Early Years

Early Years

​This page tells you what childcare, nurseries and other education support is available for very young children.

The Early Years Foundation Stage (EYFS) promotes inclusive teaching and learning to ensure all children’s ‘school readiness’, which will provide the best foundation for good future progress through school and life. 

At times some children will experience barriers to learning and it is the responsibility of all providers of early education and childcare to identify each child’s individual needs in order to overcome these barriers.  As soon as any concerns are highlighted it is essential that a child’s needs are identified as early as possible and actions taken to support them.  

Every Local Authority is required to publish a ‘Local Offer’ that describes the provision of support available to meet children’s individual needs. Each setting must set out their inclusive approach and how it contributes to this Local Offer. The expectations below describe the Northumberland  Early Years Local Offer. This is designed to meet the needs of all children, and particularly those with SEND within their first few years of life. 

This link takes you a guide of external agencies and services available in Northumberland.  

Select an area below to get further information on the various topics. 


Northumberland Early Years Local Offer
1. Ethos:
  • Respect each unique child and understand their individual needs
  • Value what makes each child unique and their contribution to their community.
  • Promote positive attitudes towards all children within their community. 
  • Provide inclusive practice for all children including those with SEND, so that they are able to access all of the curriculum.
  • Enhance Quality First Teaching (QFT) by differentiating practice and provision in order to meet the needs of all children.

2. Understanding the child and their individual needs:
  • Value and seek information from those who know the child well including parents, previous settings, any other professionals and the child themselves.
  • Use appropriate assessments to develop an accurate and in depth understanding of the child’s needs.
  • Use assessment information to judge whether a child requires anything additional to or different from that provided for all children in order to meet their individual needs.

3. Partnership with Parents/Carers:
  • Respect and develop an understanding of parents/carers perspectives.
  • Value parents/carers knowledge of their child.
  • Treat parents/carers as equal partners when deciding on how best to meet their child’s needs.

4. Building Staff Knowledge and Skills:
  • Ensure that all staff understand that they have a role in supporting every child, including those with SEND.
  • Provide CPD so all staff are skilled in providing Quality First Teaching and differentiated support.
  • Identify individual staff strengths, enabling them to use these skills to role model and further develop the attitudes, skills and knowledge of other staff.

5. Providing Additional Support:
  • Agree with parents how best to support their child’s needs and offer consistency between home and the setting.
  • Use a range of strategies, actions and interventions to meet the child’s identified needs.
  • Monitor the outcomes and impact of this graduated approach, regularly evaluating and adapting plans where needed.

6. Partnership with other professionals and sources of support:
  • Identify and involve other professionals if needed. 
  • Develop a coordinated approach which is tailored to meet all aspects of the child’s needs through an Early Help Assessment.
  • Implement advice and targets from other professionals, using the principles of Quality First Teaching.