Why Inclusion Must Begin in the Early Years
For inclusion to be impactful and meaningful, it has to start at the very beginning. It isn’t something we add later, but part of the building blocks of early years settings culture. It’s not a policy we dust off once a child receives a diagnosis or an EHCP. It’s something we embed from the very first day they step through our doors. In the Early Years, we lay the foundations for how children see themselves in the world, how they relate to others, and how they experience learning. For children with Special Educational Needs and Disabilities (SEND), these early experiences are so powerful. They can shape a child’s confidence, their sense of belonging, and their long-term outcomes. As a former teacher and SENCO, I’ve seen the difference inclusive practice can make. In my book SEND Strategies for the Primary Years, I share practical approaches that work in real classrooms. But inclusion doesn’t start in Year 1, it starts in nursery, with a childminder, in reception, in pre-school, in those first precious years when children are discovering who they are. So how do we make sure our Early Years settings are truly inclusive?
Spotting SEND Early, Observation and Partnership
SEND in the Early Years can be complex. Some children arrive with a diagnosis, but let’s face it, many do not. Needs may be visible or hidden. They are also varied, a child may have a physical disability, they may be autistic, or they may have sensory processing differences or speech and language delays. That’s why observation is key. And whilst our role is never to diagnose, our duty is to observe - to look at how children interact, how they play, how they manage transitions. Look for patterns. Is a child always dysregulated during tidy-up time? Do they avoid noisy areas? These behaviours can be clues. Most important in this, however, is partnership with parents and carers. They know their child better than anyone. They’ve seen what works and what doesn’t, when they need support and how. Building strong relationships with families helps us understand the child’s world and tailor our support accordingly. Inclusion starts with listening.
Designing Inclusive Environments
The physical environment speaks volumes. It tells children what’s expected, what’s safe, and what’s possible. For children with SEND, small changes in the environment can make a big difference. Visual supports, like picture schedules, labelled areas, and visual cues can really help children understand routines and often reduce anxiety. They also support independence, allowing children to navigate the setting with confidence. And let’s face it, these tweaks in the environment have the potential to benefit all children in the setting. Sensory spaces are another powerful tool. A quiet corner with soft lighting, cushions, and calming resources can be a sanctuary for children who feel overwhelmed. But I also think we need to look beyond the sensory space and ensure the whole environment is suitable for sensory differences within the setting. Think about transitions, noise levels, and lighting. Are they predictable? Are they manageable? We can make a huge impact on how included children feel by the space we are creating.
Communication That Includes Every Voice
Communication is at the heart of Early Years learning. But not every child communicates in the same way. For children with speech and language needs, or those who are non-speaking, we need to think creatively. Signing systems can be transformative. Using signs alongside speech helps all children, not just those with SEND, understand and express themselves. It’s inclusive, accessible, and joyful. As our symbolised communication options. Visual timetables and choice boards empower children to make decisions and understand what’s happening next. They can reduce anxiety and give children a sense of control. Narration and modelling—, talking through actions and emotions, build language and emotional literacy. “I’m putting on my coat because it’s cold outside”, for example, is a simple phrase, but it can help children connect words with feelings and actions.
Play-Based Learning with Purpose
Play is what it’s all about for children. It’s how they explore, connect, and learn. For children with SEND, play can also be a powerful tool for development. Supporting fine motor skills, language development and much more. But I think we always need to remember, to be truly inclusive, that there’s no right or wrong way to play. A neuro-affirming approach to play, that celebrates a whole range of different ways to play, helps build the foundations of inclusion. Supporting Emotional Regulation and Behaviour ‘Challenging behaviour’ isn’t a choice, it should act as a signal. Like all children, children with SEND may struggle with emotional regulation and it's our job to help them feel safe and understood. Helping children name and understand their feelings can be incredibly effective. These moments of connection build trust and emotional literacy. Predictable routines are often essential in creating a sense of security and reducing anxiety. Visual timetables, countdowns, and clear expectations help children know what’s coming next. Calm-down kits, filled with fidget toys, sensory resources and emotion cards, can give some children tools to self-regulate. Regulating behaviour should always be about support.
Inclusion Is a Team Effort
You can’t do it alone, and you shouldn’t have to. Inclusion works best when everyone’s on board. That means investing in staff training. CPD on autism, ADHD, sensory needs, and emotional regulation builds confidence across the team. It means collaborative planning, bringing together all members of staff as well as parents to share strategies and celebrate progress. It also means creating a positive culture. Talk about inclusion. Share success stories. Make it part of your setting’s identity. When inclusion is embedded, it becomes second nature.
Final Thoughts: Inclusion Is a Journey
There’s no quick fix and no perfect formula when it comes to inclusion. But with curiosity, kindness and a real commitment to doing what’s right for every child, we can build Early Years settings where everyone feels welcome and supported. And it starts with us.
Read more from Georgina in her book 'SEND Strategies for the Primary Years' here