Early Years Inclusion Service

To support early years settings to embed whole setting approaches to inclusive educational practice for communication and interaction.

Support settings in the identification and assessment of learners with speech and language and social communication needs and contribute to planning of Individual Education Plans (IEPs).

Promote the participation of children and young people and their parents and carers.

To provide targeted and specialist educational advice and teaching strategies for Early Years Foundation Stage (EYFS) children presenting with communication and language difficulties, or social communication needs.

To guide settings to effectively integrate children using the PCC Graduated Approach to Inclusion.

To provide individualised early intervention to promote social inclusion and enhance attainment across the early years sector.

To promote inclusive practice through training, modelling of effective strategies and provision.

To undertake virtual drop-in sessions, providing advice and support to settings focussing on communication and language needs and development.

To deliver support packages for individual children (via referral process)

To develop tailored specialist support for children with Special Educational Needs and Disabilities (SEND) and their families, working within setting and home (via referral process).

Recognise the need for early intervention and provide support for early years settings, families and other professionals.

Provision of holistic assessments to identify the strengths and needs of a child within the context of their family and in other venues in the community, e.g. early years settings.

Produce individually tailored outcome-based reports in line with the EYFS (2024)

To support the development of the skills of parents, early years practitioners and other professionals,

To support identified children, with transition from early years settings into primary schools.

Developing and delivering tailored training to early years practitioners.

To deliver support packages for individual children (via referral process).

To support settings to identify areas of support for children with additional needs.

To work in partnership with settings and families to adapt teaching and learning to meet the needs of a whole setting or group of children and improve the Ordinarily Available Provision (OAP) for Special Educational Needs and Disabilities (SEND) children.

To support targeted early intervention and educational advice.

To support the development of young children with (SEND)

To identify targeted and specialist services to meet children’s individual SEND needs.

To promote inclusive practice through modelling of effective strategies and contribute to early years training programmes when required.

To provide expertise on transition between and from early years settings to school.

A Request for More Help referral should be made to the Early Years Intake Panel through SEND Access Early Help. The referral may be from professionals or from parents.

Request for More Help Referral Form (Document downloads to your device)