Supporting Children's Needs Flowchart

Supporting Babies and Children aged 0-3

Click here for More Details

Click here for PKC Staged Intervention Framework

Delivery of education outwith a mainstream setting.

stage four

stage three

stage two

stage one

Intensive

A flowchart to indicate the correct level of support for all children transitioning into ELC according to the Staged Intervention Framework

Information and guidance.

Personal Plans Child's Plans Co-Ordinated Support Plans

Referals to external services and calls to service hotlines can be made at any point in a child's learning journey

Considerations and resources to identify and meet needs of all children to improve education and wellbeing outcomes based on the PKC Staged Intervention Framework.

Meeting Children's Additional Support Needs in ELC

UNIVERSAL

Universal approaches to supporting all children within the ELC setting.

ADDITIONAL

Approaches to support children who require additional support for their learning and participation from ELC staff.

Enhanced

Approaches for supporting children with complex or multiple additional support needs with support from partner agencies and services.

Transitions into ELC

Click here for the 0-3 Being Me in PKC Padlet

Click here for the Ei SMART website for guidance and resources to support babies and young children with developmental challenges from birth onwards

Click here for information on dummies and impact on speech and language development

Children develop in their own time but timelines and milestones can provide general guidance on what to expect at each age and stage of development. If a baby or young child in your care is not meeting all milestones for their age range, it is normal for one area to develop quicker than another. Where children were born early or have experienced birth complications or periods of being unwell as a baby, then you may want to look at a younger age or stage to assess and support continued development. Interactive Child Development Timeline

"All babies and young children develop their individual skills, knowledge and attributes at different rates according to who they are. " - Realising the Ambition (Education Scotland, 2020)

Babies and Children Aged 0-3

• Transition into Primary One
• Providing Challenge
• EYFLP Support
• Case Study: St John's RC Academy Nursery
• Links to ELC Padlets
• Additional Year of ELC

03.

Further Considerations

02.

Assessment

• All About Mes and Wellbeing Indicators
• Individual Learning Journal Observations
• ELC Developmental Milestone Tracker
• Child Development Interactive Timeline

• PKC Experiences and Spaces
• CIRCLE
• PKC Consistent Approaches to Planning
• Emotion Works
• Parent Engagement
• ECERS

Return to main page

01.

Resources to support Provision

UNIVERSAL SUPPORTSfor securing learning and progression for all children

Additional SUPPORTSfor securing learning and progression for all children who require additional support from ELC staff

Click here for PKC Assessment Framework for Education and Learning Settings

• Planning for Universal and Targetted Interventions
• Teacher Support
• Planning for Transition
• Parent and Family Learning

• Hotlines
• Child's Planning
• Highly Able Children in the Early Years

03.

Further Considerations

02.

Assessment

• Universal Assessment tools
• Additional Assessment Tools

• Universal Resources
• Inclusion Section on GLOW
• Education Scotland National Improvement Hub - ELC & ASN

• PKC Staged Intervention Framework
• Bereavement Padlet
• Autism Toolbox
• Sensory Strategies

Return to main page

01.

Resources to support Provision

Click here for PKC Assessment Framework for Education and Learning Settings

• Enhanced Transitions to primary one
• Child's Planning and Co-ordinated Support Plans
• External services and Referals

03.

Further Considerations

02.

Assessment

Return to main page

• Universal Assessment tools
• Additional Assessment Tools
• Pre-Early Level Milestones
• CIRCLE Up, Up, and Away Child Evaluation Tools

• Adapted Play Strategies
• CIRCLE Up, Up, and Away Resource
• Planning for Universal and Targetted Interventions

01.

Resources to support Provision

Enhanced SUPPORTfor children who require support for their learning at an additional level or beyond

• What is getting in the way of this child or young person's wellbeing? • Do I have all the information I need to help this child or young person? • What can I do now that is needed and appropriate to help this child or young person? • What can my agency or organisation do now to help this child or young person? • What additional help, if any, may be needed from others?

GIRFEC Key Questions

Children with complex needs may require individualised curriculum planning, this may be recorded in Individualised Education Programmes (IEPs).

Return to Main Page

Please use staged intervention information to guide transition into ELC setting outside mainstream provision.

Is the child care-experienced or already known to have an identified need?

• Use information in the All About Me to support transition and create Next Steps for learning and wellbeing through a universal approach
• Undertake observations and assessment to support identification of children's developmental stage and to secure progress, building up a profile

• Early years teacher to provide support as needed
• Support parents/carers understanding of stages of child development as needed.

stage one

UNIVERSAL

ADDITIONAL

stage two

Enhanced

stage three

stage four

Intensive

Upon starting at the ELC setting, is child demonstrating possible barriers to wellbeing or learning?

• Begin to gather assessments of child's needs and undertake observations
• Identify any factors and barriers that may be impeding participation
• Implement additional strategies or interventions as needed
• Early years teacher to provide support and guidance
• Additional support from EYFLP for parents/carers as needed
• Call health-led hotlines as needed for further advice
• Use GIRFEC Key Questions to consider if a referal is needed at this time

• Review child's exisiting plans

• Hold transition planning meeting with all professionals involved and member of Inclusion Team
• Assess training needs of staff team in the setting

• Consider if a Co-ordinated Support Plan (CSP) may be required using key GIRFEC questions

Transitions into ELC

• What is getting in the way of this child or young person's wellbeing? • Do I have all the information I need to help this child or young person? • What can I do now that is needed and appropriate to help this child or young person? • What can my agency or organisation do now to help this child or young person? • What additional help, if any, may be needed from others?

GIRFEC Key Questions

Children with complex needs may require individualised curriculum planning, this may be recorded in Individualised Education Programmes (IEPs).

Please use staged intervention information to guide transition into ELC setting outside mainstream provision.

Is the child care-experienced or already known to have an identified need?

• Use information in the All About Me to support transition and create Next Steps for learning and wellbeing through a universal approach
• Undertake observations and assessment to support identification of children's developmental stage and to secure progress, building up a profile

• Early years teacher to provide support as needed
• Support parents/carers understanding of stages of child development as needed.

stage one

UNIVERSAL

ADDITIONAL

stage two

Enhanced

stage three

stage four

Intensive

Upon starting at the ELC setting, is child demonstrating possible barriers to wellbeing or learning?

• Begin to gather assessments of child's needs and undertake observations
• Identify any factors and barriers that may be impeding participation
• Implement additional strategies or interventions as needed
• Early years teacher to provide support and guidance
• Additional support from EYFLP for parents/carers as needed
• Call health-led hotlines as needed for further advice
• Use GIRFEC Key Questions to consider if a referal is needed at this time

• Review child's exisiting plans

• Hold transition planning meeting with all professionals involved and member of Inclusion Team
• Assess training needs of staff team in the setting

• Consider if a Co-ordinated Support Plan (CSP) may be required using key GIRFEC questions

Getting it Right for Children with ASN in ELC

Return to Main Page

Assessment Tools

The following are suggested assessment tools to use to start pulling together an assessment profile for a child that you feel may have barriers to learning.

Sensory Checklist

Sensory Profile Tool

TLC Chart

Speech and Language Developmental Chart

PKC Assessment Toolkit

Appendix 3 lists a number of different tools

Leuven Scale of Engagement

Observation-based tool

CIRCLE

Early Years Risk and Resilience, Identify Stages and Wellbeing Tool

GIRFEC

National Practice Model

Free Open Learn Module: Attachment in the Early Years

Guidance for Practitioners to support children with trauma to regulate

Education Scotland's Autism and Inclusive Practice Professional Learning Module

NHS Scotland Trauma Informed Practice Video

Children in Scotland Equality and Equity Modules to support partnership working with parents of children with ASNs

NHS Tayside OT Sensory Training Video for Education Staff

ITENSIVE

Link to SSSC Open Badges

Link to SCMA Proffesional Learning Opportunities

"Continuous professional learning (CPL) is an essential component of ELC quality and is linked to children’s development. We want a well-trained, professional and skilled workforce with access to high quality professional learning to help deliver the best ELC experience for our children." - Realising the Ambition (Education Scotland, 2020)

Link to the FBS Learning Hub

ENHANCED

ADDITIONAL

UNIVERSAL

Return to Main Page

Continued Professional Learning

To sign up for courses offered by PKC please visit the FBS Learning Hub. Information on external and bespoke training can be discussed with your link EYST, EYO, ESO, a member of the inclusion team, or any health professional linked to an individual child.

Return to Main Page

Click here for the link to a enhanced transition resources on GLOW

Click here for information on school placements and the child's right to a "presumption of mainstream"

Click here for the Scottish Early Childhood and Families Transitions Statement and a number of resources to support relationships and cooperation with families during important transition times

Click here for the link to a webinar on supporting robust transitions in ELC by SERA (Scottish Educational Research Association)

Click here for SIMOA practice note Keeping Children Safe: Supporting Transitions in ELC

Click here for the Scottish Government's Code of Practice (2017) statuatory guidance on transitions

Some, but not all, children with additional support needs will require extra help to make transitions successfully. You are required to plan for transitions early if the child concerned requires support for their learning at an additional level or beyond. Please note that transition points can be challenging for some children who may otherwise have their support needs met well within the ELC setting. Enhanced/individualised planning is required for the transition and at this point a Child's Plan may be created. Usually an enhanced transition means extra visits to the new school before children start so they can meet some of the staff and become familiar with the environment. It usually also involves opportunities for joint meetings between ELC staff, school staff, parents/carers and any other professionals who work with the child and family so that a plan of support can be made. Professionals working with the child will decide what planning and support is needed and please discuss this with your setting's nursery teacher or link EYST.

Enhanced Transitions

Return to Main Page

Click here for PKC Early Years Inclusion information

Click here for PKC Education Psychology Service Information

Click here for NHS Tayside Women, Children & Families Service

• Paediatric Audiology tay.paediatricaudiology@nhs.scot

• CAHMS 01738 458950

• Occupational Therapy Hotline 01382740317 (Tuesday 9.30am-11.30am and Thursday 4pm-6pm)

• SALT (Speech and Language) Advice Line 01382740317 (Tuesday 9.30am-11.30am and Thursday 4pm-6pm)

• DOT (Diabetes Out There) 01382632725 Email:TAY.diabetesouttheretayside@nhs.scot

• Family Nurse Partnership Team Email: Tay.fnp@nhs.scot

Telephone: 01382 443520

• Health Visiting Team (Perth & Kinross) 01738 564234

• Child Healthy Weight Service tay.chws@nhs.scot Phone 01738 473784

• Coeliac Disease Service tay.dieteticcoeliacservice@nhs.scot

Contact Information and Hotlines

Return to Main Page

• A parent or carer requests one
• formal discussion of assessment or supports is required
• there is a significant change to the child's needs
• a significant transition will take place e.g. moving ELC setting or transitioning to school
• a part-time timetable is in place
• there is a prolonged absence in the child attending the ELC setting

A formal meeting may also be required in addition to what is mentioned here when

All care experienced and looked after children require a child's plan and a CSP checklist to be completed.

Click here to access the PKC Child and Young Person Planning Guidance for Education and ELC Settings

Enhanced - Child's Plans and Coordinated Support PlansWhere a child or young person requires more supports than can be provided at a universal level or at a targetted level by ELC staff, section B of a Child's Plan will build upon the planning that is already taking place. A formal meeting is not required unless a parent has requested this. Section C can be used where a child's needs are persistent and remain unmet by ELC staff and strategies from partner agencies. Section D details the supports that are being provided by another agency. This section should not detail any supports being provided by education staff. At this point a Coordinated Support Plan should be completed. An initial formal Child's Plan meeting is required where sections C or D paperwork is required and ongoing formal reviews of the plan and the child's progression to take place termly.

Additional - Personal Plans and Child's PlansFor the majority of children with additional support needs, their identified needs will be met through the provision of universal supports and services. All About Me documents provide information to plan for children's next steps and this may be complemented with specific strategies from specialist services such as Speech and Language Therapy or the inclusion team. Where gaps in children's progress have been identified within the developmental milestone tracker, there may be further support from ELC staff recorded within the personal plan such as specific interventions that will be delivered. Depending on the assessments made of the child, a Section A, or a Stage 1 Child's Plan may be useful to support planning for a targetted approach. A Child's plan meeting is not required but this information should be shared with parents during personal plan reviews or as needed.

Universal - Personal PlansThe All About Me paperwork used in ELC settings is used as personal planning paperwork and supports the individual needs of all children at a universal level. All About Me documents provide information to plan for children's next steps and to provide the care and support needed according to the child's individual needs and preferences. These should be reviewed at least every six months in partnership with parents and carers, or where the child's circumstances have changed. Children's next steps should be reviewed and updated more often as the child achieves these, and new ones set to secure continuous progress.

Personal Plan, Child's Plan, or Coordinated Support Plan?

All children must continue to be included on the PKC ELC Developmental Milestone Tracker, and all data submitted at regular intervals as agreed, to support accuracy.

Please discuss use of the Pre-Early Level Milestones with your link EY /EYS teacher or a member of the inclusion team when considering their use for an individual child.

As part of a child's plan in agreement with the professionals involved in a child's life, it may be decided that the Pre-Early Level Benchmarks should be used to support the tracking of progression for learners with complex additional support needs who are working at a pre-early level. Children and young people with complex additional support needs are a wide and varied group of learners who often require adaptations to the curriculum. Practitioners need a more nuanced understanding of how they learn in order to track their progression in a meaningful way. Some learners with complex additional support needs will be able to make progress within or through the Early Level of the Curriculum for Excellence. However, for others progression will be at a pre-early level. Guidance and the Milestones can be found at Education Scotland's Milestones: Supporting Learners with Complex Additional Support Needs

Pre-Early Level Milestones

The PKC EY Team consists of EY Inclusion teachers, Inclusion ECPs, and a number of EYPSAs all directed by the EY Inclusion Co-ordinator. The EY Inclusion Team works closely with the Central PKC EY Team to support ELC settings, deliver training, and support shared messaging and consistent approaches. Support provided by the EY Inclusion team is based on the setting's needs and the individual children's needs with the aim to build capacity and support children to access high quality ELC within their setting.

PKC Early Years Inclusion Team

• Early Years Inclusion Leaflet for Parents
• PKC Additional Support Information
• Inclusion Resources on GLOW
• Early Years Inclusion Support Offer to Settings
• Referal Process for Inclusion Service Support

All care experienced and looked after children require a child's plan and a CSP checklist to be completed.

A formal meeting may also be required in addition to what is mentioned here when

• A parent or carer requests one
• formal discussion of assessment or supports is required
• there is a significant change to the child's needs
• a significant transition will take place e.g. moving ELC setting or transitioning to school
• a part-time timetable is in place
• there is a prolonged absence in the child attending the ELC setting

Click here to access the PKC Child and Young Person Planning Guidance for Education and ELC Settings

Enhanced - Child's Plan and Coordinated Support PlanWhere a child or young person requires more supports than can be provided at a universal level or at a targetted level by ELC staff, section B of a Child's Plan will build upon the planning that is already taking place. A formal meeting is not required unless a parent has requested this. Section C can be used where a child's needs are persistent and remain unmet by ELC staff and strategies from partner agencies. Section D details the supports that are being provided by another agency. This section should not detail any supports being provided by education staff. At this point a Coordinated Support Plan should be completed. An initial formal Child's Plan meeting is required where sections C or D paperwork is required and ongoing formal reviews of the plan and the child's progression to take place termly.

Additional - Personal Plans PlusFor the majority of children with additional support needs, their identified needs will be met through the provision of universal supports and services. All About Me documents provide information to plan for children's next steps and this may be complemented with specific strategies from specialist services such as Speech and Language Therapy or the inclusion team. Where gaps in children's progress have been identified within the developmental milestone tracker, there may be further support from ELC staff recorded within the personal plan such as specific interventions that will be delivered. Depending on the assessments made of the child, a Section A, or a Stage 1 Child's Plan may be useful to support planning for a targetted approach. A Child's plan meeting is not required but this information should be shared with parents during personal plan reviews or as needed.

Personal Plan, Child's Plan, or Coordinated Support Plan?

Universal - Personal PlansThe All About Me paperwork used in ELC settings is used as personal planning paperwork and supports the individual needs of all children at a universal level. All About Me documents provide information to plan for children's next steps and to provide the care and support needed according to the child's individual needs and preferences. These should be reviewed at least every six months in partnership with parents and carers, or where the child's circumstances have changed. Children's next steps should be reviewed and updated more often as the child achieves these, and new ones set to secure continuous progress.

Click here for a video of Laevers talking to Education Scotland

Leuven Scale

Ferre Laevers - Director of the Research Centre for Experiential Education

Laevers contends that if children's wellbeing is low, they will have lower levels of engagement preventing them from learning and progressing. Through practitioners' provision of high-quality interactions, experiences and spaces, we would aim to assess children at a level 4 or 5 during their play.

The scales can be used to assess:

• Individual children’s wellbeing and involvement in the setting
• Children's transitions into the setting
• The effectiveness of resources, experiences and spaces that are in place
• How to further engage children through high-quality interactions

All care experienced and looked after children require a child's plan and a CSP checklist to be completed.

A formal meeting may also be required in addition to what is mentioned here when

• A parent or carer requests one
• formal discussion of assessment or supports is required
• there is a significant change to the child's needs
• a significant transition will take place e.g. moving ELC setting or transitioning to school
• a part-time timetable is in place
• there is a prolonged absence in the child attending the ELC setting

Click here to access the PKC Child and Young Person Planning Guidance for Education and ELC Settings

Enhanced - Child's Plan and Coordinated Support PlanWhere a child or young person requires more supports than can be provided at a universal level or at a targetted level by ELC staff, section B of a Child's Plan will build upon the planning that is already taking place. A formal meeting is not required unless a parent has requested this. Section C can be used where a child's needs are persistent and remain unmet by ELC staff and strategies from partner agencies. Section D details the supports that are being provided by another agency. This section should not detail any supports being provided by education staff. At this point a Coordinated Support Plan should be completed. An initial formal Child's Plan meeting is required where sections C or D paperwork is required and ongoing formal reviews of the plan and the child's progression to take place termly.

Additional - Personal Plans PlusFor the majority of children with additional support needs, their identified needs will be met through the provision of universal supports and services. All About Me documents provide information to plan for children's next steps and this may be complemented with specific strategies from specialist services such as Speech and Language Therapy or the inclusion team. Where gaps in children's progress have been identified within the developmental milestone tracker, there may be further support from ELC staff recorded within the personal plan such as specific interventions that will be delivered. Depending on the assessments made of the child, a Section A, or a Stage 1 Child's Plan may be useful to support planning for a targetted approach. A Child's plan meeting is not required but this information should be shared with parents during personal plan reviews or as needed.

Personal Plan, Child's Plan, or Coordinated Support Plan?

Universal - Personal PlansThe All About Me paperwork used in ELC settings is used as personal planning paperwork and supports the individual needs of all children at a universal level. All About Me documents provide information to plan for children's next steps and to provide the care and support needed according to the child's individual needs and preferences. These should be reviewed at least every six months in partnership with parents and carers, or where the child's circumstances have changed. Children's next steps should be reviewed and updated more often as the child achieves these, and new ones set to secure continuous progress.

Early Years Family Learning Practitioners

EYFLPs create ways to develop positive relationships with families through organising a range of family learning opportunities in the local community. These may include: · Peep Learning Together Programme · Eat Well Play Well · Bookbug · Incredible Years · Peep Progression Pathway · Love Learning About Money Together · Play on Pedals EYFLP’s work can be planned to work directly with parents and families (collectively and individually) to ensure parents/carers can support their children’s learning and development at home and in the ELC setting.

Education Scotland Toolkit

Parent and Family Learning Website

Parent Engagement Resources on Glow

All care experienced and looked after children require a child's plan and a CSP checklist to be completed.

A formal meeting may also be required in addition to what is mentioned here when

• A parent or carer requests one
• formal discussion of assessment or supports is required
• there is a significant change to the child's needs
• a significant transition will take place e.g. moving ELC setting or transitioning to school
• a part-time timetable is in place
• there is a prolonged absence in the child attending the ELC setting

Click here to access the PKC Child and Young Person Planning Guidance for Education and ELC Settings

Enhanced - Child's Plan and Coordinated Support PlanWhere a child or young person requires more supports than can be provided at a universal level or at a targetted level by ELC staff, section B of a Child's Plan will build upon the planning that is already taking place. A formal meeting is not required unless a parent has requested this. Section C can be used where a child's needs are persistent and remain unmet by ELC staff and strategies from partner agencies. Section D details the supports that are being provided by another agency. This section should not detail any supports being provided by education staff. At this point a Coordinated Support Plan should be completed. An initial formal Child's Plan meeting is required where sections C or D paperwork is required and ongoing formal reviews of the plan and the child's progression to take place termly.

Additional - Personal Plans PlusFor the majority of children with additional support needs, their identified needs will be met through the provision of universal supports and services. All About Me documents provide information to plan for children's next steps and this may be complemented with specific strategies from specialist services such as Speech and Language Therapy or the inclusion team. Where gaps in children's progress have been identified within the developmental milestone tracker, there may be further support from ELC staff recorded within the personal plan such as specific interventions that will be delivered. Depending on the assessments made of the child, a Section A, or a Stage 1 Child's Plan may be useful to support planning for a targetted approach. A Child's plan meeting is not required but this information should be shared with parents during personal plan reviews or as needed.

Personal Plan, Child's Plan, or Coordinated Support Plan?

Universal - Personal PlansThe All About Me paperwork used in ELC settings is used as personal planning paperwork and supports the individual needs of all children at a universal level. All About Me documents provide information to plan for children's next steps and to provide the care and support needed according to the child's individual needs and preferences. These should be reviewed at least every six months in partnership with parents and carers, or where the child's circumstances have changed. Children's next steps should be reviewed and updated more often as the child achieves these, and new ones set to secure continuous progress.

All care experienced and looked after children require a child's plan and a CSP checklist to be completed.

A formal meeting may also be required in addition to what is mentioned here when

• A parent or carer requests one
• formal discussion of assessment or supports is required
• there is a significant change to the child's needs
• a significant transition will take place e.g. moving ELC setting or transitioning to school
• a part-time timetable is in place
• there is a prolonged absence in the child attending the ELC setting

Click here to access the PKC Child and Young Person Planning Guidance for Education and ELC Settings

Enhanced - Child's Plan and Coordinated Support PlanWhere a child or young person requires more supports than can be provided at a universal level or at a targetted level by ELC staff, section B of a Child's Plan will build upon the planning that is already taking place. A formal meeting is not required unless a parent has requested this. Section C can be used where a child's needs are persistent and remain unmet by ELC staff and strategies from partner agencies. Section D details the supports that are being provided by another agency. This section should not detail any supports being provided by education staff. At this point a Coordinated Support Plan should be completed. An initial formal Child's Plan meeting is required where sections C or D paperwork is required and ongoing formal reviews of the plan and the child's progression to take place termly.

Additional - Personal Plans PlusFor the majority of children with additional support needs, their identified needs will be met through the provision of universal supports and services. All About Me documents provide information to plan for children's next steps and this may be complemented with specific strategies from specialist services such as Speech and Language Therapy or the inclusion team. Where gaps in children's progress have been identified within the developmental milestone tracker, there may be further support from ELC staff recorded within the personal plan such as specific interventions that will be delivered. Depending on the assessments made of the child, a Section A, or a Stage 1 Child's Plan may be useful to support planning for a targetted approach. A Child's plan meeting is not required but this information should be shared with parents during personal plan reviews or as needed.

Personal Plan, Child's Plan, or Coordinated Support Plan?

Universal - Personal PlansThe All About Me paperwork used in ELC settings is used as personal planning paperwork and supports the individual needs of all children at a universal level. All About Me documents provide information to plan for children's next steps and to provide the care and support needed according to the child's individual needs and preferences. These should be reviewed at least every six months in partnership with parents and carers, or where the child's circumstances have changed. Children's next steps should be reviewed and updated more often as the child achieves these, and new ones set to secure continuous progress.

All care experienced and looked after children require a child's plan and a CSP checklist to be completed.

A formal meeting may also be required in addition to what is mentioned here when

• A parent or carer requests one
• formal discussion of assessment or supports is required
• there is a significant change to the child's needs
• a significant transition will take place e.g. moving ELC setting or transitioning to school
• a part-time timetable is in place
• there is a prolonged absence in the child attending the ELC setting

Click here to access the PKC Child and Young Person Planning Guidance for Education and ELC Settings

Enhanced - Child's Plan and Coordinated Support PlanWhere a child or young person requires more supports than can be provided at a universal level or at a targetted level by ELC staff, section B of a Child's Plan will build upon the planning that is already taking place. A formal meeting is not required unless a parent has requested this. Section C can be used where a child's needs are persistent and remain unmet by ELC staff and strategies from partner agencies. Section D details the supports that are being provided by another agency. This section should not detail any supports being provided by education staff. At this point a Coordinated Support Plan should be completed. An initial formal Child's Plan meeting is required where sections C or D paperwork is required and ongoing formal reviews of the plan and the child's progression to take place termly.

Additional - Personal Plans PlusFor the majority of children with additional support needs, their identified needs will be met through the provision of universal supports and services. All About Me documents provide information to plan for children's next steps and this may be complemented with specific strategies from specialist services such as Speech and Language Therapy or the inclusion team. Where gaps in children's progress have been identified within the developmental milestone tracker, there may be further support from ELC staff recorded within the personal plan such as specific interventions that will be delivered. Depending on the assessments made of the child, a Section A, or a Stage 1 Child's Plan may be useful to support planning for a targetted approach. A Child's plan meeting is not required but this information should be shared with parents during personal plan reviews or as needed.

Personal Plan, Child's Plan, or Coordinated Support Plan?

Universal - Personal PlansThe All About Me paperwork used in ELC settings is used as personal planning paperwork and supports the individual needs of all children at a universal level. All About Me documents provide information to plan for children's next steps and to provide the care and support needed according to the child's individual needs and preferences. These should be reviewed at least every six months in partnership with parents and carers, or where the child's circumstances have changed. Children's next steps should be reviewed and updated more often as the child achieves these, and new ones set to secure continuous progress.

PKC Educational Psychology Service

The Education Psychology service aims to enhance the learning, development and emotional wellbeing of children and young people in Perth and Kinross. The primary focus is on overcoming barriers to learning, with interventions to promote learning, development, resilience and wellbeing .

• Webpage
• Information on Education Psychology Consultation Process
• Consultation Hotline: 01738 476242
• Email: EdPsychologists@pkc.gov.uk

Early Childhood Environmental Rating Scale

This tool can be used to audit your 3-5 year old provision and create high-quality environments that support children's spaces, experiences and routines. Please speak to your link Early Years teacher for more information.

ITERS is the Infant/Toddler Environment Rating Scale to support high-quality provision for children aged 0-3 years old.

ELC Padlets to Support High Quality Provision

• Consistent Approaches to Planning
• Maths & Numeracy
• Communication & Language
• ELC Tracking
• Play pedagogy
• All Things Digital in ELC
• Working with Children 0-3 - Being Me in PKC
• ELC Quality Improvement
• ELC Induction Resource Padlet for Funded Providers
• Supporting Bereaved Children in ELC
• Mealtime Guidance for Children 0-2
• TRIC Progression Pathways
• PKC PSA Induction
• ELC Induction Padlet

Claire Reid, EYST, explains her role to support settings to meet the ASNs of all learners

"As an Early Years Support Teacher, meeting the needs of all learners is at the heart of everything we do. At a universal level we will: - support practitioners to develop a learning environment that is engaging and accessible for all - Collaboratively observe learners in play and analyse what this tells us about the child - Support practitioners to plan high quality, age and stage appropriate learning experiences to suit children’s interests and needs - Assess progress towards achieving developmental milestones - Plan, deliver or model interventions to support child development e.g. Teaching Children to Listen Where we identify an additional support need or when a member of staff raises a concern, we will provide targeted support which may include: - Undertaking focussed observations - Supporting practitioners to use appropriate assessment tools (e.g. Circle Up, Up and Away, TLC Speech and Language chart) - Identifying support that may be required from other agencies and signposting where to access this (e.g. EYIS, OT, SaLT) - Assisting with the completion of paperwork (Referrals, Child’s Plan) and facilitating professional dialogue with other services - In collaboration with the EYIS, we may model strategies to support individual learners - Signposting further training for staff - Engaging with families to build positive relationships and ensure they feel valued a partner in their child’s learning journey In one setting I have supported staff who were concerned about a child’s level of language and communication and progress towards achieving their developmental milestones. Initially we used the TLC speech and language development chart to identify progress. Using online support tools from NHS Tayside SaLT (What to try before making a Request for Support), we planned short, daily, one to one learning experiences with the child’s Key Worker. This involved lots of singing, signing and repetition. Consistent attention and encouragement from a familiar adult helped the child to build a strong attachment where they felt secure able to seek adult support when needed. We also used the Circle Literacy Rich Environment Tool to ensure we provided a communication friendly environment for all. We then collaboratively completed a referral to SaLT. The child was becoming increasingly dysregulated and struggled to build relationships with his peers in play. I modelled for staff the use of simple consistent language and introduced some visual supports. I supported staff to reflect and identify any triggers for the child and from this they developed a safe, quiet space that they could access as required and be supported to co-regulate with a trusted adult. When it came to the child transitioning onto a new setting, I supported the Manager host a transition meeting involving parents and partners. We were able to share key information and plan a series of visits so that the child could form a positive relationship with another adult before starting in the setting. This resulted in a positive transition experience for the child and their family."

Children who have their 5th birthday on or after the first day of term in August up until the last day of February, are entitled to defer entry to school should their parents wish it and can access funding for a further year of 1140 hours of Early Learning & Childcare. This is guaranteed through funding from the Scottish Government for places for these children. Children who have their 5th birthday between the first day of March and the start of term in the following August are NOT automatically entitled to have a deferred year and must enter into primary one or be educated at home. Each individual child's circumstances must be considered by practitioners and ELC managers and the above options discussed with parents in good time to support decision-making in the best interests of the child where they are entitled to access an additional year of ELC. Additional Year of ELC Entitlement Guidance

Additional Year of ELC

Deferal to Primary One

All care experienced and looked after children require a child's plan and a CSP checklist to be completed.

A formal meeting may also be required in addition to what is mentioned here when

• A parent or carer requests one
• formal discussion of assessment or supports is required
• there is a significant change to the child's needs
• a significant transition will take place e.g. moving ELC setting or transitioning to school
• a part-time timetable is in place
• there is a prolonged absence in the child attending the ELC setting

Click here to access the PKC Child and Young Person Planning Guidance for Education and ELC Settings

Enhanced - Child's Plan and Coordinated Support PlanWhere a child or young person requires more supports than can be provided at a universal level or at a targetted level by ELC staff, section B of a Child's Plan will build upon the planning that is already taking place. A formal meeting is not required unless a parent has requested this. Section C can be used where a child's needs are persistent and remain unmet by ELC staff and strategies from partner agencies. Section D details the supports that are being provided by another agency. This section should not detail any supports being provided by education staff. At this point a Coordinated Support Plan should be completed. An initial formal Child's Plan meeting is required where sections C or D paperwork is required and ongoing formal reviews of the plan and the child's progression to take place termly.

Additional - Personal Plans PlusFor the majority of children with additional support needs, their identified needs will be met through the provision of universal supports and services. All About Me documents provide information to plan for children's next steps and this may be complemented with specific strategies from specialist services such as Speech and Language Therapy or the inclusion team. Where gaps in children's progress have been identified within the developmental milestone tracker, there may be further support from ELC staff recorded within the personal plan such as specific interventions that will be delivered. Depending on the assessments made of the child, a Section A, or a Stage 1 Child's Plan may be useful to support planning for a targetted approach. A Child's plan meeting is not required but this information should be shared with parents during personal plan reviews or as needed.

Personal Plan, Child's Plan, or Coordinated Support Plan?

Universal - Personal PlansThe All About Me paperwork used in ELC settings is used as personal planning paperwork and supports the individual needs of all children at a universal level. All About Me documents provide information to plan for children's next steps and to provide the care and support needed according to the child's individual needs and preferences. These should be reviewed at least every six months in partnership with parents and carers, or where the child's circumstances have changed. Children's next steps should be reviewed and updated more often as the child achieves these, and new ones set to secure continuous progress.

Fairview School is the only Specialist ELC setting in Perth and Kinross which offers non-mainstream funded ELC places to children with severe, complex and enduring additional support needs. There is no Strong Start Provision offered at Fairview. Identified support needs at this level are assessed as requiring highly individualised planning and support to enable access to learning. Examples of the types of assessment, planning and interventions that may be used at the intensive stage level are provided in table 1 (p.6) of PKC's Staged Intervention Framework

Intensive Support

Fairview School

All care experienced and looked after children require a child's plan and a CSP checklist to be completed.

A formal meeting may also be required in addition to what is mentioned here when

• A parent or carer requests one
• formal discussion of assessment or supports is required
• there is a significant change to the child's needs
• a significant transition will take place e.g. moving ELC setting or transitioning to school
• a part-time timetable is in place
• there is a prolonged absence in the child attending the ELC setting

Click here to access the PKC Child and Young Person Planning Guidance for Education and ELC Settings

Enhanced - Child's Plan and Coordinated Support PlanWhere a child or young person requires more supports than can be provided at a universal level or at a targetted level by ELC staff, section B of a Child's Plan will build upon the planning that is already taking place. A formal meeting is not required unless a parent has requested this. Section C can be used where a child's needs are persistent and remain unmet by ELC staff and strategies from partner agencies. Section D details the supports that are being provided by another agency. This section should not detail any supports being provided by education staff. At this point a Coordinated Support Plan should be completed. An initial formal Child's Plan meeting is required where sections C or D paperwork is required and ongoing formal reviews of the plan and the child's progression to take place termly.

Additional - Personal Plans PlusFor the majority of children with additional support needs, their identified needs will be met through the provision of universal supports and services. All About Me documents provide information to plan for children's next steps and this may be complemented with specific strategies from specialist services such as Speech and Language Therapy or the inclusion team. Where gaps in children's progress have been identified within the developmental milestone tracker, there may be further support from ELC staff recorded within the personal plan such as specific interventions that will be delivered. Depending on the assessments made of the child, a Section A, or a Stage 1 Child's Plan may be useful to support planning for a targetted approach. A Child's plan meeting is not required but this information should be shared with parents during personal plan reviews or as needed.

Personal Plan, Child's Plan, or Coordinated Support Plan?

Universal - Personal PlansThe All About Me paperwork used in ELC settings is used as personal planning paperwork and supports the individual needs of all children at a universal level. All About Me documents provide information to plan for children's next steps and to provide the care and support needed according to the child's individual needs and preferences. These should be reviewed at least every six months in partnership with parents and carers, or where the child's circumstances have changed. Children's next steps should be reviewed and updated more often as the child achieves these, and new ones set to secure continuous progress.

When Enhanced Transition is Required

Information on enhanced transitions.

ELC Transitions on GLOW

Inclusion Transition Resources on GLOW

Resources to support children with ASNs to transition into primary one.

A range of universal resources to support transitions for all children into primary one.

Please discuss Adapted Play Strategies with a member of the Inclusion Team or email ASN@pkc.gov.uk for further information.

Adapted Play Strategies

Children may have a range of barriers that make it more difficult for them to:

• Understand the rules of early communication
• Initiate communication
• Understanding social interaction
• Find social interactions motivating
• Understand that communication has a purpose

Adapted Play Strategies support development of these skills and links to a child's motivation to engage. The Inclusion team can provide advice and bespoke training to practitioners to develop their understanding and knowledge of Adapted Play Strategies, considering their role as the adult and the potential skill development of individual children that this approach provides.

All care experienced and looked after children require a child's plan and a CSP checklist to be completed.

A formal meeting may also be required in addition to what is mentioned here when

• A parent or carer requests one
• formal discussion of assessment or supports is required
• there is a significant change to the child's needs
• a significant transition will take place e.g. moving ELC setting or transitioning to school
• a part-time timetable is in place
• there is a prolonged absence in the child attending the ELC setting

Click here to access the PKC Child and Young Person Planning Guidance for Education and ELC Settings

Enhanced - Child's Plan and Coordinated Support PlanWhere a child or young person requires more supports than can be provided at a universal level or at a targetted level by ELC staff, section B of a Child's Plan will build upon the planning that is already taking place. A formal meeting is not required unless a parent has requested this. Section C can be used where a child's needs are persistent and remain unmet by ELC staff and strategies from partner agencies. Section D details the supports that are being provided by another agency. This section should not detail any supports being provided by education staff. At this point a Coordinated Support Plan should be completed. An initial formal Child's Plan meeting is required where sections C or D paperwork is required and ongoing formal reviews of the plan and the child's progression to take place termly.

Additional - Personal Plans PlusFor the majority of children with additional support needs, their identified needs will be met through the provision of universal supports and services. All About Me documents provide information to plan for children's next steps and this may be complemented with specific strategies from specialist services such as Speech and Language Therapy or the inclusion team. Where gaps in children's progress have been identified within the developmental milestone tracker, there may be further support from ELC staff recorded within the personal plan such as specific interventions that will be delivered. Depending on the assessments made of the child, a Section A, or a Stage 1 Child's Plan may be useful to support planning for a targetted approach. A Child's plan meeting is not required but this information should be shared with parents during personal plan reviews or as needed.

Personal Plan, Child's Plan, or Coordinated Support Plan?

Universal - Personal PlansThe All About Me paperwork used in ELC settings is used as personal planning paperwork and supports the individual needs of all children at a universal level. All About Me documents provide information to plan for children's next steps and to provide the care and support needed according to the child's individual needs and preferences. These should be reviewed at least every six months in partnership with parents and carers, or where the child's circumstances have changed. Children's next steps should be reviewed and updated more often as the child achieves these, and new ones set to secure continuous progress.

All care experienced and looked after children require a child's plan and a CSP checklist to be completed.

A formal meeting may also be required in addition to what is mentioned here when

• A parent or carer requests one
• formal discussion of assessment or supports is required
• there is a significant change to the child's needs
• a significant transition will take place e.g. moving ELC setting or transitioning to school
• a part-time timetable is in place
• there is a prolonged absence in the child attending the ELC setting

Click here to access the PKC Child and Young Person Planning Guidance for Education and ELC Settings

Enhanced - Child's Plan and Coordinated Support PlanWhere a child or young person requires more supports than can be provided at a universal level or at a targetted level by ELC staff, section B of a Child's Plan will build upon the planning that is already taking place. A formal meeting is not required unless a parent has requested this. Section C can be used where a child's needs are persistent and remain unmet by ELC staff and strategies from partner agencies. Section D details the supports that are being provided by another agency. This section should not detail any supports being provided by education staff. At this point a Coordinated Support Plan should be completed. An initial formal Child's Plan meeting is required where sections C or D paperwork is required and ongoing formal reviews of the plan and the child's progression to take place termly.

Additional - Personal Plans PlusFor the majority of children with additional support needs, their identified needs will be met through the provision of universal supports and services. All About Me documents provide information to plan for children's next steps and this may be complemented with specific strategies from specialist services such as Speech and Language Therapy or the inclusion team. Where gaps in children's progress have been identified within the developmental milestone tracker, there may be further support from ELC staff recorded within the personal plan such as specific interventions that will be delivered. Depending on the assessments made of the child, a Section A, or a Stage 1 Child's Plan may be useful to support planning for a targetted approach. A Child's plan meeting is not required but this information should be shared with parents during personal plan reviews or as needed.

Personal Plan, Child's Plan, or Coordinated Support Plan?

Universal - Personal PlansThe All About Me paperwork used in ELC settings is used as personal planning paperwork and supports the individual needs of all children at a universal level. All About Me documents provide information to plan for children's next steps and to provide the care and support needed according to the child's individual needs and preferences. These should be reviewed at least every six months in partnership with parents and carers, or where the child's circumstances have changed. Children's next steps should be reviewed and updated more often as the child achieves these, and new ones set to secure continuous progress.

All care experienced and looked after children require a child's plan and a CSP checklist to be completed.

A formal meeting may also be required in addition to what is mentioned here when

• A parent or carer requests one
• formal discussion of assessment or supports is required
• there is a significant change to the child's needs
• a significant transition will take place e.g. moving ELC setting or transitioning to school
• a part-time timetable is in place
• there is a prolonged absence in the child attending the ELC setting

Click here to access the PKC Child and Young Person Planning Guidance for Education and ELC Settings

Enhanced - Child's Plan and Coordinated Support PlanWhere a child or young person requires more supports than can be provided at a universal level or at a targetted level by ELC staff, section B of a Child's Plan will build upon the planning that is already taking place. A formal meeting is not required unless a parent has requested this. Section C can be used where a child's needs are persistent and remain unmet by ELC staff and strategies from partner agencies. Section D details the supports that are being provided by another agency. This section should not detail any supports being provided by education staff. At this point a Coordinated Support Plan should be completed. An initial formal Child's Plan meeting is required where sections C or D paperwork is required and ongoing formal reviews of the plan and the child's progression to take place termly.

Additional - Personal Plans PlusFor the majority of children with additional support needs, their identified needs will be met through the provision of universal supports and services. All About Me documents provide information to plan for children's next steps and this may be complemented with specific strategies from specialist services such as Speech and Language Therapy or the inclusion team. Where gaps in children's progress have been identified within the developmental milestone tracker, there may be further support from ELC staff recorded within the personal plan such as specific interventions that will be delivered. Depending on the assessments made of the child, a Section A, or a Stage 1 Child's Plan may be useful to support planning for a targetted approach. A Child's plan meeting is not required but this information should be shared with parents during personal plan reviews or as needed.

Personal Plan, Child's Plan, or Coordinated Support Plan?

Universal - Personal PlansThe All About Me paperwork used in ELC settings is used as personal planning paperwork and supports the individual needs of all children at a universal level. All About Me documents provide information to plan for children's next steps and to provide the care and support needed according to the child's individual needs and preferences. These should be reviewed at least every six months in partnership with parents and carers, or where the child's circumstances have changed. Children's next steps should be reviewed and updated more often as the child achieves these, and new ones set to secure continuous progress.