TEY-10.2

Children with SEND are often engaged with other services and specialists, and their interventions will have continued in some format during lockdown. Where possible make contact with specialists to discuss the continuation and transition of strategies and techniques. Discuss whether there are new ways of delivering interventions and discuss the progress. The sharing of information will lead to greater knowledge about how to meet the child’s needs. Liaise with specialists and parents so that you can build a clear picture in preparation for transition. Kerry Payne is based in London and works as an independent consultant and trainer. Read more from her at eyfs4me.com 7 Circles of Connection The Child’s “Voice” is a metaphor for the thoughts, feelings, behaviours, actions and perspectives of children and it is crucial that we develop ways to embed children’s views into our everyday practice. This is often viewed as difficult when a child has SEND but there are many ways in which we can advocate the child’s perspective. Resources such as communication passports can be invaluable ways of ensuring we understand children’s needs, interests and behaviours. Have curious conversations with parents about the ways in which the child shares their “voice”. The pandemic has led to difficult discussions around “good practice” and there have unfortunately been examples of play losing its priority. It is crucial that children are still experiencing high-quality play-based experiences and that children with SEND are not subject to integrative practices. Integrative practices mean that the child is expected to change to fit in rather than the setting making adjustments to remove barriers to learning. Ensure that discussions about reasonable adjustments continue and are in collaboration with the parents. 5 The Child’s “Voice” 6 Play is a right, not a privilege PREPARING FOR TRANSITION l In person or virtual supervision will be crucial during this time to gauge the emotional mindsets of practitioners. Identify specific anxieties around the return of children and consider how we prepare for the varying needs of children. l View parents as co-educators and place a high value on their knowledge and expertise. Explore home routines and home learning including the benefits and challenges. This will give you key starting points for the transition. Teachearlyyears.com 13