Cambridge Early Years Approach to

Special Educational Needs and Disabilities (SEND)

An inclusive setting is one where children with or without learning differences work together.

The following information supports schools and teachers to achieve this inclusivity. It guides teachers to meet the needs of all learners in Early Years, by identifying those that need additional support alongside the differentiation that is already taking place. There may be some children that will require activities to be individualised to meet their needs, or tasks adjusted in group work so they can access, progress and participate in the six Cambridge Early Years curriculum areas alongside their peers. 

Differentiation and SEND

Through planning, differentiation will already be taking place that will ensure the children in your class are making progress, participating and accessing the curriculum.  

You may have some children in your class who, due to various reasons, need regular additional support and therefore tasks need further adaptation. By following the processes outlined later in this section, these children may be identified as having a SEND. These children may need supplementary tasks to increase their progress, such as a phonics group, as well as the differentiated tasks that the class are given.