Early Years Locality Board Survey 2024-25

This survey will be used to prioritise your locality board's projects for financial year 2025-26.

Please note if you are a childminder that any questions mentioning 'setting' and/or 'team' please answer from your provision's view.

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* 1. Which locality are you based in?

Hambleton and Richmondshire

Selby

Harrogate, Knaresborough and Ripon

Scarborough, Whitby and Ryedale

Craven

Don't know, please tell us the post code for your setting.

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* 2. What is your name?

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* 3. What type of Early Years provider are you?

PVI

Childminder

School with EY offer

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* 4. What is your role in the setting?

Practitioner

SENCo

Manager / owner

Childminder

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* 5. What is the name of your setting?

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* 6. Has your setting used any of the locality board projects e.g. Widgit, Early Excellence or Brick by Brick (these have been offered in some localities)?

Yes

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* 7. If your setting has used a locality board project, do you believe this project has helped you better support children with SEND?

Yes

No, please explain

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* 8. In which areas would you like to receive additional support?

	High Priority for support	Medium Priority for support	Support not required
Special Educational Needs and Disability (SEND) Code of Practice from Dept for Edcuation	Special Educational Needs and Disability (SEND) Code of Practice from Dept for Edcuation High Priority for support	Special Educational Needs and Disability (SEND) Code of Practice from Dept for Edcuation Medium Priority for support	Special Educational Needs and Disability (SEND) Code of Practice from Dept for Edcuation Support not required
Early identification of a child's SEND needs	Early identification of a child's SEND needs High Priority for support	Early identification of a child's SEND needs Medium Priority for support	Early identification of a child's SEND needs Support not required
Difficult conversations with parents/carers	Difficult conversations with parents/carers High Priority for support	Difficult conversations with parents/carers Medium Priority for support	Difficult conversations with parents/carers Support not required
'Plan, do, review' systems, also called graduated approach e.g. Individual Learning and Provision Plan (ILPP)	'Plan, do, review' systems, also called graduated approach e.g. Individual Learning and Provision Plan (ILPP) High Priority for support	'Plan, do, review' systems, also called graduated approach e.g. Individual Learning and Provision Plan (ILPP) Medium Priority for support	'Plan, do, review' systems, also called graduated approach e.g. Individual Learning and Provision Plan (ILPP) Support not required
Supporting children through key changes i.e. moving to school or other settings	Supporting children through key changes i.e. moving to school or other settings High Priority for support	Supporting children through key changes i.e. moving to school or other settings Medium Priority for support	Supporting children through key changes i.e. moving to school or other settings Support not required
Getting additional support, once you've exhausted your team's ideas	Getting additional support, once you've exhausted your team's ideas High Priority for support	Getting additional support, once you've exhausted your team's ideas Medium Priority for support	Getting additional support, once you've exhausted your team's ideas Support not required
Information about how to apply for an assessment for an EHCP	Information about how to apply for an assessment for an EHCP High Priority for support	Information about how to apply for an assessment for an EHCP Medium Priority for support	Information about how to apply for an assessment for an EHCP Support not required

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* 9. Please assess the following aspects of Cognition and Learning to determine if your setting requires assistance in these areas. Consider your team's capability to identify and provide support, as well as the existing demand.

	High Priority	Medium Priority	Low Priority
Literacy	Literacy High Priority	Literacy Medium Priority	Literacy Low Priority
Maths	Maths High Priority	Maths Medium Priority	Maths Low Priority

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* 10. Please assess the following aspects of Speech, Language and Communication to determine if your setting requires assistance in these areas. Consider your team's capability to identify and provide support, as well as the existing demand.

	High Priority	Medium Priority	Low Priority
Speech, Language and Communication	Speech, Language and Communication High Priority	Speech, Language and Communication Medium Priority	Speech, Language and Communication Low Priority
Sensory needs i.e. seeking or avoiding sensory interaction	Sensory needs i.e. seeking or avoiding sensory interaction High Priority	Sensory needs i.e. seeking or avoiding sensory interaction Medium Priority	Sensory needs i.e. seeking or avoiding sensory interaction Low Priority
Autistic Traits i.e. difficulty developing language skills, difficulty in communicating non verbally, difficulty in reading or responding to emotion.	Autistic Traits i.e. difficulty developing language skills, difficulty in communicating non verbally, difficulty in reading or responding to emotion. High Priority	Autistic Traits i.e. difficulty developing language skills, difficulty in communicating non verbally, difficulty in reading or responding to emotion. Medium Priority	Autistic Traits i.e. difficulty developing language skills, difficulty in communicating non verbally, difficulty in reading or responding to emotion. Low Priority

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* 11. Please assess the following aspects of Social, Emotional and Mental Health to determine if your setting requires assistance in these areas. Consider your team's capability to identify and provide support, as well as the existing demand.

	High Priority	Medium Priority	Low Priority
Disruptive behaviour, perhaps as a result of sensory overload	Disruptive behaviour, perhaps as a result of sensory overload High Priority	Disruptive behaviour, perhaps as a result of sensory overload Medium Priority	Disruptive behaviour, perhaps as a result of sensory overload Low Priority
Behaviour issues caused by anxiety	Behaviour issues caused by anxiety High Priority	Behaviour issues caused by anxiety Medium Priority	Behaviour issues caused by anxiety Low Priority
Managing dysregulated children e.g. those with emotional responses that are not within the typical range?	Managing dysregulated children e.g. those with emotional responses that are not within the typical range? High Priority	Managing dysregulated children e.g. those with emotional responses that are not within the typical range? Medium Priority	Managing dysregulated children e.g. those with emotional responses that are not within the typical range? Low Priority
Difficulty in developing social interactions with others, establishing friendships	Difficulty in developing social interactions with others, establishing friendships High Priority	Difficulty in developing social interactions with others, establishing friendships Medium Priority	Difficulty in developing social interactions with others, establishing friendships Low Priority

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* 12. Please assess whether you feel your setting needs support in these areas? Base your answer on your teams ability as well as the demand for this support.

	High Priority	Medium Priority	Low Priority
Hearing impairment	Hearing impairment High Priority	Hearing impairment Medium Priority	Hearing impairment Low Priority
Visual impairment	Visual impairment High Priority	Visual impairment Medium Priority	Visual impairment Low Priority
Physical disabilities including co-ordination	Physical disabilities including co-ordination High Priority	Physical disabilities including co-ordination Medium Priority	Physical disabilities including co-ordination Low Priority
Sensory processing impairment	Sensory processing impairment High Priority	Sensory processing impairment Medium Priority	Sensory processing impairment Low Priority

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* 13. How effective is your setting in improving progress for children with SEND?

Very effective

Quite effective

Not very effective

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* 14. How confident do you feel in welcoming children with SEND and their parents/carers?

Very confident

Confident

Somewhat confident

Low confidence

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* 15. What do you feel are the main barriers for you or your setting in welcoming children with SEND?

Staff confidence in supporting these children

Financial concerns about additional resources that may be needed

The support provided to the setting by outside agencies or professionals if requested

Other (please specify)

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* 16. What type of support would you prefer?

Staff training (face to face)

Staff training (virtual)

Staff training (pre-recorded)

Resources to support the setting

1 to 1 support for your setting

Other (please specify)

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* 17. Have you noticed any changes in the numbers of children with SEND in the last 24 months?

Yes, please explain

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* 18. Have you visited the locality board's website?

Yes

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* 19. Boards are obligated to assess the impact of every project they finance. Whenever possible, they will collect data using your preferred method. Please prioritize the data collection methods below, with the top being the most preferred.