[Ruthierhyme]

Hi, maybe laying it out helps?

How do these examples fit with working with a child with SEN or a child who has EAL?

• Key person approach: This paper looks at supporting children with SEN or disability as they transition to school, it helps to identify the role of the Key Person within that process - SEN and disability in the Early Years
• Scaffolding learning: supporting children with EAL

Do these pedagogies still work?

Do you have to make allowances if they do not fit the expected age and stage of development for their age?

How might you have to change your practice if you are working with a child to develop their learning (scaffolding their learning) but they struggle to understand English?

eg.
Work regularly with the parents and family of a child with SEN, a disability or EAL.
Undertake training
Explore how other settings support children's EAL, SEN and Diability needs.
Work with providers offering translation services or information.
Source additional resources, English language programmes that would support a child's English language development
Plan activities that closely meet the needs of individual children

Using scaffolding to support children's language

Hope this helps a little xx