TEY-10.2

TRAINING ● Training in relation to speech, language and communication needs (SLCN) should be prioritised within the early years sector. ● Early years practitioners, particularly those new to the role, may benefit from support with how to develop family relationships. It is not a surprise that SLCN emerged in this study as a priority as this is clearly an important aspect of early childhood development. Early years professionals may well have ready access to training in relation to the development of speech, language and communication, but it is important that this includes a focus on children who are not making expected progress. For a child with SEN, it may be an early years practitioner who is the first person to have a conversation with their family about their needs. This can be hard conversation for all concerned, so it is very important that sufficient training has been provided for this to be effective. For families, this may be their first experience of the SEN system, which increases the significance of ensuring it is a positive experience. LIAISON WITH OTHER SETTINGS AND AGENCIES ● Information from the progress check at aged two should be shared between the child’s providers as standard practice. Essential information from the progress check at age two is not always shared. This may be because of concerns about not wishing to label children too early or about GDPR. Dr Curran states that information should be shared between providers to ensure there are no delays in children accessing the support they need. NEXT STEPS Managers and SENCOs are encouraged to read this report in full. ● To download the report, visit bit. ly/2F1CReR SEN ADVICE FOR EARLY YEARS SETTINGS l It is important to ensure that SLCN is reflected in the professional development and training for early years practitioners. l Setting Managers should consider the different options for deploying their SENCO and how allocated time could be used to help them to be more effective in the role. l Working with families as equal, meaningful partners is a critical aspect of coproduction and this is the foundation for effective SEN provision. Settings should evaluate the impact of coproduction and produce an action plan. l Early years SENCOs should review the information they have about children with SEN and how this is shared across other phases and professionals. Subject to data-sharing restrictions, there should be complete transparency to ensure a continuity in provision. ● To access nasen’s Early Years Miniguides, visit: bit.ly/2PwD0cj ● nasen’s dedicated early years suite of free resources is available at bit. ly/31w2k7E Professor Adam Boddison is the chief executive of nasen, a charity that supports and champions those working with, and for, children and young people with SEND and learning differences. For further information, visit www. nasen.org.uk or @nasen_org. Teachearlyyears.com 17