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Accessibility Statement

Inclusion Counts

Inclusion Counts will help practitioners identify the provision that can be put in place to meet the needs of all children through High Quality Universal Inclusive Practice, which has strong links to the Early Years Foundation Stage Curriculum.  This document supports practitioners to identify what this looks like in Early Years Settings through core expectations.

It will also enable practitioners to identify children who need something additional and different, beyond Universal Inclusive High-Quality Practice.

The Inclusion Counts document can be downloaded using this link (opens PDF), you can also view the document below.

This document has been developed by representatives from PVI settings and specialist SEND services. 

These materials have been produced to inform and support Early Years Settings in their delivery of universal inclusive high-quality practice for children with Special Educational Needs and or Disabilities (SEND). Practice that should be ordinarily available to all children attending a Kirklees setting.

The graduated approach offers guidance to practitioners around building specific, often bespoke targeted provision for children requiring an offer that is additional to or different from universal inclusive high-quality practice. This offer (known as SEN support) will link to children’s needs that have been identified within the 4 broad areas outlined in the Special Educational Needs and Disabilities (SEND) Code of Practice (2015).

These materials have been developed by gathering information using the following statutory documents: The SEND Code of Practice (2015), Early Years Foundation Stage Statutory Framework (2021), Equality Act (2010) and non-statutory documents Birth to Five Matters (2021), Development Matters (2020), Kirklees SENDIF Policy (2020) and Kirklees Universal Offer of Inclusive High- Quality Teaching for Learners with SEND in schools (2021).

Supporting preparation for adulthood from the earliest years.

This guidance is a practical resource that aims to help all practitioners to be confident supporting children with Special Educational Needs and or Disabilities (SEND). It has been produced in line with the principle that every Early Years practitioner is a practitioner of children with SEND.

This guidance has been developed primarily to support mainstream settings but will also be useful to other professionals across education, health and social care who work with settings in supporting children with SEND. This guidance promotes the importance of early identification of need and early intervention using the graduated approach.

It is important to acknowledge that good universal inclusive high-quality practice teaching for children with SEND is good practice for all. This guidance supports the preparation for adulthood (PFA) agenda. It will influence the opportunities and experiences of our youngest children with SEND, contributing to them achieving positive and aspirational outcomes. It can be used as a valuable tool for individual practitioners as well as for whole settings. This will ensure consistent standards of good practice for all staff across all settings.

  • All families accessing the setting will receive a positive warm welcome.
  • There is a clear focus on building and maintaining positive partnership working with parents / carers and all professionals.
  • There is a culture of inclusivity and positivity within the setting.
  • An inclusive and accessible SEND policy is in place that is available to and shared with parents / carers. This includes clear information on how the setting supports children with SEND and is regularly reflected upon and reviewed.
  • All practitioners have a good knowledge of child development. They demonstrate a good understanding in this area and regularly update their professional development, which influences their practice.
  • Supporting children with SEND is seen as every practitioner’s responsibility. A ‘whole setting’ approach to SEND is adopted.
  • All practitioners are confident to make accurate assessments as to whether a child may need additional support, which may or may not lead to the identification of a Special Educational Need. They will be confident in using the graduated approach cycle of assess, plan, do review to support this process.
  • All practitioners have accessed the free ‘Dingley’s Promise’ training offer with a focus on ‘Introduction to Early Years Inclusive Practice’.
  • SENDCO’s will have regular attendance at termly Early Years SENDCO Networks and Additional Needs Partnerships (ANP’s).
  • All practitioners are aware of the Autism Education Trust (AET) principles and will have accessed the initial module of their professional development programme (Making Sense of Autism in the Early Years).
  • All children have access to the Early Years Foundation Stage (EYFS) Curriculum (2020).
  • All children have access to high quality, consistent and effective pedagogy that is reviewed regularly to support iindividual children’s interests.
  • The setting’s leadership team understands and fulfils their statutory duties in relation to The Equality Act (2010) and SEND Code of Practice (2015). Send is a key priority in setting development planning.
  • An inclusive enabling environment is available to all children with reasonable adjustments made where required.
  • A SENDCO who has knowledge and understanding of the graduated approach and the 4 broad areas of need (Cognition & Learning; Communication & Interaction; Social, Emotional & Mental Health; Physical / Sensory) as set out in the SEND Code of Practice 2015.
  • If a SENDCO is new to role there will be a clear plan for opportunities to develop their knowledge through networking and training. For example – they will meet with the Area SENCO to consider SEND development planning for themselves and the setting.
  • Leaders have an awareness of the Level 3 SENDCO Award for Early Years Practitioners. Leaders will have an aspiration that the setting SENDCO completes this qualification if they do not have it already.
  • Robust individualised transition plans are in place for each child at every key transition (room to room, setting to setting, setting to school, change of adult).
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Last updated: 29/09/2023