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-603250-698500Early Intervention Allowance (EIA) - Early Years Inclusion Funding GuidanceFor children with Special Educational Needs and/or Disabilities (SEND) 0-4 yearsFor use by all Early Years and Childcare Providers in the Private, Voluntary and Independent sector and for Maintained Nursery Classes and Nursery Schools00Early Intervention Allowance (EIA) - Early Years Inclusion Funding GuidanceFor children with Special Educational Needs and/or Disabilities (SEND) 0-4 yearsFor use by all Early Years and Childcare Providers in the Private, Voluntary and Independent sector and for Maintained Nursery Classes and Nursery SchoolsIntroductionAll Early Years providers must have regard to the Special Educational Needs and Disabilities (SEND) Code of Practice (2015) and the Equality Act (2010). The Code of Practice (C.o.P) defines a child or young person as having special educational needs (SEN) if they have a learning difficulty or disability which calls for special educational provision to be made for them. Early Years practitioners should identify what a child needs to help them learn and support them to progress well. The majority of children with special educational needs and/or a disability (SEND) will not require specialist resources or additional staffing such as 1: 1 in order to be to be successfully included in a provision and most provisions meet the additional needs of children very well. However, some children with ‘emerging or lower level’ SEND may benefit from some additional funding to further support their identified needs for a limited time period. Early Education and Childcare Statutory Guidance for Local Authorities places a requirement on all local authorities to establish an Early Years Inclusion Fund to support 3- and 4-year olds. The purpose of the fund is to “further assist providers to implement strategies to support children’s learning and development”. National Funding guidance also states that “local authorities should target the fund at children with “emerging or lower level SEN.” Doncaster implements this approach for all children, including 0-2-year olds. Providers must demonstrate how the ‘graduated approach’ to meeting individual children’s needs has been implemented and monitored during their time in the provision, prior to making a request. There is an expectation that early years providers will demonstrate the ways in which they have endeavoured to meet a child’s additional needs within the resources routinely available and this information must be provided when submitting an Early Years request application. The Early Years Inclusion Funding (referred to as Early Intervention Allowance (EIA) is available for 0-4 year old children accessing school nurseries, private, voluntary and independent provisions, including childminders who are accessing their early education entitlement or funded by parents/guardians. EIA will focus on emerging and lower level SEN, i.e. where a child requires some provision in addition to, or different from, the setting’s usual graduated approach to help children learn, and for those children with more complex SEN . EIA funding received must be used to directly support individual children accessing the Early Years curriculum and or their environment.Early Intervention AllowanceEarly Years providers should use a range of resources when considering support for children with Special Educational Needs and Disabilities (SEND). As part of the Early Years Funding (EIA) process, Early Years providers are expected to evidence their inclusive practice. Overriding Principles The Early Years Inclusion Team is committed to: Ensuring equal opportunities for all children – by making sure that all early years practitioners are skilled and confident to support all children, including those with Special Educational Needs and Disabilities..Ensuring that Special Educational Needs are identified early and accurately to enable appropriate interventions and support to be put in place to support progress.Promoting and developing enhanced provisions to enable children to be supported within their local community. Promoting openness and encouraging participation of children and their families in all decisions regarding Special Educational Needs and Disabilities.Ensuring fair, transparent and consistent allocation of resources that supports achieving good outcomes for children with Special Educational Needs and/or Disabilities The views, wishes and feelings of the child and his or her parent, are considered in decision making.The importance of the child and his or her parent, being provided with the right information and support to enable them to participate in making those decisions.Some children may have Special Educational Needs at some stage during their education. The SEND Code of Practice defines Special Educational Needs (SEN) as:A child or young person who has a learning difficulty or disability which calls for special educational provision to be made for him or her:A child of compulsory school age or young person who has a learning difficulty or disability if he or she has significantly greater difficulty in learning than the majority of others of the same age.OrHas a disability, which prevents or hinders him or her making use of educational facilities of a kind generally provided for others of the same age in mainstream educational settings.Children under compulsory school age have special educational needs if he or she is likely to fall within the above definition when they reach compulsory school age or would do so if special educational provision was not made for them. For children aged two or more, special educational provision is educational if it is additional to, or different from, that made generally for other children or young people of the same age by maintained schools, or by relevant early years providers.For children under two years of age, special educational provision means educational provision of any kind. What is not special educational need, but could impact on the child’s ability to learn? All early years providers have a duty to monitor progress of children. Sometimes lack of, or slow, progress becomes a cause for concern. A delay in learning may not indicate that a child has special educational need that calls for special educational provision. Quality of teaching and learning should always be considered as a possible reason for unexpected slow progress and widening gaps in attainment or development. Early educational provisions should also carefully consider if issues other than special educational need impact on progress and/or attainment and outcomes. They may include:Disability (the code of practice outlines the reasonable adjustment duty for all providers under the Disability Equality legislation; however, satisfying the definition of having a disability does not necessarily mean the child has SENAttendance and punctuality.Health and welfare.English as additional language. Expectations for all Early Years SettingsThe following would be expected for all Early Years Settings (children aged 0-4 years) to be provided as universal, inclusive practice. This should be a universal offer for supporting children aged 0-4 years with SEND to access their childcare.All children, including those with SEND: Should have access to a broad and balanced EYFS curriculum that meets the individual needs of children to ensure they learn and develop well and are kept healthy and safe as per the EYFS statutory requirements Will have an identified key person who is the first point of contact and has responsibility for working with the child on a daily basis with support from the named SENCO and their parent or carer Should be offered differentiated opportunities or alternative approaches to learning by practitioners identifying and meeting their individual learning needs Will have resources available to meet the ages and stages of their individual development Will have intervention plans as part of any identified SEN support, which their key person will oversee with support from the named SENCO Will be monitored to regularly review the effectiveness of the support and the child’s progressAll early years providers will: Have a clear and comprehensive Equality of policy, which is acknowledged and adhered to by all staff Offer a graduated approach in accordance with the SEND Code of Practice 0 – 25 (April 2015) – ‘Assess, Plan, Do & Review’ (APDR) have a named SENCO within the setting in line with the SEND Code of Practice 0 – 25 (2015) Ensure all staff and in particular the named SENCO have access to training which enable them to be confident in managing a range of learning needs to include all children in the early years setting Be aware of the Equalities Act 2010 and make reasonable adjustments for children covered under the protected characteristics Have a clear policy to enhance positive behaviours within the setting and ensure that it is applied consistently across the setting by all practitioners Have SEN support plans in place for children identified with SEND which are monitored and evaluated regularly Have and maintain a culture of high expectations for all children in setting Have good and effective working partnerships with parents, offering them clear and transparent information and support. Have arrangements in place to work collaboratively with other professionals for example health, social care, future placements, to ensure children benefit from an integrated approach. Receive support and guidance from Early Years Inclusion SENCO’sStages of supportMany children have some degree of special educational needs and/or disabilities at some stage in their lives. The majority of children with special educational needs and/or disabilities make good progress with the support provided by providers.Some children may have needs which are long term and they will need more intensive levels of support and will at some point require a statutory Education, Health and Care Plan (EHCP). The Early Years Inclusion Team (EYIT) provides intensive support visits to providers who are supporting individual children with high level and complex needs. These children may also require a statutory EHCP at some point (see above).EIA funding may be allocated through the Early Years request meeting to individual children with identified special educational needs who have not made progress despite relevant support. This is in addition to existing resources and should be deployed to provide enhanced ratios/additional support in order to promote continued progress, early intervention and the child’s SEN plan.The Early Years Foundation Stage (EYFS) is a legal framework which requires all providers to have arrangements in place to support children with SEN and/or disabilities. Some children, identified as having ‘emerging or lower level’ need, will require additional help which is planned and delivered as part of the SEN Support stage of the SEND Code of Practice known as the ‘graduated approach’ (SEND Code of Practice 2015): Assess – Plan – Do – Review. The Early Years Inclusion Team Area SENCOs are available to offer support and guidance.All early years providers are required to follow the EYFS. All children should have access to good quality universal provision which promotes and delivers inclusive practice. All members of staff should receive appropriate support and training to ensure that evidence based strategies are used across the EYFS curriculum.The EYIT team Area SENCOs are available to offer support and guidance. This may include:Providing support and advice to, and challenge, private, voluntary and independent Ofsted registered childcare providers including childminders, maintained schools and Family Hubs.Working with providers to ensure they are fulfilling their duties in relation to the SEND Code of Practice 2015, thereby ensuring that approaches to early identification and intervention are effective for children with special educational needs and/or disabilities.supporting and advising in the completion of SEND documentation, including for example; the completion of SEN support plans, Personalised Learning plans, Education, Health and Care Assessment request and EHCP Plansthe processing of requests for early years inclusion support and the allocation of EIA funding drawn from the High Needs funding block, to enable early year’s providers to effectively support the needs of children with SEND.closing the gap within the child’s educational attainment. EIA is monitored through Early Intervention Allowance SENCO impact visits.termly Early Years inclusion conversations led by the locality Area SENCO, to embed the integrated review and early identification of SEND.If a parent/carer thinks their child may have?SEN?they should contact the Special Educational Needs co-ordinator?(SENCo) in the provision; alternatively, parents/carers may be aware of a lead practitioner or lead service involved with their child and they may be able to provide more information. Parents/carers know their children better than anyone and they have a right to take part in decisions about their child’s education. The closer a parent/carer works with their child’s key person, the more successful any help/support will be.?As good practice all early years providers must have an?Equality of Opportunity Policy which sets out how children might be supported in their provision. SEND supportWhat is SEND?Support?Where a child or young person is identified as having SEND, schools and colleges should take action to remove barriers to learning and put effective special educational provisions in place. This is called SEND Support. A child does not need to have an Education Health and Care Plan to have support from their provision.SEND support should occur in a four-part cycle:AssessPlanDoReviewThis should give you, your child and everyone involved in supporting them, a good understanding of the child / young person’s needs and of what support is appropriate in order to make good progress and achieve their outcomes. Providers may call upon external specialists including an Educational Psychologist. How much support your child / young person will receive?will depend on his or her individual needs. The early years provision will use a step-by-step approach to support. If your child does not make adequate progress then the person centred /SEN support plan will be changed and the provision will gradually increase the support given.Assess:Early years practitioners should work with their named provider SENCO to carry out a clear assessment of the child needs. This process should draw on a range of observations and experiences of the child. It should take into account previous and current rate of progress, assessments, observations, progress in comparison to peers, the views and experience of parents, the child’s own views and, if relevant, advice from external support services. In some cases, the Early Years Inclusion or health or social care professionals may already be aware of or involved with the child. These professionals should liaise with the early years provider to help inform any assessment so that the child’s level of their primary need can be established.Plan:If a special educational need is identified, providers should make appropriate SEN support. In consultation with the child’s parent/carers, the practitioner and the named SENCO should agree the type and level of adjustments, differentiation, interventions and support as well as the expected outcomes. The type of support should be based on robust evidence of effectiveness, and should be provided by staff with sufficient skills and knowledge. All members of staff who work with the child should be made aware of the support plan.Do:The practitioner should remain responsible for working with the child on a daily basis. They should work closely with any key staff or specialist staff involved to plan and assess the impact of support and interventions. The named SENCO should support the practitioner in any further assessments of the child’s particular strengths and weaknesses (identified areas of primary need), in problem solving and advising on the effective implementation of support. The named SENCO will also arrange additional support, professional guidance or training for members of staff working with the child.Review:The effectiveness of the support and the impact on the child progress should be reviewed by the agreed date. The impact and quality of the support and interventions should be evaluated, along with the views of the child and their family. This should feed back into the analysis of the child’s needs. The practitioner, working with the named SENCO and in consultation with the child and their family, should revise the support in light of the child’s progress and development, deciding on any changes to the support and outcomes.The review process helps to ensure that support and interventions are matched to need, barriers to learning are identified and overcome, and that a clear representation of the interventions is put in place and their effects are monitored. The way in which a child responds to an intervention/support can be the most consistent method of developing a more accurate representation of need.Early Years Inclusion Team Central Locality Early Years Inclusion Officer: Mandy Haddock:Area SENCO: Lynne Tomlinson:SENDO: Lisa Hill:Portage home visitor: Jennifer Thorpe:East Early Years Inclusion Officer: Ann Louise LoweArea SENCO: Sarah ThurstonSENDO:: Sarah MahonPortage home visitor: Jane LovettNorthEarly Years Inclusion Officer: Jo Hager Area SENCO: Abigail SmithSENDO: Emma HaywoodPortage home visitor: Sindy HinchliffSouthEarly Years Inclusion Officer: Shelley PettaArea SENCO: Beverley DownesSENDO: Georgina LightfootPortage home visitor: Nicola Brettoner ................
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