Early Years – Targeted Support
If a child has a significant delay in two or more areas of development, they may be eligible for service from a specialist child assessment centre. Virgin Care – Integrated Children’s Services is responsible for provision across the county of Devon, except some parts of South Devon. A child will be assessed at a specialist centre, then referred to targeted or specialist services to meet their needs. These are the targeted services and support in Devon.
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Targeted Support - Communication and Language
If Universal Support is not enough to help a child make good progress, Early Years settings should consider targeted support, which may include some of these ideas.
Listening and Attention
Individual adult support for listening and attention in the continuous provision – explicitly modelling skills
Adults to say child’s name or gently touch them to gain attention before speaking to them
Adult to gain eye contact before speaking
Simple, short listening and attention games 1-1 with their Key Person, developing into working with one other child.Simple, short (small) group listening and attention games
Communication and Language – Understanding
Visual timetables to support understanding of routines
Sharing stories in pairs/small groups with simple questions to support understanding
A Pre-teaching of new vocabulary/concepts (with real objects) to prepare the child
Extra practice/repetition of new vocabulary/concepts
Is Individual adult support for language understanding in the continuous provision – supporting
child to understand using repetition, gesture, visual cues, etc.
Adults to be aware of what vocabulary the child already knows and to use these words mainly
Adults plan to extend vocabulary using new words alongside familiar ones
Adults know the average length of sentence for each child and uses sentences that are no more than 2 words longer than those of the child
Adults slow down the speed of their speech according to the needs of different children, giving more processing time for children who may need it
Adults patiently wait while maintaining interest in what the child is thinking
Time is planned for the Key Person to have uninterrupted attention for the child
The adult says the important words or few words that the child might say if they could
Adults emphasize important words by slowing down and pausing before the word e.g. ‘popping the …….bubbles’
Important words are repeated in a real situation e.g. ‘washing my hands’, ‘washing the boat’, Words are repeated at different times of the day.Communication and Language – Speaking
Individual speech and language programme (provided by Speech and Language Therapy)
Is Individual adult support for speaking/communicating in the continuous provision – supporting
child to communicate with others by modelling, repeating, extending, etc.
Adults respond to any attempt at communication, this maybe verbal or non-verbal
Adults sometimes interpret/repeat back what the child has said
Ensure the child feels an equal partner within interactions with adults
Adults repeat back what the child has said and add a word/phrase
Verbal choices are made explicit by using language alongside visual clues
More comments than questions are used, encouraging a natural conversational style of interaction
When questions are used they are open, so they have more than one possible answer, adults refrain from asking ‘testing’ questions
Language games in 1-1, in small groups/pairs to support speaking skills
Pre-teaching of new vocabulary/concepts (alongside real objects) -
Targeted Support - Cognition and Learning
If Universal Support is not enough to help a child make good progress, Early Years settings should consider targeted support, which may include some of these ideas.
Literacy: Reading and Writing – Reading
One-to-one or small group work on pre-reading skills
One-to-one or small group story sessions, with modelling of reading skills.Use of structured reading programmes when appropriate (40-60)
Literacy: Reading and Writing – Phonics
Small group listening and attention activities
Small group games to listen to and identify sounds
Targeted phonics activities in small groups (e.g. Letters and Sounds) (30-50+)Literacy – Physical Development – Recording
One-to-one or small group work on gross motor and pre-writing skills
Use of ICT to support recording where appropriate (30-50+)
Adults model mark making/writing and encourage children to use it in their play.
Staff model and encourage children to give meaning to their marks.
Mathematics
One-to-one or small group counting and number recognition games (according to age of child).
Characteristics of Effective Learning – Access to Learning
New learning is linked with what the child already knows
Pre teaching key concepts/ vocabularyCharacteristics of Effective Learning – Thinking Skills
Adult to model and support key learning skills such as exploring, having a go, persevering, etc.
Children are supported to develop flexibility and try different ways of tackling problems. -
Targeted Support - Personal, Social and Emotional Development
If Universal Support is not enough to help a child make good progress, Early Years settings should consider targeted support, which may include some of these ideas.
Personal, Social and Emotional Development – Social Development, Interaction and Play
Explicit teaching of social skills and rules of social interaction, with modelling and use of key phrases, e.g. “Can I join in?”
Support for social interaction, for example negotiation skills, turn-taking (age appropriate)
Encourage recognition of child’s own emotions and those of others. Link physical feelings to emotions
Social Skills (small) group or emotions group
Simple turn taking games
Personalised social stories to support understanding and choicesPersonal, Social and Emotional Development – Flexibility of Thought
Use of ‘Now-then’ boards.
Teach strategies to deal with stressful events and identify strategy if pupil needs to be withdrawn e.g. a selection of anxiety reducing activities e.g. area child can go to calm down.
Break activities/routines down into manageable steps with a clear start and finish.
Personalised Social Stories.Personal, Social and Emotional Development – Managing Feelings and Behaviour
Access to a safe space or place with some protection (e.g. pop up tent of corner partially enclosed by furniture) to calm down when needed.
Individual plans (IEPs) or Behaviour Plans which reflect developmentally appropriate SMART (Specific, Measureable, Achievable, Realistic and Timed) targets that support the child’s progress.
Adult to support and model managing feelings and behaviour in child initiated play.
Thrive (or similar) individual assessments and action plans.
Use of specific strategies to teach social understanding e.g. social stories for individuals/small groups.
Teaching of self –regulation techniques (such as calming strategies) to individuals/small group (as appropriate to age/stage).
Access to regular, frequent small group/individual support, to calm down (when needed and/or before trigger points) through sensory activities, listening to music, relaxation exercises, etc.
Counselling and Mentoring (appropriate to age and stage of child)Orientation by key adult to prepare for a session or change and/or debrief if after session (with use of visual prompts)
Complete ‘Strengths and Difficulties questionnaire’ (2-4 years): Use to plan targeted support the meet individual/group needs
Small group activities for managing and controlling behaviour, e.g. puppets, stories, role play.
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Targeted Support - Sensory Impairments
If Universal Support is not enough to help a child make good progress, Early Years settings should consider targeted support, which may include some of these ideas.
Visual Impairment
Pupil has timely access to appropriate modified resources.
Staff have had appropriate training to meet the child’s specific needs.
The pupil’s specific social and emotional needs are being met.
The pupil has access to appropriate support during sessions.
The pupil has support to promote age appropriate independence.
The child has access to a differentiated EYFS curriculumHearing Impairment
The pupil has timely access to appropriate vocabulary both pre & post teaching.
The pupil has access to sign supported English.
Staff have had appropriate training to meet the pupil’s specific needs.
Staff are aware of the equipment that needs to be used e.g. Radio aids, Soundfields, Cochlear implants.
Staff make use of the hand held soundfield mikes (where appropriate).
Staff are aware of how to check the equipment is working and troubleshoot any problems.
The pupil has access to cued speech if needed.
The pupil has access to a specialist Speech and Language Therapist.
Pupil’s specific social and emotional needs are met.
The pupil has appropriate support in sessions.
The pupil has support to promote age appropriate independence.
The child has access to a differentiated EYFS curriculumMulti-Sensory Impairments
See above for VI and HI considerations
Combination of VI and HI are taken into account.
All sensory channels (vision, hearing and touch) have been planned for in accessing the curriculum
Page updated 31/07/18