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SENCo information

ECAT is designed to help you and your colleagues create developmentally appropriate and stimulating environment which supports children's language development from birth onwards. There is evidence of the positive effect of the ECAT programme, both from looking at data collected and through talking with practitioners and managers.

ECAT resources include audits to monitor how well your setting supports children's language, questionnaires for practitioners and parents to assess how confident they feel in supporting children's language and an Early Language and Communication profile, which can be used to assess children's language development from birth onwards. All these tools can be accessed on this web page.

There is further information on how you can access the Speech and Language Service and how to support children with English as an additional language. If you would like to add any information that would be helpful to practitioners in supporting children's language development please e-mail earlyyearsteam@gloucestershire.gov.uk.

A Unique Child EAL ECAT Record
Early Language Profile ECAT Language Profile-Individual Child Record sheet 
ECAT Template-Revised settings individual children  ECAT training questionnaire
Enabling Environments ECAT Parent dialogue for working with parents
Learning and Development My Child a Talker
Positive Relationships Practitioner questionnaire
Record of Vocabulary Development Reluctant Talker
Setting Monitoring Tool Unique Child Audit Table
Top Tips for Talking  

Special Educational Needs and Disability Code of Practice: 0 to 25 years - statutory guidance for organisations who work with and support children and young people with special educational needs and disabilities.

The Code of Practice provides statutory guidance on duties, policies and procedures relating to Part 3 of the Children and Families Act 2014 and associated regulations and applies to England. It relates to children and young people with special educational needs (SEN) and disabled children and young people.

The main changes from the SEN Code of Practice (2001) reflect the changes introduced by the Children and  Families Act 2014. These are:

  • The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN
  • There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels
  • There is a stronger focus on high aspirations and on improving outcomes for children and young people
  • It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care
  • It includes guidance on publishing a Local Offer of support for children and young people with SEN or disabilities
  • There is new guidance for education and training settings on taking a graduated approach to identifying and supporting pupils and students with SEN (to replace Early/School Action and Early/School Action Plus)
  • For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)
  • There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood
  • Information is provided on relevant duties under the Equality Act 2010
  • Information is provided on relevant provisions of the Mental Capacity Act 2005

SEND Code of Practice



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