06 FEBRUARY 2026
Choosing the right early years setting and working closely with staff can make a meaningful difference to your child’s wellbeing, confidence, and development. When families and practitioners collaborate, children benefit from consistent support, clear communication, and a shared understanding of their needs. In this article, written by Dingley’s Promise, we explore how to choose a setting that’s right for your family and how strong partnerships with staff can help your child thrive.
Choosing an early years setting
Selecting an early year's setting can feel overwhelming. Finding a place that meets your family’s needs and gives you confidence in the support your child will receive can feel like a big task. You might start by thinking about what works for your family life:
- Location: closer to home or work
- Hours: do they match your work pattern?
- Priorities: small setting, strong outdoor provision, types of activities offered
It’s okay if you don’t have all the answers right away. You can talk to friends or neighbours about their experiences but remember: every child is unique. Another family’s negative or positive experience won’t necessarily mirror your own. Once you have settings in mind, visiting and asking clear questions can help you feel informed and confident in your choice.
What questions to ask when visiting an early years setting
- How do you support children during transitions (drop‑off, toileting, moving rooms)?
- How do you adapt activities for different needs?
- What does a typical day look like?
- How are children encouraged to develop independence?
- Have you supported children with similar needs to my child?
- How do you work with external professionals (speech therapists, health visitors)?
- What happens if a child needs more help than expected?
Building a positive partnership with staff
Questions to ask your child’s key person:
- How is my child settling, and what helps them feel comfortable?
- This helps you understand routines, interests, and comfort strategies.
- What are my child’s strengths, and how do you build on them?
- Focusing on strengths supports confident, positive development.
- What goals are you working on with my child?
- Shared goals help you understand how learning is supported day to day.
- How do you adapt activities if my child needs extra support?
- This gives insight into inclusion and practical strategies.
- How can we communicate regularly?
- You might choose daily chats, a communication diary, or a digital app.
Remember you and the practitioners are a team. Your knowledge of your child is as important as their professional expertise.
How your child is supported in early years settings
Early years providers aim to make sure every child feels welcome, valued, and able to take part. If your child has special educational needs (SEN), staff follow national guidance, the SEND Code of Practice, and work closely with families to understand their strengths and needs. Many settings take an inclusive approach so all children feel they belong and have their needs met. Practitioners adapt activities, routines, and the environment so children can participate in ways that suit them, helping them build confidence, develop new skills, and enjoy learning alongside their friends.
The role of the SENCO
All early years settings will have at least one Special Educational Needs Coordinator (SENCO) who is responsible for identifying and supporting children with additional needs, coordinating assessments and support plans, working with staff and families, reviewing progress and adjusting support as needed, and ensuring inclusive practice so that every child can access learning and development opportunities.
Provision and funding
Local authorities set out what adaptations and strategies should be offered without extra funding, known as Ordinarily Available Provision. This may include visual timetables, sensory supports, flexible routines, or alternative communication strategies. If a child needs more than this, settings may apply for additional funding. This may support specialist equipment, extra staff hours, reduced ratios, or training for staff on specific strategies.
Signposting and further support:
Local Authority SEND webpages – information on policies, funding, and Early Help.
Your setting’s SEND information – including SENCO contacts and support pathways.
Dingley’s Promise family resources – national guidance, training, and practical SEND support
for families and settings. https://dingley.org.uk/resources-for-families/
