Early intervention is crucial in supporting children with Special Educational Needs and Disabilities (SEND). By identifying and addressing needs as early as possible, we can make a significant difference in a child’s development, learning, and long-term wellbeing.
Early intervention refers to the process of recognising developmental delays or disabilities and providing tailored support at the earliest opportunity. The goal is to minimise potential challenges and maximise each child’s strengths.
Why Early Intervention Matters
Early support can alter a child’s developmental pathway in powerful ways:
- Improved developmental outcomes – Early help can strengthen communication, social interaction, and academic progress.
- Family support – Families receive guidance, strategies, and resources to reinforce learning and development at home.
Catherine Jewkes, SEND expert at TTS Resources, explains: “We know that the earlier children receive targeted support, the better their outcomes. Small, timely adjustments can prevent barriers from growing and instead set the foundations for confidence, independence, and lifelong learning.”
“When families are included right from the start, they feel empowered rather than overwhelmed. Equipping parents with strategies that complement school practice is one of the most powerful ways to sustain progress.”
Examples of Early Intervention Strategies
A Joined-Up Approach
Children benefit most when all the adults supporting them work together. A multi-disciplinary team may include family, teachers, therapists, psychologists, and healthcare professionals, ensuring coordinated, consistent support.
Catherine Jewkes, TTS Expert added: “SEND provision works best when it’s truly collaborative. Teachers might notice subtle changes and parents/carers can provide context. When these perspectives are joined up, the child’s needs can be better understood, and they receive consistent and holistic support.”
Parental Involvement
Parents and carers play a central role. When they are actively engaged, strategies used in school/setting can be reinforced at home, creating consistency and boosting progress.
Inclusive Education
Inclusive classrooms foster belonging by ensuring children with SEND learn alongside their peers. Teachers receive training to differentiate lessons and adapt resources, promoting participation for all learners.
Catherine Jewkes, TTS Expert added: “Inclusion doesn’t just benefit the child with SEND; it enriches the whole classroom. Children learn empathy, collaboration, and respect for difference, while teachers develop creative, flexible approaches to teaching.”
Specific Therapeutic Early Intervention
Some children may be identified early on as needing a focussed therapeutic approach to their support. This may be recommended by an external professional and then either a programme delivered by a professional or delivered by educators in their setting/school. For example:
- Speech and Language Therapy – To build communication skills, including vocabulary, comprehension, and speech clarity.
- Occupational Therapy – To develop fine motor skills, coordination, and sensory processing for everyday activities.
- Physiotherapy – To improve strength, balance, and mobility, supporting independence.
Early Intervention Programmes
Within different settings and different local authorities, there may be a range of structured programmes that children can access to support them either in the home, at school or in the community.
Depending on the age of your child, speak with your health visitor, educational setting or with your GP or local authority for advice. Most local authorities have Early Years SEND teams as well who can offer advice for children of pre-school age.
For example, some local authorities will run early talk interventions, some will have community groups, and some might home visiting teams.
Implementing Early Intervention Successfully
- Assessment and Identification – Early screening tools and professional evaluations help flag needs quickly.
- Developing a Support Plan – A clear plan sets goals, strategies, and services, tailored to the child.
- Continuous Monitoring – Regular reviews ensure interventions adapt to the child’s progress.
- Family Collaboration – Families should be involved at every stage, ensuring support is consistent and empowering them as partners in their child’s journey.
Final thoughts from Catherine Jewkes, TTS Expert: “Early intervention is about seeing the potential first, not the difficulty. With the right strategies, resources, and a joined-up approach, we can help children with SEND not just access learning but thrive within it.
“It’s not just about addressing challenges; it’s about unlocking potential. By supporting children as early as possible, we give them the strongest possible foundation for lifelong success.”
