With Ofsted’s newly updated framework prioritising inclusion, supporting children with Special Education Needs and Disabilities (SEND) in early years settings has become one of the most significant priorities for nursery leaders across the UK. The demand for SEND support continues to rise and settings are under pressure to ensure strong inclusive practice and early intervention needs are met, whilst ensuring every child has access to high-quality early education.
However, providers today are navigating an ever-changing landscape full of increasing demand, delayed support and inconsistent funding. With the number of students in England having an Education, Health and Care Plan (EHCP) reaching 483,000 in 2025, settings can no longer rely on external support services to meet children’s SEND needs in a timely manner.
Despite this, some settings are redefining what it means to deliver high-quality early years education by ensuring inclusion is embedded into leadership, culture and everyday practice across the whole organisation. These evolving approaches, along with wider sector insights, will be explored at the SEND in Early Years Conference, held alongside Childcare & Education Expo National, where leaders and practitioners will come together to share practical strategies for strengthening inclusive practice and improving outcomes for children with additional needs.
Why the Old Model of SEND Support is No Longer Enough
Traditionally, SEND support in early years has often relied on a SENCO-led model. While this remains an important part of the system, it is no longer sufficient on its own.
The reality is that:
- External support is often delayed
- Needs are emerging earlier and with greater complexity
- Staff require broader confidence across teams
- Families need more consistent day-to-day support
As a result, SEND can no longer be managed by one role or one process. It must be embedded into how a setting operates at every level.
This is where leadership becomes critical. Nursery leaders are increasingly responsible not just for compliance, but for shaping inclusive culture, building staff capabilityand ensuring early intervention is embedded into daily practice.
The Shift Towards Leadsership-Led Inclusion
The most effective early years settings are now adopting a leadership-led approach to SEND. This means inclusion is not treated as a specialist role, but as a core part ofoperational decision-making.
In practice, this includes:
- Embedding inclusive practice into curriculum design
- Developing whole-team responsibility for SEND and not just SENCO ownership
- Strengthening early identification through observation and shared language
- Building consistent systems for communication with families
This approach ensures that support is not dependent on individual expertise, but is consistent across the setting.
Putting Families at the Centre of SEND Practice
One of the clearest changes in effective SEND provision is the growing emphasis on partnership with families.
Parents and carers are central to identifying needs, shaping support strategiesand reinforcing learning at home.
However, this requires more than communication. It requires collaboration built on trustand shared responsibility.
Strong practice includes:
- Producing support plans with families
- Regular discussions beyond formal meetings
- Supporting learning strategies that are used at home
- Recognising parents as experts in their child’s needs
This theme is increasingly central to sector thinking and will be explored in depth in the session Putting Parents at the Heart of Reform at the SEND in Early Years Conference.
Building Workforce Confidence in SEND Practice
A consistent challenge across the sector is workforce confidence. While most practitioners are committed to inclusive practice, many report needing greater support in understanding and responding to a wide range of SEND needs.
This is where leadership investment makes a significant difference.
Effective approaches include:
- Ongoing SEND training across the whole team
- Embedding inclusion into everyday reflective practice
- Developing SEND champions or inclusion leads within teams
- Building shared strategies for communication and behaviour support
Sessions such as An Inclusive Approach to Early Years Autism in Education and Building Inclusion in Early Education – How Training and Funding Best Support Inclusionhighlight how workforce development is becoming central to improving SEND outcomes.
Understanding Behaviour Through a SEND Lens
Another key shift in early years practice is the growing recognition that behaviour is often linked to sensory processing, communication needs or environmental factors.
Rather than viewing behaviour as something to constantly manage, many settings are now focusing on understanding the underlying causes.
This includes:
- Adapting environments to reduce sensory overload
- Supporting emotional regulation through structured approaches
- Recognising behaviour as communication
- Making small environmental changes that improve engagement
This approach is explored further in The Sensory Side of Behaviour and Inclusive Physical Education for Children with SEND in Early Years, both of which focus on practical strategies for supporting children more effectively.
Final Thoughts
Supporting children with SEND in early years is no longer about doing more within existing systems. It is about redefining how inclusion is led, deliveredand sustained across whole settings.
You can continue this discussion at the SEND in Early Years Conference, taking place Friday 2nd October 2026 at the Coventry Building Society Arena, where each of these themes will be explored in depth. Chaired by Catherine Mole MBE, the event brings together Early Years leaders to explore practical strategies for building more inclusive, confidentand resilient early years settings.Featuring expert speakers and the latest SEND research, the conference will empower you to help every child thrive.
Super Early Bird tickets are currently £159 + VAT. To secure savings of £108 book by 17th July.
Find out more here.
