Early Identification in Early Years: What the New Schools White Paper Really Means for SEND Practice

The government’s Every Child Achieving and Thriving White Paper places early identification of need at the centre of education reform. While much discussion focuses on schools, early years settings are now clearly recognised as the starting point of SEND support. For childminders, nurseries, and reception classes, this represents an evolution — not a replacement — of existing EYFS responsibilities.
Feb 27 / Kim Tupper EYFS Training Hub

What Is Changing?

Early years professionals have always supported development through observation and responsive care. The White Paper strengthens expectations that:
• needs are recognised earlier,
• support begins before crisis,
• evidence builds gradually over time.
The emphasis shifts from waiting for diagnosis to responding to emerging need.

Why This Matters in Early Years

Young children rarely communicate needs directly. Developmental differences often appear through:
• behaviour changes
• emotional regulation difficulties
• communication delays
• social interaction differences
Early years practitioners are uniquely positioned to notice these patterns because of daily relationships and continuous observation.

What This Looks Like in Practice

• Observations focus on patterns over time, not isolated incidents.
• Key persons notice changes, not just delays.
• Concerns are discussed early within teams.
• Support strategies begin without waiting for formal assessment.
Early identification becomes part of everyday pedagogy rather than a separate process.
READ: The Graduated Approach Explained: How SEND Support Is Evolving in Early Years

What You May Start Doing Differently

• Recording small concerns sooner.
• Using weekly reflection discussions with colleagues.
• Noticing emotional regulation alongside learning outcomes.
• Sharing emerging concerns with families earlier and more collaboratively.
READ: Multi-Agency Working in Early Years: What the White Paper Means for Collaboration

Practical Actions for Settings

• Introduce short SEND reflection discussions in staff meetings.
• Develop shared language for describing concerns.
• Track progress across several weeks instead of single observations.

Impact on Children

Earlier support helps children feel:
• understood
• emotionally secure
• successful in learning environments
This strengthens safeguarding by reducing vulnerability linked to unmet need.

Key Takeaway

Early identification is not additional work — it is recognising that everyday noticing is already professional safeguarding practice.
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This article forms part of our Schools White Paper series supporting early years professionals.
You can read the full overview of the five key changes here:
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Related Reading: Schools White Paper Series
• The New Schools White Paper: 5 Changes Early Years Settings Must Know
• Early Identification in Early Years
• From EHCP Dependence to Early Support
• The Graduated Approach Explained
• Multi-Agency Working in Early Years
• Workforce Development and SEND Confidence
Kim Tupper is the Founder of EYFS Training Hub, providing practical, high-quality safeguarding and early years training for childminders and early years teams.
Explore our training and get in touch to find out more.