Before recording a child’s needs at Early Years Action, ensure that:
• the child has received learning opportunities that are adapted to the way the child learns; • adjustments have been made for the child within the normal day-to-day organisation of the setting. • the child’s responses to opportunities have been observed and recorded
If this action has been shown to be insufficient to support the child so that he/she can make progress, settings should gather evidence that: • setting staff have adapted the ways in which they work with the child, to meet his/her needs • the child has received targeted support in those areas of learning which have been identified as needing support • the child needs additional time and support to engage in activities within the curriculum • the child needs different or additional provision • the child is making little or no progress.
Evidence of the child’s progress must be gathered using: • evidence from observations • evidence from any assessments • information from parents or carers • records of the child’s achievements through the EYFS “development matters”, “planning for quality in the Early Years” or the child’s individual learning journey • reviews of any targets that are in place.
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