Assessment Cycle: Supporting SEND in Early Years

ASSESSMENT CYCLE

TABLE OF CONTENT
MAIN BODY...................................................................................................................................3
Work plan 2:....................................................................................................................................3
Task 1:..........................................................................................................................................3
1.1 Describing the stages of graduated approach cycle:..............................................................3
1.2 Providing with the outlook of how the graduated approach supports the SEND in early
years:............................................................................................................................................3
1.3 Discussing the ways to engage with parents and other colleagues throughout the graduated
approach:......................................................................................................................................3
1.4 Benefits of the child participation throughout the graduated approach including the
following:.....................................................................................................................................4
1.5 Analysing the reviewing processes for progress monitoring and action planning to inform
practice within the Graduated Approach:....................................................................................4
1.6 Reflection on the SENCO job description including the role of the early year SENCo:......4
1.7 Identifying own professional development opportunities, training and support needs for the
role of the early years SENCo:....................................................................................................5
1.8 Explaining the early year funds implications related to the SEND in the early years
SENCo:........................................................................................................................................5
Task 2:..........................................................................................................................................5
2.1 Describing the principles underpinning education, health and care plans:............................5
2.2 Analysing the clear goal related setting for effective education, health and care plans:.......5
2.3 Explaining record keeping for best practice in tracking progress for children in line with
the Early Years Foundation Stage and Local Authority requirements:.......................................6
Task 3:..........................................................................................................................................6
3.1 Explain the needs of children with English as an additional language in an Early Years
setting:..........................................................................................................................................6
3.2 Explain the needs of children with English as an additional language and Special
Educational Needs in the early years:..........................................................................................6
REFERENCES................................................................................................................................1

MAIN BODY
Work plan 2:
Task 1:
1.1 Describing the stages of graduated approach cycle:
The different stages of the graduated approach cycle is as under:
Assess: in this a baseline is created for the children that helps in measuring the progress.
Plan: under this a plan is created for the additional support for the individuals, for which the
record is maintained and parents are being informed for the results. A proper statement is made
in between the parents and school authorities related to the progress that parents want and in how
much time (Penfold, 2022).
Do: the pupils under this, are provided with the extra support from the side of the class teacher.
Review: under this, the review is being made for three times a year to have the proper outcomes
in the children.
For example: the child progress as per the requirements of parents related to the proper
communication and learning skills are being monitored and organized report is presented in front
of parent to show the progress made by the child.
1.2 Providing with the outlook of how the graduated approach supports the SEND in early years:
The schools can bring in the required experts to provide the children with the overall support
required by the child in the organization. By involving an expert in the field, the school can
always make the progress count when the kid is not able to make in the progress. By using the
“waves of intervention” system an extra support to the child can be provided. The extra
education can be delivered to the pupils by the use of three successive levels of waves.
Wave 1: this is the expectation of the quality first teaching.
Wave 2: at this more of the focus is given to the specialist resources for the students in the
school.
Wave 3: at this an external supporter is provided for more of the support.
1.3 Discussing the ways to engage with parents and other colleagues throughout the graduated
approach:
There are different ways through which engagement with parents and other colleagues can be
increased that are as under: