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What is inclusion?
Introduce
Inclusion in the Early Years means to create an environment where all children, whatever their abilities, backgrounds, or needs are valued, supported, and can participate fully in learning and play. It means individual differences are recognised and that we work to accommodate these centering equity and belonging. Establishing an inclusive ethos in an early years setting requires us to ensure policies, practices and values are implemented and shared with all children and families in mind.
Watch: Dr Alison Gurney, Senior Educational Psychologist, Trafford Council who has some advice for conversations which will support successful partnerships with families:
Develop
Inclusive practice which helps all children feel valued can be supported by a holistic ethos which embraces the idea that all children have strengths and a focus on individual needs, rather than assumptions.
Inclusive practices include:
- Tasks which develop children’s motor, sensory, and communication skills
- Activities which promote emotional regulation, resilience, and self-expression
- Family-focused initiatives such as parenting workshops, training courses, and mental health support which consider the child in a holistic sense
The approach detailed in “Today Nursery, Tomorrow the World or the Moon!” brings together these qualities in Low Hill Nursery School, Wolverhampton.
Watch: Efrosyni Soumelidis Simms, Early Years Practitioner consider inclusion and her values:
Reflect
This EYSEND Review Tool brings together guidance, examples, and tools to help local areas strengthen inclusive practice and improve outcomes for young children with SEND. Take a moment to explore what’s available - it could make a real difference to your work and the families you support.
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What are some practical steps that can be taken working with families?
Introduce
Children with SEND require a holistic understanding of their circumstances informed by families’ perspectives. This can support consistency between home and educational environments in a way that helps children to feel secure and supported. Families will need to advocate for their children, but equally professional experience will play an important role in identifying challenges and solutions. It is therefore essential to build strong partnerships with families which values their insights and contributions.
Develop
Watch the video below where Dr Alison Gurney outlines how might families be engaged to support children with areas of need.
Consider:
- What reasonable adjustments do you currently have in place?
- How do you capture families’ experiences? How do you frame children’s differences? Do you also celebrate them?
- Thinking back to a challenging situation with a child and their family, what was the issue? What did you do well?
- What might you do differently going forward?
- Is there potential to obtain resources and that reflect a breadth of identities and experiences?
Laura Bengley AREA SENCO shares the work that is done in Wigan to support the development of partnerships with families.
Reflect
Consider:
- How do you capture families’ experiences? How do you frame children’s differences? Do you also celebrate them?
- Thinking back to a challenging situation with a child and their family, what was the issue? What did you do well? What might you do differently going forward?
- Is there potential to obtain resources and that reflect a breadth of identities and experiences.
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What are some practical tips to bring into settings?
Introduce
In early years settings, a proactive and inclusive approach is required in order to meet the diverse needs of children. This might include resources, language, and materials. Staff will need adequate training in inclusive practices and SEND awareness. Imagination is crucial. Support may also come from a wide variety of professionals.
Develop
Watch the following videos:
Practical support by Nuala Finegan, Senior School Quality Assurance Officer for SEND, Manchester City Council
Emma Taylor, Operational Manager of Health Visiting and School Nursing and Leanne Dunn, Health visitor, Wigan discuss their work with families:
Reflect
Are there any ways that your environment could be more accessible? For example, do you have sensory-friendly areas? Are physical spaces fit for purpose? Are there any materials that you need? Are there any ways that environments could be made more accessible?
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Why is it important to create successful partnerships with families?
Creating successful partnerships with families is crucial in the early years because good family-practitioner relationships directly relate to children’s learning, development, and wellbeing. When families are engaged and informed, children benefit from a consistent, supportive learning environment between homes and settings.
When practitioners work in partnership with families, they gain a deep understanding of each child’s unique experiences, interests, and needs, enabling them to tailor learning. Families are children’s first and most enduring educators, bringing valuable insight into their personalities, routines and preferences. When families are able to share their knowledge, practitioners can be supported to offer responsive care and create meaningful learning opportunities.
Strong partnerships help create emotional security, enabling children to feel safe, valued and connected. When children observe positive communication and trust between the adults around them, they become more confident and better able to engage socially and academically. Family engagement is also linked to stronger communication, language, and social development, with clear benefits when families and practitioners work together.
For practitioners, effective partnerships improve communication, establish expectations and support collaborative problem solving. Families who feel welcomed and respected are more likely to share observations, participate in learning and reinforce activities at home. This continuity helps children thrive both emotionally and cognitively.
Family partnerships are crucial to early years practice, nurturing a strong support system for children’s benefit. In this topic we consider what it is to be inclusive in the early years and engage with some practical advice for working with children and their families when there may be a special educational need