Qualification: Level 3 Diploma for the Early Years Educator
Unit: Unit 3.13: Support children with additional needs
Learning outcome: 4 Understand the role of early intervention in partnership working
Assessment criteria: 4.3 Explain strategies for early intervention
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- Strategies for early intervention include:
- Observation – practitioners will regularly observe children as part of their day-to-day practice and may identify areas where children are struggling and require additional support
- Assessment – children should be formally assessed at regular intervals during their time in an early years setting. This includes an initial assessment, progress check at age 2, Reception Baseline Assessment (RBA) and assessment at the end of the EYFS. These assessments may identify areas where a child is not developing as expected.
- Partnership working – if a child is not developing as expected, a practitioner may need to work with other professionals (e.g. speech and language therapists, GPs, SEND coordinators etc.) to ensure that the child gets the additional support they require
- Educational Health & Care Plans (EHC) – if it is believed that a child has additional needs, a request can be made to the local authority to carry out an assessment for an EHC, which will identify their needs and the additional support they require
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