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Whitestone International College of Innovation delivers quality-assured, standards-aligned programmes that integrate academic rigour, industry relevance, and digital fluency to develop principled leaders who deliver measurable impact.
- London, United kingdom
- +44 20 3727 6493
-
Info@whitestoneinternational
college.org.uk
United States
United Arab Emirates
India
Courses
Advanced Professional Certificate in Inclusive & Special Educational Needs (SEND) in Early Years
This advanced, practice-focused programme is designed for early years practitioners who support
children with emerging or identified Special Educational Needs and Disabilities (SEND) in nurseries.
Course Overview
This advanced, practice-focused programme is designed for early years practitioners who support
children with emerging or identified Special Educational Needs and Disabilities (SEND) in nurseries,
preschools, kindergartens and early primary settings.
Informed by the principles of the SEND Code of Practice (0–25) – awareness level, the EYFS, and
international inclusive education frameworks, the course develops the capability to:
- Identify early signs of need,
- Work effectively with parents, carers, and multidisciplinary professionals, and
- Design inclusive environments, curricula and interventions that enable every child to
participate, communicate and thrive.
The emphasis is on practical strategies and confidence in real settings, not on diagnosis or clinical
assessment.
Why This Course is Important?
- Early identification changes outcomes: The 0–6 window is critical for communication, social interaction, self-regulation and learning.
- Inclusion is non-negotiable: High-quality, inclusive practice benefits all children—not only those with identified SEND.
- Leadership expectation: Inspectors, regulators and families increasingly expect evidence of effective SEND support, not just policy documents.
Learning Outcomes
By the end of this programme, participants will be able to:
- Explain key concepts and terminology in SEND and inclusion in the early years, including the graduated approach (assess–plan–do–review) – awareness level.
- Recognise early indicators of additional needs across communication, social interaction, cognition & learning, and physical/sensory domains.
- Use observation and assessment to inform support plans, while avoiding labels and deficit- based language.
- Design inclusive learning environments (indoor/outdoor) and routines that reduce barriers to participation.
- Implement practical strategies for: Communication & Interaction (e.g. visual supports, routines, social stories – awareness), Cognition & Learning (scaffolding, repetition, multi-sensory play) Social, Emotional & Mental Health (SEMH) (emotion coaching, co-regulation), Physical & Sensory needs (environmental adjustments awareness).
- Work in partnership with parents/carers, respecting cultural and linguistic diversity and supporting home–setting continuity.
- Collaborate effectively with SENCOs, therapists and external professionals, contributing to individual plans and reviews.
- Maintain documentation and records that support inclusion, quality assurance and inspection readiness.
- Reflect on their own practice and bias, and contribute to a culture of inclusion across the setting.
Target Audience
- Early years practitioners, room leaders and teachers working with children aged 0–6
- Nursery and preschool SEND coordinators (or staff aspiring to SEND/specialist roles)
- Teaching assistants and learning support staff in early childhood settings
- Centre managers and owners seeking to strengthen inclusive provision
- Customer Service & Tourism Professionals
Entry Requirements
- Practical experience in an early years or school setting is strongly recommended.
- English proficiency (IELTS 5.5 or equivalent suggested).
- Ability to complete a setting-based or simulated case study involving observation and planning for a child with additional needs.
Programme Structure & Modules
- Principles of inclusive education and children’s rights
- EYFS and SEND Code of Practice (0–25) – awareness level
- The graduated approach (assess–plan–do–review) in day-to-day practice
- Role of the practitioner, SENCO and wider team
- Typical vs atypical development across 0–6 (awareness)
- Communication & interaction; cognition & learning; SEMH; physical/sensory – categories at an awareness level
- Observing behaviour as communication
- When and how to raise concerns; working with sensitivity and respect
- Using observation tools to inform support (not diagnose)
- Interpreting evidence: strengths, interests and barriers
- Writing strength-based profiles and individualised outcomes
- Integrating SEND thinking into everyday planning—not bolt-on activities
- Designing enabling environments (indoor/outdoor) that reduce sensory and physical barriers
- Visual timetables, choice boards, now/next and transition supports – awareness level
- Flexible grouping, accessible resources, and routines that teach independence
- Health, safety and risk assessment considerations
- Supporting early communication and language – modelling, turn-taking, responsive interaction
- Multi-sensory and play-based approaches for attention, memory, and early literacy/numeracy
- SEMH in early years: co-regulation, emotion coaching, predictable routines, safe spaces
- Working alongside specialist input (e.g., speech and language therapists, psychologists – awareness)
- Working with parents/carers as partners, not recipients
- Managing difficult conversations and sharing concerns compassionately
- Culturally responsive practice; EAL/bi-lingual families awareness
- Home–setting strategies and simple tools families can use
- Roles of SENCO, therapists, health visitors, educational psychologists – awareness
- Contributing to support plans and review meetings
- Record-keeping: observation notes, support plans, review logs
- GDPR-aware handling of sensitive information
- Reflecting on bias, language and expectations
- Building a culture of inclusion and belonging in teams
- Linking SEND practice to quality frameworks and inspection readiness
- Personal action planning and next steps in professional growth
Awarding Body
Whitestone International College of Innovation
United Kingdom
Qualification Type
Advanced Professional Certificate
(Industry-aligned, regulated qualification issued by Whitestone International College of Innovation, UK)
Delivery Mode
Classroom – London (UK) / Dubai (UAE) campuses
Live Online – Instructor-led virtual sessions
Blended Learning –Pre-reading and video resources + live workshops + mentored practicum
Duration
4 days (intensive) or 4–6 weeks (part-time blended)
CPD Hours: 24–30 hours
Assessment:
- Short knowledge checks
- Scenario-based tasks during workshops
- Capstone Inclusive Support Plan & Reflection Portfolio (submitted and reviewed)
Certification: On successful completion, participants are awarded the Advanced Professional Certificate in Inclusive & Special Educational Needs (SEND) in Early Years by Whitestone International College of Innovation (UK).
Practical toolkit, including:
- Child profile & strengths template
- Observation and support-planning proformas
- Environment audit checklist (inclusive classroom)
- Family meeting script and feedback forms
- Simple tracking/review templates for SEND support
Immediate uplift in:
- Confidence in noticing and responding to emerging needs
- Quality of inclusive environments and routines
- Family and multi-agency collaboration
- Readiness for inspection and quality reviews regarding SEND
- Informed by the SEND Code of Practice (0–25) – awareness, EYFS principles and widely recognised international standards for inclusive early years practice.
- Emphasises child-centred, rights-based, developmentally appropriate practice, ethical record-keeping and GDPR-aware handling of sensitive information.
- Designed to complement, not replace, any statutory or employer-mandated SEND/safeguarding training and local legal requirements.
Programme Fees
Clear Fee Structure With No Hidden Costs
£
0
Per Course
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Industry-focused programmes with global standards.
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Practical skills for real-world success.
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Academic excellence with career-ready outcomes.
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