Today’s article is a guide explaining the support available to children with Special Educational Needs & Disabilities. This is often referred to simply as ‘SEND’ or alternatively ‘SEN and disabilities’. Here, we will explore the importance of identifying SEND in children, the benefits of early intervention, and the various avenues available to help children affected. The information in this post should be useful to parents whose children may be impacted by special needs or disabilities and is one small part of our nursery’s serious commitment to supporting such children.
Why Identification Matters
Identifying Special Educational Needs & Disabilities in children is the first crucial first step in being able to help them. Only through identification can timely support and tailored interventions be put in place to help mitigate issues that may otherwise hold children back. It will empower parents, caregivers, early years practitioners and any supporting professionals to understand a child’s unique needs and thereby facilitate the provision of the right kinds of assistance.
The Benefits of Early Identification
Early identification of SEND is of crucial importance and offers numerous benefits for children affected. Put simply, it allows support measures to be put in place at the earliest opportunity, thereby minimising any delay in the child’s learning and development progress. Timely interventions can lead to enhancements like better communication skills, increased independence, and vastly improved overall development. Such help will enhance a child’s learning experiences, improve their quality of life, and also foster a sense of inclusivity. Inclusion is incredibly important to children’s mental health and well-being — and avoids them feeling isolated and ‘different’.
How Identification Works
Identifying SEND in children involves close collaboration between parents, caregivers, childcare nursery staff, the setting’s SENCo (Special Educational Needs Coordinator), healthcare professionals and, where needed, any specialists. This collaborative effort between parties emphasises the “Assess, Plan, Do, and Review” approach, which is a circular and evolving strategy to identify any areas of concern and ultimately to support the child. For children under five, the EYFS framework for early years settings also incorporates a similar, complementary approach. For children specifically aged two, the official ‘Progress Check at 2‘ will also be a key tool within the assessment and planning stages.
The Tailored Support Plan
The resulting tailored support plan is designed to meet the unique needs of each individual child. Through the ‘review’ element embedded in the approach, such plans evolve over time as their effectiveness is continuously assessed. As adjustments are deemed to be required, they are fine-tuned en route as and whenever necessary. Specialists like speech and language therapists or other professional expertise may also be brought in to provide additional support if appropriate.
Recourse to an EHC Assessment
Should, for whatever reason, the support plan be deemed ineffective, parents, health visitors, healthcare professionals or even family members are also at liberty to request an Education, Health & Care Assessment (‘EHC’). If the application for such an assessment proves successful, it will be organised by the child’s local authority. More information about EHC assessments is available here.
Special Funding from the Local Authority
Additionally, the child’s local authority may provide special funding through their own ‘Area SENCo’ (Area Special Educational Needs Coordinator). If sanctioned, this funding can be used for tailored support like additional staff, extra learning resources, specialist equipment, or bespoke activities tailored to the child’s specific needs. The Area SENCo also assists with transitioning children from early years settings to school.
The Local Offer
Local authorities publish what’s known as a ‘Local Offer’ on their online information portal. This explains what support is available for young people with special educational needs or disabilities. This resource is designed to help families understand the services and assistance potentially available, for their child, in their local area. By way of example, the local authority for Edgbaston is Birmingham City Council, whose Local Offer portal can be found here.
Childcare Funding for Children with SEND
Eligible children under five with SEND may be able to access additional funding to cover some of the costs associated with childcare. This is a significant topic in its own right and, as such, may indeed merit its own separate blog post. We may look at that in due course, so watch this space. However, to give you a flavour, a few examples of childcare funding available specifically to eligible children with SEND include:
- an upgrade, potentially to £4,000 of childcare support, through the Government’s Tax-Free Childcare scheme for those with disabilities;
- additional childcare hours for children aged 2 if they are receiving Disability Living Allowance (‘DLA’);
- additional childcare hours for children aged 2 if they are the subject of an Education, Health & Care (‘EHC’) plan.
Our Commitment
At Leaps & Bounds Day Nursery in Edgbaston, we are committed to supporting children with special educational needs and disabilities. Identification of issues, early intervention and collaboration between ourselves, parents, caregivers, and specialists like healthcare professionals, is essential for the well-being and development of children with SEND. Such support can make a hugely positive impact on their lives. With that in mind, we take all measures necessary to facilitate this, in a warm and nurturing environment that promotes inclusive learning for all.
Contact Leaps & Bounds Day Nursery, Edgbaston, Birmingham
Please don’t hesitate to contact us about nursery places for babies, toddlers and preschoolers under five, or to discuss how we can assist your child. With Leaps & Bounds Day Nursery, your child will be in good hands. Ofsted rates us as a Good Provider of childcare and early years education and we also support the various Government-funded childcare schemes, making childcare more affordable for eligible families.
To enquire about a nursery/preschool place for your child, arrange a free guided tour, or ask any questions, please contact us through one of the options below.
Leaps and Bounds is a good nursery and preschool in Edgbaston, near Birmingham. For those requiring high-quality childcare for under-fives near Ladywood, Bearwood, Harborne or Smethwick, we are also conveniently close, so do consider us for your childcare needs if you live or work in any of those nearby locations.
As new parents, there’s an endless array of incredible moments you’ll experience as your baby grows. One of the most mesmerising changes to witness is the transformation of their eye colour. Those initial weeks of gazing into your baby’s eyes might reveal shades like brown, blue or grey, but have you ever wondered why those initial hues often defy expectations and evolve into a completely different colour? In this article, we’re going to delve into the enchanting world of baby eye colour changes to unravel the science and magic behind this captivating phenomenon.
For the purpose of this article, eye colour refers to the appearance of the iris, the coloured ring immediately surrounding the eye’s pupil. The iris is like a diaphragm that controls how much light can enter the eye at any given moment.
Generally, nature is often guided by the principle of adaptation in order to optimise survival. The evolution of eye colour is no exception. In regions with high levels of sunlight, such as near the equator, darker eye colours are more prevalent. This is due to the increased need for protection against the sun’s harmful ultraviolet rays —with dark irises like brown ones having more protection than lighter irises, like blue, grey, or green. As humans migrated across different environments back in ancient times, changes in eye colour are likely to have provided advantages in terms of UV protection as part of adaptation to new habitats. The pigmentation and UV protection are accomplished through something called melanin.
While the colour journey is strongly affected by the melanin effect, genetics also play a significant role in laying the groundwork. While predicting eye colour solely on the eye colour of parents offers a fair estimation, eye colour inheritance is really a much more complex thing. At a cellular level, it involves one specific chromosome that affects iris colour and multiple genes, which control aspects like the initial amount of melanin in a newborn’s eyes and how the melanocyte cells behave in respect to further melanin production. With genes being passed to the child from both parents as well as the parents’ ancestors, the child’s final eye colour is not easy to 100% predict based purely on parental eye colour. Indeed, eye colour can sometimes ‘skip’ generations and surprise us all!
Heterochromia is a rare condition, affecting less than 1% of people, where an individual has two different coloured eyes or two different colours in one eye. It can be genetic or caused by injury, disease, or medications.
The Big Butterfly Count is an annual event that takes place each summer across the UK. Anyone can join in and it’s not just for adults — it’s perfect for children too. What’s more, it can take as little as 15 minutes. It’s an exciting and very worthwhile nature-themed activity that’s guaranteed to engage little ones. As well as getting closer to nature and to these enchanting little creatures, children can become little ‘citizen scientists’. That’s because the Big Butterfly Count gives them the opportunity to actively contribute to butterfly and nature conservation while taking part in this fun outdoor activity. In today’s article, we’ll explain how even the youngest nature enthusiasts can get involved in this inspiring event.
The organisers of the Big Butterfly Count have developed a free, user-friendly smartphone app that makes participation accessible and fun. It includes information, a butterfly identification guide, interactive features for recording sightings, and helpful resources for learning more about butterflies. The free smartphone app is available on Android and Apple IOS. Here are the download links (below):
The UK is home to around 60 species of butterflies of which around 22 can be found in gardens. Each species has unique characteristics, colours, and wing patterns.
Leaps & Bounds Day Nursery is pleased to be able to include 
Our talented early-years practitioners offer high-quality teaching. This is backed up by Ofsted who, in their latest Ofsted report, said, “The quality of teaching is good. Staff are skilled and use children’s interests to challenge what they know and can do … Staff pose questions that help children to begin to problem solve.”
The setting at Leaps & Bounds is purpose-built for childcare and early years learning and development. It is extremely well-equipped, both indoors and outdoors, with a wide variety of equipment, facilities and resources to suit babies and children aged up to five. Inside, there are several light and spacious age-specific rooms, along with a separate communal room accessible to all. Outside, there are two well-designed and highly interactive play areas which offer children boundless opportunities for learning through play. 
Food, healthy snacks and drinks are included in the nursery’s fees and special diets are catered for, for example, vegetarian or vegan options. The nursery has a 5-star food hygiene rating and food is freshly prepared by an award-winning early-years catering company. Only the most fresh, locally sourced and nutritious ingredients are used.
As they grow and develop, babies and toddlers are like little sponges that soak up stimuli and information around them. As they do, their brains try to make sense of it all to give meaning and relevance to what the child sees, hears, smells, touches and tastes. When a child is in physical contact with something that stimulates their senses, the connection between cause and effect is at its most obvious. However, when it comes to physically unconnected signals like sound and less tangible things like information, making sense of them can be more difficult as there may be less context for the child to work on. It’s logical, therefore, that interactive help from parents and caregivers is going to help little ones process and put meaning to such inbound data. With help from an adult, the streams of sound and information can be given context and relevance that might otherwise not have been attainable. What’s more, a new study at the University of East Anglia has now confirmed the link between talking with infants and physical changes within their developing brains. Put simply, talking with your infant shapes their brain, quite literally. Let’s take a look at the study.
The study was undertaken by a team led by John Spencer, Professor in Psychology at the University of East Anglia (UEA). The team analysed the effect of talking on the brains of 163 infants who were enrolled in the study. Over 6,200 hours of audio were recorded via specially designed vests worn by the children, who were aged either 6 months or 30 months. After active talking with the children, their brains were scanned for approximately 40 minutes each, while asleep, using a Magnetic Resonance Imaging (MRI) scanner.
The findings were very clear; children aged 30 months (2½ years old) who had been regularly spoken to by adults during the test period were found to have increased amounts of myelin in areas of the brain associated with language processing. Interestingly, the increase in levels of myelin was not found in other areas of the brain, suggesting it was increased purely to help the child process language. Quite a finding!
The professor talks about contingent conversations being recommended. This is rather akin to the serve-and-return approach espoused by 
Assessment, planning, actioning and reviewing are approached in a continuous, circular way, as illustrated in the accompanying diagram. In this way, any interventions designed to help a child are fully optimised and positively impactful.
After careful review, the information gleaned from the scales can be used to identify trends and any areas of concern. Findings will be used to inform the development of individualised education plans, with measurable targets being formulated, for the assessed child. If external professionals are involved in the child’s learning and development, they may also be a part of the process. An example would be when a child is supported by a Speech and Language Therapist. Parents can also be involved in any support plans via specific activities to undertake at home. These may be designed to strengthen, for example, instruction following or to bolster the child’s social skills.
Daffodils are a classic sign of spring in the UK with their bright, blooming buds breaking through the gloominess of winter. Daffodils begin to grow and flower during the month of February and should be in full bloom throughout March and all the way into May.
If you live near a park with a pond or happen to have one in the back garden, a definite sign of spring arriving is the presence of frog spawn. Initially, this can look like hundreds of little black dots sitting on the surface of the water. If your little one keeps an eye on these over the course of March (under supervision, for safety, of course), they will see these dots gradually turn into tadpoles, which will get bigger and bigger. A fun activity for your children is to get them to look at the frogspawn twice a week, under supervision, and to draw it on a piece of paper. Then, once the tadpoles have turned into frogs, they can look back at their own artwork to see the journey of spawn to fully-fledged frog! Alternatively, if your children aren’t at drawing age, you can take a photo on your phone each week and then compare them together once the tadpoles have grown. It’s a great way for them to learn about nature and life itself.
Toddlers and children have much smaller stomachs than adults and will naturally get hungry between meals. A healthy snack, given twice a day, will therefore stave off feelings of hunger at the same time as providing significant nutritional benefits and sustaining energy levels. So, today, we take a look at some easy and healthy snack ideas for toddlers and young children, plus any considerations around them. Our article may help to give parents and caregivers some guidance and inspiration around the subject of snacks that are both enjoyable and beneficial for the little ones.
Portion size is important for under-fives in particular. After all, you don’t want to make portion sizes so big that they put children off. Look out for signs like toddlers ignoring their plate, closing mouths when food is offered or, of course, spitting it out. These are all signs that the toddlers are probably full. It’s better to give smaller portions and then offer more if they clear their plate or otherwise indicate that they’re still hungry.
The NHS recommends that a toddler has two healthy snacks a day. This is easy to accomplish with a bit of planning and, as we said before, toddlers’ stomachs aren’t very big, so we are not talking about large amounts of food. The portion size of the snacks can later grow as your toddler does (see section on portion sizes earlier in this article).
Muffins or rice cakes with cream cheese used as a spread or dip.
Toddlers, and indeed children of all ages, absolutely love having stories read out loud to them. After all, it’s fun, captivating entertainment for them. However, it is also very valuable and beneficial — particularly to young children. The benefits of being read to are actually profound for little ones when you take time to look at them. So, today, that’s exactly what we do in our new guide, ‘12 Benefits of Reading Out Loud to Little Ones.’
When we read a story out loud, the plot usually unfolds over many pages. This gradual revealing of the storyline promotes an increased attention span in the children. It’s exciting for your child to hear what happens next to their favourite character, or to wonder how the story is going to end. Being read to is a slower process than, say, watching television and this slow reveal encourages the child to keep focussed and patiently wait for the story to unfold.
Reading out loud with a child can truly promote closer natural bonds between the parent/caregiver and the child. After all, this is quality time that they can spend together, with full focus, no distractions and 100% of attention shared between adult and child.
Quality story time allows children to become fully immersed in the story. This diversion of attention potentially represents a great stress reliever for the child. It’s a chance to sit down and relax while the story is being told and is often a great way to distract children from things that have perhaps made them stressed or anxious during their day. And, of course, exactly the same can be said for the parent or caregiver that’s doing the reading.
perhaps snuggle together under a blanket.
