SEN Descriptors: Early Years Foundation Stage
Universal Entitlement for all funded 2, 3 and 4 year olds
Most young children will be able to participate in an ordinary setting and make progress through the Early Years Outcomes and the
Early Learning Goals through high quality provision, referred to as Quality First Teaching (QFT) which includes effective differentiation.
‘Quality First Teaching’ means appropriately planned, quality experiences and provision, based on observations of children’s starting
points and interests in order to develop their learning. Sensitive interactions are essential to support this.
Description of child – Universal entitlement for all funded early years children (no additional SEN top up funding)
Evidence of some delay in meeting expected milestones:
Under 24 months – 6 months delay (achieving less than 18 months) EYFS 8-20
Under 36 months – 12 months delay (achieving less than 24 months) EYFS 16-26
Under 48 months – 18 months delay (achieving less than 30 months) EYFS 16-26/22-36
Under 60 months – 24 months delay (achieving less than 36 months) EYFS 22-36
Children with Complex Social and Communication Needs/Autism will have a spiky profile
Play, Cognition &
Learning
Personal, Social &
Emotional
Sensory and/or
Physical
Communication & Interaction
Social Interaction
Attention and listening
Settling
Hearing
Socialisation
Communication
Receptive
Limited concentration in
a large group
Some short term
difficulties settling in
History of fluctuating or
conductive hearing loss
Restless and
aimless, unable to
concentrate on
activity without some
adult input
Shows little awareness
when parent/carers
leave/arrive
Some difficulties with eye
contact, turn taking and
conversation
Understanding of
spoken language is
delayed
Mild/ Unilateral hearing
loss
Difficulty interpreting
non verbal behaviour
Wears hearing aids
Limited facial
expressions
Some difficulties
following simple
instructions
While focused on an
Cochlear implant
Responds well to visual
supports
(objects/pictures/signing)
1
activity is difficult to
distract
Play and exploration
Delayed play skills.
Shows repetitive play
and/or restricted
interests
Needs play to be
modelled by adult
Finds it difficult to select
own activity
Needs encouragement
to explore new activities
Pretend play
Early pretend play is
emerging
Will copy pretend play
when modelled
Teacher of the Deaf
may be involved
Response to
change
Higher than expected
levels of anxiety at
times of change
(routine, environment,
people)
Clings to familiar
objects and resists
having them taken
away
Behaviour
Displays some
occasional
challenging
behaviours
Vision
Visual impairment that
requires advice from
specialist teacher
Needs
encouragement to
wear glasses/eye
patch
Physical
Gross and/or fine
motor skills are
delayed
Speech and Language
Therapy may be
involved
Social interaction
May attempt to interact
through the use of
inappropriate actions
and/or vocalisations
Expressive
Limited vocabulary
Immature speech
sounds but understood
by familiar adult
Some stammering
Child uses
gesture/signing to
support communication
Relationships with
adults
Some difficulties
following adult
directed activities
Pretend play
Early pretend play is
emerging
Will copy pretend play
when modelled
Wears orthotics such
as splints or helmet
May not seek adult help
Seeks frequent
reassurance from adults
2
Learning/concepts
Emotional health
Self help/independence
May need pre-teaching
Has difficulties retaining
concepts over time
Some difficulties
regulating own emotions
and recognising those of
others which may be
evidenced by some
challenging behaviour
Not reliably toilet
trained
Some difficulties with
self help skills such as
dressing, eating and
drinking
Lacks confidence/has low
self esteem, leading to
reluctance to take part,
withdrawal or avoidance
Shows little awareness of
danger and needs
constant reminders to stay
safe
Plays alongside,
unwilling to share
toys/activities
Some withdrawal
from the company
of others
Needs adult support to
take part alongside other
children
Takes time to calm
Awareness of danger
Peer relationships
Sensory
Sensitivities prevent
participation in some
activities such as sound
and touch
Social boundaries
Difficulties in remembering
and accepting social rules
Medical conditions
Requires prescribed
medication and may
need a health care plan
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Enhanced individual support funded from within the settings own resources with some additional top up
funding from the Early Years Service
Description of child – Enhanced individual support expected for children with additional needs, funded from within the
settings own resources although enhanced with the support of additional top up funding from the Early Years Service
Significant delay in meeting expected milestones:
Under 24 months – 6 -12 months delay (achieving less than 18 months) EYFS 0-11/8-20
Under 36 months – 12-18 months delay (achieving less than 24 months) EYFS 8-20/16-26
Under 48 months – 18-24 months delay (achieving less than 30 months) EYFS 16-26
Under 60 months – 24-30 months delay (achieving less than 36 months) EYFS 22-36
Children with Complex Social and Communication Needs/Autism are likely to have a spiky profile
Play, Cognition &
Learning
Attention and
listening
Finds it hard to pay
attention in a group
Personal, Social &
Emotional
Settling
Significant
separation
difficulties that
persist
Sensory and/or
Physical needs
Hearing
Moderate to severe
hearing loss, wears
aids
Cochlear implant
Fleeting attention to
activities
Reliant on adult support
to maintain concentration
Play and exploration
Evidence of frequent
Communication & Interaction
Social Interaction
Socialisation
Frequent and
significant difficulties
with eye contact, turn
taking and
conversation
Attachment to key carers
not securely established
Shows no awareness
when parent/carers
leave/arrive
Response to change
Significant, frequent high
levels of anxiety at times
Communication
Receptive
Child’s language is
showing significant delay
and/or disorder
Requires visual support in
order to understand
spoken language
(Signing/pictures/symbols)
Vision
Visual impairment
that requires advice
Social communication
Expressive
Persistent difficulties in
tolerating social interaction
Little or no speech or
signing, no pointing
4
repetitive play and/or
restricted interests
Prefers solitary play
of change (routine,
environment, people).
May show as challenging
behaviour
May use resources
inappropriately
from specialist
teacher
Child may be registered
as sight impaired
Moderate visual
difficulties/loss
Ongoing inappropriate
attempts at interaction through
actions/vocalizations
Very limited attempts at
interaction
Learning to use PECS
with adult support
Pulls adult to desired
object
Uses learned phrases
Reluctant to explore
activities or try new
resources even with
adult support
Pretend play
Very limited and
repetitive pretend play
Uses language out of
context
Frustration leads to
crying/screaming
Behaviour
Shows reluctance to
engage with activities
by withdrawing or
challenging behaviour
Significant and
frequent unusual
behaviours requiring
adult intervention
Learning/concepts
Significant difficulties
with early learning
Emotional health
Significant difficulties
regulating own
emotions/anxieties
Physical
Relationships with adults
Physical development
is significantly
delayed
requiring varied and
extensive equipment
and adapted
resources
Ongoing resistance to
engaging in adult directed
activities
Self
help/independence
Physical
independence is
Unable to play
alongside another
child without
interfering, upsetting
or intimidating others
play
Significant difficulties
understanding social
boundaries and familiar
routines
Peer relationships
Persistent and significant
difficulties forming
relationships
5
and recognizing those
of others
mental and emotional
health that require
advice from outside
agencies and are
impacting on the
child’s development
Loss of skills
Beginning to lose
skills
Awareness of danger
Shows no awareness of
danger and needs
constant supervision to
stay safe
impaired and
requires input or
programmes from
relevant
professionals
May actively avoid contact
with peers or engage in
intrusive physical contact
with others
Not toilet trained
Significant
difficulties with self
help skills such as
dressing, eating
and drinking
Sensory
Sensory difficulties
that prevent
participation in most
activities
May resist physical
contact from adults
Medical
Social boundaries
Snatches objects or
equipment without regard
to others
Remains unexpectedly
passive when play is
disrupted by others
Significant physical/
medical difficulties
that require close
monitoring and/or
intervention
6
Targeted funding for complex and high needs, children undergoing statutory assessment or those with an
agreed EHC Plan.
The majority of children with learning, developmental and/or other difficulties will have their special educational needs suitably addressed
by arrangements in previous stages. There will, however, be some who continue to experience a much higher level of difficulty than their
peers in making progress in the Early Years Foundation Stage. These children should either have an EHC plan or there should be an EHC
request awaiting decision.
The child’s current rate of progress is of constant concern, despite receiving appropriately structured early education experiences,
and the gap between his/her performance and that of his/her peers continues to widen.

Revision of the differentiated provision for the child’s education has not resulted in the expected progress towards
achieving learning and/or developmental targets as determined by the review of individual targets or specific information
from involved professionals.

Evidence of the child continuing to work at levels consistently below those expected of children of the same age.

Individually administered assessments over time by the early education practitioner and/or SEN Co-coordinator (SENCo) and
external professionals, together with discussion at reviews, indicate that a request for additional funding is appropriate.

Evidence of the child displaying social, emotional, and mental health difficulties which persistently and severely interfere with
his/her learning or that of the group, despite the implementation of an individualised behaviour management programme and
appropriate modifications to the learning environment.

Evidence of the child experiencing sensory and/or physical difficulties to the extent that he/she continues to require specialist
equipment or regular visits for very high level intervention or advice by specialist practitioners.

Evidence of the child experiencing ongoing communication and/or interaction difficulties, impeding his/her development of
social relationships and causing severe barriers to learning.

A consensus of those who teach the child and an external professional, in partnership with his/her parents, that the gap in
levels of development is continuing to widen between the child and those of a similar age and that targets have not been met.
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Description of child – Targeted funding for very complex needs. Requests for EHC assessment or EHC plan agreed.
Arrangements for a child at this level will be highly individualised. These children will attract upper band top up funding
Severe delay in meeting expected milestones:
Under 24 months – achieving less than 12 months, EYFS 0-11
Under 36 months –achieving less than 18 months, EYFS 8-20
Under 48 months – achieving less than 18 months, EYFS 8-20
Under 60 months – achieving less than 18 months, EYFS 8-20
Children with Complex Social and Communication Needs/Autism may have a spiky profile
Play, Cognition &
Learning
Attention and
listening
Very little attention to
activities
Very easily
distracted
Personal, Social &
Emotional
Settling
Severe
attachment
difficulties
affecting
development
Sensory and/or
Physical
Hearing
Severe or profound
hearing loss that has
a severe impact on
development
Visual impairment
that requires advice
from specialist
teacher
Child may be
registered as severely
sight impaired
Communication & Interaction
Social Interaction
Socialisation
Very solitary. appears
to be absorbed in their
own world
Complete and active
avoidance of eye
contact
Communication
Receptive language
Sustained loss of
previously demonstrated
communication skills
Very limited
understanding of
language even with
consistent use of visual
supports
Limited understanding
of simple language,
even in context.
8
Play and exploration
Activities remain at
sensory motor, self
stimulatory level or
are self
absorbed/repetitive
to the exclusion of
other activities.
Unable to sustain
activities without
significant ,
consistent adult
attention and
intervention
Response to change
Vision
Social communication
Expressive language
Emotions may be very
extreme such as very
happy/very distressed
Very passive/disinterested
or very physically active
No appropriate social
contact with others
Severe visual loss which
requires continuous
support for mobility and
self help skills
Does not initiate
communication
No understandable
spoken language.
Speech system restricted
to a few sounds.
Frequent emotional
outbursts at times of
change
Child communicates solely
through body language,
emotions and vocalisations
Shows no awareness of
the environment/people
around them
Needs are difficult to
interpret, even by familiar
adults
Frequent use of
repetitive/echolalic speech
Shows no desire or
interest in exploring
toys
Only engages in solitary
play and resists adult help
or intervention
Pretend play
Intense focusing on
physical qualities of
objects, including
smelling, looking and
listening at close
proximity
Behaviour
Persistent,
unpredictable
extremes of
demanding behaviour
which affects the
child’s safety and that
of others
Physical
Physical difficulties that
require specialist
equipment, adapted
resources and position
changes and a high
level of adult support
Continuous loss of
physical skills
Relationships with
adults
Unable to tolerate any
social interaction other
than in meeting own
basic needs
Resists or erupts
when adult attempts
to engage in an
activity
9
Learning/concepts
The child has profound
multiple and complex
learning needs
Loss of skills
Consistently losing
skills. Intensive
support required
involving outside
agencies
Emotions
Severe and persistent
levels of anxiety
requiring intensive
support to enable
emotional regulation
Awareness of danger
Persistently presents a
significant danger to self
and others and destroys
materials
Self
help/independence
Severe multi sensory
impairment with severe
impact on development
Sensory
Persistent difficulty in
responding to stimuli
without adult
intervention
Peer relationships
Inability to form
relationships which
may be evidenced by
no recognition of self
or others
Social boundaries
Shows no
understanding of
social boundaries in
play or other
activities
Shows signs of over or
under stimulation most
of the time
Seeks out excessive
stimulatory
experiences
Medical conditions
High levels of adult
support for self care
needs
Severe physical/medical
difficulties that require
controlled medication and
intensive intervention to
keep the child safe and
well
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