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Supporting SEND in the early years

We champion inclusive practice in the early years, where the needs of children with SEND aren't just noticed, but understood and celebrated.

Supporting children with special educational needs and disabilities (SEND) in the early years can be both rewarding and challenging. Needs are increasing, complexity is rising and no two days ever look the same.

To help, we've created a free resource pack for early years practitioners. Inside, you'll find practical tools, simple strategies and reflective prompts rooted in Thrive's approach to social and emotional development. It's all about connection over correction, curiosity over certainty and building inclusive environments.

Explore the resources in the goodie bag

Early years practitioner with child learning
 Children playing in an early years setting

Why identification of SEND in the early years matters so much

Experiences in the early years lay the foundations for all future learning.

It's during this time that children begin to make sense of themselves, other people and the world around them. For children with SEND, the way we notice, respond and connect during these early years shapes their confidence, wellbeing and long-term relationship with learning.

Supporting SEND in the early years starts with curiosity. It might mean slowing things down, looking beneath behaviour, noticing sensory sensitivities or valuing different communication styles.

With the right early identification and SEND support in place, every child can feel seen, understood, and ready to learn - in their own time, and in their own way.

FREE goodie bag packed with early years resources to understand SEND complexities!

Download now

"Thrive has given me the tools to support children and their families and it’s helped me grow personally and professionally."

Katie Page. Family Support Worker, Action for Children & Devon County Council

"Within six weeks of introducing Thrive I started seeing a difference, particularly in how children were using techniques to self-regulate."

Megan Davison. Early Learning Facilitator, Hatfield School.

"We’ve got happy children here, there’s no doubt about that. And happy children do well. They do well socially, emotionally, and they do well educationally, which from our point of view is the most important thing.”"

Dave Simpkins. Chair of Governors, West Exe Nursery School.

"Thrive has helped us to support every one of our children and it’s made a big difference with their behaviour."

Lisa Kelly. Thrive Lead, Perry Wood Primary and Nursery School.

"Thrive has provided the science and research that helps to make sense of what we do here."

Sophie Watson. HLTA and Thrive Lead, Heartwood CE VC Primary and Nursery School.

"We have been on a real journey with Thrive and it has really helped us to feel confident that we have the right things in place to support our children."

Eirian Painter. Headteacher, Lainesmead Primary School and Nursery.

"The benefits of Thrive have been huge. I find that creating a really special relationship is key to everything."

Amelia Joyner. Leader, Cullompton Pre-School.

"The confidence I’ve gained has been amazing and seeing the progress children make, especially the relationships they’ve built with their families, has been lovely."

Katie Page. Family Support Worker, Action for Children/Devon County Council.

"Thrive has definitely helped me more in my work and I feel more confident. I think it’s great because I can work with an individual child and see the growth."

Janine Russell. Play Worker, West Exe Nursery School.

"I just think it’s something everybody should be trained in – if you’re trained to work with children, you should be trained in Thrive."

Jess Collyer. Lead Learning Support Assistant, West Exe Nursery School.

FREE EARLY YEARS RESOURCES

Supporting young
children's development

Inside, you'll discover:

  • Webinar covering the evolving landscape of SEND in the early years, with insight into common behaviours and practical activities to support young children.
  • E-guide about how to create a sense of belonging, with strategies to help young children feel safe, seen and emotionally secure.
  • E-guides exploring what to do when little ones lash out or bite, and strategies to help children feel secure while learning new ways to express their needs.
  • Bite-sized videos offering emotions resources for early years, to help you better understand children’s emotional cues and guide them towards safe self-expression.

Download our goodie bag to deepen your understanding of SEND in the early years

A note from Dani Lawson, Thrive’s Training, Practice and Innovation Lead

I’m excited to share our free goodie bag, created especially for early years educators.

It's packed with practical, easy-to-use early years resources designed to support emotional wellbeing and development in the early years - including tips on creating a sense of belonging, managing behaviour and understanding children's emotions. I hope these tools help you feel confident, supported, and inspired as you continue the incredible work you do every day.

Frequently asked questions

What does SEND mean in the early years?
SEND stands for Special Educational Needs and Disabilities. In the early years, it refers to young children who may need additional support with learning, communication, physical development or emotional wellbeing. Needs may be identified before starting nursery or emerge through day-to-day observations in a setting.
Why is early identification of SEND so important?
Early identification of SEND helps children get the right support as soon as possible. The earlier needs are recognised and understood, the more we can reduce barriers to learning and support long-term wellbeing and development.
What are the signs of SEND in the early years?
Signs can vary, but may include delays in communication, sensory sensitivities, difficulty with transitions, social interaction challenges or emotional dysregulation. These are not always signs of a diagnosis, but they are invitations to explore support needs.
Are these resources suitable for early years SENCOs?
Yes, these resources are ideal for early years SENCOs, as well as, nursery staff, Early Years Foundation Stage (EYFS) teachers, childminders and early years practitioners. The goodie bag functions as a mini toolkit for early years practitioners, covering everything from behaviour and belonging to emotional literacy and SEND.
How can these resources help with SEND in the early years?

Thrive provides tools, training and approaches to support children’s social and emotional development. It helps practitioners understand behaviour through a developmental lens, and respond with strategies that build connection, confidence and resilience.

We've included a webinar exploring the evolving landscape of SEND in the early years, common behaviours exhibited, practical activities to support young children in the moment, and strategies drawn from our understanding of neuroscience that are designed to support practitioners to cope.

 

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