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

APPENDIX 1B – EARLY YEARS DESCRIPTORS

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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


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


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.


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.


5

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




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.


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.


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


8


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.


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.


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.


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.


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.


11


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.


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




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


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


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.


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


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.


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.


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.


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.


16


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;


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.


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




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


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


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


who is identified at working eighteen months plus, below their chronological age is showing an excessive delay.

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

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