Recognising that your child may be developing differently and/or experiencing SEND can be really challenging, especially because all children develop in their own unique way, and at their own pace. There are no hard or fast rules, or guaranteed indicators of SEND. It is really important to consider your child, their age and developmental stage, and the context at school/home. Some of these indicators may appear for a time e.g., following a big transition such as starting school, or within a developmental phase e.g., lots of little children enjoy spinning, or an older child may avoid eye contact with unfamiliar adults when they’re being told off. However, if you are noticing very severe difficulty, and/or persistent difficulties, that affect your child’s ability to attend school, engage in interactions (with adults and/or peers), and/or to engage with their curriculum and/or make progress in their academic skills….talk to someone.
Early Years (0-5)
- Significant differences in meeting key milestones e.g., sitting, walking, talking. This could also include the development of self-care skills e.g., feeding, toileting, washing, dressing, etc.
- Unusual use of and/or response to language, eye contact, other children or adults, toys/play etc.
- Unusual sensory responses e.g., extreme sensitivity or seeking of specific sounds, textures, movement, etc.
- Unusual emotional responses e.g., extreme frustration/upset and associated behaviours of distress such as running away, hitting, biting, throwing objects, etc.
School age children (5+Y)
- Difficulties listening or attending to language, following verbal instructions, producing speech, forming friendships and/or understanding social rules and expectations.
- Difficulties remembering things, generalising learning, securing and/or making progress in academic skills (reading, writing, maths).
- Severe and persistent difficulties in mood, anxiety, managing emotions (emotional outbursts and/or other behaviours), meeting behavioural expectations, school or social avoidance/withdrawal/refusal, etc. A significant change in presentation e.g., a chatty child suddenly becoming quiet and withdrawn, or a generally settled child suddenly getting into lots of trouble at school, may be something to consider.
- Sensory differences and/or medical conditions that can impact on school attendance and/or learning e.g., visual or hearing impairments, motor difficulties that can impact on writing or moving around the school, etc.
Please note, this is not an exhaustive list. There may be something that you have noticed that is causing you concern that is not included above, or a difference listed above that your child shares, but is not causing them or you, any concern.
When seeking help….first steps:
- Talk to your child’s teacher, health visitor, GP, or a member of the ELLES team. Communication is key. They may be able to offer reassurance, or suggest support or small changes that can be made at home, nursery or school, without requiring further professional involvement.
- Seek further support e.g., from SENDCO, secondary or tertiary health or LA teams e.g., CAMHS, or a member of the ELLES team. If things don’t improve, especially if good teaching and school support is in place, further assessment and/or professional involvement may be required.
Our most important top tip – document as much as possible! Keep a record of your observations, dates and minutes of conversations with nursery/school staff/other professionals – and ask professionals to provide records and reports wherever possible. These records may prove invaluable in the future!
