Northumberland Early Years Inclusion...

The Northumberland Early Years

Inclusion Toolkite-version

2015

Northumberland Early Years Inclusion Toolkit

Introduction to the Northumberland Early Years Inclusion Toolkit 2015

The Northumberland Early Years Inclusion Toolkit (NEYIT) was first published in 2008 by a multi-disciplinary team to support practitioners working in Early Years. The aim is to clarify and summarise the Local Authority (LA) guidance on best practice in supporting inclusion in the Early Years. It helps practitioners to ensure that they follow the Statutory Framework for the EYFS (2014) and the Special Education Needs and Disability Code of Practice 0-25 (2015). NB: All early years providers are required to have arrangements in place to identify and support children with SEN or Disabilities and to promote equality of opportunity for children in their care. These arrangements should include a clear approach to identifying and responding to SEN and Disability.

This electronic version of the toolkit (2015) updates previous hard copy versions to include current terminology and summarises the key processes involved in the Observation, Assessment and Planning (OAP) and the Assess, Plan, Do, Review (APDR) approaches. Following these approaches will enable practice to be evidenced and clearly documented.

This version offers templates that can be used by schools, settings and childminders and provides formats which will be familiar to other professionals working within Northumberland.

These electronic documents may be used by Schools and Early Years providers who have signed the Northumberland Local Code of Practice for Funded Free Entitlement and have adopted NEYIT as their inclusion policy.

AcknowledgmentsThe Northumberland Early Years Inclusion Toolkit was developed by a steering group consisting of:

Jane Clark, Senior Specialist Educational Psychologist for Early YearsSheila Dillon, Early Inclusion Co-ordinatorLiz Hilsdon (Somerville), Early Years ConsultantKatie Race, Early Years Inclusion Co-ordinatorCheryl Redpath (Wade), Early Years Inclusion Co-ordinatorDi Nicholson, Clinical Lead Speech and Language TherapistAnna Trebillcock, Early Years Inclusion Co-ordinator

Thanks go to the staff, parents and children at the Schools and Early Years settings who piloted the toolkit documentation and approach.

Thanks also go to the many professionals who were consulted and gave constructive feedback during the pilot period.

EditorsThe Northumberland Early Years Inclusion Toolkit 2015 e-version was edited by

Julie Beattie, Northumberland LA Early Years Inclusion ConsultantLiz Somerville, Northumberland LA Early Years ConsultantCheryl Wade, Northumberland LA Early Years Inclusion ConsultantMaureen Doherty, Northumberland LA Childcare Development Worker

Northumberland County Council © 2015 Page 1


Document Summary1. Inclusion Pathway (prompt and record of actions taken)

The Inclusion Pathway (section 1) provides a step by step framework for evaluation on how to identify and meet a child’s individual needs. It will help practitioners to keep track of and to record their concerns and actions over time. This information will be crucial when discussing the child with their parent/carers as they will have much information to contribute and need to be seen as partners from the very start. It will also be helpful to establish a joint approach on meeting the child’s individual needs. This may need to be shared if other professionals are involved or when a child transfers to another setting (with parent/carers permission).

Depending on the level of the child’s need(s), the Inclusion Pathway may provide enough information about what action has been agreed and outcomes achieved. If the child has more complex or long term needs it may be necessary to supplement the Inclusion Pathway with further documents such as an individual care and/or education plan. This may take the form of the Inclusion Wheel (see appendix). If the child is ‘looked after’ by the LA there will be an existing care plan which must be referred to, as should any plans developed as part of an Early Help Assessment (EHA).2. Summary Assessment Prompts (support for assessment cycle)

The Summary Assessment Prompt sheet (section 2) provides guidance on the type and range of information that could be collected and recorded about the child. It is arranged into ten sections of development within the four SEND categories, under which observations can be made and information from a range of sources collected. There will often be information that could be recorded under more than one area of development as they are not discrete; it is up to the setting to record the information where they feel it best fits. The prompts are not a definitive list and practitioners may feel that other information particularly relevant to the child is worth recording.

Although the setting may not have a concern about each of the ten areas of development, it is helpful to collect information from a wide range of areas to gain a rounded picture of the child. Recording information about a child’s areas of strength is equally as important to recording areas of concern. This enables the setting to build on the child’s strengths and interests and may help to put the child’s needs into perspective.3. The Inclusion Wheel (in-house short term planning tool)

The Inclusion Wheel (section 3) provides a place to record a summary of what is known about an individual child and the actions that have been agreed to help support the child. It is the document that brings together the key information that is known about the child from a range of sources and will normally be completed by the child’s key worker in conjunction with the child’s parent/carers. It allows a plan of action to be formulated that will co-ordinate a common understanding of the child’s needs; agree what will be done and who will do what and by when. A copy of the Inclusion Wheel will be given to the parent/carers and may be shared with other professionals involved (with parent/carers permission). Action plans and targets of specialist services may be attached or added to the action section of the wheel to ensure support given is co-ordinated and woven into the child’s daily routine.4. Outcomes Planning and Review Sheet(evidence and accountability of effectiveness)

An important part of meeting children’s needs is reviewing actions taken to evaluate their effect and decide on next steps. The Outcomes Planning and Review Sheet (section 4) has been provided to allow practitioners to record the key actions taken or provision made and the corresponding outcomes/progress. This document should be completed at the review meeting with the parent/carer and will need to include any information they supply during the discussion.



1. The Inclusion Pathway 1.1Child’s name: ……………………………………………. DOB: …………………………………..Keyworker: ……………………………………………………………………………………………Setting: ……………………………………………… Date entered setting: ……………………How often does the child attend the setting? .....................................................................Parents/carers name …...……………………………………………………………………………Current or previous settings attended..…………………………………………………………..

Obs

erve

Asse

ss

Pl

an

OAP

1. Staff have concerns about a child Date:

2. Discuss with setting inclusion coordinator/SENCO

Date:

3. Start to gather informal evidence: OAP Date:

4. Initial discussion with parents/carers Date:

5. Contacting other agencies for information i.e. Health Visitors (e.g. 2 year check) , other settings may attend/has attended (with parents’ consent)

Parents signature:………………………………………………Date:

6. What changes have you made in the setting and actions taken? (see 3.4 Notice and Adjust Record

Date:

Asse

ss

P

lan

Do

Rev

iew

APD

R

7. Do staff still have concerns? Yes No

Monitor situation

Date:

8. Complete setting Summary Assessment Record (use prompt sheet for support)

Decide how parent Summary Assessment Record is to be used

Date:

9. Complete first Inclusion Wheel with parents.

Discuss outcomes and agree action with parent. Implement actions planned

Date:

10. Review actions and progress recording evidence of outcomes achieved and agree next steps.

Decide if Early Help Assessment (EHA) may be needed.

Date:

Date:

1. The Inclusion Pathway 1.2



Notice and Adjust Record(Observations, records etc.)

Area of Concern and Actions taken (date)(What you did to support the child)

Outcome (date)(What happened as a result of your action)

2. Setting Summary Assessment Prompts 2.1


Northumberland Early Years Inclusion Toolkit(to include observations of child initiated and adult led activities)

Com

mun

icat

ion

and

Inte

ract

ion

C &

IListening and Attention

Assessments for this area are covered in the Attention and Concentration section (page 6 )

Understanding Language

(receptive language)

Follows simple routines/instructions with or without clues e.g. gestures, repetitions, simplifications, memory.Understands social context e.g. tone of voice, facial expressions, jokes.Repeats/mimics.Number of Information Carrying Words understood (see Inclusion Toolkit Speech and Language Assessment Booklet).Complexity of vocabulary understood.

Talking and Speech

(words and sentences and pronunciation)

English as an Additional Language (EAL).Typical number of turns taken in a conversation.Range of vocabulary used (number of words).Typical length of utterances (number of words in sentences).Level of grammar.Range and complexity of language used e.g. greetings, comments, questions.Level of non-verbal communication e.g. gestures Appropriateness of non-verbal communication.Understood – by peers, familiar adults, all.Speech fluent.Appropriate intonation.Speech sounds clearly pronounced (see Inclusion Toolkit Speech and Language Assessment Booklet).

Social and Functional Communication

Uses voice, gesture, eye contact and facial expression to make contact with people and keep their attention.Communicates needs and emotions e.g. physically taking the person to show what they want or need.Initiates interactions/conversations with others.Uses supportive materials and approaches e.g. signs, symbols or ICT.Through supportive ‘Total Communication’ functions effectively in their immediate environment.

Soci

al, E

mot

iona

l and

M

enta

l Hea

lth

SEM

H

Social Interaction with Peers and Adults

Who they interact with – limited, range, familiar people only.Initiates interactions for pleasure/need.How they relate to others in play e.g. isolated, play alongside, cooperate and take turns.Appropriateness of interactions.Warmth of attachment to carers.Awareness of social conventions e.g. greetings.Eye contact.Empathy.

Behaviour andEmotions

Understanding of social norms and conventions e.g. relating to others appropriately.Willingness to follow simple rules/routines, level of activity.Differences affected by place, time of day, activity.Appropriateness and control of own emotions.Understanding of danger.Unusual behaviours, rituals, phobias, fears.General behaviour – active, overactive or passive.



2. Setting Summary Assessment Prompts 2.2(to include observations of child initiated and adult led activities)

Cogn

itio

n an

d Le

arni

ng

C &

L

Attention and Concentration

Length of concentration.Range of attention – wide, limited, obsessions (fixed interest).Difference during adult/self-directed activities.Perseverance.Memory.

Learning and Play

Rate of progress.Level of attainment compared to peers (Early Years Outcomes).How they learn e.g. trial and error, watching, listening to instruction. Characteristics of Effective Learning (COEL).Understanding of basic concepts e.g. passage of time, sequences of events, cause and effect.Ability to transfer learning to new situations.Interests/preferred activities.Enjoyment in new experiences and learning opportunities.

Symbolic Understanding

Recognises objects – real, miniature, pictures.Uses toys/objects appropriately.Relates one object to another in play e.g. brushes doll’s hair.Uses objects in place of others e.g. box for a car.Engages in pretend/role play.

Sens

ory

and/

or P

hysi

cal N

eeds

SPN

Health General health.Specific conditions, sensory impairments, dental health, allergies.Immunisations (up to date)Developmental checklists (up to date).Appropriate height and weight.Hospital admissions, accidents, illnesses/absences related to health issues.Relationship with food.Specialist equipment required.Health professionals involved.

Physical Development

Fine motor skills e.g. control of fingers, hand eye co-ordination, feeding, dressing.Gross motor skills e.g. crawling, walking, running.Sense of balance.Spatial awareness.Sensory impairment e.g. hyper/hypo sensitive.Continence.Level of activity e.g. sedentary, fidgety, highly active.




Com

mun

ica

tio

n and

Listening and Attention

Understanding Language

(receptive language)

Talking and Speech

(words and sentences and pronunciation)


Soci

al, E

mot

iona

l and

M

enta

l Hea

lth

SEM

H

Social Interaction with Peers and Adults

Behaviour andEmotions




Cogn

itio

n an

d Le

arni

ng

C &

L

Attention and Concentration

Learning and Play

Symbolic Understanding

Sens

ory

and/

or P

hysi

cal

Nee

ds

SPN

Health

Physical Development



4. Outcomes Planning and Review Sheet EXAMPLE 4.1

Name of child: John Smith Date of plan: 31/5/2015 To be reviewed on: 25/8/20151. Planned

outcomes(SMART)

2. Actions to achieve the planned outcomes(including frequency)

3. People involved

4. Resources - cost - time - materials

5. Evidence of outcomes achieved(to be completed at review)

Improve John’s communication with adults and peers so he is able to express his basic needs e.g. indicating need to go to toilet, make a choice of snack.

Key person shares ‘approaches’ to be taught during this plan (see the four highlighted approaches below).

Encourage John to point and/or take the adult to the object he wants.

Naming the object or need e.g. ‘you want to play with ball’ ‘you want a biscuit’.

Introduce ‘objects of reference’. Give John simple choices e.g. ‘do

you want a red sock or blue sock?’

Help other children to understand how John expresses his needs.

Key person/all staff

Parents

Other children in the setting.

Make a collection of ‘objects of reference’ to match five of John’s most immediate needs and interests. John’s favourite toy (to

indicate independent play).

John’s favourite ball (playing outside).

Nappy (indicating time to change).

Cup (indicating need or offer of drink).

Comforter (indicating he’s upset).

John has recently started to point to the objects he wants or takes adult by the hand to the activity he wants to do.

John indicates his preference by looking at and sometimes pointing to his choice from two objects e.g. which fruit he wants at snack time.

John has started to make verbalisations when looking and pointing to objects.

John’s peers now understand he expresses his needs and desires through looking and pointing.

To achieve the targets specified on Speech and Language Therapy (SLT) Plan (see attached).

Carry out games on SLT plan twice weekly during focussed activity time. Record progress and feedback outcomes to SLT.

Introduce the 5 Makaton signs.

Key worker &1 other child

2 x 10 minutesBalloon5 Makaton signs linked to objects of reference Independent pllay Outside Nappy Drink Sad

John is beginning to make verbalisations following use of the balloon and feeling the sensations.

John struggled to stay focused for 10 minutes but 5 minutes was more successful.

John now uses 3 out of 5 Makaton signs in context.



4. Outcomes Planning and Review Sheet 4.2

Name of child: ……………………………………………….. Date of plan: ……………………. To be reviewed on: …………………….

1. Planned outcomes(SMART)

2. Actions to achieve the planned outcomes(Including frequency)

3. People involved

4. Resources- cost

- time - materials

5. Evidence ofoutcomes achieved(to be completed at review)


Northumberland Early Years Inclusion ToolkitAction Review Record

Area of Concern and Actions taken (date)(What you did to support the child)

Outcome (date)(What happened as a result of your action)



Appendices

Page number

Document Name

Page 1 4 A Gathering Information

Page 17 B Parent Questionnaire

Page 21 C Explanation of Terms

This section provides a explanation of the terminology and concepts used in this toolkit. This has been provided to support practitioners when explaining terminology to parents and carers.

The toolkit also gives shared understanding between childcare practitioners and other professionals involved.



A.Gathering Information about Children’s Needs A.1

Parent/Carer Views

It is vitally important that parent/carers are given opportunities to contribute their views of their child’s learning and development on a regular basis. It is important to bear in mind that when a child enters a setting this is often the first time the child experiences being with someone other than their parent/carer or family member(s).

Children bring to a setting a set of ideas and experiences from home. These are wonderful starting points for supporting child-initiated learning and convey strong messages to parent/carers on how to support and extend children’s learning and development.

When recording a child’s progress with parent/carers it may be that they report behaviours that practitioners have not yet observed in the setting or vice versa. For instance, Sally’s parents report that she is a “chatterbox at home and loves to role play with her cousins”, however in nursery practitioners report that they have observed Sally over several weeks and she has shown little interest in playing with other children. Both sets of observations are equally important to note down on the Inclusion Wheel as they clearly show that Sally displays different behaviours in different situations. As a result, one of the actions on the Inclusion Wheel could be that Sally’s parents invite a child home from nursery to help support Sally in building relationships, whereas the setting could work on Sally building relationships through small group activities. Some settings on the pilot found it useful to note down parent/carers comments using a different coloured ink to discriminate between home/setting observations.

Whenever possible the Inclusion Wheel should be completed in partnership with the child’s parent/carers. In some cases this is not always possible especially for those who work or may be in denial about their child’s additional needs. Although, neither of the above reasons should stop the setting from using the Inclusion Toolkit, as permission is not needed to observe a child or to provide strategies which aim to help support a child’s learning. It may be necessary to think about other ways of making contact and gathering information with those parent/carers who are difficult to engage.

Once the Inclusion Wheel is complete a copy should be made available to the child’s parent/carers and any other significant person in the child’s life such as a childminder or out of school club leader (with parent/carers permission). If a setting does not have A3 photocopying facilities the Inclusion Wheel may need to be written out twice or photocopied onto two sheets of A4 paper.




Guidance on when to use

Parent/Carers Prompt Sheet

You may find the parent/carer discussion prompt sheet helpful to share before the meeting. This will give parent/carers the opportunity to prepare any information that they wish to discuss.

Following identification of concern about a child, professional judgement about what is likely to be the best time for parent/carers to be given the prompt sheet.

The child’s key worker would be the most appropriate person to introduce parent/carers to the Inclusion Toolkit materials.

It should never suddenly be handed out without explaining its purpose. Be sensitive about the child’s parent/carers when discussing the additional

needs of their child. Always start by focusing on the child’s strengths. Consideration should be given to the literacy needs of the child’s

parent/carers as to whether they will struggle to complete the form independently.

It may be that you only give out relevant sections to the child’s parent/carers or complete the form with them.

In some cases parent/carers may be overwhelmed by being asked questions about the needs of their child, therefore in some cases it may be that the prompt sheet is not used.

Encourage and/or support parent/carers to articulate what they consider their child’s hopes and aspirations to be.

The Child’s View

To create a holistic picture of the child, it is essential that we listen to the views of children. This will help us to understand the child’s interests, needs and what it is they want from their early years’ experiences.

Listening to children is not an additional task for practitioners; it should be part of everyday good practice. Listening to children encompasses the need for observing, listening and responding appropriately to the needs of the child. Practitioners should also reflect on their own practice and make adaptations if necessary.

Children may have little experience of consultation. Consultation should be an ongoing process, not just a one off event. Adequate preparation is required to ensure the consultation methods are suitable for the individual children. It should be fun and interesting.

Children can communicate their views in a variety of ways. Therefore, consultation is not always about asking direct questions. It could involve observing child’s response to situations. Some possible ideas are outlined in the following section.

Practitioners should act as an advocate for the child and may need to interpret and articulate what a child’s hopes and aspirations could be.




How we Listen to Children

Positive relationships

Children are more likely to communicate their needs, opinions and feelings to us if we have established positive relationships with them. As practitioners if we know children well, we are able to interpret what they are telling us. Children tell us things in many different ways and we should not be reliant only on their voices, but through the way they behave and the feelings they express.Children’s likes/dislikes

We can do this by observing children in play either be on a 1:1 basis or in a group situation. By offering children choices and noting down their responses we can gather information about children’s likes and dislikes and how they make their needs known.Children’s art and craft work

We can listen to young children through art and craft and by offering children opportunities to draw and paint freely. By making time for children to talk us about what they are doing is an excellent way of consulting with them. This can also create an opportunity for children to talk about their feelings.Use of picture and story books

We can use picture books with social stories as a way of introducing situations to children by talking them through it. It is good practice to build a collection of books within a setting that cover a range of new situations such as going to hospital, new baby in the family, living with one parent, moving home etc.

Practitioners can use these books as an opportunity to discuss feelings with children or to introduce topics such as disability or ethnicity in a way that promotes inclusion.Imaginative play

Like books, practitioners can use imaginative play as a way of introducing situations and encouraging children to talk. For example, practitioners can use themed role play areas to encourage talking about things such as going to hospital or how to make new friends.Resources

Children are more likely to feel included and to make their voices known if practitioners make sure that resources, toys and books reflect a wide range of ability, ethnicity, culture and diversity. Providing resources, toys and books that reflect diversity enables children to participate and express themselves as equals. By regularly listening and noting down children’s conversations practitioners will see what children have to say on equality issues. Children begin to learn what is different as well as what is similar between people.Consulting with children

Consideration should be given to the ways in which practitioners can involve and consult with children. Offering simple choices such as where, how and who to play with, through to what they need to learn next and how to go about it.

If a child has additional needs practitioners need to make sure they remove any barriers to learning and play. For example, if a child has no speech to articulate their needs or wants, practitioners should offer resources or activities for children to choose between.

Symbols, pictures and objects of reference, such as spade to suggest sand play or cup to suggest drink time, can also be used to encourage pointing, an eye glance or yes/no response.



B.Parent/Carers Questionnaire B.1

This sheet is for you to jot down any information that you feel will help us understand the needs of your child better. To make it easier we have split this sheet into different areas of your child’s development. The information you give us will be very useful in helping us plan what we need to do next to help your child to enjoy and succeed in our setting.Understanding LanguageThis refers to what your child understands of what others say. Do you think your child understands what you say? Do you sometimes point/repeat what you say to help them understand? How do they respond to facial expressions and visual prompts (e.g. smiling)

Talking and Speech (words and sentences and pronunciation)This refers to the words and sentences that your child can say. How does your child tell you what they want? Roughly how many words does your child use?

This refers to the way your child pronounces words. Do you have any concerns about the way your child pronounces words? Do you generally understand what your child says? Do unfamiliar adults understand what they say?

Social & Functional CommunicationThis refers to how your child makes their needs known and uses language function effectively in their immediate environment. Do they use their voice, gesture, eye contact and facial expression to make contact with people and keep their attention? Are they able to communicate needs and emotions e.g. physically taking the person to show what they want or need? Can they initiate interactions or conversations with others? Can they use supportive materials and approaches e.g. signs, symbols or ICT? Through the use of supportive ‘Total Communication’, can they function effectively in their immediate environment?



B.Parent/Carers Questionnaire B.2

Social InteractionThis refers to how your child relates to other children and adults. Who does your child like to play with at home? Do they take turns and enjoy others company? What does your child do when you call their name? How do they respond when someone new comes to their home? How do they respond to someone they know? (e.g. grandparents)

Behaviour and EmotionsDescribe your child’s behaviour at home. Describe their behaviour when you are out and about. What does your child do when they get upset? Are there any behaviours that concern you?

B. Parent/Carers Questionnaire B.3



Symbolic UnderstandingThis refers to how your child uses toys and objects in their play. How does your child play with toys e.g. rattle/doll/car? How does your child play with objects e.g. wooden spoon/cardboard box?

Attention and ConcentrationThis refers to the length of time your child will attend to activities and how they focus on different tasks. What does your child choose to spend their time doing and for how long? Do they enjoy a range of activities or prefer to concentrate on certain ones? How long will they stay when you have chosen the activity?

Learning and PlayWhat are your child’s interests? How do you think they learn best – watching others, having a go? Does your child understand what is going to happen next e.g. peek-a-boo, the family routine? How do they respond to new situations and new experiences?

B. Parent/Carers Questionnaire B.4

Physical DevelopmentCan they dress with/without your help? How do they feed themselves, can they use cutlery? Can they run, jump, climb, throw or kick a ball? Can they manipulate small objects such as jigsaws, post objects, paint or draw?



HealthHas your child had any developmental checks e.g. 2 year old health visitor check? Do you have any concerns regarding your child’s health? What is your child’s bedtime routine, how long do they sleep? Have they had many illnesses or stayed in hospital?

Anything else you think is important for us to know?Is your child receiving any other support (past/Present)

Completed by …………………………………………………………………………………

Date ……………………………………………………………………………………………

C. Explanation of Terms C.1

Approaches The many different ways practitioners, parents/carers and other professionals support the child in a planned and systematic way e.g. saying child’s name to get their attention, objects of reference, visual timetable etc.

Assess, Plan, Do, Review A system to support a graduated approach to



(APDR) identify and plan to meet the additional needs of children as advocated in the “SEND Code of Practice 0-25, 2015”.

Attention and Concentration See explanation provided in parent questionnaire

Behaviour and Emotions See explanation provided in parent questionnaire

Cognition and Learning(SEND Code of Practice area of need and support)

Support for learning difficulties may be required when children are at a slower pace than their peers, even with differentiation. Learning difficulties cover a wide range of needs including moderate learning difficulties (MLD), severe learning difficulties (SLD) through to profound and multiple difficulties (PMLD).

Communication and Interaction(SEND Code of Practice area of need and support)

Children with speech, language and communication needs (SLCN) have difficulty communicating with others. This may be because they have difficulty saying what they want to say, understanding what is being said, or do not understand or use social rules of communication.

Early Help Assessment(EHA)

Early Help Assessment is intended to provide a simple, single process for a holistic assessment of a child's strengths and needs, taking account of the role of parents/carers and environmental factors on their development.

Evidence of Outcomes Achieved Anything you or others observe or assess that shows how the child responded to what you did. This should include comments on any progress (or lack of) in relation to what you set out to achieve.

Health See explanation provided in parent questionnaire

Learning and Play See explanation provided in parent questionnaire

Objects of Reference Objects that have a particular meaning associated with them which are used to support communication e.g. a fork may be the object of reference for dinner.



C. Explanation of Terms C.2

Observation, Assessment and Planning(OAP)

A system to identify and plan for children’s needs and interests as advocated in the “Development Matters in the Early Years Foundation Stage” (EYFS).

Physical Development See explanation provided in parent questionnaire

Sensory and/or Physical Needs(SEND Code of Practice area of need and support)

Some children require special educational provision because they have a condition or disability which hinders or prevents them from making full use of the educational facilities generally provided. This may take the form of visual impairment (VI), hearing impairment (HI) or multi-sensory impairment (MSI). These difficulties will require specialist support and/or equipment to be able to access their learning.

SMART (targets or outcomes) This term supports practitioners to write targets and outcomes that are effective. It stands for:

Specific Measureable Achievable Relevant Time bound

Social, Emotional and Mental Health(SEND Code of Practice area of need and support)

Children may experience a wide range of social and emotional difficulties that manifest themselves in many different ways. This may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties


See explanation provided in parent questionnaire

Social Interaction See explanation provided in parent questionnaire

Symbolic Understanding See explanation provided in parent questionnaire

Talking and Speech See explanation provided in parent questionnaire

Total Communication Is a systematic approach that aims to support and improve communication by making use of a range of methods e.g. speech, signs, gestures, written and/or visual aids.

Understanding Language See explanation provided in parent questionnaire

Northumberland Early Years Team has a range of other documents to compliment this toolkit.


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