Early Identification of Need and Appropriate Interventions

‘Identifying children’s support needs early is vital if they are to thrive, and enables parents and professionals to put the right approach in place quickly.’

‘Too many children are still falling through the net and starting school without the necessary skills or behaviours for more formal learning (particularly in speech, language and communication) because of a failure to spot or address a developmental problem. This can also mean that support is put in put in place needlessly late.’

Support and aspiration: A new approach to special educational needs and disability

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Current context

  • New Code of Practice
  • Revised EYFS 2014

Current issues

  • Over identification of SEN. In the UK 21% of children are identified as having SEN but only 2.7% have statements.
  • Children with developmental delay are not identified before they start formal schooling.

Policy and Procedures

  • Admission policy, prospectus
  • Induction meetings
  • Graduated response
  • Engaging with parents

First Steps in Early Identification and Intervention

  • Prime areas of learning
  • Prime areas of SEND

How to use the ‘Initial Frame of Reference’ to identify:

  • Speech and Language delay
  • Autistic Spectrum Condition
  • Reading, Writing, Spelling and Mathematical Difficulties
  • Dyspraxia
  • Attention Deficit (Hyperactivity) Disorder

Successful Inclusion

  • Overcoming barriers to inclusion
  • Creating an inclusive learning environment

Underachievement or SEN

  • Tracking progress
  • Mapping provision
  • Monitoring interventions

Get in touch!

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Please feel free to contact us if you have any questions or enquiries.

10 Preston Mews,
North Shields,
Tyne & Wear,
NE29 0NF

07738 294810



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