Accessibility settings

Early Years Inclusion – SEND in Suffolk

Early identification and support are central to Suffolk’s approach to inclusion. As an early years practitioner, you are often the first professional to notice emerging differences in development—and your observations, responses, and partnership with families make a significant impact.

All Ofsted‑registered early years settings (nurseries, pre‑schools, childminders, school nursery classes) must:

  • Provide inclusive practice and meet the needs of children with SEND.
  • Follow the SEND Code of Practice and assess children’s progress regularly.
  • Share a written developmental summary with parents/carers between ages 2 and 3 as part of the EYFS.
  • Have a named SENCO to coordinate SEND support.
  • Meet duties under the Equality Act 2010, remove barriers to participation and
  • make reasonable adjustments

Why Early Identification Matters

Early identification ensures children receive timely support that enables them to access learning and make progress. In Suffolk, identifying SEND early in a child’s life is considered key to helping them fulfil their potential.

Young children develop at different rates, so small delays or differences can be easy to overlook. Practitioners therefore play a crucial role in recognising what is typical and what may require further attention.

What Practitioners Should Look For

Your daily interactions and observations provide the earliest and most reliable insight. Signs that may warrant further exploration include:

  • Delays in communication or interaction
  • Limited engagement or difficulty joining play
  • Challenges with sensory processing or regulation
  • Differences in motor skills development
  • Difficulty following routines or transitions

Working in Partnership

When you have a concern about an individual child it is useful to discuss their development with the keyperson, SENCo, other colleagues and parents. This gives a more rounded perspective of the child and their abilities.

Early identification is most effective when parents are actively involved.

Suffolk’s Local Offer emphasises that if concerns exist, practitioners should encourage families to talk openly and explore whether others share those concerns. This helps families feel included and ensures early action is taken.

A diagnosis is not required to begin support—Suffolk guidance is clear that lack of formal diagnosis should never delay appropriate intervention.

Suffolk Learning provides information, guidance and tools, to strengthen practitioner confidence in early identification and supporting children with SEND.