We work in early years settings and work with children under five years old in order to provide a responsive service to emerging needs.
Being alert of emerging difficulties and responding early is a challenge within an early years setting as children vary in their development. Making reasonable adjustments may be a difficult task if you are unsure of a child’s needs. Experiences within children’s early years have a long lasting impact in their life, so we work together to make sure we get it right. We understand the pressures of early years settings and we are here for you.
Providers must have arrangements in place to support children with SEN or disabilities. These arrangements should include a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point, and then making effective provision, improves long-term outcomes for children.
There are many situations when an early years setting would need a clinical or educational psychologist to facilitate early needs identification and intervention. Our clinical, educational and child psychologists are instantly accessible which means that we provide interventions and input when you require for any level of need. A psychologist could help with the following situations:
If you have answered “yes” to any of the above questions then our services can help.
All children are entitled to an education that enables them to:
Our specific assessments, provide advice and recommendations to improve a child’s learning potential and in turn reducing some of the stress felt by staff. When an assessment has indicated that educational psychology support is required, it is important the child receives specialist support as quickly as possible. Our early years setting services have been designed to support possible needs which may arise in order to promote child development and school readiness.
Our team are specialists in child development. Using our services in an early years setting increases the wellbeing and achievement of children, giving an increased chance of living happy, healthy and fulfilled lives. Early years settings have requirements related to an interactive and engaging learning environment and changes in the environment can support barriers to development and learning. Each cohort is unique and you may require environmental adaptations each year. Our experienced psychologists are able to support you in ensuring the environment is appropriate in addressing specific needs. The new SEND code of practice states that early years settings should have arrangements in place to support children with special educational needs and disabilities. Our team can help you to put identification arrangements in place and respond to the special educational needs of the children in your setting. Our early years group work provides bespoke groups tailored to the children in your setting and your set targets.
Our specialists offer onsite bespoke training within your early years setting. Throughout the year we run a number of events and workshops to help you to make the biggest impact on not only your career, but in the lives of the children you are supporting. Read about our upcoming CPD events.
We are passionate about continuous professional development, as an an independently owned and controlled not-for-profit social enterprise we believe providing CPD is essential to achieving our mission of maximising the wellbeing and potential of children and young people.
We provide clinical and educational psychology courses, workshops and training which are flexible, competitively priced and dedicated to maximising social impact.
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Special educational needs can be present and impact a child before the age of 5. Early identification and intervention is an effective method of reducing the impact of special educational needs and disabilities on a child’s future through promoting strengths and protective factors. If you would like to use our services in your early years setting then please contact us to discuss your needs.
Essentially, the case for early intervention rests on the mounting evidence demonstrating what happens when children and young people’s emerging difficulties are not spotted and addressed, coupled with promising evidence about the difference that programmes and approaches can make if delivered well, early on after difficulties have first appeared. It is clear that in some cases, without identification, assessment and help, children’s problems become entrenched and then spiral and multiply, causing significant long term damage for them and for others around them, and creating big financial costs for a wide range of public services far into the future.
When the high costs of ‘non-intervention’ are compared to the significantly lower costs of intervening early, it becomes clear that early intervention is often the better approach.