APPENDIX 1B – EARLY YEARS DESCRIPTORS
1
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 children’s 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 child’s
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
experiences
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
patch.
Some difficulty speaking with adults outside of family. Some withdrawal from
company of others
APPENDIX 1B – EARLY YEARS DESCRIPTORS
2
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
Arrangements
Stories:
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
APPENDIX 1B – EARLY YEARS DESCRIPTORS
3
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 child’s current rate of progress is inadequate, despite receiving appropriately structured early education experiences.
APPENDIX 1B – EARLY YEARS DESCRIPTORS
4
Specific Indicators (which must be present)
Differentiated provision for the child’s 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 child’s admission that his/her possible special educational needs have previously been
brought to the LA’s attention by the District Health Authority (under Section 332 of the education Act 1996).
An LA decision, based on completion of the child’s 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.
APPENDIX 1B – EARLY YEARS DESCRIPTORS
5
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.
APPENDIX 1B – EARLY YEARS DESCRIPTORS
6
Reluctant or refuses to participate.
Holds back and/or lacks confidence.
Reluctant to explore objects or try new activities
Some individual behaviour management planning
needed
Difficulties with sequencing and some short term adult
support is required to extend play sequences and
imaginative skills
Some unwanted behaviours that require individual
planning and /or intervention, over a period
of time.
Difficulties by 48-60+ months in independently
dressing/undressing. Significant difficulties with self-help skills e.g. drinking from a
cup, self-feeding.
Medical condition requiring medication where observation and monitoring may influence
administration of medication e.g. asthma
When considering a delay think about a best fit model with regard to the development matters age/stage bands and the chronological age. A child
who is identified at working at six months below their chronological age for a 3-4 year old or twelve months below their chronological age for a 4-5
year old is showing a delay.
APPENDIX 1B – EARLY YEARS DESCRIPTORS
7
Arrangements
As above +
Individual targets set and reviewed every 6 weeks
Differentiated curriculum to support individual targets
Individual health care plans
Flexible approaches to whole curriculum planning
Increased use of visual timetables
Assessment and monitoring by key person, supported by SENCO
SENCO advise on strategies
Generalised advice or consultation with some outside agencies e.g. Specialist professionals
Staffing ratios in excess of minimum required ratios for parts of day
Some dedicated individual support time for children
APPENDIX 1B – EARLY YEARS DESCRIPTORS
9
Specific individual additional support expected for children with additional needs, funded from
within the settings own resources although enhanced with the support of external professionals –
Early Years Block funded
The move to this level of provision will occur where:
A child continues to have significant learning difficulties that have not responded fully to additional
interventions.
Progress is not satisfactory and there is evidence the child is falling progressively behind the
majority of children the same age despite appropriate support being implemented previously.
The setting/school calls upon external specialist support to help the child make progress, assess
problems and review the type and level of support given.
General Indicator (which must be present)
The child’s current rate of progress is inadequate, despite receiving appropriately targeted and
carefully structured early education experiences and the gap between his/her performance and that
of children the same age is widening.
Specific Indicators (which must be present)
Modification of the differentiated provision for the child has not resulted in the expected progress
towards improving his/her performance in identified areas of weakness and achieving learning
and/or developmental targets set.
Evidence of the child continuing to work at levels significantly below those expected of children of
the same age in certain areas (e.g. where a child’s skills in all aspects of one or more areas of
learning are between 12 and 18 months below the norm for that developmental age group).
On-going monitoring and assessment over time by the early education practitioner and/or SEN Co-
ordinator (SENCO) together with discussion at reviews, indicate that external advice and/or support
is necessary to devise a more highly individualised and differentiated educational programme.
Additional Indicators (which may be present)
Evidence of the child displaying emotional, behavioural and social difficulties which significantly and
regularly interfere with his/her learning or that of the group, despite the implementation of an
individualised behaviour management programme and appropriate modifications to the learning
environment being made.
Evidence of the child experiencing sensory and/or physical difficulties to the extent that he/she
requires additional equipment or regular visits for direct intervention or advice by specialist
practitioners.
Evidence of the child experiencing ongoing communication and/or interaction difficulties, impeding
his/her development of social relationships and causing substantial barriers to learning.
APPENDIX 1B – EARLY YEARS DESCRIPTORS
10
An LA decision, based on completion of the child’s 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.
APPENDIX 1B – EARLY YEARS DESCRIPTORS
11
Professional Judgement
A consensus of those who teach the child, in partnership with his/her parents that limited progress
has been made in relation to previous targets set and requires an enhanced level of intervention
that should call upon the advice of external professionals.
APPENDIX 1B – EARLY YEARS DESCRIPTORS
12
Description of child – Specific individual additional support expected for children with additional needs, funded from within the settings own
resources although enhanced with the support of external professionals –Early Years Block funded
Play, Cognition & Learning Attainments
Social, Emotional & Behavioural
Physical/Medical Sensory Communication & Interaction Disorder
Developmental delay: (3-4 yrs old) – 12 months
delay (4-5 yrs old) – 18 months
delay
See also EYFS development matters
A unique child: observing what a child is learning
Assessments from relevant
professionals
Needs regular adult support for short 1:1 intervention to
sustain concentration, develop attention and enable participation
Physical difficulties that require varied and extensive specialist equipment and regular support
Delay with physical co-ordination as identified by other
professionals. Physical difficulty that requires continual monitoring to ensure
well being
Moderate to severe hearing loss, wears aids
Expressive and receptive language delayed by more
than 12 months. Little or no speech.
Disordered expressive language as identified by
SALT e.g. word order Significant difficulty with understanding spoken
language as identified by SALT
Does not retain concepts over time
Severe separation difficulties that persist
throughout the session for 6+ weeks.
Attachment to key carers not securely established
Delay with fine/gross motor skills requiring input/programmes from
relevant professional. Regular adult support in some
areas e.g. large equipment play
Moderate visual difficulties/loss
Moderate Autistic Spectrum disorder which has been
formally diagnosed. Actively withdraws from
engagement and does not seek out others – e.g. averts eyes, does not respond to
name, solitary play,
Expressive and receptive language delayed by more
than 12 months
Significant reluctance to engage with activities and curriculum (withdrawal or challenging behaviour).
Not achieved continence by 448-60+ months, daily accidents
Speech and language difficulties associated with
sensory needs
APPENDIX 1B – EARLY YEARS DESCRIPTORS
13
Individual behaviour management plan requiring
adult support for short interventions
Continual difficulties with sequencing and regular
short term adult support is required to extend play
sequences, extend imaginative skills and
access curriculum
Regularly exhibiting unusual behaviours that impact on participation e.g. rocking,
self-stimulating and require regular intervention from adults and intervention of
other professionals
Unable to dress/undress/feed self without high levels of adult
support
Anxiety expressed through behaviours that create a
barrier to learning
Medical condition requiring additional training and advice to
enable adults to effectively administer medication
When considering a delay think about a best fit model with regard to the development matters age/stage bands and the chronological age. A child
who is identified at working at twelve months below their chronological age for a 3-4 year old or eighteen months below their chronological age for
a 4-5 year old is showing a significant delay.
APPENDIX 1B – EARLY YEARS DESCRIPTORS
14
Arrangements
As above +
IEP targets are informed by external advice from specialists and reviewed every 6 weeks
Support and advice from external agencies to inform on going, more intense programmes
Staff training on specific SEN issues/needs
Increased differentiation of activities/materials to support specific targets
Individual visual timetables and behaviour support materials
Specific environmental adaptations for physical and sensory needs
Specialist ICT equipment to ensure curriculum access
Additional staff support to ensure well being and health and safety
APPENDIX 1B – EARLY YEARS DESCRIPTORS
15
Higher Needs, Requests for access to individually funded arrangements from High Needs Block for
those currently funded through Early Years Block
The majority of children with learning, developmental and/or other difficulties will have their special
educational needs suitably addressed by arrangements in previous stages.. There will, however, be some
who continue to experience a much higher level of difficulty than their peers in making progress in the Early
Years Foundation Stage.
Where, despite continuing intervention, this turns out to be the case, the setting may submit evidence to the
Local Authority to request funding from the Higher Needs Block. The school may also consider referring the
child to the LA for a statutory assessment of his/her special needs.
General Indicator (which must be present)
The child’s current rate of progress is of constant concern, despite receiving appropriately structured
early education experiences, and the gap between his/her performance and that of his/her peers
continues to widen.
Specific Indicators (which must be present)
Revision of the differentiated provision for the child’s education has not resulted in the expected
progress towards achieving learning and/or developmental targets as determined by the review of
IEPs (over a period of at least 4-7 months).
Evidence of the child continuing to work at levels consistently below those expected of children of
the same age in certain areas (e.g. where a child’s skills in all aspects of one or more areas of
learning are more than 18 months removed from what would be expected at his/her chronological
age).
Individually administered assessments over time by the early education practitioner and/or SEN Co-
ordinator (SENCO) and external professionals, together with discussion at reviews, indicate that a
request for additional resource from the Higher Needs Block or a statutory assessment of the child’s
needs may be necessary as the basis for supporting/determining an appropriate future educational
programme.
Additional Indicators (which may be present)
Evidence of the child displaying emotional, behavioural and social difficulties which consistently and
excessively interfere with his/her learning or that of the group, despite the implementation of an
individualised behaviour management programme and appropriate modifications to the learning
environment.
Evidence of the child experiencing sensory and/or physical difficulties to the extent that he/she
continues to require additional equipment or regular visits for very high level intervention or advice
by specialist practitioners.
Evidence of the child experiencing ongoing communication and/or interaction difficulties, impeding
his/her development of social relationships and causing severe barriers to learning.
APPENDIX 1B – EARLY YEARS DESCRIPTORS
16
Professional Judgement
A consensus of those who teach the child and an external professional, in partnership with his/her parents,
that the gap in levels of development is continuing to widen between the child and those of a similar age
and that IEP targets have not been met.
The LA has a legal duty to consider whether or not it may have a role to play in determining the special
education provision for children with SEN once they become 5. The timing of a statutory assessment can
therefore be critical, to ensure that any necessary arrangements can be planned thoroughly, in partnership
with parents, in advance of a child reaching statutory school age.
Where despite continuing intervention and/or higher level support a child continues to experience a much
higher level of difficulty than their peers, then consideration should be given to referring the child to the LA
for a statutory assessment of his/her special needs. Referrals will normally be made in close consultation
between parents, an early education provider’s SENCO and the external SEN support services. Such an
assessment, if agreed, may lead subsequently to the LA deciding to share formal responsibility with an
early education provider for meeting the child’s needs through drafting a Statement.
Arrangements for a child subject to a Statement of Special Educational Needs
Determined by the LA, as described in Parts 3 and 6 (as appropriate) of the Statement, requiring
the implementation, monitoring, evaluation and review of a highly individualised and differentiated
educational programme for the child by the early education setting named in Part 4.
Increased involvement of the early education provider’s SENCO, to liaise with external agencies
and to enable more regular liaison with parents.
Securing of advice, assessments and/or support from external SEN support services and/or other
relevant external agencies.
The child’s existing IEP should be revised to record the nature of his/her current learning,
developmental and/or other difficulties, in line with the description of his/her special educational
needs in part 2 of the Statement. It should also be revised in light of the objectives, educational
provision and monitoring requirements as set out in part 3 of the Statement, to ensure that the
following additional issues are addressed:
o Appropriate steps to be taken to develop on increasingly individualised programme for the
child in context of an inclusive developmental early years curriculum;
o The organisation of routinely targeted additional adult support (teaching and/or non-
teaching, including any specialist therapeutic input);
o Opportunities for the child to receive individual or small-group tuition in the classroom, on a
withdrawal basis or in a more specialist setting;
APPENDIX 1B – EARLY YEARS DESCRIPTORS
17
o Arrangements agreed with external agencies to monitor, evaluate and review both the plan
itself and the Statement (with dates).
The SEN Code of Practice recommends that the school/EY setting should devise the first IEP,
setting shorter-term educational and/or developmental targets within two months of the student’s
Statement being finalised. For pre-school children in particular, the Code recommends that the
child’s progress towards these targets should then be reviewed informally at least every six months
and that his/her achievements in relation to the IEP should be given full consideration at the first
Annual review of the Statement, when further targets can be set. Professionals from external
agencies already known to be involved with the child should be invited directly to participate in both
these processes along with the parents.
The provision overall should be informed by flexible approaches to whole curriculum planning for
individual children with special educational needs, consistent with the principles for early years
education set out in the DFE Statutory framework for the early years Foundation Stage (2012).
There should be clear assessment processes enabling the child’s progress (in respect of the
learning and/or developmental targets derived from the educational objectives in Part 3 of his/her
Statement) to be measured within a given time-span and the specific measures of progress to be
used (e.g. P Scales, Development Matters statements) should be identified.
APPENDIX 1B – EARLY YEARS DESCRIPTORS
18
Description of child – Higher Needs, Requests for Access to Individually funded arrangements from High Needs Block for those currently funded through Early Years Block
Play, Cognition & Learning Attainments
Social, Emotional & Behavioural
Physical/Medical Sensory Communication & Interaction Disorder
Child functioning at 18-24 months below their chronological age in essential milestones.
See also EYFS
development matters A unique child: observing what a child is learning
Assessments from relevant
professionals
Unable to sustain activities without consistent adult
attention and intervention. Frequent outbursts of impulsive behaviour
Physical difficulties which may require regular position changes
and a high level of support to access activities.
Physical difficulties that may put safety and well being at severe
risk and require constant monitoring
Adults may need specialist training to support physical
difficulties Profound and Multiple Learning
disability
Severe or profound hearing loss severely
impacting on development.
Severe language delay or impairment of more than 18-24
months as determined by SALT.
Severe language disorders affecting vocabulary,
semantic/organisation/ phonology
Child consistently losing skills
Excessive need for reassurance from adults.
Significant attachment difficulties impacting on
development. Very or totally withdrawn or
uncommunicative Very distressed on
separation
Frequent falls and constant adult support required to avoid harm
Significant/very significant visual loss.
Support required for mobility and life skills
Severe Autistic Spectrum disorder which has been formally diagnosed and
presents frequent and intense social interaction difficulties
that act as a barrier to accessing the curriculum
Profound and multiple learning difficulties
Frequent inappropriate behaviours requiring
holding or withdrawal and high levels of intervention
and adult support.
Complex and long term difficulties in achieving continence which
will require continual monitoring and intervention
Multi sensory impairment with severe impact on
development
APPENDIX 1B – EARLY YEARS DESCRIPTORS
19
No regard for physical boundaries
Continuous inability to co-
operate with peers or engage in the learning
environment. Very withdrawn
Complex and long term difficulties in play which
require intense intervention
Excessive responses to ordinary situations on a
frequent basis and which require a high level of intervention and adult
support. Presents a danger to
self/others or property. Limited regard for the
consequences of behaviour.
Entirely dependent on an adult for all aspects of self care e.g.
dressing/undressing/feeding
Long term and complex medical condition requiring complex
medication and a high level of intervention for safety and for
development. Long term and complex medical condition preventing access to
curriculum
Arrangements
APPENDIX 1B – EARLY YEARS DESCRIPTORS
20
As above +
Review of statement every 6 months (where applicable)
Opportunities for intensive teaching
Significant attention to the provision and maintenance of a range of technical aids
Manual handling and hoist training where applicable
Access to specialist staff
Specialist teaching approaches
Additional support readily available
When considering a delay think about a best fit model with regard to the development matters age/stage bands and the chronological age. A child
who is identified at working eighteen months plus, below their chronological age is showing an excessive delay.