necessary for behavioural self-regulation. Emotions running very high get in the way of cognitive aspects of self-regulation, as a child who is experiencing very strong emotions will have difficulty in holding back impulses, focusing attention, or thinking in flexible ways to solve problems. Over arousal of the emotional part of the brain constrains the thinking part, so a child who is very upset will first need help through emotional co-regulation before they can begin to think about the situation.

Self-regulation – page 20 Birthto5Matters-download.pdf

Following a dysregulation, one may appear calm, but the levels of the stress hormone Cortisol can remain in the body for some time afterwards, this could result in repeated dysregulation could occur again.

Developing self-regulation, like many elements of development and learning, is not something children do by themselves. It is a process that grows out of attuned relationships where the caregiver and baby or child are closely attentive to each other and engage in sensitive, responsive exchanges.

Self-regulation involves children’s developing ability to regulate their emotions, thoughts and behaviour to enable them to act in positive ways toward a goal.

Self-regulation depends on and grows out of co-regulation, where adults and children work together toward a common purpose, including finding ways to resolve upsets from stress in any domain, and return to balance.

Self-regulation is not the same thing as compliance, such as sitting still and listening when expected to. A child who is stressed and struggling to resist the impulse to move or speak is very different from a child who is calm and alert, in a balanced state of feeling, thinking, and behaviour. Children can fluctuate in their capacity to self-regulate just as adults can. It is not a fixed state. However, noticeably large regressions may indicate high levels of distress or be in response to a traumatic experience.

Self-regulation – page 20 Birthto5Matters-download.pdf

Settings could develop a Regulation Policy to replace or sit alongside their behaviour management policy to create a consistent approach to supporting regulation.

The setting as a whole value the role of co-regulator in benefitting children with high SEMH needs and ensure they are available both emotionally and physically.

Identifying triggers is a key part of supporting regulation: some triggers can be recognised more easily, and appropriate timely support offered to manage the situation whereas some triggers can be sudden and new.

Co-producing an emotional regulation plan with parents/carers and key staff can promote a consistent approach across home and the setting. The plan can set out known triggers and the child’s preferences and motivators to support them to remain or regain regulation.

        Developing an Emotional Regulation Plan – Family Hub (torbayfamilyhub.org.uk)

An empathetic response which aims to try and soothe the child e.g. calming phrases such as ‘oh dear, aww’. This can be coupled with a gentle touch to shoulder if the child welcomes this.

Let the child know it’s OK to have big emotions and use simple language to acknowledge or validate the emotion – ‘I can see you are upset’ ‘Are you feeling angry?’ ‘I’m thinking you are sad, would that be right?

• The naming of the emotion can help to calm the child.
• The checking in can be called ‘collaborative sense making’.
• The child maybe too upset to comment and need time.

A child who is dysregulated will not be available to listen or process information – they will not be ready to say sorry. The child’s need the connection with the adult initially and to feel safe. Once they are completely regulated, we can remind them that they need to ask an adult for help before damaging things or hurting others.

Loud, deep breathing together can help the child regain regulation. The adult can start first modelling taking loud, long breaths in and out. The adult can count out loud 1-5 or 1-10 or backwards 10,9,8…1. The child may begin to regulate and join in with the breathing.

Some children may need sensory breaks to help them remain regulated – too much noise, crowded spaces or bright lights can trigger dysregulation. Regular visits to the outside area may help this or short bursts of exercise – 10 star jumps or running around the garden three time.

An enjoyable activity which encourages laughter or joy can be a positive start to the day or session. This will release endorphins which support regulation.

The adult could model self-talk to share their thought processes when problem solving to suggest possible solutions ‘I wonder what we could do to help us share the funnel?’ ‘I wonder if we could try to take turns… Max, you go first and then it’s your turn, Eddie’. ‘Perhaps we could help each other: ‘who would like to hold the funnel or the tubing first and then, we can all take it in turns to pour?’

• Having discussions regarding our emotions with children as a group can help children to learn about self-regulation.  
• Adults can explain what happens to their bodies when they are dysregulated, and this can help children to understand their own reactions. The feelings could be classified as big feelings or small feelings.
• Children could be encouraged to ‘check in’ on each other to support empathy and taught to help each other by talking, breathing deep breaths, sharing a book.
• Adults can support regulation with ongoing ‘check ins’ with the group throughout the day. This can help the understanding that we all have big/small feelings, and we sometimes need help to manage them.
• Early years inspection handbook (Feb 2022)- good grade descriptor for personal development: A well-established key person system helps children form secure attachments and promotes their well-being and independence. Practitioners teach children the language of feelings, helping them to appropriately develop their emotional literacy. Relationships between staff and babies are sensitive, stimulating and responsive. Early years inspection handbook – GOV.UK (www.gov.uk)

Some children may need sensory breaks to help them remain regulated – too much noise, crowded spaces or bright lights can trigger dysregulation. Regular visits to the outside area may help this or short bursts of exercise – 10 star jumps or running around the garden three time.

An enjoyable activity which encourages laughter or joy can be a positive start to the day or session. This will release endorphins which support regulation.

A personalised visual timetable for an individual child which is available can support transitions.

Using ‘Now, Next’ e.g. Now, take off our shoes and next, wash our hands.

Use songs to support exploring their bodies  ‘Head, Shoulders, Knees and Toes’ or ‘This Little Piggy Went to Market’ or ‘Tommy Thumb’

Choices: offering the child a choice of two preferred activities (Object of reference Objects of Reference – Family Hub (torbayfamilyhub.org.uk) or picture cards or signs

When giving instructions make them short and clear e.g., shoes on now.

Using Makaton (Home (makaton.org) or hand signals, such as, a flat upright hand to support STOP alongside verbal command or deflection ‘the rules say children cannot climb on the furniture’

Monitor the child’s engagement using the characteristics of effective teaching and learning to identify the child’s preferences, strengths and areas of need and provide resources to support these interests. Having enough of each type of resource can support regulation.

Create a ‘calming box’ of favourite objects/activities specific to child’s interests e.g., an activity, song, book or play experience.

A quiet, small, safe space is created which is respected by all. Child can access it when needed.

Communication friendly spaces to reduce over stimulation.

Loud, deep breathing together can help the child regain regulation. The adult can start first modelling taking loud, long breaths in and out. The adult can count out loud 1-5 or 1-10 or backwards 10,9,8…1. The child may begin to regulate and join in with the breathing.

• Language development is central to self-regulation: children use language to guide their actions and plans e.g. self-talk which we can model to show our own regulation patterns.
• Speech, language and communication needs can be supported through the Early Communication and Language monitoring tool which is Devon-wide document developed through cross county working across Devon, Plymouth and Torbay.

Early Communication and Language monitoring tool – Family Hub (torbayfamilyhub.org.uk)

If a child has a high level of additional need in SEMH, setting can apply to the ALFI board and a completed Emotional Regulation Plan has the same weighting as an ILDP.

ALFI (Activity Led Funding for Inclusion) Early Years additional funding for children with SEND (ALFI and DAF) – Family Hub (torbayfamilyhub.org.uk)

Emotional Regulation Plan formats: a blank copy, a completed copy and one with prompts. Developing an Emotional Regulation Plan – Family Hub (torbayfamilyhub.org.uk)

A link to the Torbay early years SEND resources: SEND Resources – Family Hub (torbayfamilyhub.org.uk)

Torbay Early Years Social, Emotional and Mental Health resources: Social, Emotional & Mental Health (SEND Early Years Resources)

Help for Early Years providers: Mental health for early years children – Help for early years providers – GOV.UK (education.gov.uk)

7c s: Encouraging appropriate behaviour in young children: 7cs_supporting_social_and_emotional_skills.pdf (torbayfamilyhub.org.uk)

Personal, social and emotional development – managing feelings and behaviour guidance sheet

• helping_children_cope_with_change.pdf (torbayfamilyhub.org.uk)
• helping-children-with-their-behaviour.pdf (torbayfamilyhub.org.uk)
• 3-4_yrs_-_personal_social_and_emotional_development_with_tc_format.pdf (torbayfamilyhub.org.uk)

These are the key messages:

• Chat – Talk, Pause, Listen, Respond – back-and-forth exchanges with adults who respect and respond to children’s conversation.
• Play – Bring the play into everyday. Pretend play gives many opportunities for children to focus their thinking, persist and plan ahead.
• Read – share books, share words, share everywhere – sharing books for joy and extending their vocabulary through discussion.
• Chat, play, read interactive activity booklets | Words for Life
• Hungry Little Minds – Simple fun, activities for kids aged 0 – 5 (campaign.gov.uk)
• Tiny Happy People: Children’s language development and parenting advice – BBC Tiny Happy People

The definition of disabled children and young people is set out in the Equality Act 2010: that is a child who has a physical or mental impairment that has a substantial and long-term adverse effect on normal day-to-day activities.

A child with a physical disability may require additional support to fully access early years provision.

All children deserve the care and support they need to have the best start in life. Children learn and develop at a faster rate from birth to five years old than at any other time in their lives, so their experiences in early years have a major impact on their future life chances. A secure, safe, and happy childhood is important in its own right. Good parenting and high-quality early learning provide the foundation children need to fulfil their potential.

Four guiding principles of the Early Years Foundation Stage are:

• Every child is a unique child, who is constantly learning and can be resilient, capable, confident, and self-assured.
• Children learn to be strong and independent through positive relationships.
• Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
• Importance of learning and development. Children develop and learn at different rates. (See “the characteristics of effective teaching and learning” at paragraph 1.18). The framework covers the education and care of all children, including children with Special Educational Needs and Disabilities (SEND).

• Development Matters – Non-statutory curriculum guidance for the early years foundation stage (publishing.service.gov.uk)
• Birthto5Matters-download.pdf
• What-to-expect-in-the-EYFS-complete-FINAL-16.09-compressed.pdf (foundationyears.org.uk)
• SEND_Code_of_Practice_January_2015.pdf (publishing.service.gov.uk)
• Early years: guide to the 0-25 SEND code of practice (publishing.service.gov.uk)

• As a baby, the child will lift their head, roll over and gradually sit without support.
• The child may crawl as they gather more muscle control and co-ordination.
• The child may start standing, instead of crawling, using adults/furniture to pull themselves up and for support.
• The child will use their mouth to explore objects and pass things from one hand to the other.
• The child will gradually gain control of large movements with support e.g. walking, running, climbing, jumping.
• The child may enjoy sitting with arms or legs out wide to catch a large soft ball rolled/thrown to them.
• The child may enjoy riding on wheeled toys either push along or with guidance.
• The child may enjoy physical sensations such as swinging, rolling or sliding.
• The child may enjoy exploring with malleable materials: dough; clay; soil; finger paint
• The child may enjoy exploring mark making movements e.g. with a large or small brush and water or drawing materials.
• The child may independently pour themselves a drink.
• The child can be encouraged to feed themselves with finger foods, then using cutlery. Introducing a spoon may be easier initially.
• The child will benefit from being given choices through tactile signing or verbally or using real objects (objects of reference) which can be explored through touch.
• The child may remain mainly silent, with a limited or no use of vocalisations or babble.
• The child will respond to touch: stroking their cheek, cuddles, back rubbing.
• The child may play mainly silently.
• The child may be communicative in subtle ways which need sensitive observation to decode.
• The child may use other ways of communicating other than talk to express their feelings, wants and needs with others e.g. body language, facial expression or unwanted behaviours.
• The child may indicate what they want when they need comfort: comfort object, rocking, cuddling, singing.
• The child develops a sense of self by interacting with others.
• The child is valued and supported within the group and develops a good sense of their self-worth.
• The child begins to develop friendships with other children.
• The child grows confident with familiar routines and is supported with flexibility when needed by a key person and in time, other known adults
• The child may show frequent bursts of frustration when their needs and wants are not understood.
• The child may express themselves using e.g. non-verbal actions, screams or smiles.

Seek professionals’ advice:

• Occupational Health referrals – Children and Family Health (childrenandfamilyhealthdevon.nhs.uk) Email: CFHD.DevonSPA@nhs.net Tel: 0330 024 5321
• Mayfield outreach can be requested if you require support with physical and sensory needs. Outreach Services – Torbay Council

Build on the child’s interests, fascinations and motivators to engage them in sustained play:

• Be fully inclusive in all activities and experiences.
• Have an established key person system in place where strong and loving relationships develop with the child.
• Accommodate equipment for posture, there needs to be adequate space within the classroom to use and access equipment easily.
• Make reasonable adjustments to the environment and facilities – ramps, handles, height adjustable furniture, technology.
• Provide adapted resources – scissors, writing equipment, wobble cushions, writing slope.
• Be skilled at gaining the child’s voice and adapting practice to support their needs. The child or young person will be able to identify what they need to be successfully supported.
• Always promote independence for the child or young person.
• Have systems in place to record information that can inform changes of need in the young person and be given time to liaise with colleagues to provide an holistic approach in meeting the child or young person’s needs.
• Feel supported in delivering any self-care or intimate care to young people who require support in this area.
• Take a multi-agency approach to supporting children and young people with sensory or visual impairments and consider the family’s social care needs.
• Develop fine motor skills – through offering tactile experiences the child enjoys. The child may prefer to wear gloves to explore initially or generally depending on their preferences.
• Gross motor skills –the child is supported to access outside provision and equipment indoors which develops large motor skills if available.
• Develop effective characteristics of learning – the child will develop preferences which can become motivators (playing and exploring) to encourage the child’s active learning and opportunities to create and think critically.
• Manage physical tiredness – the child will become fatigued easily owing to the intensity of processing the information around them.
• Support social situations to promote making meaningful relationships and support the child in maintaining their friendships.
• Ensure all adults consistently support and manage the child’s physical safety.
• Keep all adults within the setting informed of child’s current needs.
• Ensure access to specialist assistive technology such as: iPad/ tablet/ laptop with eReader and/or specialist software. e.g. magnification; recorded stories.
• Support the child to become familiar with daily routines e.g. through signing to support language, enlarged photographs, tactile visual timetables.
• Provide resources with large text format, clear layout, overlays, coloured paper, appropriate use of illustrations
• Ensure child has appropriate amount of exposure to the sun and shade
• Create an ILDP (Individual Learning and Development Plan – ILDPs (Individual Learning Development Plans) – Family Hub (torbayfamilyhub.org.uk)) to support child if they need support making progress across seven areas of learning and review it regularly with family and other professionals. If the child struggles with dysregulation, a regulation plan maybe helpful Developing an Emotional Regulation Plan – Family Hub (torbayfamilyhub.org.uk)
• Apply for ALFI (Activity Led Funding for Inclusion) if additional support is needed Early Years additional funding for children with SEND (ALFI and DAF) – Family Hub (torbayfamilyhub.org.uk).
• Support an enhanced transition to next setting/school Enhanced transition planning (Early Years to Primary School) – Family Hub (torbayfamilyhub.org.uk).

Portage is a home teaching service for families with pre-school children who have Special Educational Needs and/or Disabilities (SEND). The success and popularity of Portage is based on the premise that it promotes parents/carers as the key figures in the development of their child Torbay Portage Service – Family Hub (torbayfamilyhub.org.uk)

Occupational Health referrals – Children and Family Health (childrenandfamilyhealthdevon.nhs.uk) Email: CFHD.DevonSPA@nhs.net Tel: 0330 024 5321

Mayfield outreach can be requested if you require support with physical and sensory needs. Outreach Services – Torbay Council

Sensory and Physical Needs – Family Hub (torbayfamilyhub.org.uk)

Helpful Resources for specific needs (Dyslexia, Dyspraxia/Developmental Coordination Disorder, Dyscalculia or Classic Tic Disorders) – Family Hub (torbayfamilyhub.org.uk)

Advice sheets about expected development:

Early Years Therapies Toolkit – Children and Family Health (childrenandfamilyhealthdevon.nhs.uk)

These activities need to be tried for 2 to 3 months prior to making a request for Speech and Language Therapy or Occupational Therapy, with the exception for requests for children or young people who are stammering, which should be made immediately.

The advice sheets below are ordered in age and contain information on typical development for their age, what to look out for in your child and which toolkits to access below if there are concerns.

• Age 0 – 6 months  0-6-1.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Age 6 – 12 months 6-12.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Age 12 – 18 months 12-18.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Age 18 – 24 months 18-24.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Age 2 – 3 years 2-3.pdf (childrenandfamilyhealthdevon.nhs.uk)    
• Age 3 – 4 years 3-4.pdf (childrenandfamilyhealthdevon.nhs.uk)

Physical skills advice sheets:

• Developing cutlery skills Devon-Developing_cutlery_skills.pdf (childrenandfamilyhealthdevon.nhs.uk) >
• Developing pre-writing skills Devon-Developing_pre-writing_skills.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Sensory processing Devon-Early_Years-Sensory_processing.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Encouraging new foods Devon-Encouraging_new_foods.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Developing balance skills Devon_Developing_balance_skills.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Developing dressing skills Devon_Developing_Dressing_skills.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Developing hand skills Devon_Developing_hand_skills.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Developing motor skills – rolling and sitting Devon_Developing_motor_skills_rolling_and_sitting.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Fun ways to play Devon_Fun_ways-to-play.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Learning to ride a tricycle Devon_Learning-to-ride-a-tricycle.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Potty training Devon_Potty_training.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Sleep Devon_Sleep.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Standing and walking Devon_Standing_and_walking.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Tummy time Devon_Tummy_time.pdf (childrenandfamilyhealthdevon.nhs.uk)
• Using both hands Devon_Using_both_hands.pdf (childrenandfamilyhealthdevon.nhs.uk)

Specialist Dental Services provide a specialised dental service for adults and children with complex needs who find it difficult to use general dental services: Community Dental Service – Torbay and South Devon NHS Foundation Trust

Contact has produced some useful guidance regarding dental care for your young child with SEND (contact.org.uk) a_parents_guide_to_dental_care__web_single.pdf (contact.org.uk)

Sensory impairments can be present at birth or develop over time. A sensory impairment can be defined as an impairment that affects a child or young person’s ability to access auditory or visual information. This section refers to the children with a Visual Impairment (VI) which sometimes can be corrected by glasses. When this is not possible, there can be an impact on the child or young person’s learning and development.

Torbay’s Visual Impairment (VI) Service offer advice and support. Torbay Visual Impairment (VI) Service has been developed to provide specialist support and advice to all Torbay’s Local Authority early years settings and schools, including special schools and provisions. The service supports the inclusion of pupils with visual impairments in all these settings.

The referrals are managed by the Local Authority Torbay SEND team and are sent to the VI Advisory Teacher. Pupils can also be referred directly to the VI Advisory Teacher by the Ophthalmology department at Torbay Hospital. As necessary, this will be followed by a visit from the VI Advisory Teacher.

The Service is, at present, staffed by one part-time advisory teacher. This teacher is an experienced teacher with an additional degree in working with children and young people with VI.  This includes a qualification in Grade Two Braille and knowledge and experience of access technology that supports the learning of both modified large print (MLP) users and Braillists in their setting.

Torbay VI (Visual Impairments) Service – Family Hub (torbayfamilyhub.org.uk)

Torbay’s VI Advisory Teacher is Rosey James rosey.james@torbay.gov.uk 07393 802534

All children deserve the care and support they need to have the best start in life. Children learn and develop at a faster rate from birth to five years old than at any other time in their lives, so their experiences in early years have a major impact on their future life chances. A secure, safe, and happy childhood is important in its own right. Good parenting and high-quality early learning provide the foundation children need to fulfil their potential.

Four guiding principles of the Early Years Foundation Stage are:

• Every child is a unique child, who is constantly learning and can be resilient, capable, confident, and self-assured.
• Children learn to be strong and independent through positive relationships.
• Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
• Importance of learning and development. Children develop and learn at different rates. (See “the characteristics of effective teaching and learning” at paragraph 1.18). The framework covers the education and care of all children, including children with Special Educational Needs and Disabilities (SEND).

• Development Matters – Non-statutory curriculum guidance for the early years foundation stage (publishing.service.gov.uk)
• Birthto5Matters-download.pdf
• What-to-expect-in-the-EYFS-complete-FINAL-16.09-compressed.pdf (foundationyears.org.uk)

• As a baby, the child will lift their head, roll over and gradually sit without support.
• The child may crawl as they gather more muscle control and co-ordination.
• The child may start standing, instead of crawling, using adults/furniture to pull themselves up and for support.
• The child will use their mouth to explore objects and pass things from one hand to the other.
• The child may enjoy sitting with arms or legs out wide to catch a large soft ball rolled/thrown to them.
• The child will gradually gain control of large movements with support e.g. walking, running, climbing, jumping.
• The child may enjoy riding on wheeled toys either push along or with guidance.
• The child may enjoy physical sensations such as swinging, rolling or sliding.
• The child may enjoy exploring malleable materials: dough; clay; soil; finger paint.
• The child may enjoy exploring mark making movements e.g. with a large or small brush and water or drawing materials with guiding initially to create circular, zigzag or scribbling movements.
• The child may independently pour themselves a drink by using their finger inside the cup to know when the cup is full enough.
• The child can be encouraged to feed themselves with finger foods, then using cutlery. Introducing a spoon may be easier initially.
• The child will benefit from being given choices through tactile signing or verbally or using real objects (objects of reference) which can be explored through touch.
• The child may remain mainly silent, with a limited or no use of vocalisations or babble.
• The child will respond to touch: stroking their cheek, cuddles, back rubbing.
• The child may play mainly silently.
• The child may be communicative in subtle ways which need sensitive observation to decode.
• The child may use other ways of communicating other than talk to express their feelings, wants and needs with others e.g. body language, facial expression or unwanted behaviours
• The child may indicate what they want when they need comfort: comfort object, rocking, cuddling, singing.
• The child develops a sense of self by interacting with others.
• The child is valued and supported within the group and develops a good sense of their self worth.
• The child begins to develop friendships with other children.
• The child grows confident with familiar routines and is supported with flexibility when needed by key person and in time other known adults.
• The child may show frequent bursts of frustration when their needs and wants are not understood.
• The child may express themselves using e.g. non-verbal actions, screams or smiles.

In planning and guiding what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice appropriately.

Objects of reference advice is available on this link SEND Resources – Family Hub (torbayfamilyhub.org.uk) offer the child real life objects to encourage them to make choices.

Use Intensive Interaction approaches e.g. follow the child’s lead in their choice of interaction.  Play alongside the child with a similar toy or object.  Reduce your words and wait for the child to interact (give eye gaze, touch) with you before giving vocal comment.

Spend time playing in parallel with the child, getting to know their play preferences, pace of learning and communication skills, both non-verbal and verbal.  Help the child feel comfortable with your presence as a play partner. 

Use the Engagement Model to support you with your observations of the child’s play.  It is a dynamic assessment and planning tool for adults to consider what is really engaging our children in the play environment and support provision that matches their needs. The Profile and Scale Guidance, templates and worked examples can be found on the Torbay SEN Early Years Resources web page. The Engagement Model – Family Hub (torbayfamilyhub.org.uk)

Also guidance and research information can be found on The engagement model (publishing.service.gov.uk)

Supporting the learning environment

Build on the child’s interests, fascinations and motivators to engage them in sustained play:

• Be fully inclusive in all activities and experiences
• Have an established key person system in place where strong and loving relationships develop with the child
• Accommodate equipment for posture, there needs to be adequate space within the classroom to use and access equipment easily.
• Make reasonable adjustments to the environment and facilities – ramps, handles, height adjustable furniture, technology provide specialist adaptations to support independent movement around the setting. Sticky tape on the floor can assist the child to independently find the toilet; their coat; the way out to the garden.
• Enlarge images and use tactile prompts to reduce barriers to the curriculum.
• Provide adapted resources – scissors, writing equipment, wobble cushions, writing slope
• Be skilled at gaining the child’s voice and adapting practice to support their needs. The child or young person will be able to identify what they need to be successfully supported.
• Always promote independence for the child or young person.
• Have systems in place to record information that can inform changes of need in the young person and be given time to liaise with colleagues to provide an holistic approach in meeting the child or young person’s needs.
• Feel supported in delivering any self-care or intimate care to young people who require support in this area.
• Take a multi-agency approach to supporting children and young people with sensory or visual impairments and consider the family’s social care needs.
• Develop fine motor skills – through offering tactile experiences the child enjoys. The child may prefer to wear gloves to explore initially or generally depending on their preferences.
• Gross motor skills –the child should have access to outside provision and equipment indoors which develops large motor skills if available.
• Develop effective characteristics of learning – the child will develop preferences which can become motivators (Playing and exploring) to encourage the child’s active learning and opportunities to create and think critically.
• Manage physical tiredness – the child will become fatigued easily owing to the intensity of processing the information around them.
• Support social situations to promote making meaningful relationships and support the child in maintaining their friendships through describing facial cues and gestures.
• Ensure all adults consistently support and manage the child’s physical safety.
• Keep all adults within the setting informed of child’s current needs.
• Ensure access to specialist assistive technology such as: iPad/ tablet/ laptop with eReader and/or specialist software. e.g. magnification; recorded stories.
• Support child to become familiar with daily routines e.g. through signing to support language, enlarged photographs, tactile visual timetables.
• Ensure child has appropriate amount of exposure to the sun and shade
• Create an ILDP (Individual Learning and Development Plan –ILDPs (Individual Learning Development Plans) – Family Hub (torbayfamilyhub.org.uk)) to support child if they need support making progress across seven areas of learning and review it regularly with family and other professionals. If the child struggles with dysregulation, a regulation plan may be helpful Developing an Emotional Regulation Plan – Family Hub (torbayfamilyhub.org.uk)
• Apply for ALFI (Activity Led Funding for Inclusion) if additional support is needed SEND Inclusion in Early Years Early Years additional funding for children with SEND (ALFI and DAF) – Family Hub (torbayfamilyhub.org.uk)– Torbay Council.
• support an enhanced transition to next setting/school Enhanced transition planning (Early Years to Primary School) – Family Hub (torbayfamilyhub.org.uk).

RNIB | Homepage of the Royal National Institute of Blind People

Education for Children | RNIB offers tabs with guidance on

• Early Years: Early years support for children with vision impairment | RNIB
• Choosing a school: Choosing a school | RNIB
• Getting the right support to access education: Support for Special Education Needs and inclusion | RNIB
• How your child can be supported in mainstream education: How your child can be supported in a mainstream school | RNIB
• Learning with complex needs: Learning with complex needs | RNIB | RNIB

Specific information regarding children with VI and the Early Years Development Journal are available here: Visual impairment – Family Hub (torbayfamilyhub.org.uk)

An overarching range of resources and links can be found here: Sensory and Physical – Family Hub (torbayfamilyhub.org.uk)

Habilitation Assessment and Support for Visually Impaired Children: Qualified Habilitation Specialist who works with children and young people (0-18 years) with a visual impairment. They can help your child develop a broad range of skills, including early years development, independent life skills and moving around (orientation & mobility). They assess all of your child’s needs and deliver a holistic programme to cater to them. They will often work closely with other professionals, as well as you as the parents, to ensure your child receives the right support across the board. They offer support in the home, nursery, school, college and in the local community and they will often work closely with your child’s QTVI to support their key transitions into and through education. Referrals for a Habilitation assessment for a child living in Torbay are made via a referral to Torbay’s Multi-Agency Safeguarding Hub (MASH) for the Children with Disability (CWD) Team to make arrangements with Guide Dogs with whom Torbay has a contract for Habilitation assessments and support.

There is also a specific early years page on the Guide Dogs website Search Guide Dogs Site | Guide Dogs

Portage is a home teaching service for families with pre-school children who have Special Educational Needs and/or Disabilities (SEND). The success and popularity of Portage is based on the premise that it promotes parents/carers as the key figures in the development of their child Torbay Portage Service – Family Hub (torbayfamilyhub.org.uk)

ROVIC (Rehabilitation Officer for Visually Impaired Children) service assess the functional visual responses and behaviours of infants, children and young people. We encourage and monitor the developing functional abilities in relation to movement and independence, determining whether a visual difficulty is likely to impede access to or achievement of inclusion, independence, social interaction, orientation, mobility and navigation. We promote understanding, confidence and independence of each individual’s visual and non-visual abilities so that they can develop, progress and use vision to their fullest functional potential. Visual impairment – Children and Family Health (childrenandfamilyhealthdevon.nhs.uk) ROVIC email address: cfhd.devonspa@nhs.net

Occupational Therapy – Children and Family Health – Provides Early Years toolkit, advice and resources.

Children’s physiotherapy – Torbay and South Devon NHS Foundation Trust – information provided on referrals.

Supporting pupils at school with medical conditions

Hearing impairment can be considered significant if the child:

• Has hearing loss which is not aided.
• Has a fluctuating hearing loss (e.g. Glue Ear).
• Requires audiological equipment to support their listening e.g. hearing aid/s, cochlear implant, Assisted Listening Devices etc.
• Has difficulty adapting to environments with high levels of background noise.
• Misses out on incidental learning.
• Has a delay in acquiring and maintaining language and communication skills at an age-appropriate level.
• Has difficulty with social interaction.

• Development Matters – Non-statutory curriculum guidance for the early years foundation stage (publishing.service.gov.uk)
• Birthto5Matters-download.pdf
• What-to-expect-in-the-EYFS-complete-FINAL-16.09-compressed.pdf (foundationyears.org.uk)
• Learning to talk 3 to 5 years – NHS (www.nhs.uk)
• Communication (Baby) – Family Hub (torbayfamilyhub.org.uk)
• Home – Speech and Language UK: Changing young lives

A child’s hearing may be checked:

• Within a few weeks of birth – this is known as newborn hearing screening and it’s often carried out before you leave hospital after giving birth. This is routine for all children and even those having a home birth will be invited to come to hospital to have this.
• From 9 months to 2.5 years of age – you may be asked whether you have any concerns about your child’s hearing as part of your baby’s health and development reviews, and hearing tests can be arranged if necessary.
• At around 4 or 5 years old – some children will have a hearing test when they start school, this may be conducted at school or an audiology department depending upon where you live.

If you are concerned about a child’s hearing whether it is intermittent or long-term, please ask your Health Visitor for a hearing check.

Torbay Hearing Support Service provides specialist support and advice to families, schools and settings to meet the needs of children and young people with hearing impairment.

Pupils with a Hearing Impairment (HI) range from those with a mild hearing loss to those who are profoundly deaf and they cover the whole ability range. For educational purposes a child would be regarded as hearing impaired if they require hearing aids, adaptations to their environment and/or particular teaching strategies in order to access the concepts and language of the curriculum. Some pupils with a HI may also have an additional disability or learning difficulty. A hearing loss may be conductive or sensorineural and is measured on a decibel scale. Four categories are used: mild, moderate, severe or profound. Some pupils may communicate through signing instead of, or as well as, speech. Torbay Hearing Support Service – Family Hub (torbayfamilyhub.org.uk)

• As a baby, the child will lift their head, roll over and gradually sit without support.
• The child may crawl as they gather more muscle control and co-ordination.
• The child may start standing, instead of crawling, using adults/furniture to pull themselves up and for support.
• The child will use their mouth to explore objects and pass things from one hand to the other.
• The child will gradually gain control of large movements with support e.g. walking, running, climbing, jumping.
• The child may enjoy riding on wheeled toys either push along or with guidance.
• The child may enjoy physical sensations such as swinging, rolling or sliding.
• The child may enjoy exploring with malleable materials: dough; clay; soil; finger paint
• The child may enjoy exploring mark-making movements.
• The child will develop independence skills through adults support and modelling.
• The child can be encouraged to feed themselves with finger foods, then using cutlery.
• The child will benefit from being given choices through tactile signing or verbally or using real objects (objects of reference) which can be explored through touch.
• The child may remain mainly silent, with a limited or no use of vocalisations or babble.
• The child will respond to touch: stroking their cheek, cuddles, back rubbing.
• The child may play mainly silently.
• The child may be communicative in subtle ways which need sensitive observation to decode.
• The child may use other ways of communicating other than talk to express their feelings, wants and needs with others e.g. body language, facial expression or unwanted behaviours.
• The child may indicate what they want when they need comfort: comfort object, rocking, cuddling, singing.
• The child develops a sense of self by interacting with others.
• The child is valued and supported within the group and develops a good sense of their self-worth.
• The child begins to develop friendships with other children.
• The child grows confident with familiar routines and is supported with flexibility when needed by key person and in time other known adults.
• The child may show frequent bursts of frustration when their needs and wants are not understood and express them using e.g. non-verbal actions, screams or smiles.

Adults support children with Hearing Impairment (HI) through:

• Using simple short sentences to build vocabulary.
• Sensitivity to the child’s wish to contribute and give them time to respond to reinforce listening/attention.
• Providing additional activities to build on the child’s interests and extend their learning.
• Supporting the child’s friendships and emotional learning with Social Stories.
• Ensuring background noise is reduced with good acoustics in the indoor environment.
• Ensuring the child is able to sit near them during whole/small group experiences.
• Creating an ILDP (Individual Learning and Development Plan –ILDPs (Individual Learning Development Plans) – Family Hub (torbayfamilyhub.org.uk)) to support child if they need support making progress across seven areas of learning and review it regularly with family and other professionals. If the child struggles with dysregulation, a regulation plan may be helpful Developing an Emotional Regulation Plan – Family Hub (torbayfamilyhub.org.uk)
• Applying for ALFI (Activity Led Funding for Inclusion) if additional support is needed Early Years additional funding for children with SEND (ALFI and DAF) – Family Hub (torbayfamilyhub.org.uk).
• Supporting an enhanced transition to next setting/school Enhanced transition planning (Early Years to Primary School) – Family Hub (torbayfamilyhub.org.uk).

• Physical & Sensory needs (SEND Early Years Resources)
• Hearing – Supporting the achievement of hearing impaired children in early years settings – Family Hub (torbayfamilyhub.org.uk)
• Hearing – Deaf Babies and Children Developmental Journal – Early Support – Family Hub (torbayfamilyhub.org.uk)
• Early Support Deafness and hearing loss (torbayfamilyhub.org.uk)
• Deafness and me: A toolkit for early years practitioners | Anna Freud
• Torbay NHS Sensory support team – Sensory – Visual and Hearing – Torbay and South Devon NHS Foundation Trust
• National Deaf Children’s Society:
  • Success from the start | Documents and resources (ndcs.org.uk) – A developmental resource for families of deaf children aged 0 to 3:
  • Early years education | Information for professionals (ndcs.org.uk)
• NatSIP – Home – National Sensory Impairment Partnership

British Sign Language (BSL) information:

Apps:

Sign BSL (Sign BSL – Apps on Google Play or website version www.signbsl.com)

Bright BSL Bright BSL – Sign Language – Apps on Google Play

Websites:

• Home :: BSL Zone – Online television channel for deaf people, including children’s programmes. Presented in BSL with English voiceovers.
• Signed Stories (itv.com) – Children’s stories with BSL signing person in the corner of the screen and English voiceover.
• BBC iPlayer – Magic Hands – CBeebies Magic Hands programme presented in BSL with English voiceovers.

Online lessons:

• British Sign Language – Online resources, games, & course. (british-sign.co.uk)  – A website with a dictionary, fingerspelling challenges and information, plus an online BSL short course you can do at home. 
• Lesson 1 – British Sign Language Fingerspelling Alphabet – YouTube  – NDCS Family Sing Language course. A series of 12 short lessons on signs for family life and early years.
• Sign language in family life | Communication (ndcs.org.uk)– NDCS videos showing how families use BSL in their lives.

Resources to buy:

• British Sign Language – Let’s Sign BSL at DeafBooks (letssign.co.uk) – Online shop selling lots of BSL books, dictionaries, flashcards and free downloads created by Cath Smith.

Multi-Sensory Impairment (MSI) refers to combined visual and hearing impairment.

Sensory impairments can be defined as an impairment that affects a child or young person’s ability to access auditory or visual information. Visual and hearing impairments can sometimes be corrected by hearing aids or glasses. When this is not possible, there can be an impact on the child or young person’s learning and development. MSI needs to be closely monitored and supported to promote the child’s learning and development.

Sensory impairments can be present at birth or develop over time. A child or young person can have a Multi-Sensory Impairment (MSI) which is a combined visual and hearing impairment and will affect communication and mobility and the child or young person will require specific support.

Torbay’s has Visual Impairments and Hearing Impairments Services who offer advice and support.

Torbay VI (Visual Impairments) Service – Family Hub (torbayfamilyhub.org.uk)

Torbay’s VI Advisory Teacher is Rosey James rosey.james@torbay.gov.uk 07393 802534

Torbay Hearing Support Service – Family Hub (torbayfamilyhub.org.uk)

All children deserve the care and support they need to have the best start in life. Children learn and develop at a faster rate from birth to five years old than at any other time in their lives, so their experiences in early years have a major impact on their future life chances. A secure, safe, and happy childhood is important in its own right. Good parenting and high-quality early learning provide the foundation children need to fulfil their potential.

Four guiding principles of the Early Years Foundation Stage are:

• Every child is a unique child, who is constantly learning and can be resilient, capable, confident, and self-assured.
• Children learn to be strong and independent through positive relationships.
• Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
• Importance of learning and development. Children develop and learn at different rates. (See “the characteristics of effective teaching and learning” at paragraph 1.18). The framework covers the education and care of all children, including children with Special Educational Needs and Disabilities (SEND).

• Development Matters – Non-statutory curriculum guidance for the early years foundation stage (publishing.service.gov.uk)
• Birthto5Matters-download.pdf
• What-to-expect-in-the-EYFS-complete-FINAL-16.09-compressed.pdf (foundationyears.org.uk)

• As a baby, the child will lift their head, roll over and gradually sit without support.
• The child may crawl as they gather more muscle control and co-ordination.
• The child may start standing, instead of crawling, using adults/furniture to pull themselves up and for support.
• The child will use their mouth to explore objects and pass things from one hand to the other.
• The child will gradually gain control of large movements with support e.g. walking, running, climbing, jumping.
• The child may enjoy sitting with arms or legs out wide to catch a large soft ball rolled/thrown to them.
• The child may enjoy riding on wheeled toys either push along or with guidance.
• The child may enjoy physical sensations such as swinging, rolling or sliding.
• The child may enjoy exploring with malleable materials: dough; clay; soil; finger paint.
• The child may enjoy exploring mark-making movements e.g. with a large or small brush and water or drawing materials with guiding initially to create circular, zigzag or scribbling movements.
• The child may independently pour themselves a drink by using their finger inside the cup to know when the cup is full enough.
• The child can be encouraged to feed themselves with finger foods, then using cutlery. Introducing a spoon may be easier initially.
• The child will benefit from being given choices through tactile signing or verbally or using real objects (objects of reference) which can be explored through touch.
• The child may remain mainly silent, with a limited or no use of vocalisations or babble.
• The child will respond to touch: stroking their cheek, cuddles, back rubbing.
• The child may play mainly silently.
• The child may be communicative in subtle ways which need sensitive observation to decode
• The child may use other ways of communicating other than talk to express their feelings, wants and needs with others e.g. body language, facial expression or unwanted behaviours.
• The child may indicate what they want when they need comfort: comfort object, rocking, cuddling, singing.
• The child develops a sense of self by interacting with others.
• The child is valued and supported within the group and develops a good sense of their self-worth
• The child begins to develop friendships with other children.
• The child grows confident with familiar routines and is supported with flexibility when needed by a key person and in time, other known adults.
• The child may show frequent bursts of frustration when their needs and wants are not understood.
• The child may express themselves using e.g. non-verbal actions, screams or smiles.

In planning and guiding what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice appropriately.

Tactile signing will benefit children with multi-sensory needs:

Learn tactile signing | Sign language for deaf blind (ndcs.org.uk)

Deafblind Manual is a way to communicate using touch only, not sight or speech. Words and sentences are spelt onto your hand using individual letter signs. Deafblind Manual – Sense

Objects of reference advice is available on this link SEND Resources – Family Hub (torbayfamilyhub.org.uk) offer the child real life objects to encourage them to make choices.

Use Intensive Interaction approaches e.g. follow the child’s lead in their choice of interaction.  Play alongside the child with a similar toy or object.  Reduce your words and wait for the child to interact (give eye gaze, touch) with you before giving vocal comment.

Spend time playing in parallel with the child, getting to know their play preferences, pace of learning and communication skills, both non-verbal and verbal.  Help the child feel comfortable with your presence as a play partner. 

Use the Engagement Model to support you with your observations of the child’s play.  It is a dynamic assessment and planning tool for adults to consider what is really engaging our children in the play environment and support provision that matches their needs. The Profile and Scale Guidance, templates and worked examples can be found on the Torbay SEN Early Years Resources web page. The Engagement Model – Family Hub (torbayfamilyhub.org.uk)

Also guidance and research information can be found on The engagement model (publishing.service.gov.uk)

Supporting the learning environment

Build on the child’s interests, fascinations and motivators to engage them in sustained play:

• Be fully inclusive in all activities and experiences.
• Have an established key person system in place where strong and loving relationships develop with the child.
• Accommodate equipment for posture, there needs to be adequate space within the classroom to use and access equipment easily.
• Make reasonable adjustments to the environment and facilities – ramps, handles, height adjustable furniture, technology.
• Provide adapted resources – scissors, writing equipment, wobble cushions, writing slope
• Be skilled at gaining the child’s voice and adapting practice to support their needs. The child or young person will be able to identify what they need to be successfully supported.
• Always promote independence for the child or young person.
• Have systems in place to record information that can inform changes of need in the young person and be given time to liaise with colleagues to provide an holistic approach in meeting the child or young person’s needs.
• Feel supported in delivering any self-care or intimate care to young people who require support in this area.
• Take a multi-agency approach to supporting children and young people with sensory or visual impairments and consider the family’s social care needs.
• Develop fine motor skills – through offering tactile experiences the child enjoys. The child may prefer to wear gloves to explore initially or generally depending on their preferences.
• Gross motor skills –the child should have access to outside provision and equipment indoors which develops large motor skills if available.
• Develop effective characteristics of learning – the child will develop preferences which can become motivators (Playing and exploring) to encourage the child’s active learning and opportunities to create and think critically.
• Manage physical tiredness – the child will become fatigued easily owing to the intensity of processing the information around them.
• Support social situations to promote making meaningful relationships and support the child in maintaining their friendships.
• Ensure all adults consistently support and manage the child’s physical safety.
• Keep all adults within the setting informed of child’s current needs.
• Ensure access to specialist assistive technology such as: iPad/ tablet/ laptop with eReader and/or specialist software. e.g. magnification; recorded stories.
• Support child to become familiar with daily routines e.g. through signing to support language, enlarged photographs, tactile visual timetables.
• Provide resources with large text format, clear layout, overlays, coloured paper, appropriate use of illustrations.
• Ensure child has appropriate amount of exposure to the sun and shade.
• Create an ILDP (Individual Learning and Development Plan –ILDPs (Individual Learning Development Plans) – Family Hub (torbayfamilyhub.org.uk)) to support child if they need support making progress across seven areas of learning and review it regularly with family and other professionals. If the child struggles with dysregulation, a regulation plan may be helpful Developing an Emotional Regulation Plan – Family Hub (torbayfamilyhub.org.uk).
• Apply for ALFI (Activity Led Funding for Inclusion) if additional support is needed SEND Inclusion in Early Years – Torbay CEarly Years additional funding for children with SEND (ALFI and DAF) – Family Hub (torbayfamilyhub.org.uk)ouncil.
• support an enhanced transition to next setting/school Enhanced transition planning (Early Years to Primary School) – Family Hub (torbayfamilyhub.org.uk).

Sense offers free support helps children who are deafblind or who have complex disabilities access education, playgroups and holidays, so they have the same life experiences as everyone else.

Information and advice – Sense

Tactile signing will benefit children with multi-sensory needs:

Learn tactile signing | Sign language for deaf blind (ndcs.org.uk)

Deafblind Manual is a way to communicate using touch only, not sight or speech. Words and sentences are spelt onto your hand using individual letter signs. Deafblind Manual – Sense

RNIB | Homepage of the Royal National Institute of Blind People

A range of resources and links can be found to support children with MSI: Sensory and Physical – Family Hub (torbayfamilyhub.org.uk)

Habilitation Assessment and Support for Visually Impaired Children: Qualified Habilitation Specialist who works with children and young people (0-18 years) with a visual impairment. They can help your child develop a broad range of skills, including early years development, independent life skills and moving around (orientation & mobility). They assess all of your child’s needs and deliver a holistic program to cater to them. They will often work closely with other professionals, as well as you as the parents, to ensure your child receives the right support across the board. They offer support in the home, nursery, school, college and in the local community and they will often work closely with your child’s QTVI to support their key transitions into and through education.

Referrals for a Habilitation assessment for a child living in Torbay are made via a referral to Torbay’s Multi-Agency Safeguarding Hub (MASH) for the Children with Disability (CWD) Team to make arrangements with Guide Dogs with whom Torbay has a contract for Habilitation assessments and support.

Portage is a home teaching service for families with pre-school children who have Special Educational Needs and/or Disabilities (SEND). The success and popularity of Portage is based on the premise that it promotes parents/carers as the key figures in the development of their child Torbay Portage Service – Family Hub (torbayfamilyhub.org.uk)

ROVIC (Rehabilitation Officer for Visually Impaired Children) service assess the functional visual responses and behaviours of infants, children and young people. We encourage and monitor the developing functional abilities in relation to movement and independence, determining whether a visual difficulty is likely to impede access to or achievement of inclusion, independence, social interaction, orientation, mobility and navigation. We promote understanding, confidence and independence of each individual’s visual and non-visual abilities so that they can develop, progress and use vision to their fullest functional potential.

We can also provide information relating to care and support for deafblind children, local services and support and awareness training.

Visual impairment – Children and Family Health (childrenandfamilyhealthdevon.nhs.uk)

ROVIC email address: cfhd.devonspa@nhs.net

Occupational Therapy – Children and Family Health.

Children’s physiotherapy – Torbay and South Devon NHS Foundation Trust.

Supporting pupils at school with medical conditions

Sensory processing needs: A child may experience dysregulation triggered through a sensory overload, e.g. excessive noise; specific types of bright lighting, the feel of clothing labels against the skin, the texture or colour of some foods as well as the taste or smell. A child may present with sensory processing needs which are broader as they are linked to children’s five senses (sight, taste, smell, touch and hear). The vestibular and proprioceptive systems are sometimes included, described as the sixth and seventh senses which relate to balance and spatial orientation helping with coordination of movements. Sensory processing need may need further support from the GP or Paediatrician.

All children deserve the care and support they need to have the best start in life. Children learn and develop at a faster rate from birth to five years old than at any other time in their lives, so their experiences in early years have a major impact on their future life chances. A secure, safe, and happy childhood is important in its own right. Good parenting and high-quality early learning provide the foundation children need to fulfil their potential.

Four guiding principles of the Early Years Foundation Stage are:

• Every child is a unique child, who is constantly learning and can be resilient, capable, confident, and self-assured.
• Children learn to be strong and independent through positive relationships.
• Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
• Importance of learning and development. Children develop and learn at different rates. (See “the characteristics of effective teaching and learning” at paragraph 1.18). The framework covers the education and care of all children, including children with Special Educational Needs and Disabilities (SEND).

• Development Matters – Non-statutory curriculum guidance for the early years foundation stage (publishing.service.gov.uk)
• Birthto5Matters-download.pdf
• SEND_Code_of_Practice_January_2015.pdf (publishing.service.gov.uk)
• Early years: guide to the 0-25 SEND code of practice (publishing.service.gov.uk)
• What-to-expect-in-the-EYFS-complete-FINAL-16.09-compressed.pdf (foundationyears.org.uk)

• The child may have a particular liking to experiencing a repeated activity through their senses.
• The child may enjoy the experience themselves in person or with an object –
  • e.g. spinning themselves around and around or they enjoy spinning objects around and around.
  • e.g. being enclosed in a small space or wrapping objects up.
• The child may find some textures against their skin enjoyable and some difficult to tolerate e.g. labels in clothing; enjoying clothing which keeps the child cool or warm.
• The child may find certain smells, lighting or noises manageable whereas other smells, lighting or noises are very difficult.
• The child may only eat foods with specific textures whether crunchy or soft.
• The child may experience dysregulation when they are presented with situations which they find it difficult to process through their senses.

• Understand adaptations may be needed in the environment e.g. quiet safe space to reduce sensory overload.
• Support regulation when sensory response is triggered whether tactile; auditory; olfactory; visual; gustatory; vestibular or proprioceptive (linked to positioning).
• Provide sensory breaks which follow child’s preferences e.g. spending time outside or access to a sensory room with silence or no lighting or low-level lighting or gentle music to promote regulation depending on preferences.
• Provide resources and experiences offer sensory stimulation for short periods of time regularly e.g. if it’s a noise issue, adults provide reassurance and 1:1 attention during the fire alarm practice or adults modelling playing with malleable materials and allow child to place their hands on top of the adults.
• Specialist resources may be required e.g. ear defenders or gloves to promote handling of certain materials.
• Create an ILDP (Individual Learning and Development Plan –ILDPs (Individual Learning Development Plans) – Family Hub (torbayfamilyhub.org.uk)) to support child if they need support making progress across seven areas of learning and review it regularly with family and other professionals. If the child struggles with dysregulation, a regulation plan may be helpful Developing an Emotional Regulation Plan – Family Hub (torbayfamilyhub.org.uk).
• Apply for ALFI (Activity Led Funding for Inclusion) if additional support is needed SEND Inclusion in EarEarly Years additional funding for children with SEND (ALFI and DAF) – Family Hub (torbayfamilyhub.org.uk)ly Years – Torbay Council.
• Support an enhanced transition to next setting/school Enhanced transition planning (Early Years to Primary School) – Family Hub (torbayfamilyhub.org.uk).

Sensory Processing – advice sheet: Devon-Early_Years-Sensory_processing.pdf (childrenandfamilyhealthdevon.nhs.uk)

Occupational Therapy: Devon Children’s Occupational Therapy Service (torbayandsouthdevon.nhs.uk)

Torbay Sensory Processing Profile: Early Years Sensory Processing Profile – Family Hub (torbayfamilyhub.org.uk)

SEND support strategies or interventions for Neurodiversity (2. Sensory Processing differences & Motor Skills) – Family Hub (torbayfamilyhub.org.uk)

Neurodiversity – Family Hub (torbayfamilyhub.org.uk)

SEND Resources – Family Hub (torbayfamilyhub.org.uk)