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Early Years Intervention Team promoting inclusion
Early Years Intervention Team promoting inclusion
Early Years and
Sure Start Service
December 2007 Volume 4 Issue 1
Are you familiar with the Notification of Concern support that the Early Years
Intervention Team offers to practitioners in Camden’s early years settings?
Is there a child in your setting whose behaviour, language and communication and other areas of development, is giving
cause for concern?
Would you like to have the opportunity to talk about the child’s difficulties so that you can plan the next steps in ensuring that
the child’s needs are met?
Support is just a phone call away. Dial 020 7974 8133, leave your name, setting, telephone number and times you are
available to speak with one of our team members. We will return your call within a few days and will ask for the child’s date of
birth and initials. We can then hear your concerns and suggest a course of action. Our experience has been that most settings
have used the advice given and with one or two ongoing phone discussions have felt in a position to meet the child’s needs.
For a few children brought to our attention the best plan of action to ensure that their needs are identified and met is to make
a full referral to the team so that we can work directly with the child.
Early identification and entitlement to services
In 1978, the Warnock Report laid the foundations for the Special Educational Needs Code of Practice we follow now. In this
report Baroness Warnock stated that up 20% of our children will at some time in their lives have a special educational need
and 2% of these children will need ongoing support throughout their education and indeed into adulthood. For these children
with special educational needs their very first point of contact outside the family may be within your setting. Their needs may
or may not have been identified prior to their starting at your nursery. We have a very large part to play in maximising their
Team News Training
New Team There was a very positive response to back to their settings with them, was
Member the training on ‘Supporting the Inclusion that having Down’s Syndrome does not
The Early of Children with Down’s Syndrome’ define an individual child. Children with
Years held last half-term at ORT house in Down’s Syndrome, like all other children,
Intervention Camden Town. The day was jointly are individuals with their own interests,
Team would planned by the Early Years Intervention feelings, strengths and needs.
like to Team and Laura Murdoch, our
colleague in the Language and We are now in the process of planning
welcome the first of what we hope will be termly
Sandie Choi Communication Team. We felt very
fortunate to have had the opportunity to support groups. Look out for the flyer
who was and/or for details in the Spring term’s
appointed in make links with each other’s teams and
to work together to plan this day for training booklet. We look forward to
September seeing you there.
2007 on a colleagues from both early years
one year settings and primary schools.
NEXT SENCo FORUM
fixed term contract as Area SENCo/
Inclusion Teacher. She is looking The programme was varied and full, The next SENCo Forum is on
forward to working with colleagues in including some background information Tuesday 22 January 2008 at 4.30pm
Early Years and in settings throughout on Down’s Syndrome, as well as at Medburn Centre. Paul Ryan,
the borough. opportunities to learn about the specific Advisory Teacher for the Visually
learning and developmental profiles of Impaired, will be talking to us about
Sandie has worked as a teacher for the children with Down’s Syndrome and supporting children with visual
last 15 years mainly in Camden and is discuss strategies to support their impairments in early years settings.
also a Camden resident so is very learning.
familiar with the borough. Inside this issue:
We were also lucky enough to welcome
She has had many years experience of Leonora Samuel who spoke movingly Notification of Concern support 1
working with children with SEN and from a parent’s perspective of her Team News 1
disabilities and in particular with children personal experiences of having a child
with autism. Training 1
with Down’s Syndrome and his recent
transition to school. Colleagues Next SENCo Forum 1
Previous to this appointment, Sandie
commented on how interesting and Over to You 2
worked at Rhyl Primary School as a
informative they found her contribution
Senco, a teacher at Netley Autistic Just a Minute 2
Resource Base and has worked with Top Tips 2
children with challenging behaviour at A recurring theme throughout the day
Camden’s Primary Pupil Referral Unit. and one we are sure colleagues took Stop Press 2
Over to You TWO TOP TIPS to support transition
Early Years Transition
• Use puppets during circle time - it is a very
Working in a nursery you can’t fail but be aware of the effective way to help children think and talk
significance of transitions in young children’s lives. I sometimes about their excitement and fears about moving
say to staff that our job seems to be about saying “Hello”, on to school
settling the child in to the nursery and saying “Goodbye” when
they move on to new settings. Surely the child’s experience at • Complete the All About Me booklet with the children
these significant times sets precedents for transitions (see Supporting Children and Families during
throughout their future lives. The following is a short account of Transitions) - it provides them with an opportunity
one child’s experience of transition from nursery to school to say what activities and experiences they have
reception and the role of the adults including the Early Years particularly enjoyed in nursery and it is a useful
Intervention Pilot Project. guide for the receiving teacher. It does not rely on
children having a high level of language because it
S spent one year at our nursery. She was on the ‘At Risk’
register when she arrived and half way through the year was
uses picture symbols for the children to select.
removed from the family home and placed in short term foster
care. The traumas in her home life were reflected in her
behaviour at nursery. She became very attached to her key
Just a Minute - The 60-second Interview
worker and showed little interest in building relationships with Interview with Liam Vincent
her peers. She expressed anxiety and apprehension when Project Officer
faced with changes to the routine and new and unfamiliar Early Years and Sure Start Service
adults. She also found the beginning and end of the session What's a typical day for you?
difficult. My day starts at around 8:30, as I
As a staff we met to discuss S. It was decided to accommodate work a compressed week. As I seem
her needs as much as possible with staff supporting the key to be working on about 4 different
worker to allow her time with S. We also tried to provide things at once, I need to start by
security by informing S of changes to the routine in advance putting as much structure into my
and providing warnings in advance of activities ending day as possible, otherwise things get
(e.g. providing a sand timer 5 mins. before leaving the soft play forgotten! There's always a new
area). We planned the start and end of the day to provide a email or telephone message that
safe transition between nursery and the foster home. The key jumps to the top of the pile. I work
worker met and communicated our plans to the foster mother. mostly on affordability and sustainability issues for childminders
However two questions kept surfacing: how would S manage at and nurseries, which takes up to 75-85% of my week.
school and what was our role in ensuring this transition was as Is there any part of your work that is more challenging?
successful as possible? One of the problems was that S wasn’t A lot of what I do is very time-sensitive, so knowing what to
a problem! She was never aggressive to other children, she prioritise is key. Occasionally it gets difficult as there are a few
accepted the routines of the nursery such as sitting quietly at times when I get a last minute sustainability / SEN fund bid
snack, circle and story time and she was well on her way to from a nursery that needs to go to panel immediately, just as
achieving the Early Learning Goals. I'm helping to prepare a report or a legal contract. It usually
Fortuitously some information arrived by post about a pilot just means staying until the job's done.
project run by the Camden Early Years Intervention Pilot How do you feel you support practitioners in Camden's nursery
Project, which provided funding to support children with social, settings?
emotional and behavioural difficulties, making the transition to I tend to be very office based, but it's great when I can actually
school reception classes. We applied on behalf of S and this get out to a meeting to recruit childcare providers to the CAP
led to a meeting between the school and the nursery with S’s scheme for instance. I do try and support practitioners as much
social worker, her foster mother and a member of the EYIPP, as possible, but it can be difficult as with not being very 'frontline'
acting as chair. At the meeting we made a formal plan for it can take a while for information to filter through. I try and talk to
helping S make a successful transition to school. Project my colleagues in the Childcare Development and Employability
funding meant that S would receive some one to one support Teams as much as possible, as they can help me build a better
from a member of the EYIPP for a limited period. It was also picture of the practitioners I am dealing with, and how I can be
helpful to meet face to face with some of the significant adults more effective.
in S’s life and talk informally about her. I realised that as her
key worker I had known S for longer that anyone else in the If you could have one wish what would you like to be able to
room and could express the belief that S would do well at do/see happen in your role?
school if supported through this transition. It's a bit boring, but it'd be nice for paperwork like monitoring
forms, contracts, invoices etc to be sent to me without me
The end of term arrived and we said “goodbye”. S took part in having to chase them. Everyone's under a lot of pressure with
the nursery’s special leaving ceremony: we gave S her so many changes, especially with the EY Foundation Stage
portfolio, lit a candle and sang our song, “Goodbye S we send implementation, but it's really all about change as a positive
our love with you”. movement. If you start looking at Early Years being mostly
Clare Richmond about changing our understanding and learning, you can work
Rainbow Nursery with it, rather than against it.
We reserve the right to edit contributions STOP PRESS!
We understand that the Child Development Team is now part of the
For more information about the Integrated Service for Disabled Children. Contact EYIT for advice if
work of the EYIPP please contact: you need to. More news will be available in our next edition.
Shelagh Alletson 7974 6557
Bernice Shamplin 7974 6569 STOP PRESS 2!
Jo Lunt 7974 6500 EYIT is moving to the Crowndale Centre. Details in the New Year!