What is SEN support in early years?
SEN support in the early years is about identifying and meeting the needs of children from birth to age five, giving them the best possible start in life.
Early support is really important because it helps children build key skills and reach their full potential at a young age. Early years settings include childminders, nurseries, pre-schools, and children’s centres.
Early signs your child may need support
You know your child best, so if something feels different or you are concerned, it is always okay to ask for advice. Some early signs of possible SEND can include:
- Delayed speech or language
- Difficulty listening, paying attention, or following instructions
- Challenges with playing or interacting with others
- Sensory sensitivities (to noise, textures, lights, food, or clothing)
- Repetitive behaviours or strong routines
- Delayed physical milestones such as sitting, crawling, or walking
- Difficulty with change or transitions
- Limited eye contact
- Additional medical or physical needs
What to do if you’re concerned
If you are worried about your child’s development, it is important to raise this early. You can start by speaking to your child’s key person or the setting lead and sharing your concerns, if your child attends an early years provision.
You can also ask to speak with the SENCO (Special Educational Needs Coordinator). They play a key role in supporting your child and can talk through next steps, possible support, and what observations the setting has made.
It is helpful to ask for a meeting so you can discuss your child’s support in more detail. You may also want to keep a record of what is discussed.
The setting should then begin a process of support using the graduated approach, which involves assessing your child’s needs, planning support, putting that support in place, and reviewing progress over time.
If needed, the setting or your GP can also help refer your child to other services, such as speech and language therapy or paediatric services. You also have the right, as a parent, to request an Education, Health and Care Needs Assessment (EHCNA).
If your child is not attending an early years setting and you are concerned about their development, you can speak with the Health Visiting team or your GP.
The EYFS framework
All early years settings must follow the Early Years Foundation Stage (EYFS) framework. This sets out how children learn, develop, and are cared for from birth to age five.
It ensures that every child has the opportunity to learn in a safe, supportive, and nurturing environment. The SEND Code of Practice is part of this framework, meaning children with SEND should receive the right support based on their individual needs.
How your child’s progress is assessed
Settings will regularly observe and assess your child’s development to understand how they are progressing.
In the final term of the year your child turns five, a summary called the EYFS Profile is completed. This helps parents, practitioners, and teachers understand your child’s strengths, development, and any areas where additional support may be needed.
The role of the SENCO
Every early years setting must have a SENCO. Their role is to oversee and support children with SEND and to make sure the right help is in place.
They will work closely with you and the staff to:
- Help identify any needs early
- Make sure support is appropriate and inclusive
- Support staff with strategies and adjustments
- Work with outside professionals when needed
- Keep parents involved and informed
The SENCO is a key person to speak to if you have concerns or want to understand what support is available.
How support is planned: the graduated approach
Support is not a one-off process. It is ongoing and should be regularly reviewed. Settings use a cycle called the graduated approach, which includes:
- Assess – understanding your child’s strengths and needs
- Plan – agreeing what support and outcomes are needed
- Do – putting the support in place
- Review – checking what is working and making changes if needed
This process continues over time, as your child’s needs may change.
What support might look like
Support will be different for each child, but may include:
- More one-to-one support
- Help during specific activities
- A quieter or more structured environment
- Visual supports or communication tools (such as pictures or Makaton)
- Additional help with transitions or routines
Your views are very important, and your child’s views (where possible) should also be included in planning support.
What if more support is needed?
If your child needs more support than the setting can provide, you can explore further options. This may include referrals to specialist services or requesting an Education, Health and Care Needs Assessment (EHCNA).
An EHCNA can lead to an EHCP, which is a legal document setting out the support your child must receive. As a parent, you can request this assessment yourself—you do not need to wait for the setting to do so.
Transition to primary school
Moving on to primary school is a big step, especially for children with SEND. With good planning, it can be a positive and supportive experience.
You can help by:
- Starting conversations early with your child’s setting and the new school
- Sharing reports, support plans, and information about your child
- Encouraging the SENCOs from both settings to work together
- Visiting the new school with your child where possible
Preparing your child by talking about the change, visiting, and looking at photos