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Planning for SEN in EYFS

Discussion in 'Early Years' started by zebra84, Aug 29, 2012.

  1. Hi everyone,

    This is my third year teaching (second year, in reception) and I've found myself in a bit of a planning pickle! I have a child starting this year with severe SEN needs but as of yet he has no statement, so no IEP yet. He has currently been assessed developmentally between 8-20 months. He can't speak (just screams when distressed), he's still in nappies and he struggles when playing near other children. I have one to one support for him in the mornings and I was hoping to plan for him as an individual as I think group situations will be too much for him initially.

    I have been looking online and I cannot find any examples of personalised daily SEN planning for EYFS children. I have never worked with a child with this level of need before and I really want the activities planned to be meaningful and worthwhile. I do not want him sitting through lessons that he cannot access as he will quickly become frustrated. I was hoping that someone might have had a similar experience previously as I'm in desperate need of advice on how to plan for him?

    Any advice will be greatly received!
     
  2. Hi. Regarding an IEP could you get together with the child's parents and maybe the school SENco to put an IEP together? This doesn't need to be terribly technical, its just a case of deciding what the next steps should be, starting from where the child is at currently, deciding on a time scale to review progress and deciding who will do what in terms of input, providing equipment etc.. You could use the development matters statements to help you with this. If you don't feel you can do this yet then I would suggest you meet up with the parents anyway and work with them. Has the child been to any other setting before coming to you? If so then information should be available from their SENco.
    I wish you the very best and hope you get the support you need.
     
  3. Hi Zebra,
    I am in the same position next year, with two high-need SEN children in our intake (one child with autism and one who was very premature and has global delay). They are both in the early stages of speaking and are not yet toilet trained. Both apparently struggle to communicate and to socialise. I have been told that it is expected that they will need a very individualised timetable, and in the case of the child with autism, 1:1 supervision throughout the day for safety and behaviour reasons.
    They do not yet have statements and I have therefore not been given any extra staff to support them. However, due to their level of need, I have taken our TA off timetable for the first term at least to work with these two children and help them to settle in. To be honest, I am quite unhappy about this as it leaves us a mamber of staff down (which will impact the rest of the class) but I think its important to give these children support sooner rather than later so that they can access school as much as possible and have a positive experience settling in.
    I was planning to assess where they are using development matters statements on entry and use this to make a very general daily plan with some targets and suggested activities based on interests for when the children are unable to join in with the rest of the class. I am hoping that rather than separating them from the other children too much, our TA can encourage and help them in interacting with other children as much as possible and gradually help them to access our routine.
    Anyway, this is new territory for me and I am quite nervous about how it will go and what the impact will be on the other children.
    It would be great to hear what approach you take.
    Coffee.
     
  4. Hi Coffee,

    Thank you so much for your reply. It sounds like we're both in the same boat (I also have another autistic child joining and the child in question is assumed to have global learning delay).

    I have had this child for a week of transition afternoons and I'm not sure how well he will cope on the carpet as he became very distressed on numerous occasions during this visit, once he even stuck his fists down his throat to try to make himself sick! He only has morning support at present as his statement is still pending. I only have one other LSA so I can't afford to dedicate her to this child every afternoon. I am hoping that Mum will agree to mornings only for the first term as I don't know how we will cope otherwise (I have 29 children this year).

    I have been looking at the development matters but the trouble is because he cannot communicate it's going to be very difficult to assess him. I have been trying to learn Macintosh this summer but I now have to introduce his one to one support this so hopefully this will have an impact. I think it might be good to share signs with the whole class so they can encourage him to communicate also. I don't want to exclude him from the rest of the class but I also don't want to have him sat there in situations where he cannot access what is being taught or discussed. During free choice activities I would like him to have choice and just have a hover adult for encouragement/support. I was hoping to start him with lots of PSED based activities and see where we go from there. I'm just really stressed about getting it right for him and managing a full class as well. I have also never dealt with a child in nappies so this is also worrying me, especially as he can't communicate when he needs changing yet and Mum has already sent him in soiled a couple of times, despite being asked not to. I think it might just be one of those years!

    I do like your suggestion regarding a loose weekly plan, I think that I may attempt this also and see how it works.

    It would also be great to hear how you are getting on this year too!

    Thank you,

    Zebra
     
  5. Hi, thank you for your reply. There is only Mum involved but hopefully an IEP can be put together as soon as possible as I think I will calm down once this is in place. I never had an opportunity to visit him in his nursery setting as he was a last minute addition so I now need to find out as much as possible about his background when we return next week. I do use development matters already as our school tends to have a low ability intake, I'm just generally not sure how to plan for him yet, but I guess the more I get to know him the easier this will become. I'm just stressed as I've never had to plan for this level of SEN before and I want to make sure I get it right for him.

    Thanks again!
     
  6. Hi Zebra and Coffee,

    I have had the same experience for the past 2 years with 2 children entering school without support or even anyone flagging any concerns. Both children were extremely violent due to their social needs and failed to cope in our mainstream setting of 30 children.

    I originally deployed my class TA to support the children but this was useless as it was obvious we required additional support. I wrote personalised risk assessments which detailed the impact the adult intervention had on the education of the 29 other children, wrote action for inclusion plans and kept daily intervention/incident logs to document the amount of time taken away from my class. This took hours every day but I was able to use it in my application for IPF and the statementing process to prove that I had tried to prevent outburst, tried to identify trends and triggers etc.

    In terms of planning I didn't attempt too much (this was really tricky at first as I wanted to include the pupils as much as possible). Eventually I would plan lessons for the other children and deploy my TA / volunteer to supervise the child at a different activity out of the class or in a different area of the classroom. If they wanted to join in they could but I didn't force it. The ed psych agreed ths was the best approach to take too. I would observe the child at play, talk about interests etc and plan loosely a series of activities mostly open-ended linked to this. I would document intended learning outcomes or things to look for and the adults would adapt as required. Photos and digi flip cameras were great so TAs could record for evidence. It was a long two years but we got there. Development matters became our Bible! Personalised visual timetables, photo books etc were super too. We would start off with the child completing the timetable out of the class so they weren't overwhelmed with choice and were able to plan their play. We built up to completing a task outside of the class then with a partner then doing it in the class with a chosen group. We avoided 'free-play' as this was disastrous. Limiting the choices was always more successful.

    The first year the child was full-time but the child I had the second year did half-days until easter then we gradually increased it. Bad spells often meant we would revert to shorter hours. I would have a TA to meet and greet the children to settle them before bringing them in as this was always a difficult time. Same for home time.

    I was very vocal in how difficult it was and asked my Head to observe lots to see where I was coming from. I also asked for volunteers to come in to work with groups to free up TA time too. This was great.

    Good luck!
     
  7. Hi Zebra,
    Re Makaton - you can get 2 DVDs off Amazon called Sing and Sign (this is the first one: http://www.amazon.co.uk/Sing-And-Sign-Sasha-Felix/dp/B000NTPCEM/ref=sr_1_1?ie=UTF8&qid=1346316050&sr=8-1 and there is a 'More Sing and Sign too).
    This is aimed at baby signing, but all the signs are taught through songs, which are brilliant. There is everything from a toilet/potty song, to the makaton alphabet. I use them daily in my preschool and all the children love them - from the tinies with SEN and no language, right through to the school starters. It's a really good way to get all the children (and adults) signing, without singling anyone out. I just adapt the words slightly where needed - i.e. substituting 'toilet' for 'potty'.
    Favourite song of all children goes:
    'Don't wipe your nose on the sofa,
    Don't shut your fingers in the door,
    You shouldn't, you musn't, you can't do that,
    And don't eat the biscuit off the floor! Eeuughhh!'
    Have fun!
    K
     
  8. cinderella1

    cinderella1 New commenter

    Hi have you spoke to his health visitor? Will he be starting with you full time straight away? Is there the chance he could just come for mornings until you can get him full time support, by the sounds of it he is going to need it. Do you know why the delay? Is it for any medical reasons? My friends child was not toilet trained due to lots of operations on an outside bowel, so a careplan was put into place by the teacher and those concerned in her case e.g health visitor and medical staff before she started school. At 8-20 months it is highly unlikely he will sit through any activities. I had a child who was delayed at prob around the same age, he was in care so I was able to access a lot of support and funding from social services, and eventually got a full time 1-1 for him. I planned for him on my planning in a diff colour,and he had his main targets and short term targets on his IEP..
    The eyfs im sure had some examples of plans have you looked on their site .. you might have long term targets, then break these down into short term targets. Also im sure there is a nurserycalled the willows that specialised in sen and has some resources. Ill try and google it and put a link for you,
     
  9. Hi Zebra,
    Yes, it definitely does sound as though we're in the same boat!
    Let me know how it goes and I will do the same.
    I'm currently trying to read up a little on different activities / approaches / resources for Autism and Global Delay. If I find anything useful I will PM you.
    Coffee.
     
  10. Thank you Kath - I will order those dvds, they look very helpful!

    Cinderella1, no word from a health visitor yet, but Monday morning I will have lots of questions! Our SenCo was away with the Year 6's the week we had our transition so I'm just in a tizz as I've had no information yet (she also does the home visits so I'm really at a loss here, it's school policy). I do know that his condition isn't medical, it's definitely a delay in learning as I asked Mum as much, but without sounding rude there is also a lack of understanding of the situation on her part. All of her four children have begun school in nappies, so this is normal for her. She is unphased by it and sees it as our job to provide full time personal care, even though he has no statement yet. With only one spare LSA and free flow in place (so one adult out, one in, and two needed every time a nappy is changed for safeguarding purposes, and one to one support only in the mornings, I'm worried). I will be approaching her regarding morning only starts as he also needs full time assistance during lunch and playtimes.

    I
     
  11. Hi Coffee,

    Any information would be greatly received, I will reciprocate if I find anything useful!

    Good Luck,
    Zebra
     
  12. Heleli

    Heleli New commenter

    I teach early years in a special school setting, and your little chap(?) sounds as if he (?) needs our level and type of support! we have 9 students and 5 staff, including me.We are therefore able to deal with toiletting issues, and tailor approaches, communication styles, motivating activities to each individual, whilst still helping the class function successfully as a group.
    A lot of what we do is establish routines such as singing the hello song in a group, then some structured or supported play activity, then snack (opportunity to develop communication skills using PECS), then another activity, then lunch routine...and so on.
    This structure helps ASD children in particular to become familiar , and therefore more relaxed and receptive to what is going on- visual timetables are really helpful here- use photos or Widget symbols.Obviously this is hard to manage a structured approach in the midst of mainstream setting with freeflow play etc, but do have a search on the special needs forum for ideas to develop communication skills, manage behaviour,and transition times(and everybody enjoys hello/goodbye, tidy up ,time for lunch songs!)
    urphyllis has some great advice for getting the ball rolling for making sure your student is assessed and has the best provision asap. Keep recording behaviours dilligently on ABC charts, and video clips can be great to flag up concern to get the ed psych involved, as it sounds as if mum hasn't grasped the implications of and the benefits of pushing for early intervention. Try to push for speech and language therapist involvement too!
    Good luck to you both, and anyone else in your position!
     

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