Supporting Additional needs- SEN Provision

"Every child deserves to be seen, understood, and supported. Through early identification and strong partnerships with families, we’re committed to nurturing each child’s individual strengths and ensuring they thrive from the very start."

Local support for parents

Bromley Parent Carer Forum (BPCF)

Who they are: A locally based group of parent carers of children with Special Educational Needs and Disabilities (SEND), dedicated to amplifying families’ voices and influencing service provision in Bromley.bromleypcf.co.ukLondon Borough of Bromley
What they do:
- Provide a free membership to all Bromley-based parent carers.bromleypcf.co.uk+1
- Collect input from families via surveys, coffee mornings, polls, working groups, webinars, and conferences.
- Use a “you said, we did” approach—ensuring feedback leads to visible progress.bromleypcf.co.uk
Partnerships and influence:
- Part of the National Network of Parent Carer Forums (NNPCF).bromleypcf.co.uk+1
- Engages in local governance: SEND governance board, Local Offer panels, interviews for Local Offer roles, and more.bromleypcf.co.uk
How to get involved:
- Membership is free and open—visit their [website] to join.
- Use their contact form or email info@bromleypcf.co.uk for more details.bromleypcf.co.uk+1
Other resources:
- Browse their SEND Jargon Buster and a curated list of useful links to help navigate SEND systems.bromleypcf.co.uk
- Stay up to date via their events section for workshops and sessions.

What is graduated support?

The Three Stages of the Graduated Approach at Lilly Brook

Ordinarily Available Provision (OAP)
This is the first level of support in our settings and includes high-quality teaching, reasonable adjustments, and simple resources to help students thrive. Examples include:
- Movement breaks
- Sensory activities
- Access to a calm, safe space
- Access to transition images to signal transition times
- Makaton supported communication for all
  These provisions aim to remove barriers to learning using the pre school’s usual resources.
SEN Support (Assess → Plan → Do → Review)
If OAP is not sufficient, the setting initiates the Assess-Plan-Do-Review cycle, where:
- Assess: Identify and understand the specific needs
- Plan: Develop a targeted support plan with expected outcomes
- Do: Implement the support (e.g., tailored interventions)
- Review: Measure impact and revise as necessary
  The school—or nursery—will often involve the SENCO and parents throughout.
Education, Health and Care Plan (EHC or EHCP)
For a small number of children whose needs can not be met by OAP or SEN Support alone, a formal EHCP (previously known as EHC Plan) may be required. This is a legally binding document developed through a local authority assessment. It outlines the child’s needs and the support they should receive, spanning education, health, and care services.

Implementation in Lilly Brook

Bromley’s Graduated Approach Framework provides clear guidance to professionals on applying this model across different types of SEN. The overall aim is to make education accessible and inclusive for all children in the borough.
In early years settings, the process is similar. Early years practitioners, along with the SENCO and parents, regularly assess the child's progress, plan interventions, implement support, and review outcomes. If progress stalls, external professionals may be involved.
Bromley’s Early Years Inclusion Team (EYIT) and Portage services offer additional early intervention support for children from 0–4 years old—often triggered by a health professional's notification (Section 23). These services work with families and settings to promote inclusion and develop bespoke support strategies.

What You Can Do Next

Talk to our SENCO. They are the key contact in coordinating support.
Ensure you understand how the Assess-Plan-Do-Review cycle is implemented and get involved in each stage—you know your child best.
If you feel the support being provided isn't enough, discuss the possibility of further referrals or an EHCP assessment with the SENCO or request it yourself.

Progress Check at 2 Years

What Is the Progress Check at Two (Integrated Review)?

In Bromley, the Progress Check at Two aligns with the national Early Years Foundation Stage (EYFS) statutory requirement and is integrated with the Health Visiting Team’s two-year health and development review, forming the Integrated Review at Two.

EYFS Progress Check at Age Two
All children aged between 24–36 months must have their development assessed. Practitioners provide a written summary of the child’s progress specifically in the three prime areas:
- Personal, social, and emotional development
- Communication and language
- Physical development
  This summary highlights strengths, developmental areas that may be lagging, and proposes next steps or supportive strategies. It is typically conducted by the child’s key person, with input from parents and other professionals where relevant.
Health Visiting Two-Year Review
Between 24–30 months, families receive an invite from the health visiting team inviting them to attend a health review. They complete Ages and Stages Questionnaires (ASQs) and undergo an Early Language Identification Measure (ELIMs) to assess overall development and specifically speech and language.
The Integrated Review
This approach combines the EYFS Progress Check and the Health Visiting review into one cohesive process. Health practitioners, early years providers, and families collaborate—sharing observations, assessments, and insights—to paint a full picture of the child’s development and plan support where needed.

What Happens If a Child Is Found to Be Below Expected Ranges?

If the integrated review identifies that a child is not meeting expected developmental milestones:

Initial Support Within the Setting
Settings implement inclusive, high-quality practice—such as visual aids, structured routines, small-group or individual teaching, consistent differentiation, supportive communication strategies, and sensory-friendly environments—to support learning effectively.Bromley Education Matters
Engagement with Parents & Carers
Practitioners involve parents in discussions, sharing observations and jointly planning steps to support their child’s progress. Open communication ensures that families understand what’s happening and can support development at home.
Graduated Approach to Support (Assess–Plan–Do–Review)
If delays persist, the setting’s SENCO (Special Educational Needs Coordinator) may initiate a formal SEN Support Plan, defining outcomes, tailored targets, strategies, and involvement from other professionals. This plan is regularly reviewed and refined.Bromley Education Matters
Referral to Early Years SEN Advisory Team (EYSENAT)
If the child continues to show developmental delays despite appropriate in-setting support, a referral may be made to the EYSENAT. With parental consent, professionals assess the situation and may suggest:
- Additional personalised strategies
- Specialist visits from inclusion practitioners
- Allocation of SEN Inclusion Funding (SENIF) to help the setting provide extra supportBromley Education Matters
Education, Health and Care Needs Assessment (EHCNA)
If progress is still insufficient, an Education, Health and Care (EHC) needs assessment may be initiated. This involves collating reports from multiple professionals and, with positive determination, leads to an EHC Plan (EHCP). This legal document specifies the child's educational, health, and care requirements and ensures resources are allocated to meet them.Bromley Education Matters

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