Experts are calling on early years staff to prioritize improving children’s communication skills, emphasizing the significant impact this can have on their overall quality of life.
Research has shown that many families with children who have special educational needs (SEN) face significant challenges in accessing appropriate childcare. As part of their ongoing work, researchers are collaborating with parents and nursery staff to identify better ways to support these families, especially as their children transition from early childhood to school.
Dr. Angeliki Kallitsoglou and Dr. Rebecca Georgis from the University of Exeter, alongside nursery manager Cristina Motoca, are examining the barriers faced by families in accessing inner-city daycare for children with SEND (Special Educational Needs and Disabilities). They are particularly concerned about the challenges during the transition from nursery to primary school.
The research team has shared its findings with senior leaders in national organizations like NASEN and with MPs on the House of Commons Education Committee as part of their investigation into the SEND crisis.
The experts suggest that childcare providers should have a clear and empathetic communication policy, especially during the admissions process. They recommend that early years professionals be trained to create an inclusive, non-judgmental environment where parents feel respected and supported. This could include having dedicated family liaison officers or key workers to offer personalized guidance through the system.
One of the key concerns highlighted by parents involved in the study is the stress of transitioning from early years care to primary school. Many parents felt uncertain about how to find schools that could meet their child’s needs. Dr. Kallitsoglou emphasized that effective communication between daycare centers and primary schools is crucial. This would include the involvement of other professionals who are supporting the child, ensuring a smooth transition.
She also suggested that early years settings could help prepare children for primary school by focusing on developing skills that enhance their readiness for the next stage of education. Families, she said, should receive more support to help them navigate the transition process.
In addition, researchers found that the current Education, Health and Care Plan (EHCP) system felt “all-or-nothing” for many families, leaving little flexibility. They recommend introducing an intermediary support system to bridge the gap before an EHCP is implemented. This could involve creating a transition framework with clearly defined roles and responsibilities for everyone involved in the child’s care.
Mothers who took part in the study shared concerns about sleep issues, particularly for children with autism. However, they noted significant improvements once their children began attending nursery. The researchers suggest that nurseries should provide space for children to expend energy and create opportunities to help them recognize and manage stress and tiredness, which may improve sleep patterns. They also recommend that nursery staff offer practical advice to parents on bedtime routines.
The study was conducted with five mothers, six practitioners, and senior leaders in Wandsworth, South London. The findings have been shared with the Wandsworth Early Years Forum to help shape future support strategies.
