Portage and Early Years

Download a copy of our Portage Development Profile, which helps to identify developmental needs, gaps and next steps.

To ensure children with special educational needs or disabilities (SEND) are appropriately supported when starting mainstream school, especially if they arrive without a formal support plan or assessment, initial assessments may be carried out.

These assessments help schools provide the right support while families await further input, such as a formal education plan.

This process begins when the school admissions team is made aware of a child with significant additional needs who may require extra support to successfully transition into a mainstream setting.

Once identified, the child is linked into the wider support process in collaboration with admissions, ensuring a coordinated approach to meeting their needs.

We work closely with early years settings to model effective strategies and interventions that support children's development. Using the Graduated Approach, we help identify and guide the next steps for each child.

Every child referred to us will be observed initially to help create a tailored support plan. Settings can request support for individual children by completing our online request form.

Once a request is received:

• a practitioner will be allocated to the child
• an observation will be carried out in the setting
• next steps will be agreed in line with the APDR framework

Where appropriate, the practitioner may offer modelling of strategies or training in key areas to support staff. A review will be scheduled, which will include parents to ensure everyone is working together to support the child’s progress.

The Portage Home Teaching team are a home-based educational support service for families with young children who have Special Educational Needs and Disabilities (SEND). The team focuses on using the Portage model to provide learning through play, using a small steps approach to help children build skills gradually and confidently.

The aim of the team is to work in partnership with parents and carers to support their child’s development in a way that fits naturally into daily routines.

Find out more about the Portage Teaching approach.

Portage volunteers

As part of the team’s inclusive early years support across West Northamptonshire, the Portage Home Teaching service is proud to have three amazing Portage volunteers that make up valued members of the team. These dedicated volunteers work directly with families in their homes, using play-based approaches to help children with Special Educational Needs and Disabilities (SEND) achieve developmental goals.

The team of volunteers' compassionate support empowers parents, strengthens early learning, and enhances the reach and impact of our services within the local community.

As the service continues to grow and strengthen, we will be expanding the Portage volunteer program. If you are passionate about making a difference in early years support and interested in becoming a Portage Team volunteer, please get in touch with the service about upcoming training opportunities

National Portage Association (NPA) Stamp of Approval Scheme

The NPA Stamp of Approval Scheme is an award given to early year’s settings who have demonstrated they deliver inclusive early years education based upon Portage Principles.

Currently, we have three early years educational settings who hold the Stamp of Approval accreditation and continue to follow the Portage model to support the early identification and education of young children with SEND.  

The Early Years Inclusion and Intervention Support Team (IIST) are committed to growing this within West Northants, supporting our educational settings to develop their skills and continue their professional development to support children and families with SEND.

If an assessment for an Education, Health and Care Plan has been completed but a plan is not issued, you may request a Moving Forwards meeting to explore next steps.

How to request a meeting

You will have received a letter from the Education, Health and Care team explaining the outcome of the assessment. This letter includes the contact details to request a Moving Forwards meeting.

To arrange a meeting, please email: [email protected].

A member of the Inclusion and Intervention Support Team will coordinate the meeting with key school staff, parents or carers, and the child or young person where appropriate.

What to expect at the meeting

Please note the decision not to issue a plan cannot be discussed during this meeting. If you wish to challenge the decision, this must be done through mediation or tribunal.

A SEND Support Plan will have been developed based on the assessment findings. You will receive a copy in advance and are encouraged to review it and share any thoughts or concerns about its implementation.

The meeting provides an opportunity to:

• receive advice on how to implement or adapt recommended strategies
• agree on targeted support or training for school staff, delivered by the linked professional

Additional considerations

This meeting does not include health-related advice. For support from professionals such as occupational therapists, speech and language therapists, or physiotherapists, please contact those services directly.

If specific teaching arrangements are needed, input may be sought from the Educational Psychology Service or the Specialist Teaching Service.

Under Section 23 of the Children and Families Act (2014), health professionals have a statutory duty to notify the Local Authority (LA) when a child under compulsory school age is identified as having, or potentially having, special educational needs and/or a disability (SEND).

Professionals such as health visitors, GPs, pediatricians, and therapists are often the first to observe developmental concerns. When a Section 23 or Early Years health notification is submitted, it initiates a collaborative process to ensure families receive timely support.

Upon receipt of a notification, the Early Years Inclusion and Intervention Support Team (IIST) contacts the parent or carer via email, providing initial signposting to relevant services.

Each case is then reviewed by Early Years IIST managers during their weekly panel meeting.

Based on the child’s needs, the team will either:

• allocate a practitioner to engage directly with the family
• signpost to appropriate alternative support isn cases where we are not the appropriate service

This process ensures that families are connected with the most suitable resources to support their child’s development.

The Inclusion and Intervention Support Team work in collaboration with partner teams from the local authority.

Teams may include:

• Early Education and Childcare Team (EEC)
• School Attendance Support Service (SASS)
• Education, Health and Care Team (EHC)
• School Improvement Partners
• Specialist SEND Teachers

The aim of this approach is to offer support, collaboration and challenge to schools across West Northamptonshire to ensure that pupils with SEND are receiving the right support, in the best way, at the right time.

If you have concerns about your child’s development or support needs, we recommend first arranging a meeting with their Special Educational Needs Coordinator (SENCO), nursery manager or their class/form tutor.

This initial conversation can help clarify your concerns and explore the support already in place or available within the Early Years setting/school.

For additional guidance, you can contact SEND Information, Advice and Support Service (SENDIASS). They offer free, confidential, and impartial advice to children and young people with special educational needs or disabilities, as well as their parents and carers.

SENDIASS can support you in understanding your rights, navigating processes, and making informed decisions about your child’s education and support.