Early Identification & the Graduated Approach

"Early identification" doesn't mean "early diagnosis". It means noticing patterns and acting on them — with the family — before they become entrenched challenges.

Patterns worth noticing (across weeks, not single days):

• Communication: not yet using spoken words by 18 months; not combining 2 words by 2.5; not understood by strangers at 4.
• Social interaction: rarely making eye contact during shared moments; not pointing to show interest by 18 months; consistent difficulty playing alongside other children.
• Sensory processing: covering ears at everyday sounds, gagging on most food textures, distress at clothing tags, seeking deep pressure constantly.
• Behaviour: patterns that don't match a developmental stage (e.g. very long, intense distress that recurs even after the trigger is gone).
• Physical development: persistent unsteadiness, lack of strength on one side, fine-motor difficulty significantly behind peers.
• Attention: rarely sustaining attention on a chosen activity for more than a few seconds, even when calm.

What's NOT a pattern (yet):

• A child having a hard day, week, or transition.
• A new sibling, house move, illness, parent separation — behavioural shifts here are usually situational.
• A child being quieter than other children — some children are simply more reserved.
• A child taking longer to settle than peers.
• A child whose first language at home isn't English — language development can look different across languages.

The "two-week noticing rule": if you've genuinely noticed something for at least two weeks (or two settled periods), it's worth raising with the SENCo. Earlier than that, observe more.

💡 JLK rule: we describe what we see, in specific examples. We never diagnose. We never label. The family's medical team is the only place diagnostic conversations happen.

• I can name 3 patterns worth raising with the SENCo
• I know the two-week noticing rule before raising a concern
• I will not diagnose or label a child
• I know that EAL children may show different language patterns — not "delayed" by default

The graduated approach is the SEND Code of Practice's response cycle. JLK uses it for every child who needs more than universal support.

1. Assess.

• The SENCo, the key person, and the family come together to clarify what the child is doing — strengths, current needs, what the family is seeing at home.
• Built on JLK observations + parent observations + (sometimes) input from external professionals.
• Outcome: a shared written picture of the child as they are now.

2. Plan.

• Specific, small adjustments to what we'll try in the room. Not a long list — usually 2–3 targeted strategies.
• Agreed with the family. Written down on an Individual Support Plan (ISP).
• Review date set — at least termly, as our SEND policy says (sooner if the plan is new or things change). The SENCo writes it with the parents in Support plans; the key person works from the printed room copy.

3. Do.

• The whole team implements the plan — consistency matters.
• Observations continue, capturing whether the strategies are landing.
• Family is updated regularly — not just at the review date.

4. Review.

• SENCo, key person, family meet again at the review date.
• Honest assessment: what worked, what didn't, what's next.
• Cycle restarts with an updated plan, OR external referral is discussed if the universal-plus-targeted support isn't enough.

The three tiers of SEND support at JLK:

1. Universal — high-quality EYFS practice that supports every child. No paperwork.
2. Targeted — the graduated approach kicks in here. Individual Support Plan, regular reviews.
3. Specialist — involvement of external professionals (SLT, OT, paediatrician), and potentially the EHCP route.

📋 JLK ISP rule: the plan is written collaboratively with the family, not handed to them. They're a co-author, not a recipient.

• I can name the four phases of the graduated approach
• I know the three tiers of SEND support (universal · targeted · specialist)
• I understand that the family is a co-author of the Individual Support Plan
• I will help maintain plan consistency across the whole team

You've noticed a pattern. You've observed for two weeks. What now?

Step 1: Tidy your observations.

• Specific examples, with dates. Not "Maya seems behind in talking" — instead "Over the last 2 weeks, Maya has used 4 spoken words: 'more', 'no', 'mama', 'cup'. She points and gestures regularly. She makes good eye contact during sharing moments. She follows simple instructions ('come and sit')."
• Note what the child is doing, not only what they aren't.
• Capture in writing — ideally on the JLK observation form.

Step 2: Book time with the SENCo.

• Quick conversation in person, not via WhatsApp or in the corridor between rooms.
• Bring the observations.
• The SENCo will help judge whether to: keep observing, increase universal support, move to a targeted plan, or talk to the family.

Step 3 (if appropriate): the family conversation.

This is normally done by the SENCo or with the key person + SENCo together. Rarely by a junior practitioner alone — the family deserves the right person.

The structure of the family conversation:

1. Open with what the child is doing brilliantly. Specific, recent.
2. Share what you've noticed, descriptively. "Over the last fortnight, we've noticed Maya is using around 4 spoken words with us — she's communicating well with gestures and signs."
3. Ask the family what they're seeing at home. They often have the missing piece.
4. Frame what JLK is going to do. "We're going to increase how we use visuals with her, slow down our prompts, and watch closely — we'll let you know how it goes."
5. Discuss next steps for the family if relevant. GP appointment, health visitor check, etc. Always their decision, not your instruction.
6. Book the follow-up. A specific date so it doesn't go quiet.

What NOT to say:

• "I think she might have autism." — never; you don't diagnose.
• "She's really far behind." — reductive and unhelpful.
• "You need to take her to the GP urgently." — their choice, not your demand.
• "My nephew was the same and he turned out fine." — not about you, not about your nephew.
• "It's probably nothing." — we wouldn't be having this conversation if it was nothing.

⚠️ The escalation rule: if a family becomes distressed during the conversation, slow down. Don't push to a conclusion. Offer a follow-up meeting with the SENCo present. Their distress is information, not an obstacle.

• I know to tidy observations and book time with the SENCo first
• I understand the SENCo or SENCo+key-person lead family conversations, not junior staff alone
• I can name 3 things never to say to a family in this conversation
• I know to book the follow-up so the conversation doesn't go quiet

Scenario: Maya is 2.5 years old, has been at JLK Croydon for 8 months. Her key person, Folake, has been noticing for the last 3 weeks that Maya rarely makes eye contact during shared moments (story time, snack circle), doesn't point to share interest, and uses about 6 spoken words. Her parents have always described her as "shy."

Folake's process:

Day 1 (after the 3-week mark): Folake tidies her observation notes. She lists what Maya is doing: follows simple instructions, enjoys cuddles, plays alongside other children, eats well. She lists what she's noticed: limited eye contact during shared attention moments, no spontaneous pointing-to-share, ~6 spoken words.

Day 2: Folake books a 20-minute slot with the site SENCo, Esther. They look at the observations together. Esther's view: there's enough of a pattern to start a targeted plan and to have a careful conversation with Mum.

Day 5: Folake and Esther meet Maya's mum together at the end of the day for 15 minutes. They open: "Thanks for staying back — we wanted to share what's been brilliant about Maya recently. Her cuddles, her appetite, the way she's started enjoying the role-play kitchen. And we wanted to flag a couple of things we've noticed over the last three weeks, to think about together."

They describe what they've noticed, specifically. Then they ask Mum what she's seeing at home.

Mum: "Actually, my mother-in-law mentioned something a few weeks ago. I brushed it off. I've been wondering."

Esther outlines what JLK will try: more visual support, slower turn-taking at snack, more 1:1 sharing-attention moments with Folake. They suggest Mum has a chat with the health visitor or GP — gently — in the next few weeks, and they share the Individual Support Plan template they'll write together at their next meeting.

Mum (slightly tearful but steady): "Thank you for telling me. I needed to hear it. Can we book that meeting?"

They book it for the following Thursday.

What Folake and Esther did right:

• Folake noticed across 3 weeks before raising it.
• Captured what Maya is doing as well as what she isn't.
• Went via the SENCo first, not directly to the family.
• Family conversation was led by SENCo + key person together — never Folake alone.
• Opened with strengths.
• Asked the family for their view before sharing next steps.
• Didn't diagnose, didn't push the GP visit as an instruction.
• Booked the follow-up immediately.
• Held the silence when Mum got tearful.

Reflection prompt: Think of a child in your current room you've been quietly wondering about. Have you been writing it down? Have you mentioned it to your SENCo? If not, what's stopping you?

• I've identified a child I should raise with my SENCo, or confirmed I don't have one right now