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The revised Early Years
Foundation Stage:
what does it mean for
children with SEND?
Julian Grenier
@juliangrenier
My background
• Headteacher, Sheringham
Nursery School and Children’s
Centre
• Director, East London Research
School
EYFS 2021–
key changes
• New ELGs which are simpler to assess
• No more ‘exceeding’ level or external
moderation
• More detail in the educational programmes
• Oral health
Development Matters
2021–
what’s new?
Objectives:
• More support for early
communication
• Reducing workload
• Specific guidance for reception
year
• Narrowing the gap
Children who may struggle in their
early learning are not ‘low ability’.
We do not know what their
potential might be. Every child can
make progress with the right
support.
When children are at earlier stages
of development than expected, it
is important to notice what they
enjoy doing and also find out
where their difficulties may lie.
They need extra help so that they
become secure in the earlier
stages of development. It is not
helpful to wait for them to become
‘ready’.
Children learn and develop more
from birth to five years old than at
any other time in their lives. If
children are at risk of falling
behind the majority, the best time
to help them to catch up and keep
up is in the early years. Every child
can make progress, if they are
given the right support.
Self-regulation in the revised EYFS
A child with an autism spectrum
condition is assessed in the 0-11
month band for communication
“There is a strong consensus across America and England that a structured process of formative assessment is a sound
logic model for identifying, and then addressing, learning needs. The process needs to be repeated regularly as pupils’
development is not linear and pupils’ needs will vary in patterns of development over time.“
An inclusive
curriculum
3. The curriculum: what we want children to learn 
•  The curriculum is a top-level plan of everything the early years setting wants the 
children to learn.  
•  Planning to help every child to develop their language is vital. 
•  The curriculum needs to be ambitious. Careful sequencing will help children to 
build their learning over time.  
•  Young children’s learning is often driven by their interests. Plans need to be 
flexible.  
•  Babies and young children do not develop in a fixed way. Their development is 
like a spider’s web with many strands, not a straight line. 
•  Depth in early learning is much more important than covering lots of things in a 
superficial way. 
4. Pedagogy: helping children to learn 
•  Children are powerful learners. Every child can make progress in their learning, 
with the right help.  
•  Effective pedagogy is a mix of different approaches. Children learn through play, 
by adults modelling, by observing each other, and through guided learning and 
direct teaching.  
Assessment that’s
geared to the curriculum
• What are the small building blocks
(components) we want children to
learn in the curriculum?
• Assessment that supports
‘scaffolding up’
• Assessment to check if a child has a
longer-term individual need/SEND
A balancing act
• It’s easy to focus assessment work on
something which is a ‘performance’ of
lots of different component parts e.g.
an Early Learning Goal.
• That doesn’t help us to see why a child
might be having difficulties in their
learning.
• Over time that can lead to ‘cumulative
dysfluency’.
• Lots of later learning problems in the
primary phase can result from insecure
foundations in the EYFS
• On the other hand there is a lot of
important early learning which we
can’t easily break down into smaller
components.
Thinking about
balance
Children’s interests and fascinations
Irresistible talking and learning points
Building on children’s strengths and also widening
their experiences and horizons
Child-led AND adult-guided – with more adult-
guided learning as children get older in the phase
Reciprocity
• Smith (1999, p.86): “models of
development which emphasise the
child’s natural and spontaneous
development from within or of
development as being shaped entirely
through learning processes have been
strongly criticised.”
The example of early reading
Preparing for handwriting
Handwriting - process and
product
Handwriting
• Achieving good results in the end of key stage assessments is of
crucial importance to schools. Consequently, there is considerable
pressure on practitioners to ‘get children writing’ whether or not they
are developmentally ready. One casualty of this pressure is the effect
on learning and practising the movements for each letter family.
Many children enter Year 1 of the National Curriculum with letters
incorrectly formed.
• Source: https://nha-handwriting.org.uk/handwriting/help-for-teachers/development-of-handwriting-in-the-eyfs/
Struggling
learners
• Dylan Wiliam argues (2006, p.
287), citing Bailey and
Drummond, ‘early years teachers
can generally identify which
students are struggling, but are
less skilled at identifying the
causes of the failure to progress.’
Scaffolding up or
differentiating
down?
• Where young children are seen
to be struggling, practitioners
do not focus their attention on
helping them to take part in
the mainstream curriculum.
Instead, they offer them a
different curriculum, with more
focus on activities to promote
personal, social and emotional
development, and more
creative activities
• EPPSE Project (Sylva and
others, 2004)
The diagram below summarises some scaffolding techniques. These can help children to de
independence and become more powerful learners.
Figure 5: Scaffolding techniques in the early years3
Inclusive practice
• Getting to know children
• Precision: what barriers to learning might
the child have?
• Most needs are temporary: children can
overcome them with the right support
• Whether needs are short-term or longer-
term, early identification is key
• ‘Levels’ or ‘overcoming barriers’?
• Continuous improvement e.g. using the
Inclusive Classroom Profile
Thoughts from
Laurence
• Laurence works as a customer
services professional
• He talks about the importance
of inclusion from his early
years and throughout his
schooling
Children with
SEND
Children with SEND are 10 to 15
months behind other children
by the end of the Early Years
Foundation Stage, according to
the Education Policy Institute’s
annual report.
@EducEndowFoundn
The Early Years Toolkit
Presents 12 approaches for improving
teaching and learning summarising:
its average impact on attainment;
its cost;
the strength of the evidence supporting it.
Good starting point for professional
conversations
Some
questions
• Does our assessment focus
effectively on what we want children
to know and be able to do?
• Where appropriate, does it focus on
the essential building blocks rather
than the bigger ‘performances’
(counting, for example)?
• Does this help us to celebrate what
children can do, and also see where
they are struggling to make
progress?
• Have we thought about diagnostic
assessment?
Find out
more
• Independently written
guide to download as a
PDF and links to other
free resources:
• www.development-
matters.org.uk

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Revised EYFS and support for children with SEND

  • 1. The revised Early Years Foundation Stage: what does it mean for children with SEND? Julian Grenier @juliangrenier
  • 2. My background • Headteacher, Sheringham Nursery School and Children’s Centre • Director, East London Research School
  • 3. EYFS 2021– key changes • New ELGs which are simpler to assess • No more ‘exceeding’ level or external moderation • More detail in the educational programmes • Oral health
  • 4. Development Matters 2021– what’s new? Objectives: • More support for early communication • Reducing workload • Specific guidance for reception year • Narrowing the gap
  • 5. Children who may struggle in their early learning are not ‘low ability’. We do not know what their potential might be. Every child can make progress with the right support.
  • 6. When children are at earlier stages of development than expected, it is important to notice what they enjoy doing and also find out where their difficulties may lie. They need extra help so that they become secure in the earlier stages of development. It is not helpful to wait for them to become ‘ready’.
  • 7. Children learn and develop more from birth to five years old than at any other time in their lives. If children are at risk of falling behind the majority, the best time to help them to catch up and keep up is in the early years. Every child can make progress, if they are given the right support.
  • 8.
  • 9. Self-regulation in the revised EYFS
  • 10.
  • 11. A child with an autism spectrum condition is assessed in the 0-11 month band for communication
  • 12. “There is a strong consensus across America and England that a structured process of formative assessment is a sound logic model for identifying, and then addressing, learning needs. The process needs to be repeated regularly as pupils’ development is not linear and pupils’ needs will vary in patterns of development over time.“
  • 13.
  • 14. An inclusive curriculum 3. The curriculum: what we want children to learn  •  The curriculum is a top-level plan of everything the early years setting wants the  children to learn.   •  Planning to help every child to develop their language is vital.  •  The curriculum needs to be ambitious. Careful sequencing will help children to  build their learning over time.   •  Young children’s learning is often driven by their interests. Plans need to be  flexible.   •  Babies and young children do not develop in a fixed way. Their development is  like a spider’s web with many strands, not a straight line.  •  Depth in early learning is much more important than covering lots of things in a  superficial way.  4. Pedagogy: helping children to learn  •  Children are powerful learners. Every child can make progress in their learning,  with the right help.   •  Effective pedagogy is a mix of different approaches. Children learn through play,  by adults modelling, by observing each other, and through guided learning and  direct teaching.  
  • 15. Assessment that’s geared to the curriculum • What are the small building blocks (components) we want children to learn in the curriculum? • Assessment that supports ‘scaffolding up’ • Assessment to check if a child has a longer-term individual need/SEND
  • 16. A balancing act • It’s easy to focus assessment work on something which is a ‘performance’ of lots of different component parts e.g. an Early Learning Goal. • That doesn’t help us to see why a child might be having difficulties in their learning. • Over time that can lead to ‘cumulative dysfluency’. • Lots of later learning problems in the primary phase can result from insecure foundations in the EYFS • On the other hand there is a lot of important early learning which we can’t easily break down into smaller components.
  • 17. Thinking about balance Children’s interests and fascinations Irresistible talking and learning points Building on children’s strengths and also widening their experiences and horizons Child-led AND adult-guided – with more adult- guided learning as children get older in the phase
  • 18. Reciprocity • Smith (1999, p.86): “models of development which emphasise the child’s natural and spontaneous development from within or of development as being shaped entirely through learning processes have been strongly criticised.”
  • 19. The example of early reading
  • 21. Handwriting - process and product
  • 22. Handwriting • Achieving good results in the end of key stage assessments is of crucial importance to schools. Consequently, there is considerable pressure on practitioners to ‘get children writing’ whether or not they are developmentally ready. One casualty of this pressure is the effect on learning and practising the movements for each letter family. Many children enter Year 1 of the National Curriculum with letters incorrectly formed. • Source: https://nha-handwriting.org.uk/handwriting/help-for-teachers/development-of-handwriting-in-the-eyfs/
  • 23.
  • 24. Struggling learners • Dylan Wiliam argues (2006, p. 287), citing Bailey and Drummond, ‘early years teachers can generally identify which students are struggling, but are less skilled at identifying the causes of the failure to progress.’
  • 25. Scaffolding up or differentiating down? • Where young children are seen to be struggling, practitioners do not focus their attention on helping them to take part in the mainstream curriculum. Instead, they offer them a different curriculum, with more focus on activities to promote personal, social and emotional development, and more creative activities • EPPSE Project (Sylva and others, 2004) The diagram below summarises some scaffolding techniques. These can help children to de independence and become more powerful learners. Figure 5: Scaffolding techniques in the early years3
  • 26. Inclusive practice • Getting to know children • Precision: what barriers to learning might the child have? • Most needs are temporary: children can overcome them with the right support • Whether needs are short-term or longer- term, early identification is key • ‘Levels’ or ‘overcoming barriers’? • Continuous improvement e.g. using the Inclusive Classroom Profile
  • 27. Thoughts from Laurence • Laurence works as a customer services professional • He talks about the importance of inclusion from his early years and throughout his schooling
  • 28. Children with SEND Children with SEND are 10 to 15 months behind other children by the end of the Early Years Foundation Stage, according to the Education Policy Institute’s annual report.
  • 29. @EducEndowFoundn The Early Years Toolkit Presents 12 approaches for improving teaching and learning summarising: its average impact on attainment; its cost; the strength of the evidence supporting it. Good starting point for professional conversations
  • 30. Some questions • Does our assessment focus effectively on what we want children to know and be able to do? • Where appropriate, does it focus on the essential building blocks rather than the bigger ‘performances’ (counting, for example)? • Does this help us to celebrate what children can do, and also see where they are struggling to make progress? • Have we thought about diagnostic assessment?
  • 31. Find out more • Independently written guide to download as a PDF and links to other free resources: • www.development- matters.org.uk

Editor's Notes

  1. Introduction to the new Development Matters and why we should hold onto the best principles of the early years
  2. Ask delegates if they actively monitor children’s actual development skills? Show materials
  3. 2 strands Extensive practice needed Gross and fine motor development