Inclusive Practice: SEND, EAL & Emotional Needs

At JLK we do not have “an EYFS for typically developing children” and “a different EYFS for children with additional needs”. Every child accesses the SAME Development Matters statements — we adapt the route in, not the destination.

The three levels adaptation happens at:

1. Environment. Lighting, noise, seating, clear zones, visual timetables, quiet retreat spaces, sensory diet.
2. Adult role. How we talk, when we tune in vs step back, what scaffolds we offer, how we manage transitions.
3. Resources. Adapted equipment (chunky pencils, easy-grip scissors, visual choice boards, communication cards).

Adaptation does NOT happen by removing statements from a child's learning, or by lowering expectations. It happens by asking: “How can THIS child access THIS statement in a way that works for them?”

💡 JLK principle: behaviour is communication. Before you manage a behaviour, ask what the child is telling you.

• I understand every child accesses the same EYFS statements — we adapt the route, not the destination
• I know the three levels where adaptation happens

JLK uses a three-tier approach.

Tier 1 — Universal (all children). Every child benefits from:

• Clear routine with visual anchors.
• Small, predictable transitions.
• Adults who name emotions and model regulation.
• Choice and independence.
• Quiet retreat spaces always available.

Tier 2 — Targeted (some children). When a child needs more support to access the same statements:

• Individual visual schedule.
• Now/Next boards for transitions.
• Key person as consistent 1:1 anchor during unsettled parts of the day.
• Sensory breaks scheduled proactively.
• Small-group input for specific skills.
• Adapted resources (weighted lap pad, chew toy, ear defenders, chunky tools).

Tier 3 — Specialist (few children). When targeted isn't enough:

• SENCO involvement + individual plan.
• External professional input (SALT, occupational therapy, educational psychologist).
• SEND Support Plan reviewed at least termly with parents.
• Bespoke resources or environmental adjustments.

The key move at every tier: we don't wait for a diagnosis to adapt. If a child needs support NOW to access the statements, we adapt NOW.

• I know the three tiers of JLK SEND support
• I understand we adapt before diagnosis, not after

Children who are learning English as an additional language are cognitively and developmentally on the same track as any other child. What they may lack, temporarily, is English vocabulary. That's not a learning difficulty — it's a language stage.

JLK EAL adjustments:

• Visuals for every routine. Photo timetable, snack menu with pictures, PECS-style choice boards.
• Home language welcomed. Learn a few key words in the child's home language (hello, please, drink, toilet, mummy, more). Ask family to record short audio of home songs.
• Non-verbal engagement first. Water, sand, paint, music, movement — join the child in the play before you push language.
• Repeat, don't correct. The child says “juice want”. Adult says “you want juice, here you go.” No correction, just modelling.
• Value silent periods. Many EAL children go through a silent phase of weeks or months where they're absorbing but not producing English. This is normal and expected.

EYFS statement that applies especially: Reception C&L — “Learn new vocabulary”. This is EVERY child's statement, and EAL children hit it just as often — often more intentionally.

• I welcome and use home language in my room
• I don't correct EAL children's English — I model and repeat

The JLK core belief: behaviour is communication. A child hitting, biting, throwing, running or shutting down is telling you something. Our job is to find out what, before we manage the behaviour.

Common messages behind behaviour:

• “I'm overwhelmed.” (Sensory overload — noise, light, too many people.)
• “I don't know what's coming next.” (Transition anxiety.)
• “I need connection.” (Adult attention low that day.)
• “I don't have the words.” (Language frustration.)
• “I'm hungry / tired / uncomfortable.” (Physical need.)
• “Something happened at home.” (External stressor.)

The JLK 3-step response:

1. Regulate. Calm your voice, low body posture, offer proximity or space (whichever the child needs). Emotions first, words later.
2. Relate. Once the child is calmer, name what you saw. “That was really hard. You wanted the truck.” No lecture, no consequence in this moment.
3. Reason. Only when the child is fully regulated, talk about what happened and what could work next time. Often this is the next day, not the same moment.

• I treat behaviour as communication, not defiance
• I know the 3-step response: regulate, relate, reason
• I don't use time-out or shaming techniques