The challenges identified in the SEND and AP green paper, published in March, span navigating the SEND system and alternative provision, which is currently not a positive experience for too many families; outcomes for children and young people with SEND or in alternative provision (AP) being consistently worse than their peers across every measure; and that, despite unprecedented investment, the system is not financially sustainable.
Although not specifically mentioned in the review, all three are key challenges for the early years sector and, more specifically, early years PVI settings.
Nasen is delighted that the review states that the Government proposes to ‘increase the number of staff with an accredited Level 3 SENCO qualification in early years settings to improve SEND expertise’.
The SEND code of practice (2015) only requires PVI settings to have a named SENCO. Nasen believes there should be a qualified SENCO in every PVI setting. While there has been an increase in the number of trained early years SENCOs, including nasen’s Department for Education-funded Early Years L3 SENCO Award Project, it is clear there is still much work to be done to upskill the PVI workforce to identify and provide for the needs of the youngest children. This is particularly important in light of the pandemic, when early years settings have seen an increase in the number of children and their families in need of support.
The review has identified that for families and providers, there is a significant inconsistency in the way the needs of children and young people are met and that this ‘vicious cycle of late intervention, low confidence and inefficient resource allocation begins in the early years’.
With an increase in qualified early years SENCOs, significant improvement can be made. Part of their role is to upskill others, and this will lead to earlier identification of SEND and provision for the needs of all children.
Every child’s journey through the education system begins in the early years. Their achievements at the end of primary school in eight years’ time and secondary school in 13 years’ time are built on what we are doing now in our settings.
There is a wealth of passionate, creative and dedicated practitioners who, with targeted SEND training, will form a vital part of the future of our education system.
Mandy Wilding is an Education Officer at nasen leading Early Years projects, training and resources. A primary teacher for 32 years, Mandy taught in four different primary schools, from Nursery to Year 6, and held positions including SENCO, Assistant Headteacher and governor in both primary and secondary schools. She is passionate about the early identification of special educational needs and inclusive provision.
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