Inclusion

Children who are learning English as an additional language
The Birth to Five Service supports practitioners in developing skills of observation and assessment of all children. We provide advice on how to develop effective provision to support children with EAL and work closely with EMASS to provide this advice.

Practitioners must be aware that the first three scales for communication, language and literacy, alongside all scales in all other areas of learning can be assessed in the child’s home language. Scale points four to nine in communication language and literacy must be assessed in English. Please refer to pages 14 and 15 in the EYFS Profile Handbook.

Boys
Practitioners must create the right ocnditions for all children to demonstrate and develop their capabilities. National data shows that boys attain less well than girls across all areas of learning and that more girls are working securely within the early learning goals than boys. When building provision practioners should consider whether they are incorporating a wide enough range of activities to address these issues. Please refer to page 15 in the EYFS Profile Handbook.

Children with special educational needs
The Birth to Five Service moderates the judgements of practitioners using the Early Years Foundation Stage Profile within Special Schools. This consists of cluster meetings or individual moderation, and following a model of alternate years, for individual and cluster moderation. Moderators have a good knowledge of special educational needs and the ways to assess children effectively within these settings. Please refer to page 16 in the EYFS Profile Handbook, which discusses making assessments for children with special educational needs.