Early Years SEN: Choosing The Right Setting

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 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?

A high-quality setting will welcome questions, offer clear examples, and show genuine commitment to inclusion.

Building a positive partnership with staff

Every child is assigned a key person: the staff member responsible for helping them feel secure, settled, and understood. Establishing an open, trusting relationship with this person benefits both you and your child.

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 SEND support works in early years settings

Early years providers must follow the SEND Code of Practice, ensuring children with special educational needs (SEN) are supported appropriately. Many settings take an inclusive approach so all children feel they belong and can have their needs met through well‑planned adaptations and responsive practitioner support. This allows children with emerging or identified needs to thrive and learn alongside peers.

The role of the SENCO

The Special Educational Needs Coordinator (SENCO) leads on inclusion and ensures staff feel
confident in meeting diverse needs. They:
Coordinate assessments and support plans
Work with parents, therapists, and professionals
Review progress and adjust support as needed

The graduated approach

SEND support follows a cycle of:

Assess: Understanding strengths and needs
Plan: Agreeing outcomes and strategies
Do: Putting support in place
Review: Evaluating progress and next steps

This ensures support is flexible, responsive, and centred on your child.

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/