How the Reception Year Can Be More Inclusive for Children with SEND

This article from Dr Katherine Gulliver, lecturer and researcher at Plymouth Institute of Education, explores the findings of a review on special educational needs and disabilities (SEND) provision in the early years, particularly focusing on Reception in England.

Despite the play-based and child-centric approach, there is concern that favouring formal learning will lead to the exclusion of pupils with SEND.

The study emphasises the need for inclusive pedagogies and a play-based, relational approach in reception, contrasting with the formalisation often seen in Year 1.

Embracing inclusive teaching methods and creating a welcoming and inclusive environment can make a big difference in supporting kids with SEND.