Early years settings

These are educational providers for pre-school children, such as playgroups, nurseries and childminders.

Early Years Foundation Stage (EYFS)

This is a statutory framework for children aged 0-5 years. This includes the curriculum that children will follow in pre-schools, nurseries, at registered childminders and in reception classes. It also sets standards of care and welfare to ensure all children are safe.

Foundation Stage 1 is for children in pre-school provision and Foundation Stage 2 is for children in school in the reception class.

Key Stage 1 used to be known as infants. It refers to years 1 and 2 classes for children aged 6-7 years old.

Key Stage 2 used to be known as juniors. It refers to years 3, 4, 5 and 6 classes for children aged 8 – 11 years old.

The SENCo is the special educational needs coordinator in the school or early years setting.

Early Years Action/School Action

An Early Years Action/School Action programme of support is supervised by the class teacher and may involve individual or small group work. The SENCo will ensure that class teachers have relevant information, advice and strategies to support your child’s needs. The class teacher and SENCo will monitor your child’s progress.

Early Years Action Plus and School Action Plus

Children are on Early Years Action Plus and School Action Plus when specialist services become involved to provide additional support. SENCos take advice from the services when setting new targets. Your child’s progress will be regularly recorded and reviewed in partnership with you.

Statement of Special Educational Needs

A very small number of children with significant learning difficulties or complex needs may have a Statement of Special Educational Needs. Nationally it is less than 2%.

The statement is issued following a statutory assessment by the local authority. It is only necessary if the early years setting or school cannot provide the level of help that your child needs on a School Action Plus programme. You do not need to assume that because your child has special educational needs that they necessarily need a statement. For more information, please visit:

W: https://www.york.gov.uk/info/20166/special_educational_needs_and_disabilities/527/special_educational_needs_and_disabilities 

Individual Education Plans (IEPs)

Individual education plans are written by the school SENCo and class teacher in consultation with you, as parent/carers, your child and the other professionals involved. They consist of specific, measurable, achievable, relevant and time-limited (SMART) targets, and information about how the targets will be implemented, recorded and reviewed in school.


OfSTED is the agency responsible for the registration and inspection of childcare, social care and schools.

Review meetings

There are a number of different review meetings in schools: School Action Plus reviews, interim reviews, annual reviews and pupil centred reviews.

Children are encouraged to take an active part in reviews, and families to take ownership of the process. They can be held in a similar way to the child and family centred transition planning meetings, with agreement beforehand on what to include on the agenda.

Standard Assessment Tests (SATs)

Standard assessment tests are carried out at the end of year 2 and year 6. They are used to show your child's progress compared with other children in the same year group.

Useful documents