Early Years Identification 'Significant' for SEND Support at School

New research has highlighted the critical role that nurseries and early years settings play in identifying children with special educational needs and disabilities (SEND), finding that this early detection has a 'significant impact' on how well these pupils are supported when they begin school. The findings underscore the importance of effective early identification in feeder nurseries, suggesting that the quality of SEND recognition during the early years directly influences subsequent educational support. This research reinforces the need for strong partnerships between early years providers and schools to ensure seamless transitions for children with additional needs. The results carry important implications for local authorities and early years provision, emphasising that investment in early years SEND identification and support can yield significant benefits for children's educational outcomes as they move through the school system.