“Our responses must be timely, and practitioners should be anticipatory of a child’s needs when planning and differentiating the learning opportunities; we must not wait for a diagnosis or a ‘label of need’, as early intervention can make a profound difference to children’s outcomes. For children with SEND, they have a legal entitlement for reasonable adjustments to be made to enable them to access their right to education, and this must not be driven by funding.” – A Celebratory Approach to Working with children with SEND: 2021
Children with barriers to learning require more support, time and resources. Consider these points when planning to provide high-quality, inclusive practice.
Why?
- To be proactive, not reactive.
- To ensure that the overall aim and objectives of your provision are reflective of inclusive practice.
- To find funding to meet your aims and objectives.
Demand, place planning, supply, and staffing:
- How many places could you offer?
- Have you budgeted for this?
- How many staff/volunteers will you need to offer inclusive provision?
- How will you group children?
- Demographics of the local community.
- Updated local childcare sufficiency data.
SWOT for inclusion
|
Strengths |
Weaknesses |
|
Suitable, accommodating premises and space which are anticipatory of reasonable adjustments. Suitable resources. Be grant application and funding ready. Fully aware of SEND income streams available to support inclusion. Experienced, knowledgeable, trained staff. Have an income-generating volunteer group. |
Not having suitable, accessible and accommodating premises, space, and resources. Staff recruitment and availability. Inexperienced staff and/or lack of knowledge. No understanding of SEND income/funding streams available for inclusion. |
|
Opportunities |
Threats |
|
Maximising income through available SEND income/funding streams. Specialised training Group children with similar barriers to learning. |
Rising general and staffing costs. Staff recruitment and retention. |
