Analysing Graduated Approach Cycle for SEND Support in Early Years

This report provides a detailed analysis of the graduated approach cycle in early years education, focusing on supporting children with Special Educational Needs and Disabilities (SEND). It describes the stages of the graduated approach, including assessment, planning, doing, and reviewing, and discusses how this approach supports SEND in early years settings through various intervention waves. The report also explores ways to engage parents and colleagues, the benefits of child participation, and the importance of reviewing processes for progress monitoring. Furthermore, it reflects on the role of the early years SENCO, identifying professional development opportunities and the financial implications related to SEND. The document also explains the principles underpinning Education, Health, and Care (EHC) plans, emphasizing goal setting and record-keeping practices. Lastly, it addresses the needs of children with English as an additional language (EAL), both with and without special educational needs, highlighting the benefits of learning English in early years settings. Desklib offers further study resources and solved assignments on this topic.

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:

Making them focus on positive: the parents must be given with the proper positive feed backs
when the students are engaged in with nice job and helpful behaviour in the class.
Share school experience: more of the experiences should be shared with the parents that are not
seen and is missed by the parents of their kids.
Finding common grounds: engaging with the parents and giving them proper time by knowing
their kid more will help to get engage more with them.
Entice parents in to school: by making the parents and other colleagues to visit the school on
the regular basis will be helping them to get more in touch with the teachers and to know more
about their kids.
Visiting the parents directly: by visiting the parents and colleagues direct basis to know about
that how they are making it count for the success of their kids.
1.4 Benefits of the child participation throughout the graduated approach including the
following:
Confidence and well-being: the following includes the level of the confidence a child haves in
to provide its own development in the positive ways.
Improved skills:the kids performing by identifying their strengths and the weaknesses and
providing with the best outcomes.
Holistic condition improvement:the pupils performing with the improved ability of physical,
and emotional well-being and are able to take on the daily tasks.
1.5 Analysing the reviewing processes for progress monitoring and action planning to inform
practice within the Graduated Approach:
By following out the process of the graduated approach, the institutions are able to get the proper
outcomes by involving the steps in the process to be followed which are assessing, planning,
doing, and reviewing. The outcome that is presented in the children are as per the involvement of
all the factors and working by addressing all the areas like the literacy, social skills, attention and
the behaviour of the kids and helps in giving with the proper feed backs and appraisal pattern for
the kids to their parents.
1.6 Reflection on the SENCO job description including the role of the early year SENCo:
As by working as the early year SENCo developed the value of the specialist knowledge and
keeping it up to the date with in the regards to the local and the national policy development
ensuring the success of the kids in the institution. But also experienced some of the skill gaps in

some areas of the kids management in the institution related to their personal development like
making them control anger and relieve over the anxiety.
1.7 Identifying own professional development opportunities, training and support needs for the
role of the early years SENCo:
By working as the early year SENCo got to know about the level 3 practitioners setted up in the
private, voluntary and independent settings. This also helped in getting the knowledge about the
opportunities that are under the responsibilities of the early year Special educational needs
coordinators like how to give proper resources to the kids, how to make them overcome with the
disabilities. This helped in learning about the most of the development that can be given to the
kids in the early years and making them capable of doing the daily tasks.
1.8 Explaining the early year funds implications related to the SEND in the early years SENCo:
The implications on the funding of the SEND in the early years SENCo are stated as under:
 It should be including the FE.
 Must be facilitated with the local funding formula and should be available for the overall
assessment of the children and the organization.
 Funding should be setted as by the notional SEN budget.
 It must be facilitating the whole school budget and should be managed properly to have
the proper outcomes with in the organization.
 Schools must provide them with the best endeavours like including in all the facilities and
the resources required for the upliftment of the children.
Task 2:
2.1 Describing the principles underpinning education, health and care plans:
The principle of the EHC plan is to keep children, youth and their family involved in It from the
start. Under this principle, identification of the children and young individuals in required for the
support. The collaboration is done in between the education, health and the social care that is to
be provided in the appropriate way and with planned support.
2.2 Analysing the clear goal related setting for effective education, health and care plans:
The clear specific goal setting must be in the appropriate way so that it can bring in the clear
outcome related to the capability of the kids like getting in the positive ways to have outcomes
and be in the resilient ways. This can be achieved by making in the perfect action plan suiting up
the goals that are to be achieved in the organization. For example: to achieve in the goal related

to the development of the children it can be achieved by formulation of the proper procedure that
facilitate the working of the Special educational needs coordinators (Starr, 2020).
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:
The proper practice of the keeping in the record for the activity of the kids in the development
process can be done by making in the email from the side of the child's teacher and the data can
be maintained by keeping in the proper recorded information about the using child's initial,
appropriate age, and the stage band with in the different aspects. For example: if any of the child
is facing problem and having disabilities, so it all can be managed and solved by having in the
information about the children.
Task 3:
3.1 Explain the needs of children with English as an additional language in an Early Years
setting:
In the area of the early year settings, the learning of the English as an additional language comes
in upfront for the benefits of the children. As in the foreign countries, more of the language can
be spoken by the kids and making them learn English in the early year settings can provide them
with the further aid. For example: learning in the English can help the children to coordinate and
interact with the teacher in easy way if they face problem in learning with the native language
(Butler, and Higgins, 2022).
3.2 Explain the needs of children with English as an additional language and Special Educational
Needs in the early years:
In the early years learning, having English as an additional language can help the children to
learn more about the things and can help in enhancing the self-esteem and identity of the child.
Can provide with the ability to have enhanced their own cognitive and the thinking skills. For
example: English as an additional language can provide help to the children in communicating
their personal ideas in easy ways to the teacher and have the solution for them (Stephenson,
2018).

REFERENCES
Books and journals
Penfold, S., 2022. Inclusion and children with SEND. Early Years Educator, 23(12), pp.26-27.
Stephenson, J., 2018. SEND services. Children & Young People Now, 2018(1), pp.42-43.
Butler, R. and Higgins, A., 2022. Teaching pupils with special educational needs and disabilities
(SEND). Science Teaching in Secondary Schools, p.159.
Starr, S., 2020. It shouldn’t take 40 years to create a SEND Leader, should it?. informed
Teaching Revolution: A handbook for the 21st century teacher, p.30.
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