| SKILL | WHAT TO DO Identifying and supporting need | ASKING FOR HELP Starting Assess, Plan, Do, Review | WHEN MORE HELP IS NEEDED Targeted support |
| General | Individual child: Overall Early Years setting approach. Use of Early Years Foundation Stage (EYFS) curriculum/screeners. Set-up of indoor and outdoor play areas. Involvement with parents/carers and child. Link with assess-plan-do-review-learn. Staff training and awareness in all areas. Awareness of children born prematurely and the implications this may have on their learning and development (across all areas). See the smallest things website for information and links to PRISM training for staff, and also Premaware awards. Awareness of key documents such as SEN Code of Practice, Equality Act, Children and Families Bill. Classroom/Early Years room: Regular movement breaks for physical play and physical activities: Soft play Outdoor play Structured physical activity Sensory safe spaces for all children. Activities to develop motor skills: Fine motor skills e.g. playdough. Gross motor skills e.g. walking, jumping, climbing. Whole school/Early Years setting: Move and play groups will be delivered at the family hubs. Building Blocks to movement training delivered by Early Years Quality Team (EYQT) and family hubs part of the GMCA to promote school readiness. This training has been developed by physiotherapists (PT) and is being delivered across Greater Manchester. Whole school/setting approaches e.g.: Dough gym Cosmic yoga Access to ISCAN Occupational Therapy universal offer. Sensory development at home delivered by health visiting service. Staff training and awareness of sensory needs. | Overall Early Years setting classroom approach. Whole setting staff training. Use of Early Years Foundation Stage (EYFS) curriculum/screeners/assessment. Targeted teaching and support, including targeted group interventions. Understanding of effective differentiation. Involvement with parents/carers and child. Link with assess-plan-do-review-learn. Access ISCAN Occupational Therapy (OT) website for resources. One-to-one support during specific activities e.g. fine motor, gross motor. Fine motor activities such as: Funky fingers Dough gym Gross motor activities to develop balance, core stability etc. | Overall Early Years setting approach. Use of Early Years Foundation Stage (EYFS) curriculum/screeners/ assessment. Request involvement from external services e.g. ISCAN Occupational Therapy (OT), Tameside Specialist Outreach Support Services (TSOSS), Tameside Educational Psychology Service (EPS) to create more personalised curriculum, including specialist advice and support, individual interventions. Early Years practitioners with increasing knowledge and experience and specialist teachers. Capacity building and training for Early Years practitioners seeking advice from Tameside Outreach Support Service (TSOSS) and online sources e.g. NASEN. A more personalised programme of support, highly personalised Early Years Foundation Stage (EYFS) curriculum including specific staff teaching and support, including targeted small group and individual interventions. Individualised set-up of play area e.g. taking into account accessibility, safety and environmental stimulation. Ensure access to additional and specialist equipment, as advised by external agencies such as ISCAN Occupational Therapy (OT) and ISCAN Physiotherapist (PT). Consider applying for additional funding through inclusion funding (Inclusion funding – SENDIF). |