Using the framework
The Early Years Targeted Support Framework (TSF) is designed to support settings to implement a robust graduated approach for children who need support that is ‘different from or additional to’ ordinarily available inclusive education.
It provides information on the four areas of need in the SEND Code of Practice, supporting practitioners to identify need and carefully plan how best to meet these needs.
Communication and interaction needs in the early years
Children with communication and interaction needs have difficulty communicating with others. They may find it hard to say what they want to, understand what’s being said to them, experience differences in how they interact with others and the world around them. The profile for every child with communication and interaction needs is different, and may change over time. They might have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
Cognition and learning needs in the early years
Cognition is the broad term for thinking, reasoning and learning, and involves the way we develop knowledge and understanding via our senses, thoughts and experiences. Learning needs are on a continuum and can be general or specific and related to one or more areas of the curriculum. Children with cognition and learning needs may learn at a slower pace than their peers.
SEMH (social, emotional and mental health) needs in the early years
SEMH covers a wide range of social and emotional difficulties which manifest themselves in many ways including becoming withdrawn or isolated, as well as displaying challenging or distressed behaviour. These behaviours may reflect underlying mental health needs such as depression and anxiety. SEMH needs can also arise due to an unmet Special Educational Need, such as a learning or language need, or may be linked to experiences of adversity, trauma or interruptions to attachments.
Sensory and physical needs in the early years
Sensory and physical needs are difficulties relating to visual impairment (VI), deaf and/or hard of hearing, multi-sensory impairment (MSI) and physical difficulties that may require specialist support and/or equipment to access learning.