Early Years – Universal Support
There is universal support available to all children from Midwives, Health Visitors, GPs and Early Years Settings. Some children may need more targeted or specialist support. Practitioners working with your child will carry out assessments to find out whether additional support is needed. It can be difficult to know whether a child needs additional support, as they are all different and can reach age-related expectations at different times. What to Expect, When gives an overview of developmental milestones and should help you to know what to expect as your child develops.
More Assessment
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.
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Children's Centres
Children’s Centres can support children from 0-8 years old. All children’s centres in Devon are managed by Action for Children.
What support could I get from a Children’s Centre?
- Ideas for things to do with your child
- Parenting advice
- Play sessions
- Opportunity to meet other parents
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Midwives
Midwives support you through your pregnancy and for a short time after the birth of your child.
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Health Visitors
Health visitors support you and your child through their early years. All Health visitors in Devon work for Virgin Care.
What support could I get from a Health Visitor?
- Emotional and mental health
- Adopting a healthy lifestyle
- Toileting
- Sleep problems
- Support with housing and financial concerns
- Developmental reviews
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Early Years Settings
Early Years settings are the nurseries, childminders and other organisations which enable children to develop a variety of skills including, social skills, independence, expected levels of behaviour in a school environment, communication and language skills, confidence and self-esteem.
What support could I get from an Early Years setting?
- Ideas for things to do with your child
- Parenting advice
- Play sessions
- Opportunity to meet other parents
- Universal and Targeted support for your child’s needs
- Links to specialist support services for special needs and disabilities
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Universal Support - Communication and Language
EYFS Links: Communication & Language- Listening and Attention
These are things that ALL Early Years settings should consider to make sure they are meeting all children’s needs.
Is background noise minimised?
Are learning environments kept uncluttered and visual distractions reduced?
Is the provision (and planned activities) linked to the child’s needs and interests?
Are learning environments arranged to ensure easy concentration and little distraction?
For example, protected learning zones where the children are not easily distracted
Do practitioners use the child’s name and, if appropriate, physical/visual prompts to gain attention?
Are adults down at the child’s level?
Are clear expectations of activities established with visual cues? (40-60)
Do staff use positive praise for good listening behaviour. Are visual supports used to back up good listening? (Reception)
Do staff check that information has been understood and offer repetition, especially for
younger children?
Is an appropriate level of language being used? I.e. adult’s comments and verbal responses match the length or is no more than one or two words longer that the child’s phrases and verbal responses.
Are instructions provided in manageable chunks, e.g. one step at a time?
Is the opportunity to take turns provided to maintain pupil’s interest?
Are opportunities to learn turn taking provided in a range of situations?
Are visual supports/sounds used during group/story times?
Are activities planned and delivered to encourage attention and listening skills?EYFS Links: Communication & Language- Understanding
Are adults down at the child’s level?
Is language matched to the child’s level of understanding?
Do adults talk and sing slowly and clearly?
Do staff regularly assess children’s level of understanding? E.g. using the Babcock C&L
Monitoring Tool
Are visual cues, gestures and concrete objects used to support understanding?
Do staff offer children limited choices with visual cues? For example, ‘milk or water?’
Is processing time provided i.e. give the child at least 7-10 seconds to respond?
When teaching new vocabulary and concepts are there opportunities for repetition and reinforcement to embed the meaning of new words?
Is Information given in small ‘chunks’ in clear, simple language?
Is the level of questioning differentiated to suit individual children?
Are key words emphasised using slight stress and/or appropriate non-verbal communication?
Do staff avoid the use of ambiguous terms, ensuring all language is clear?
Do adults position themselves so they can be face to face can with all children in a group?EYFS Links: Communication & Language- Speaking
Are all communication attempts sensitively encouraged and responded to?
Do adults follow what the child wants to do or talk about every day?
Is adult talk linked to what the child is doing/experiencing?
Is language clearly modelled by practitioners, using slow clear speech?
Are interesting activities/photos used as communication prompts?
Is language modelled back to the child and expanded? e.g. child says “truck” adult says “big truck”
Are more comments used than questions (4 comments before one question)?
Do staff ask relevant questions, which are mostly open ended?
Do staff value and support children’s development of non-verbal communication?
Do staff talk with children in conversation every day?
Do staff do more conversation than direction every day?Intelligibility
When a child makes a mistake, do adults model back the correction clearly, not telling the child they are wrong?
Do all staff model language (in context) clearly, using correct articulation? -
Universal Support - Social, Emotional and Mental Health
These are things that ALL Early Years settings should consider to make sure they are meeting all children’s needs.
Social Development, Interaction and Play
Are there structured routines and clear guidelines in place? If there are heightened emotions, is a quiet space provided for the child to calm down? Naughty chairs and time out are not appropriate or effective for young children. Are behavioural expectations reinforced using visual prompts? Are specific strategies used to teach social understanding e.g. social stories, explicit modelling Are warning signals (visual as well as auditory) given to help with transition times?
Is there a clear setting behaviour policy?
Does the setting have a consistent approach when using rewards and sanctions?
Are positive intervention strategies in place, e.g. praise of desirable behaviour?
Do staff adopt a flexible approaches to a range of different behaviours?
Do staff use choice and motivation to promote desired behaviour?
Do staff phrase instructions/directions to tell children what to do, rather than what not to do? Eg Replace “Don’t climb on the table” with “feet on the floor”
Is there clear communication, and a shared approach, with parents/carers?
Are explicit activities used to develop relationships, emotions, social skills, self confidence and self-esteem?
Is there a range of opportunities for social and emotional development, e.g. circle time, feelings puppets, box of feelings, etc.?Managing Feelings and Behaviour
Are trigger points identified and potential triggers minimised as much as possible?
Are positive behaviour management techniques consistently used across the setting e.g: using the language of choice, volume matching and emphasising the positive?
Do staff use positive reinforcement meaningfully?
Do staff support children to learn appropriate language to describe feelings with use of puppets, pets, stories, role-play, etc. to develop this? Are negative feelings normalised, e.g. it is okay to be angry (some children may need support to show this in an appropriate way)?
Are parents/carers actively involved and consistent strategies developed for the setting and home?
Are self-regulation techniques taught and is their implementation supported e.g. calming strategies? (as appropriate to stage of development).Flexibility of Thought
Are there clear routines and expectations with accompanying visual support e.g. visual timetable?
Is there advance warning and preparation for changes to routines?
Are strategies used to support the child to manage time limited tasks, such as
transitions and unexpected events e.g. use of timer, first-next board?
Do staff use the language of ‘First, Then’ and is this backed up with a visual cue or prompt?
Do staff say the child’s name before giving instructions? -
Universal Support - Cognition and Learning
Reading
Have hearing and vision been checked recently?
Is there a print rich environment in the setting/school?
Are books provided throughout the continuous provision and children encouraged to access these?
Are the child’s interests used to develop curiosity in books?
Are comprehension skills taught through discussing books shared, asking questions, making c comments?
Are there regular opportunities for 1-1 or small group stories read by an adult?Phonics/Spelling
Are there phonic opportunities provided in the continuous provision, e.g. listening games,
musical instruments, etc.
Are early phonics skills taught? E.g. Letters and Sounds Phase 1
Are oral blending and segmenting skills taught and modelled by staff?Recording
Does provision support pre-handwriting skills, for example shoulder and wrist strength, pincer grip, etc.?
Are children supported to develop gross and fine motor skills?
Are mark making/writing opportunities provided in all areas of the provision, including outside?
Do adults model mark making/writing and encourage children to use it in their play?
Do adults model and encourage children to give meaning to their marks?Maths
Are maths resources provided throughout the continuous provision, inside and outside?
Are ‘hands on’ resources used e.g. real objects, counters, Numicon, number lines, etc?
Are misconceptions (e.g. incorrect number order) noted and correct skills modelled?Access to Learning
Is there a visually supportive learning environment?
Are visual timetables used, personalised if necessary and/or ‘now and next’ prompts to support organisation and independent learning?
Is self-esteem supported?
Do staff use pupil’s name and establish eye contact before giving instructions?
Are instructions clear and simple? Are longer instructions broken down and given one at a time?
Are tasks clearly explained, modelled or scaffolded? Do staff check for understanding?
Is new learning linked with what the child already knows?
Are children given appropriate processing time before answering a question?
Are multiple examples of new concepts provided with examples taken from real life rather than talking in the abstract?
Is new vocabulary clearly explained, linked to real objects/experiences where possible and reinforced?Thinking Skills
Are children supported to explore objects in an orderly way to investigate cause and effect?
Are children supported to use understanding of cause and effect? For example, straightening a wobbly tower
Are children encouraged to organise and categorise objects by simple criteria?
Do practitioners encourage children to try to work out problems by thinking first? For example, how to switch something on
Are children supported to show flexibility in trying different ways of tackling problems?
Are children encouraged to show curiosity about the world by asking questions and thinking about why things happen?
Are children supported to notice similarities, differences and patterns? E.g. by staff members explaining and modelling this. -
Universal Support - Physical and Sensory Needs
Visual Impairment
Is the learning environment clearly organised and uncluttered?
Is background noise kept to a minimum?
Does the indoor environment have good levels of lighting?
When on the carpet/in a group, are children sat at the front with their back to the windows?
Is any print used in a large bold format which is simple and uncluttered? – good contrast.
Do staff ensure that there is minimum glare on the whiteboard or interactive whiteboard (if used) by turning off overhead lighting, pulling blinds or changing the background colour on the board?
Has the child developed a good routine for wearing their glasses or do they constantly take them off?
Do staff say the child’s name before talking to them? Children with VI are unlikely to follow non-verbal communication.
Are children given extra time to complete activities and ‘down time’ to reduce the effects of visual fatigue?
Do staff regularly check understanding by eliciting information, rather than yes/no responses or repetition as 80% of all learning is visual? Don’t assume that vision impaired children have all the concepts in place.
Is the child included in all areas of the curriculum?
Do staff anticipate the child’s differing access needs in advance of learning opportunities and trips/visits?Hearing Impairment
Is the background noise reduced to improve the acoustic environment?
Is background noise kept to a minimum during group activities?
Is the learning environment clearly organised with minimal visual distractions?
Does the indoor environment have good levels of lighting?
A Are staff aware if the child has hearing aids and do they know when these aren’t working?
When practitioners are talking do they ensure the child can see their lips to support lip reading?
Is the child fully included in all areas of the curriculum?
Do staff identify children’s’ contributions to activities & repeat these?
Do staff members stand still, gets down to the child’s level and face the child when speaking to them?
Has the child developed a good routine for wearing their hearing aids or do they keep taking them out?
Do children have opportunities to meet and socialise with deaf peers to develop a positive e deaf identity?
Do staff use visual cues and resources to support all aspects of teaching and learning?
Do staff anticipate the child’s differing access needs in advance of learning opportunities and trips/visits?Multi-Sensory Impairment
Have the above considerations for VI & HI been considered?
Is the pupil able to communicate their needs, wants & ideas? They may communicate in different ways.
Has the impact of the combined sensory loss being taken into account?
Has a coordinated approach been implemented to meet the child’s needs?Physical Needs – Fine Motor Skills
Is the child seated in their optimum position for learning e.g. feet flat, bottom back in the chair, table at elbow height and face on to their work? (As appropriate to stage of learning)
Have pre-writing skills supported through lots of fine motor resources, activities, finger gym, dough gym, etc?
Are tasks adapted to support physical needs so that they can be achieved (depending on the learning objective)?
Is more time allowed to complete activities?
Is the purpose of the activity considered (with recording by the child only included where this links to the learning intention)?Physical Needs – Gross Motor Development
Do staff consider the position of resources in the environment for children with reduced mobility (whilst still fostering independence)?
Have barriers to mobility around the learning environment been reduced?
Is accessibility of the environment increased by ensuring the space is clutter free?
Is the child able to sit on a seat rather than the floor if this is necessary?
Are tasks adapted/modified in line with children’s physical needs or mobility difficulties?
Is personal autonomy encouraged?
Do staff target the development of independence?
Do staff allow more time for movement for children with reduced mobility?Physical Difficulties – Sensory Processing
Are all staff aware of the seven senses – sight/visual, sound/auditory, touch/tactile, taste/gustatory, smell/olfactory , balance/vestibular, body awareness / proprioception?
Are all staff aware of how each sense can be hypo (under-sensitive) or hyper (over-sensitive)? Are staff aware of the potential impact this can have on all other areas of learning?
Are all staff aware of the child’s sensory needs and are these taken into account in all provision? Do staff plan for a sensory supportive environment taking into consideration lighting, colour, seating, organisation, a quiet area?
Do staff prepare the child for new or unusual sensory experiences?
Do staff gather and share information with parents about the child’s sensory development and potential needs?
Page updated 31/07/18