About the framework
The Targeted Support Framework (TSF) for the Early Years sets out the expected targeted provision which should be made ordinarily available in mainstream settings for children who may have additional needs, including special educational needs. It is intended to support practitioners, setting SENCOs and leaders consider the needs and barriers to learning a children may have, and plan support to effectively meet the needs identified.
The targeted support framework is structured around the four areas of need in the SEND Code of Practice:
- Communication and interaction
- Cognition and learning
- Social Emotional and Mental Health and
- Sensory and Physical needs.
Each of these is broken down into further sub-categories of need.
The structure of the framework
Four areas of SEND need
We’ve created some guidance for settings, relating to each of the four main areas of SEND need:
- Overview of the area of need – a brief description of the area of need, with examples of the subcategories of need that are defined within each.
- Whole setting strategies – suggestions for the most effective ordinarily available strategies that can support each area of need at a whole setting level. It’s important these strategies are embedded as part of everyday inclusive practice and their impact on a child has been evaluated as part of the assessment process.
Sub-categories of need
Each of the main four areas of need has been broken down further. Each sub-category page contains:
- ‘What you may see’ statements – these are examples of the types of presentation and behaviour that may be observed in the child, by practitioners or parents. These will help practitioners to reflect on the needs or barriers that a child may have, and consider which are having the biggest impact on their learning and participation and require additional support.
- Targeted provision in setting – describes the planned and purposeful support and provision that could be put into place to meet the needs of an individual child.
- Resources for settings – links to a selection of useful resources and further reading that can enhance knowledge and understanding
- Resources for parent carers – links to a selection of useful resources that can be shared with parent carers.
Using the targeted support framework to support a graduated approach
The Ordinarily Available Targeted Support Framework (TSF) is not intended to be used as a diagnostic tool but rather supports a needs-led approach and should be used to inform provision and practice within a setting. Children often have co-curing needs that span across more than one area of need. Therefore, it is important to consider a holistic picture for each child or young person and ensure staff remain curious about the barriers that are presenting.
Once needs have been identified, the TSF recommends various strategies and approaches that can be used to meet needs. This may include more intentional and enhanced use of ordinarily available strategies, the use of additional resources or equipment, targeted intervention (much of which could be delivered in the setting) or some enhanced adult support. Practitioners should use this framework to inform the support and provision put in place for a child, and try a range of different approaches and strategies to find what works best for an individual.
Settings must ensure they have a clear system to record and review the support and provision put in place. The Code of Practice states that:
A record of the outcomes, action and support agreed through the discussion should be kept and shared with all appropriate school staff. This record should be given to the pupil’s parents.
Code of Practice 6.71
Monitoring impact
The impact of the targeted approaches and strategies implemented should be frequently reviewed as part of the assess,plan, do review cycle, with the child and their family. Evidence of this should be recorded, ideally through a SEN support plan, and any next steps should be carefully planned and communicated. Practitioners may need to revisit the targeted support framework during this process, to help identify further need or provision.