Graduated Response - Pre-school

The toolkit helps early years providers support children with SEND using practical guidance aligned with the SEND Code of Practice.

Contents

Typical development and identifying initial concerns

Children develop at different rates and in different ways. What is typical for one child may be very different for another. Comparing children in nursery can lead to unnecessary anxiety, so it’s important to focus on each child’s progress over time.

Understanding typical development

Adults working with pre-school children should know what is expected at each stage of development, for example when most babies start to walk or talk.

Key points: 

  • Observe children regularly to understand their rate of progress and developmental level
  • Use the Early Years Foundation Stage (EYFS) guidance to assess development against early learning goals.
  • Complete the 2 year developmental check and share information through integrated reviews.
  • Use checklists carefully:
    • Base judgements on several observations, not just one.
    • Make sure achievements are seen over time
    • Confirm children can complete activities independently
    • Be cautious with electronic checklists and automated conclusions

Helpful resources include From Birth to Five Years, Child Observation and Assessment, and the NASEN website (free membership required).

Identifying initial concerns

All children are unique. Life experiences can affect development positively or negatively. For example:

  • Being read to regularly can improve vocabulary.
  • Moving house may temporarily affect behaviour.

The SEND Code of Practice (2015) states that a delay in learning or development does not always mean a child has special educational needs (SEN). Difficult behaviour or withdrawal does not necessarily indicate SEN either.

When concerns arise: 

  • Gather all available information
    • Observations in the setting and at home
    • Parents' and the child's voice (through language or behaviour)
    • Formal assessments and health checks
    • Input from other professionals
    • Progress in key areas such as speech, motor skills and social development
    • Attention and concentration levels
    • Relevant family circumstances (e.g. new baby, bereavement, moving house)
  • Discuss concerns with parents or carers as soon as possible.
  • Share information with staff and monitor the child's development over the following weeks. 

If wider factors may be contributing, consider a multi-agency approach using tools such as the Early Help Assessment.

Why this matters

Early identification and support can make a big difference to a child’s learning and wellbeing. Observing, recording and sharing information promptly helps ensure the right support is in place.