Cognition & Learning Communication & Social Emotional Mental Sensory and/or Physical Interaction Health Less agile than other Short concentration May demonstrate limited Short term difficulties Not Exceptional: Needs children of the same age. Met Through Quality span given child’s age. understanding of verbal settling into setting. Physical difficulties that First Teaching Limited exploration or non-verbal-cues. Evidence of emotional require some (specialist) through play Requires help with key distress (anxiety), which developmentally appropriate Some delays may be preferences. Schemas words or word joining subsides with peer/adult equipment but little adult identified through EYFS limited. Repetitive play and needs repetition support. Needs adult support. Delay in eye/hand tracking, Child may be and or limited from an adult modelling encouragement to remain coordination. Some supported by Universal imagination. through play. Difficulty engaged in play. Struggles difficulties caused by Services (health visitor, Continuous use of being understood by to concentrate on adult disability. Delayed fine motor skills. Difficulty with GP etc). sensory activities to adults outside the directed activities. Short some aspects of self-help reinforce learning and family. Some withdrawal attention span. Sits for skills. Difficulty with dressing provide meaningful from the company of shorter lengths of time Child is making progress and undressing experiences. Needs others. compared to peers. independently. May still be additional adult support Occasional and term in nappies or need in group activities to unwanted behavioural assistance with toileting and ensure participation. difficulties resulting in adult requires help with personal Short sequences (if any) intervention. care. in role play. Requires adult support for Widening cognition and Child has poor clarity of Has longer term difficulties Not Exceptional (but monitoring of mobility. Some speech: adults have settling into setting in play gap between child may be eligible for EY adaptations required to the difficulty understanding relation to their peers. and peers. Continual Inclusion Funding) environment to allow without it being in Difficulty seeking comfort difficulties with access. Delay with context. May look to from familiar adults and/or sequencing and short fine/gross motor adults rather than peers. with self-soothing. Some
Cognition & Learning Communication & Interaction Social Emotional Mental Health Sensory and/or Physical Not Exceptional: Needs Met Through Quality First Teaching Some delays may be identified through EYFS tracking, Child may be supported by Universal Services (health visitor, GP etc). Child is making progress Short concentration span given child’s age. Limited exploration through play preferences. Schemas limited. Repetitive play and or limited imagination. Continuous use of activities to reinforce learning and provide meaningful experiences. Needs additional adult support in group activities to ensure participation. Short sequences (if any) in role play. May demonstrate limited understanding of verbal or non-verbal-cues. Requires help with key words or word joining and needs repetition from an adult modelling through play. Difficulty being understood by adults outside the family. Some withdrawal from the company of others. Short term difficulties settling into setting. Evidence of emotional distress (anxiety), which subsides with peer/adult support. Needs adult encouragement to remain engaged in play. Struggles to concentrate on adult directed activities. Short attention span. Sits for shorter lengths of time compared to peers. Occasional and term unwanted behavioural difficulties resulting in adult intervention. Less agile than other children of the same age. Physical difficulties that require some (specialist) developmentally appropriate equipment but little adult support. Delay in eye/hand coordination. Some difficulties caused by disability. Delayed fine motor skills. Difficulty with some aspects of self-help skills. Difficulty with dressing and undressing independently. May still be in nappies or need assistance with toileting and requires help with personal care. Not Exceptional (but may be eligible for EY Inclusion Funding) Widening cognition and play gap between child and peers. Continual difficulties with sequencing and short Child has poor clarity of speech: adults have difficulty understanding without it being in context. May look to adults rather than peers. Has longer term difficulties settling into setting in relation to their peers. Difficulty seeking comfort from familiar adults and/or with self-soothing. Some Requires adult support for monitoring of mobility. Some adaptations required to the environment to allow access. Delay with fine/gross motor sensory
indicator_of_need_early_years.docx