Skip to main content

Early Years SEND Keyworker (0-3) - additional resources and information

Keyworker logo

Some parents need a helping hand to find the right care for their child who may have complex disabilities.

Children aged between birth - 3 years who have complex disabilities, may be entitled to receive our support to arrange and coordinate services across health and education as well as to access their free entitlement to early learning.

To access additional information and resources, parents and professionals can click on the menu options below.

Meet the SEND Early Years Keyworker Team

Early Years Inclusion Team Leader 

Anita Smith

Anita has worked in the early years sector for over 32 years within a range of provisions; nanny, childminder, private voluntary and independent nurseries (PVI) and school-based settings working across all key stages.

Throughout Anita’s career her main experience and passion has been in supporting children with a range of special educational needs or disabilities (SEND).

She has worked within the Early Years Inclusion Team for the last 15 years, first in the role of Inclusion Worker, then as an Area SENCo and since July 2015 as the Team Leader.

In her present role she manages the team of Area SENCO’s and an Early Years SEND keyworker.

Anita also oversees the decision making for the SEN Inclusion Fund & Disability Access Fund (DAF).

Anita chairs the Early Years Co-ordination Team (EYCT), whose purpose is to ensure that pre-school children have equity of access to services across health and education as early as possible to ensure that their needs are identified prior to starting formal education.

Contact details

Email:  anita.smith@royalgreenwich.gov.uk         Mobile: 07908230569

She can also be contacted on either:

SEN Inclusion Fund email: early-years-inclusion-fund@royalgreenwich.gov.uk

SEND Early Years (0-3yrs) Keyworker: Early-Years-Keyworker@royalgreenwich.gov.uk


SEND Early Years (0-3yrs) Keyworker 


Emma Funnell

Emma’s career spans 27 years working within education, firstly as a nanny before moving to a specialist ASD school where she worked for 12 years in the nursery and reception class as a nursery nurse. She had a brief spell as a childminder when her own children were small before returning to work in an ASD DSP (Designated Special Provision) in Bromley with children ranging from 5 to 10 years.

Emma moved from there to join the ASD Outreach Services in Greenwich working with under 5’s with social communication difficulties and ASD in the four maintained nursery schools. After 7 years she decided to utilise her skills to further support families who have children with SEND.

In September 2019 Emma joined the Early Years Inclusion Team as a SEND keyworker where she continues to offer support to families of young children with SEND before they start an educational provision.

Contact details

Email: Emma.Funnell@royalgreenwich.gov.uk  Mobile: 07714073019

SEND Early Years (0-3yrs) Keyworker: Early-Years-Keyworker@royalgreenwich.gov.uk

Further information on the role of SEND Keyworker

Referrals

The purpose of the Early Years Co-ordination Team is to ensure that pre-school children have equity of access to services as early as possible and ensure that their needs are identified prior to starting formal education.

Referrals to the SEND Early Years Keyworker will not usually be accepted by families directly but we will accept referrals from key professionals (with signed parental consent) involved with the child through the Early Years Coordination Team (EYCT)

How do you refer to the Early Years Co-ordination Team (EYCT)?

The Referral form for the Early Years Co-ordination Team should be completed by the referrer for each child after discussion and signed agreement with his or her parents.

The completed referral form must contain details of all professionals involved, and their reports, a summary of the child’s current difficulties, background information and parent’s views. Supporting information may also include

•           Targets- reviewed/ current

•           Setting report/ SALT / CP/ OT/ Physio/ etc reports

•           Setting reports or EYFS Tracking

•           Risk Assessments

Ideally evidence should be provided of targeted short-term support over and above that provided routinely as part of universal services and as part of the settings general practice in meeting the needs of all children in their setting, demonstrating that you have implemented strategies to support the child and the outcome of this support. 

Once completed the Early Years Co-ordination Team referral form should be sent to the administration team at the address below.

Child Development Centre, Administration Team, Early Years Co-ordination Team (EYCT) Single Point of Access Team, Memorial Hospital Shooter’s Hill, London SE18 3RG        Telephone number: 020 8294 3118 

Or email: oxl-tr.childrenstherapies@nhs.net

Any professional can refer a child subject to the following:

  • Children aged between 0 to 5 years of age and is resident in the borough of Greenwich.
  • The child has complex health, developmental and/or learning difficulties
  • The child needs to be known to two or more professional services represented on the team.
  • The child needs a joint approach or plan and there is not already one agency in ‘firm management’ of the case.
  • or has received a ‘section 23 notification’- health services are required to make a section 23 notification to the Local Authority if they believe a child under school age has or is likely to have, special educational needs or a disability (SEND)

 The EYCT is represented by several services including the following:

  • Community Paediatrics
  • NDC
  • Early Years Inclusion Team- comprising of Area SENCo’s/ Inclusion Workers/
  • SEND Early Years (0-3yrs) keyworker
  • Educational Psychologist Service
  • Music Therapy
  • Paediatric Occupational Therapy
  • Paediatric Physiotherapy
  • Speech and Language Therapy
  • Sensory ServiceOr email: 
  • STEPS
  • ASD Outreach

 

Jargon Buster

The jargon buster aims to give simple, plain English explanations of typical words and phrases used in relation to Special Educational Needs/ Disability (SEND)– we use lots of abbreviations when we talk about people and services. 

Here is a list to help you along the way….to help you understand what you read or hear day-to-day. If you've heard a word or phrase you don't know, check to see if it's on the list below.

GLOSSARY OF TERMS

Area SENCo

An Area SENCO helps make the links between education, health and social care to facilitate appropriate early provision for children with SEN and their transition to compulsory schooling.

ASD

Autistic Spectrum Disorder-Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain.

BB

Blue Badge-A blue badge allows some disabled people to park closer to their destination, as they're less able to walk long distances or take public transport

BP

Behaviour Plan-Behaviour support plans describe the type of situations that a person finds difficult and what they and others can do to help them cope with distress. They are a useful way of encouraging those supporting the person to respond consistently.

CAMHS

Child & Adolescent Mental Health Service- CAMHS stands for Child and Adolescent Mental Health Services. This is the name for the NHS services that assess and treat children/ young people with emotional, behavioural or mental health difficulties

Community Paediatrician

A doctor who specialises in children's health and may be responsible for the continuing care of children with SEN both before school entry and in special and mainstream schools.

DLA

 

Disability Living Allowance-Disability Living Allowance (DLA) for children may help with the extra costs of looking after a child who:

  • is under 16
  • has difficulties walking or needs much more looking after than a child of the same age who does not have a disability

DAF

 

Disability Access Fund- new funding for early years. providers to support children with disabilities or special educational needs. It aids access to early years places by supporting providers in making reasonable adjustments to their settings.

EHC plan

Education, Health, Care Plan- Statutory plans introduced by the Children and Families Act 2014. These will run from 0-25 and replace statements of SEN

 

EYCT

 

Early Years Coordination Team- The purpose of the Early Years Co-ordination Team is to ensure that pre-school children have equity of access to services as early as possible and ensure that their needs are identified prior to starting formal education.

EYIT

 

Early Years Inclusion Team- your child can receive support from the Early Years Inclusion Team if they have an identified or emerging complex special educational need/disability and are a Greenwich resident aged 2-5yrs who attends an early education or care setting that is in the Private, Voluntary or Independent (PVI) sector

EP

Educational Psychologist. A professional employed by the local authority to assess a child’s special educational needs and to give advice to school settings on how these needs can be met.

 

FF

Family Fund - is a grant to help families across the UK who are raising a disabled or seriously ill child or young person aged 17 or under

Greenwich Parent Carer Participation Forum (GPCPF)

The local representative group in Greenwich for parents and carers of children and young people with special educational needs or disability

GOSH

 

Great Ormand Street Hospital-Great Ormond Street Hospital is a children's hospital located in the Bloomsbury area of the London Borough of Camden, and a part of Great Ormond Street Hospital for Children NHS Foundation Trust

HI

 

Hearing Impairment-Hearing impairment or deafness covers are terms we use to refer to someone who has some level of hearing loss

HCP

               

Health Care Professional-refers to all paid and unpaid persons serving in healthcare settings who have the potential for direct or indirect exposure to patients or infectious materials, including body substances (e.g., blood, tissue, and specific body fluids); contaminated medical supplies, devices, and equipment

IND

Integrated Neurodevelopmental Team - provides a specialist assessment service for children and young people in Greenwich with difficulties around social skills.

Inclusion

When anyone, regardless of impairment is welcomed and supported to be involved. Inclusion should mean disabled and non-disabled people are supported to take part in activities together.

Key Worker

A trained individual who provides personalised support, co-ordination and/or advocacy for disabled children and young people and their families.

Local Authority

The local council responsible for managing services in your area. i.e. Royal Greenwich

OT

Occupational Therapy- is a profession within healthcare. It is the use of assessment and intervention to develop, recover, or maintain the meaningful activities, or occupations, of individuals, groups, or communities.

Outcomes

What children and young people achieve and how their lives improve. For example, going to college, learning new skills, living on their own or getting a job.

Physio

Physiotherapy- Physical therapy, also known as physiotherapy, is one of the allied health professions. It is provided by physical therapists who promote, maintain, or restore health through physical examination, diagnosis, prognosis, patient education, physical intervention, rehabilitation, disease prevention and health promotion

Profile

Document prepared in consultation with parents/carers and all adults involved outlining your child’s strengths, needs and future aspirations to apply for EHC Plan (see above). 

PLP

Personal Learning Plan- short term targets

SEND Code of Practice

The legal document that sets out the requirements for SEND

SEND

Special Educational Needs and/or Disabilities-The term SEN covers a wide range of needs. These include behavioural, emotional and social difficulties, speech, language and communication, hearing impairment, visual impairment, multi-sensory impairment, physical disability and autism.

 The Equality Act 2010 defines a person with a disability as someone who has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities. The definition of disability encompasses a broader range of impairments than might be commonly assumed, including children with autism, sensory impairments and communication difficulties

SEN

Special Educational Needs (see above)

SENCO

Special Educational Needs Co-ordinator- The person responsible for the planning of special educational needs provision within school or early years setting.

SENIF

 

SEN Inclusion Funding-This funding is available to all children in receipt of early education and do not have an issued or agreed EHCP.  An application can be submitted termly for those children where there is an identified need that is “additional to and different from.

SALT

Speech and Language Therapist- A professional trained to give specialist assessment and advice for children with communication difficulties

Specialist provision

Specialist provision generally refers to support and services provided by specialists in education, health or social care following individual referral and specialist assessment.

SPA

Single Point of Access- The SPA is an access process where all professionals share a single point of contact information through a Triage system to arrange urgent and non-urgent referrals. 

TAC

Team around the Child meeting- is for children and families who might need a little extra support from professionals in order to achieve expected standards of health, education, development or welfare

VI

 

Vision Impairment- Visual impairment is the term used to describe a loss of sight that cannot be corrected using glasses or contact lenses.

Easy Read documents - for parents and professionals

Activities to do with your child- for parents

Spending special time together with your child is good for your child’s development and wellbeing. That’s because it builds your relationship and boosts your child’s confidence. Special time with your child is a chance to:

  • give your child your full attention and send the message that she’s the most important thing to you
  • see the world from your child’s point of view
  • find out more about your child’s likes, dislikes, worries and frustrations
  • give your child some guidance, talk to her and listen to her.

Time spent with you can help your child feel happier, be more relaxed and build resilience for years to come

Brick in a tube 

How to make sensory bottles

Paint application ideas

People Games

Ready Steady Go games

Sand play materials

Sensory play ideas from the pantry

Sensory tubs

Stop and Go games

Suggested equipment list

Turn taking games

Water play materials and equipment

Workshop ideas

Advice and Support - Eating, Sleeping, Behaviour and Toileting Issues- for parents

The years between age 2 and age 3 is an exciting one. All Toddlers, including those children with Special Educational Needs/ Disabilities (SEND) are realizing that they are separate individuals from their parents and carers. This means that they are driven to assert themselves, to communicate their likes and dislikes, and to act independently (as much as they can!).

The following basic information that covers eating, sleeping, behaviour and toileting issues has been put together to support you with navigating this tricky stage.

 *Please note that although some of the information mentions Autism, the information is very useful for children who have Social Communications Difficulties.

Eating

Mealtime tips for children presenting with Social Communication Difficulties

Messy Play ideas

Food is fun

Sleeping

Strategies to improve sleep in children with Autism Spectrum Disorders

Behaviour

Attention seeking behaviour

Basic behaviour management

Cause and effect ideas

Seperation Anxiety

Toileting

How to Potty Train a Child with Social Communication Needs or Autism

Intervention advice sheets (with video link) - for parents

We're all spending a lot more time at home at the moment which means we're having to come up with new ways to keep children entertained.

But there's so much you can do at home that children can benefit from.

From small activities to sensory activities, we've got all sorts of ideas to keep your young child entertained.

Calming strategies

Intensive Interaction

Making choices

Now & Next boards

Sensory Circuit

Talking Mats

Turn taking

Developing social interaction skills

Visual Support

What is an ABC obversation?

Interactive music making (6 video sessions)

Speech & Language Intervention Sessions

Learning activities video sessions and ideas from Willowdene School

 

Basic information on visual support and example templates

Helping others understand your child - Profiles

One Page Profile example

SEND Keyworker Profile template

WORD versions of both these templates can be found under the 'Downloads' tab

Advice and support in finding an Early Years setting for your child

 Additional Support in an education setting

Royal Greenwich expectations of inclusive practice- the principles behind educational inclusion stress the importance of all pupils being educated alongside their peers in their local communities. With the emphasis is on settings/schools meeting individual needs, including those of children with additional needs, through personalised learning and a graduated approach.

However, some children may go on to require additional support with their learning.

Additional support available for your child in an early years setting:

Early Years Inclusion Service

Early Years SEN Inclusion Funding

 

Additional support available for your child in a mainstream school:

Special Educational Needs (SEN)

Education, Health and Care Plans

EHCP's a brief guide for parents

Transition information - for parents and professionals

A 2-year-old can access free early education and childcare if they live in England and any of the following apply:

• they’re looked after by a local council

• they have an education, health and care (EHC) plan

• they get Disability Living Allowance 

• they’ve left care under a special guardianship order, child arrangements order or adoption order

 

If they are eligible the free early education and childcare:

• must be with an approved childcare provider

• starts from the term after the child’s 2nd birthday

The family may have to pay for extra costs like meals, nappies or trips. Contact your childcare provider or click here to find out more about Free Early Learning and Childcare in Royal Greenwich.

Click here for more information about free early learning for two year olds in Royal Greenwich

What are transitions?

​Transitions are the moves children make from home to an early learning and childcare setting and from there to primary school. Transitions and changes are part of everyone's life.

The vast majority of children look forward to moving on.

However, transitions can be challenging and support from parents and staff, particularly the sharing of information can help transitions go more smoothly.

The following documents have been developed to support this.

Transition information sheet - Early years SEND Keyworker (0-3)

Parents guide - useful questions to ask when visiting a Primary school or early years setting

TAC meeting information - for parents and professionals

What is a Team Around the Child meeting?

A Team Around the Child meeting, sometimes called a ‘TAC’ is a meeting between yourself  and the services/agencies that could help you and your child. The meeting will look at ways that these services and agencies can support you and your child.

Team Around the Child (TAC) Information leaflet - SEND Keyworker

Services, agencies and organisations that can support you and your child

There are many services and agencies that provide useful information, advice and guidance on a range of topics, please see the external links section on this page

Parent groups

SEND SE10 Stay & PlayEvery 2 weeks on Thursdays 11 am-12-30 pm 

A fun, friendly, welcoming and supportive parent-led group for babies and young children with additional needs - click below to view the flyer for more information or visit www.thebridgegreenwich.co.uk

The Bridge also run a Saturday play session - click below to view the flyer for more information

More details and registration is here https://bit.ly/bridgeactiveplay

Intensive Interaction

These are the skills that are normally learnt during the first year of life, through very natural, playful interactions with parents/carers in which the carer is flexible and respond to things that the child does.  This in turn results in the infant being encouraged to do more.

The short video below gives an overview of Intensive Interaction and is delivered by Beth Gibby, Speech and Language Therapist and part of the Royal Borough of Greenwich ASD Outreach Service.

(For additional training opportunities click on the link to the Direct Services to Schools website which sets out training and development opportunities for the whole school workforce which will support schools in offering children and young people an outstanding education which significantly improves their life chances)

Intensive Interaction is therefore based on early parent-child interaction sequences.  It requires minimal resources.

Intensive Interaction      

The link/ clip below shows Phoebe Cordwell demonstrating* Intensive Interaction

* Please note that although the video clip mentions Autism, Intensive Interaction is a very useful technique for children who have Social Communications Difficulties.

This short TED Talks video of Molly Wright discussing the ways parents and carers can support their children