Support and Aspiration in the early years:. the implications of the SEN Green Paper Jan Georgeson , Research Fellow, School of Education, Plymouth University. Plan of session. P rogress of SEND Green paper (credit André Imich , SEN and Disability Professional Adviser, DfE )
Support and Aspiration in the early years:
the implications of the SEN Green Paper
Jan Georgeson, Research Fellow,
School of Education, Plymouth University
What counts as a special
Who pays for support?
Education – or support with developing life skills?
Safely separate – or part of the mainstream?
And who makes decisions about all this?
March 2011: Green Paper
Support and Aspiration - A new approach to SEN and disability
May 2012 - Support and aspiration: Progress and next steps
Sept 2012 – Draft legislation on reform of provision for children and young people with SEN
Feb 2013 – Children and Families Bill Published
March 2013 – Indicative Regulations and Draft Code of Practice published
June 2013 - Evaluation of the SEND Pathfinder Programme Report
Involvement of children, young people and parents at the heart of legislation, including assessments and local offers.
More streamlined assessment process, which integrates education, health and care services, and involves children and their parents.
New 0-25 Education, Health and Care Plan, replacing Statements and Learning Difficulty Assessments, which reflects the child or young person’s aspirations for the future, as well as current needs.
Assessment and planning –
New requirement for LA, health and care services to commission services jointly re meeting the needs of children with SEN & disabilities.
Specific Government amendments have been accepted, introducing a duty on health commissioners to provide the services set out in EHC plans.
LAs to publish a clear, transparent ‘local offer’ of services for all children with SEN, so parents can understand what is available.
New statutory protections for young people aged 16-25 in FE and a stronger focus on preparing for adulthood.
Offer of a personal budget for families and young people with a Plan, extending choice and control over their support.
Personal Budgets should
West Sussex, new arrangements based on early years multi-agency planning meetings.
Medway carried out single coordinated assessment for younger children
The indicative regulations
The draft Code
Edward Timpson, Parliamentary Under Secretary of State for Children and Families, April 2013
The Education Act 2011 gives parents of disadvantaged two-year-olds a new right to free early years education and care. The duty on local authorities to secure provision is introduced in two stages:
2.3 When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas. This progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected.
If there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the child’s future learning and development involving other professionals (for example, the provider’s Special Educational Needs Co- ordinator) as appropriate.
2.5 Practitioners must discuss with parents and/or carers how the summary of development can be used to support learning at home. Practitioners should encourage parents and/or carers to share information from the progress check with other relevant professionals, including their health visitor, and/or a teacher (if a child moves to school-based provision at age three). Practitioners must agree with parents and/or carers when will be the most useful point to provide a summary.
It should be provided in time to inform the Healthy Child Programme health and development review at age two whenever possible (when health visitors gather information on a child’s health and development, allowing them to identify any developmental delay and any particular support from which they think the child/family might benefit).
Taking account of information from the progress check (which reflects ongoing, regular observation of children’s development) should help ensure that health visitors can identify children’s needs accurately and fully at the health review. Providers must have the consent of parents and/or carers to share information directly with other relevant professionals, if they consider this would be helpful. (EYFS, 2012)
should be completed by a practitioner who knows the child well and works directly with them in the setting. This should normally be the child’s key person;
arises from the ongoing observational assessments carried out as part of everyday practice in the setting;
is based on skills, knowledge, understanding and behaviour that the child demonstrates consistently and independently;
takes account of the views and contributions of parents;
takes into account the views of other practitioners and, where relevant, other professionals working with the child;
enables children to contribute actively to the process.
Two-year-olds 'to be given compulsory education checks’
By Graeme Paton, Education Editor The Telegraph
06 Jul 2011
All two-year-olds will be given a compulsory “progress check” under Government plans to identify children failing to develop properly at a young age.
A revised Early Years Foundation Stage framework will set out plans to identify children struggling the most at a young age.
Toddlers in England will be assessed to find out whether they can use basic words, respond to familiar sounds, communicate their needs and play with friends.........
“The progress check has been introduced to enable earlier identification of development needs so that additional support can be put into place” (NCB A Know How Guide).
Children from marginalised groups,
from disadvantaged backgrounds
whose home circumstances do not offer enculturation into what it is to be a learner in the education system which they will experience
Children whose development is affected by impairment
… and the complex interaction between circumstances and individual impairment.
Speech and language difficulties
Children with complex learning difficulties and disabilities (CLDD)
Stages of speech and language development -1
Stages of speech and language development - 2
Stages of speech and language development - 3
From D. Fry (1977)
Age of acquisition for speech sounds
Sanders ( 1972) Norms for Speech Sound Mastery
(Concerns arise when the child passes the age of acquisition and cannot produce the sound or has numerous errors making speech less than 50% understandable in conversation)
Common Phonological Processes
Concern only if persist beyond age 5 - but DON’T echo these back!
NB It’s a spectrum that starts in the normal population
Concerns arise over ‘Triad of impairments’
2-year-olds without autism starting to put simple words together;
Those with autism
2 year-olds without autism will point at an object they want, or will follow your finger in the direction of the object you are pointing at;
autistic 2-year-old tend to display specific types of behavior;
“The disabilities of this new breed of children have previously rare causal bases—from assisted conception or premature birth, from maternal drug or alcohol abuse during pregnancy, or from medical advances, for example. [..] In 2005, McClusky and McNamara calculated that there were more than 100,000 children with severe learning disabilities (SLD), and observed that their numbers were known to be rising as a result of medical advances.”
David Hargreaves (2006) writes:
Certain impairments become apparent in third year of life
But extreme care is needed so that
And who is it who will be involved in all this in the preschool setting??
“The big issue for people working with these 'vulnerable' two year olds is that often the setting - typically a pre school geared up for children 3+ - has no resources or routines that suit younger children. Most of these children who are 'vulnerable' will have social and therefore communication needs”.
Michael Jones (ECAT consultant –personal correspondence )
‘Practitioners with the least experience and qualifications are often placed in the baby rooms of day care and nursery settings with the most qualified and experienced practitioners working with children closer to starting school.’
(Goouch and Powell, 2010)
‘The ‘hair or care’ stereotype still exists for many considering a course in the early years; …. It must be a cause for concern that early years courses are often the easiest to enrol on and the courses that the students with the poorest academic records are sometimes steered towards.’
(Nutbrown, 2012, p9)
‘I worked alongside Sarah for one year and then another girl came in and we worked together just with the babies and under two’s for a couple of years.I sort of learnt as I went along really.’
(senior room leader)
‘The baby team always felt a bit isolated and their work wasn’t as important as the rest of the nursery. (manager)