Good news for parents who worry about their premature babies – Australian research shows that by their teens many pre-term babies can reach the same goals as if they had been born full term, provided the quality of their early experience is good.
Special Needs Code of Practice given go ahead!
After consulting on the SEN and Disability Code of Practice and regulations, the DfE has published a new SEN Code of Practice (July, 2014). It provides guidance to local authorities, clinical commissioning groups, early years providers, schools and colleges on carrying out their duties under part 3 of the Children and Families Act 2014. The Code explains the duties on schools to: provide reasonable adjustments for disabled pupils; provide auxiliary aids and services to disabled pupils.
Not all children will achieve the same things yet every child can be given a fair start in life with the very best opportunity to succeed. Achievement for all is about helping every child achieve their potential. Identifying children’s support needs early is vital if they are to thrive and if we are to encourage the highest aspirations. For some children, their need is identified before or shortly after they are born and with others it is later. Good early support will help to meet children’s individual needs effectively, whether their needs are physical, emotional, language or with learning. The 2014 Code of Practice will shape future practice.
You can find information on the SEND reforms on the Council for Disabled Children’s Countdown to Change webpage.
LA Guide (SEND): This guide, written by the Education Department provides advice for local authorities (LAs) and health partners about implementing the 0 to 25 special needs system from September 2014.
The findings of the Parliamentary Inquiry into Childcare for Disabled children, which was supported by Every Disabled Child Matters, Family and Childcare Trust, Contact a Family and Working Families is an analysis of the issues of childcare for families with disabled children. The Inquiry aimed to assess the extent to which disabled children and their families face barriers to childcare. It looked at affordability, availability and inclusion, quality, and access and information. Key findings include:
• 41% of families with disabled children aged three and four are unable to access the full 15 hours free entitlement to childcare and early years education due to a chronic lack of appropriate settings or lack of funding;
• 86% of parent carers who responded to the Inquiry’s survey reported paying above average childcare costs;
• 72% of families with disabled children have cut back or given up work because of childcare problems;
• local authorities, nurseries and schools are confused about what their duties are in providing childcare for disabled children. Read the full report.
Download the PLA’s short guide to the SEN code of practice
Children’s achievement at five is subject to may influences – data from the Marmot Review shows this comparatively alongside life expectancy and other factors that affect life chances. Use the data to find out about outcomes in your area:
Marmot New Regional Inequalities Data
Marmot Review Summary
Frank Field Report
More Able Children
Every child in the early years has the potential to be gifted and talented. Recognising and responding to each child’s unique strengths, their interests and passions from an early age allows their skills to be nurtured by adults. We know that many young children are capable of sophisticated thinking and when parents and practitioners observe and listen to children, these emerging capabilities become evident and don’t pass by unnoticed. Creating environments in which children can gain confidence in their own capacity for learning, share their fascinations and where adults value and celebrate these gifts and talents can transform future educational experiences.
Finding and exploring young children’s fascinations
Breaking the link
Please note that the Principles into Practice card below refers to the EYFS 2007, it is not linked to the Revised EYFS.