We believe that all children have the right to be given the same opportunities to access play and education in the early years. We aim for every child to feel safe and know they belong; have an equal chance to learn and develop; participate equally in activities; be given the opportunity to communicate in their preferred format; be valued as a unique individual and feel strong and confident about their identity.
Our settings aim to ensure that all children are given these same equal opportunities. Parents can check that the early years services they use have good and legal practice around equality and link in with relevant legislation, European Convention and policy, namely The Equality Act (2010), the United Nations Convention of the Rights of the Child, and the Early Years Foundation Stage (EYFS).
If you are unsure about any aspect of equality and inclusion in your child’s setting, please ask the setting to clarify their policy and procedure.
The term 'special educational needs' is a legal definition for children who find learning more difficult than their peer group. A child doesn’t necessarily have a special educational need just because they find aspects of their learning and development difficult.
However, if you are worried about your child’s development and your child attends an early years setting then raise your concern with either your child’s key person, the setting’s special educational need coordinator (SENCO) or the manager. You can find out more about special educational needs in the government' guide, Special educational needs and disabilities: a guide for parents and carers.