appendix 1b early years .appendix 1b – early years descriptors 3 group work: within key worker

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    Normal Entitlement for all children Early Years Block Funded

    Most children will be able to participate in an ordinary setting and make progress through the Development Matters statements and the Early Learning Goals

    through high quality provision, referred to as Quality First Teaching (QFT) which includes effective differentiation. Quality First Teaching means appropriately

    planned, quality experiences and provision, built on observations of childrens starting points and interests in order to develop their learning. Sensitive

    interactions are essential to support this.

    Description of child Entitlement for All Children, funded through Early Years Block

    Play, Cognition & Learning Attainments

    Social, Emotional & Behavioural

    Physical/Medical Sensory Communication & Interaction Disorder

    Short concentration Lack of concentration at adult directed activities.

    Sits for shorter lengths of time than other children of

    same age, needs small group work

    Less agile than might be expected for children at childs

    age. Physical difficulties that require some specialist equipment but

    little adult support

    History of fluctuating hearing loss.

    Mild hearing loss (no aids) Unilateral hearing loss.

    Immature speech sounds Requires repetition, slow pace

    of language and use of key words

    Continuous use of multi sensory activities to

    reinforce learning and provide meaningful


    Short term difficulties in settling into setting

    Eye hand coordination developing slowly.

    Some physical difficulties caused by disability

    Glasses and needs encouragement to wear. Needs to wear an eye


    Some difficulty speaking with adults outside of family. Some withdrawal from

    company of others



    Exploration through play preference and schemas

    developing which might be of limited variety

    Difficulty in taking turns and sharing.

    Does not pick up on feelings and behaviours of

    important others e.g. tone of voice, body language.

    Difficulty empathising with others.

    Egocentric. Plays alongside rather than

    with other children

    Not reliably toilet-trained and has accidents

    Accessible information and support where English is an

    additional language

    Repetitive play and /or limited imaginative play

    Occasional and short term unwanted behaviours

    Difficulty dressing and undressing independently.

    Difficulty with other aspects of self-help skills

    Short sequences in role play

    Medical condition requiring medication which has clear administering instructions



    short, well-illustrated and read with enthusiasm by adult.

    use of props/story sacks etc

    story group kept as small as staffing resources allow Instructions:

    repeated and accompanied by gestures or pictures. Adults:

    to join in with an activity the child has selected and play alongside

    receptive and give time to children having difficulties speaking or who need time to understand and process thinking



    Group work:

    within key worker groups

    for planned activities according to themes identified within curriculum plans Resources: pictures for labels and picture/visual timetables Timetable: adults to be part of imaginative play activities to support and extend play Support: turn taking, possibly using group games Make arrangements for drug administration in line with Health & Safety policy Provide accessible changing facilities and staff available to deal with accidents Focussed teaching for all children delivered in small groups throughout the day Ratios: required for registration maintained throughout the day. In schools and settings where practitioners are given breaks, the head teacher or manager should make appropriate arrangements to ensure that the staffing levels are maintained.

    Additional support from within the settings own resources expected for children with additional needs- Early Years Block Funded

    When a child appears not to be making progress either generally or in a specific aspect of learning, then it may be necessary to present him/her with different

    opportunities or use alternative approaches to learning. Difficulties that persist may indicate the need for a level of help above that normally available in the

    early education setting in question. Young children may need planned interventions to support them to meet the same level of learning as their peers

    General Indicator (which must be present)

    The childs current rate of progress is inadequate, despite receiving appropriately structured early education experiences.



    Specific Indicators (which must be present)

    Differentiated provision for the childs early education over time has not resulted in progress towards improving his/her performance in identified areas

    of weakness and achieving learning and/or developmental targets set as determined by EYFS profile records.

    Evidence of the child continuing to work at levels below those expected of children of the same age in certain areas.

    Assessments over time by the early education practitioner and/or SEN Co-ordinator (SENCO) indicate that a more individualised and differentiated

    educational programme is necessary.

    Additional Indicators (which may be present)

    Evidence of the child displaying emotional, behavioural and social difficulties not amenable to being addressed through behaviour management

    techniques normally used in the setting.

    Evidence of the child experiencing sensory and/or physical difficulties and making little progress despite the provision of personal aids and equipment.

    Evidence of the child experiencing communication and/or interaction difficulties, requiring specific individual interventions in order to access learning.

    Advice to the early education provider from the LA on the childs admission that his/her possible special educational needs have previously been

    brought to the LAs attention by the District Health Authority (under Section 332 of the education Act 1996).

    An LA decision, based on completion of the childs statutory assessment, that a Note in Lieu of a Statement should be issued and that his/her future

    placement within these arrangements will be appropriate.

    Professional Judgement

    A consensus of those who teach the child, in partnership with his/her parents, that the child has achieved limited progress and requires an enhanced

    level of intervention that will require an individually targeted approach.



    Description of child Additional support from within the settings own resources expected for children with additional needs, funded through Early Years Block

    Play, Cognition & Learning Attainments

    Social, Emotional & Behavioural

    Physical/Medical Sensory Communication & Interaction Disorder

    Minor developmental delay: (3-4 yrs old) 6 months

    delay (4-5 yrs old) 12 months

    delay See also EYFS

    development matters A unique child: observing what a child is learning

    Flits around activities and needs some short term

    individual adult direction to participate and engage in

    sustained activities. Short attention

    Sits for much shorter lengths of time than other

    children needs small group work

    Physical difficulties which require some specialist equipment and

    some adult support for monitoring

    History of conductive hearing loss.

    Mild hearing loss, wears aids.

    Speech incomprehensible without a supporting context.

    Difficulty following or understanding instructions and everyday language without a

    visual reference. Poor oromotor skills which

    affect enunciation of sound.

    IEP following 2yr developmental assessment Progress check at age two

    Longer term difficulties settling in (4 weeks +).

    Seeks frequent reassurance of adult contact.

    Tearful and wanders.

    Delayed fine and gross motor development.

    Occasional adult support needed

    Some visual difficulties/loss

    Immaturity in socialisation looks towards adults rather

    than peers Some difficulties with

    communication and interaction e.g. selective mutism; some autistic traits apparent (with

    reference to Triad of Impairments)

    Possible difficulties relating to attachment

    Slow progress with language acquisition, early learning, play and personal

    independence skills

    Some disruption to the play of other children through behaviour e.g. snatching, taking over, sabotaging

    play. Unable to take turns.

    Delay in achieving continence by 48-60+ months accidents more

    than once weekly.



    Reluctant or refuses to participate.

    Holds back and/or lacks confidence.

    Reluctant to explore objects or try new activities

    Some individual behaviour management planning


    Difficulties with sequencing and some short term adult

    support is required to extend play sequences and

    imaginative skills

    Some unwanted behaviours that require individual


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