Cognition & Learning Communication & Interaction Social Emotional Mental Health Sensory and/or Physical Not Exceptional: Needs Met Through Quality First Teaching Some delays may be identified through EYFS tracking, Child may be supported by Universal Services (health visitor, GP etc). Child is making progress Short concentration span given child’s age. Limited exploration through play preferences. Schemas limited. Repetitive play and or limited imagination. Continuous use of activities to reinforce learning and provide meaningful experiences. Needs additional adult support in group activities to ensure participation. Short sequences (if any) in role play. May demonstrate limited understanding of verbal or non-verbal-cues. Requires help with key words or word joining and needs repetition from an adult modelling through play. Difficulty being understood by adults outside the family. Some withdrawal from the company of others. Short term difficulties settling into setting. Evidence of emotional distress (anxiety), which subsides with peer/adult support. Needs adult encouragement to remain engaged in play. Struggles to concentrate on adult directed activities. Short attention span. Sits for shorter lengths of time compared to peers. Occasional and term unwanted behavioural difficulties resulting in adult intervention. Less agile than other children of the same age. Physical difficulties that require some (specialist) developmentally appropriate equipment but little adult support. Delay in eye/hand coordination. Some difficulties caused by disability. Delayed fine motor skills. Difficulty with some aspects of self-help skills. Difficulty with dressing and undressing independently. May still be in nappies or need assistance with toileting and requires help with personal care. Not Exceptional (but may be eligible for EY Inclusion Funding) Widening cognition and play gap between child and peers. Continual difficulties with sequencing and short Child has poor clarity of speech: adults have difficulty understanding without it being in context. May look to adults rather than peers. Has longer term difficulties settling into setting in relation to their peers. Difficulty seeking comfort from familiar adults and/or with self-soothing. Some Requires adult support for monitoring of mobility. Some adaptations required to the environment to allow access. Delay with fine/gross motor sensory
Further delays identified through detailed assessment Support Development Journal, IAELD, SALT/OT/Physio Therapist report etc). Child will have an Individualised SEN Plan that is reviewed regularly as part of the Graduated Approach. Child is making some progress with ongoing interventions. term adult support is required to extend play, imaginative skills and access activities. Some Individualised/small group activities as identified in individual support plan. Some difficulties with social communication and interaction that can result in solitary/repetitive play or isolation. Some individualised/ small group activities as identified in individual support plan. May have a formal diagnosis of Autism. difficulties separating from carer. Flits between activities: needs short term individual adult direction to participate and engage. Does not accept ‘no’ and routine boundaries. Cannot inhibit own actions to stop from doing something they shouldn’t do. development requiring input/programmes from external professional. Mild hearing or visual impairment, managed with aids or glasses if required. Exceptional Significant (and in sufficient quantity and with enough evidence) Increasingly complex needs requiring individualised support. Intensity and frequency of interventions is high. Progress may be hindered and not evident in EYFS outcomes but is Difficulty in functioning appropriately and requires frequent adult assistance to actively participate in activities and practical tasks. E.g. child uses personal aids effectively and sufficiently with adult support. Regular modification of activities and specified times when adult supports structured learning. Disordered expressive language with limited understanding as identified by SALT. Limited communication skills that require individual alternative and/or augmentative communication strategies to allow access to learning opportunities. Requires repetition, slow pace of language and use of only key words. Has Does not accept care giving experiences. Anxiety expressed through behaviour means the child requires a significant level of support to engage and participate in learning. Regular (daily) intensive disruption impairs the child’s ability to access learning. Requires specific support from an adult at key points of the day because of limited awareness of behaviour Physical difficulties that require varied and extensive specialist equipment and regular support. Delay with physical coordination as identified by OT or physiotherapist. Adult support required to use identified communication aid and enable access to, and adaptation of, activities/curriculum due to impairment. Moderate hearing or visual impairment requiring adult