Research highlights barriers to identification of SEND in the early years

In its report, Identifying special educational needs in the early years: perspectives from special educational needs coordinators, charity Nasen says removing such barriers could help improve identification of children with SEND as well as preventing others from missing out on support.

While its research, compiled from more than 200 survey responses and interviews with special educational needs co-ordinators (SENCOs) between November 2019 and March 2020, found 80 per cent of them were confident in their ability to identify SEND, a number of barriers were still affecting their ability to support children.

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Most notably, staff training was often found to be lacking, with some SENCOs sharing concerns that less experienced members of staff had received no SEND training at all, despite such experience being central to early identification, the report states.

Furthermore, the research highlighted concerns that children presenting with ‘low levels’ of SEND could be being missed due to time and resource restrictions on SENCOs.

This had resulted in a tendency for them to focus on children with more complex needs, the report explains.

It found one in 10 respondents said they were allocated insufficient time to dedicate to their role and 22 per cent were only given time on an adhoc basis.

Around three in 10 SENCOs in state maintained settings admitted to finding it difficult to meet the government’s SEND code of practice requirements, stating a lack of time and funding as contributing factors, the report adds.

The investigation also identified barriers outside of early years settings with SENCOs reporting the time taken to access multi-agency support was affecting their ability to support a child.

Significant variation was found in experiences across different areas with some SENCOs finding increasingly “lengthy and convoluted” processes for accessing advice and support.

Other SENCOs shared frustration that despite having an-depth knowledge of a child and their family, their views were often not given sufficient ‘weight’ compared to multi-agency professional colleagues.

As a result, there were fears this could lead to missed opportunities for sharing information, the report concludes.

It makes 13 key recommendations to improve early identification including developing guidance to help determine the time allocated to early years SENCO roles in different settings.

The report states: “The early years is typically discussed as a homogenous group when referenced in SEN policy and guidance.

“However, the research undertaken demonstrates that the approach to identifying SEN in early settings, and providing the subsequent support, varies depending on the setting as well as the nature of the SENCO role.

“There is a need for more targeted guidance relevant to the different early years settings."

In response to speech and language being identified as areas of greatest need by those working in early years settings, it also suggests more specific training should be made available.

Work should also be undertaken to develop a greater understanding of the early years SENCO role across education, health and care sectors, it adds.

Dr Helen Curran, who conducted the research on behalf of the charity, said the findings illustrated the “unique” role early years practitioners play in the timely identification, and support, of additional needs.

“Intrinsic to this process is the priority placed on developing family relationships," she said. "Yet, whilst the research highlights good practice in terms of settings developing a holistic picture of the child and responding flexibly to needs, there are equally a number of barriers which prevent children from accessing support when required.”

Factors such as a lack of training and challenges accessing funding and services contributed to delay in early intervention but were likely to be exacerbated further due to the Covid-19 crisis, she added.

Professor Adam Boddison, chief executive of Nasen, said settings would be under increased pressure to support and identify children experiencing developmental gaps following the lockdown period, as well as providing necessary support for those with SEND or additional learning needs.

“It is critical that we ensure this focus also supports children with less complex needs to make sure they don’t slip through the net,” he said.