Obtain and record children’s views using observation, discussion with key adults and tools such as The Mosaic Approach and the Blob Tree.
Obtain and record parental information and views. Ensure regular communication between home and setting (e.g. a minimum of 3 meetings with parents within a 12-month period).
Consider risk and protective factors to provide a holistic understanding of the child’s needs.
Use appropriate assessment tools to identify needs early, establish a greater understanding of the child’s support needs and inform appropriate referral to other services. For example, the ABC charts, Strengths and Difficulties questionnaire, Boxall Profile or the SMILE score.
Observe and record the child’s presentation and patterns of interaction and behaviour (e.g. using an ABC chart) across a range of varied contexts/times during their session to understand what they are trying to communicate and to inform possible strategies.
Provide key adult support at specific times that have been identified as challenging for the child (e.g. morning transition.) 1:1 time to build up a relationship between a child and key adult to be built into the child’s timetable.
Ensure effective sharing of information and consistent use of strategies (e.g. Use of a One Page Profiles or Story So Far Early Help).
Offer additional transition visits and transition books before the child starts, or when moving between rooms or onto school. Hold detailed transition meetings between key staff members and family, and update on any changes. Key staff to visit the child in their known room/setting prior to transition where they will feel most settled and in a routine.
Create Play Plans/IEPs and adapt termly with progress against targets routinely reviewed with the Special Educational Needs and Disability Co-ordinator (SENDCo), key person and the child/parents/carers where appropriate. Ensure that all staff involved with the child understand the purpose of the Play Plan and can support the child to achieve their targets.
Implement appropriate interventions for children with specific individual needs. For example, ensure planned opportunities for ‘Time In’ and flexible access to a key adult(s).
Key adult characteristics: nurturing yet able to hold firm boundaries; resilient; patient; empathic; and able to seek and accept support from another adult.
Provide time and space for targeted support on a consistent basis (e.g. access to a smaller space to complete interventions, increased staff: child ratios for times when intensive support and interventions are being delivered).
Refer to external agencies for additional support (e.g. Starting Life Well, Speech and Language Therapy, Educational Psychology, Paediatrician).
Use the Plan-Do-Review process to monitor the child’s progress, alongside any external agencies’ advice, whilst collating evidence of the impact of the strategies being used (please refer to the Best Practice Walkthrough document).
Where the child has an Education, Health and Care Plan (EHCP), refer to described outcomes and
provision and implement. Continue to use the Plan- Do-Review process against the specified outcomes and provision. Regularly update with strategies as they are tried. Complete Annual Review of EHCP.