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Accessibility Plans for young children in Early Years settings do not only support the settings statutory duty, but also support the identification, understanding, and breaking down of barriers to participation and belonging for all.

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The SEND Code of Practice states that, once a child has been identified as having SEN, all settings should adopt a graduated approach to meeting that child’s needs; the child will now be referred to as needing ‘SEN Support’. The ‘Graduated Approach’ describes a series of actions, which create a cycle upon which the setting’s response to SEN and providing support to understand, address and meet the individual needs of the child. It is crucial that parents or carers are involved at every step of the process.

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Moving from one school or setting to another can be stressful, and while all children and young people benefit from positive experiences of transition, some require additional support. Pupils with special educational needs and disabilities (SEND) often find transition more challenging than their peers and it is important that feeder and receiving settings do as much as they can to ensure that transition is as smooth as possible for this group.

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