By an Early Years SENDCo
The early years are crucial in a child’s life because they lay the groundwork for everything that follows. In this short window of time, children build the foundations for communication, emotional well-being, relationships and learning. When a child has additional needs, recognising those needs early can change the direction of their entire journey. The earlier we understand what a child needs, the sooner we can remove barriers, reduce frustration, promote inclusion and lower the risk of exclusion, helping them engage with the world in ways that work for them.
I write this not only as a SENDCo who has worked across early years and primary settings, but also as a parent of a neurodiverse child whose needs were identified early and who is now thriving. My perspective is further shaped by receiving my own ADHD diagnosis in adulthood, after years of struggling without understanding why everyday tasks felt overwhelming, why I worked twice as hard to keep up, and why things that seemed easy for others often left me exhausted and discouraged. These experiences have made one thing unmistakably clear: early identification is not a procedural step. It is life-changing.
Early identification of needs is not about labelling children or lowering expectations. It is about understanding each child as an individual as early as possible, and then adapting teaching, routines and environments so they can succeed. By recognising emerging needs early, we can respond in a timely and meaningful way, preventing small difficulties from becoming entrenched.
Why Early Identification Matters
Young children develop at an extraordinary pace. Around 90 percent of brain development takes place before the age of five, shaping how children process language, regulate emotions and respond to the world around them.
When support comes later, children may first need to unlearn patterns of frustration, anxiety or avoidance that have built up over time for them. As a result, this can make learning new skills more difficult and slower to embed because children are not only trying to learn something new but also working against habits that have already formed. It can lead to increased anxiety, reduced confidence and a reluctance to engage in learning or new experiences. Over time, this can impact relationships, emotional well-being, and a child’s willingness to take risks, as they may begin to expect failure rather than success.
In some cases, this links to what is often described as the “20,000 cuts” effect, a concept associated with psychiatrist Dr William Dodson, where repeated small moments of correction or misunderstanding gradually affect how a child sees themselves. It suggests that by the age of ten, some children may have received thousands more corrective or critical comments than their peers, which are not through intent, but through repeated misunderstandings.
Even in the early years, we can see how quickly this pattern can begin. Small, frequent moments of correction, when not balanced with understanding and support, can gradually chip away at a child’s confidence. Over time, children may begin to see themselves as someone who is “always getting it wrong”.
This is where early identification makes such a difference. By recognising needs early and responding in the right way, we can interrupt this pattern before it becomes established. Rather than experiencing repeated frustration, children begin to experience success. They feel understood, capable and secure, which helps build confidence, resilience and a real sense of belonging.
Without that early support, those negative experiences can accumulate and start to shape how a child sees themselves and approaches learning. Early identification and intervention gives us the chance to shift that narrative before it takes hold.
Early identification, understanding and support also help us avoid a common and often damaging misunderstanding. Too often, behaviour is seen as deliberate, defiant or attention-seeking when in reality it is a child’s way of communicating something they cannot yet express or manage more appropriately.
What we describe as “challenging behaviour” is often a sign that a child has an unmet need. For example, a child who struggles with transitions, runs off, bites or becomes overwhelmed is usually trying to express a need, whether that is anxiety, confusion, sensory overload or difficulty understanding what is expected of them.
When these underlying needs are not recognised, behaviour can escalate, relationships can become strained and the child can quickly become labelled as ‘naughty’, ‘difficult’, ‘disruptive’ or ‘attention-seeking’ rather than understood. This can increase the risk of exclusion over time because responses are more likely to focus on managing or punishing the behaviour rather than addressing the underlying need. As a result, the child’s difficulties remain unmet, behaviour may intensify, and the child can become increasingly disengaged from learning and relationships, making exclusion more likely.
Exclusion Pathways Begin Early
Across the UK, exclusion remains a serious concern, and children with SEND continue to be overrepresented in suspension and exclusion figures. While these outcomes often occur later in primary and secondary school, the roots are usually much earlier.
This is often not through a lack of care or effort, but because early signs of need can be subtle, easily misunderstood, or difficult to fully identify at such an early stage. Practitioners also need time to observe, gather evidence and build a clear picture of a child’s development before support or referrals can be put in place, which can inevitably delay early intervention support from specialists.
Alongside this, there are wider systemic challenges. Access to specialist services is often inconsistent, with long waiting times and support that can feel like a postcode lottery depending on where a child lives. Training and support for early years practitioners can also vary. In schools, SENDCos are required to be qualified teachers and must complete the National Award for Special Educational Needs Coordination (NASENCO) within three years of taking up the role. In contrast, early years settings are required to have a named SENDCo, but there is no statutory requirement for them to hold a specific qualification or complete formal SEND training.
This means that many early years practitioners build their knowledge and expertise through experience, reflection and a genuine commitment to getting it right for children, often without the same level of structured training or formal recognition, despite working at one of the most critical stages of development.
As a result, while early years professionals are becoming increasingly skilled at identifying emerging needs and there is a growing awareness of the importance of early intervention, this progress is not always matched by the support available to them. Without consistent access to training, specialist services and clear, connected pathways for support, children may still not receive the timely intervention they need to thrive.
As children move into more structured school environments, these unmet needs often become more visible. What may have been more manageable in the early years can become increasingly challenging as expectations around communication, independence, attention and emotional regulation grow. Children may begin to struggle with transitions, routines, relationships or managing their emotions and without the right support in place, this can lead to frustration and anxiety, often expressed through behaviour.
Over time, if these needs continue to go unmet, patterns can begin to develop. Repeated misunderstandings, inconsistent support and a lack of appropriate adjustments can impact relationships and engagement with learning. What started as an unmet need in the early years can gradually evolve into behaviours and coping strategies that make school feel difficult to access.
For some children, this can lead to exclusion. For others, it presents as emotionally based school avoidance. Children who feel overwhelmed, anxious or unable to cope with the demands of the environment may begin to withdraw and with some children, what starts as reluctance can quickly become a persistent absence.
Recent data shows that around one in five pupils in England are now persistently absent, meaning they miss 10 percent or more of their schooling, with over 160,000 pupils considered severely absent and missing at least half of school. While these figures do not specifically identify emotionally based school avoidance, they point to a growing national picture where many children are likely experiencing anxiety and unmet need.
By the time a child reaches this stage, they are often already in significant distress. In many cases, the early signs were there but were not fully recognised or consistently supported.
Exclusion and school avoidance are not separate issues. They are often different expressions of the same underlying experience: a child whose needs have not been understood or met early enough.
The Role of Early Years Practitioners
Early years practitioners are often the first to notice when something is not quite right. Through play, daily routines and ongoing interactions, they build a detailed and meaningful understanding of each child.
Early signs might include differences in communication, social interaction, sensory responses or behaviours that reflect frustration or distress. When these are recognised early, practitioners can respond in a timely and thoughtful way by adapting their approach, supporting communication and working closely with families and other professionals.
Planning ahead makes a real difference. Predictable routines, visual supports, carefully managed transitions and strategies that support emotional regulation can transform how a child experiences the setting. This also includes thoughtful resourcing, adapting activities, and planning targeted support or interventions so that learning is accessible to all children. Creating an environment that is clear, calm and accessible, with the right resources in place, helps children to engage more confidently and independently. These approaches not only support children with additional needs but also create more inclusive, supportive environments where all children can thrive.
However, as the complexity and prevalence of needs in the early years continues to grow, so too does the need for ongoing professional development. High-quality CPD is essential in equipping practitioners with the knowledge, confidence and practical strategies needed to identify and support a wide range of needs early on. Without this, even the most committed practitioners can feel underprepared for the level of need they are seeing.
The recently published Every Child Achieving and Thriving SEND White Paper (February 2026) recognises the importance of earlier identification and improved consistency across the system. Its focus on strengthening workforce knowledge and improving joined-up working is encouraging. However, for those working in early years, the key question remains whether this will translate into meaningful investment in training, access to specialist support and recognition of the critical role early years practitioners play in identifying need.
If these proposals lead to stronger, more consistent CPD opportunities and better support for early years teams, they have the potential to make a significant difference. If not, there is a risk that the gap between expectations and what settings are realistically able to provide will continue to grow.
Working in Partnership with Parents and Carers
Working in partnership with parents is at the heart of effective early identification and support. Families know their child best, and their insights are invaluable in helping us build a full and accurate picture of a child’s needs.
When concerns are first raised, the way we approach these conversations really matters. For many parents, this may be the first time SEND has been discussed in relation to their child, and it can bring a mix of emotions. Taking the time to share observations carefully, explain what they might mean, and talk through how strategies can help makes a huge difference in building trust and confidence.
Supporting parents to use strategies at home is just as important. When children experience consistency between home and setting, whether that is through routines, communication approaches or emotional regulation strategies, they feel more secure and are far more able to develop and embed new skills.
That said, many parents face real challenges when trying to access support. Long waiting times, unclear processes and differences between services can leave families feeling overwhelmed and, at times, alone in navigating the system. It is not uncommon for parents to find themselves repeating their child’s story to multiple professionals while trying to hold everything together at home.
This is why a consistent, joined-up approach is so important. When practitioners, parents and professionals work together, sharing information and using consistent strategies, children benefit from a more cohesive and supportive experience rather than fragmented input.
The Every Child Achieving and Thriving SEND White Paper (February 2026) places a strong emphasis on improving collaboration and introduces the idea of SEND support hubs to bring services together. In principle, this could make a real difference, particularly if it helps families access advice and support more easily and reduces the need to navigate multiple systems.
However, as with many reforms, the impact will depend on how this is implemented locally. If these hubs lead to genuinely joined-up working, clearer communication and quicker access to support, they could strengthen that vital link between home, setting and professionals. If not, there is a risk that families will continue to experience the same gaps, just in a different form.
Inclusion Through Everyday Practice
Inclusive practice is not something separate or additional. It should be part of everything we do, woven into daily routines, interactions and the environment from the moment children walk through the door.
In early years, inclusion is most effective when we plan for it from the start, rather than waiting until challenges arise. When environments are set up with children’s needs in mind, with clear routines, strong communication support and an understanding that behaviour is a way of communicating, children are much more likely to feel safe, settled and ready to engage. Often, it is the small, thoughtful changes that make the biggest difference. The way activities are presented, how instructions are given and how the environment is organised can either create barriers or remove them. This is not about lowering expectations, but about making sure every child can access learning in a way that works for them.
When inclusion is embedded in this way, children do not stand out for their differences. They are simply part of a setting that works for them. The focus shifts from “fitting the child into the environment” to shaping the environment around the child.
To do this well, practitioners need the right knowledge, confidence and support. As needs in the early years continue to grow in both number and complexity, ongoing professional development is essential. High-quality CPD gives practitioners the understanding of child development, SEND, communication strategies and behaviour approaches needed to recognise and respond to emerging needs early.
However, CPD needs to go beyond simply attending courses or training sessions, although these remain incredibly important as they provide practitioners with up-to-date knowledge, practical strategies and a deeper understanding of child development and SEND.
What matters just as much is what happens afterwards. Practitioners need time to reflect on what they have learned, embed it in their practice, and monitor its impact over time. Without this, training can easily become a one-off event rather than something that leads to meaningful change. With the right time and support, practitioners can apply new knowledge, evaluate what is working and adapt their approach in ways that genuinely improve outcomes for children.
This is why creating a culture of reflective practice is so important. Staff need opportunities to share experiences, learn from one another, access specialist advice and build their confidence over time. Coaching, mentoring and strong SEND leadership within settings all play a key role in ensuring that inclusive practice is consistent and purposeful.
For this to be sustainable, CPD must also be accessible and valued across the sector. Early years practitioners need the same recognition and opportunities for professional development as their colleagues in schools, particularly given the critical role they play in early identification.
When practitioners feel confident, supported and able to reflect on their practice, inclusion becomes more than an expectation. It becomes the foundation of everyday practice.
SEND Reform and What Comes Next
The Every Child Achieving and Thriving SEND White Paper (February 2026) recognises the importance of strengthening workforce knowledge and training, which is a positive step. However, for this to have real impact, it needs to deliver on the full picture of training and development. This includes not only access to high-quality courses, but also the funding and time allocation needed for settings to release staff to attend them, alongside ongoing support such as coaching, mentoring and embedded CPD within everyday practice. When all of these elements are in place, learning is far more likely to translate into meaningful, consistent support for children.
For early years, the question remains whether these changes will truly recognise the importance of this stage of a child’s development and needs. Without investment in early years and SEND provision, improved access to specialist services and greater consistency across local areas, early identification risks remaining aspirational rather than achievable.
If these reforms result in clearer pathways, stronger collaboration and earlier access to support, they have the potential to make a meaningful difference. If not, we risk continuing with a system where support remains delayed and inconsistent, ultimately increasing the risk of exclusion for children.
Early identification is not an optional extra. It is the foundation of inclusion. I have seen what happens when needs are recognised early. Children flourish. Families feel supported. Confidence grows. I have also seen what happens when those opportunities are missed. When we get it right early, we do more than support development. We change life trajectories.
Link to Early Years Training Group – offering online, face-to-face, bespoke training and consultancy in Early Years, focusing on meeting the needs of practitioners, specialists, parents to support children in Early Years. Our training programmes and consultancy support are delivered by experienced professionals with expertise in Early Years education, SEND, child development, safeguarding, and business.
Early Years Training Group (CPD Approved Training Provider)
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