This module introduces reflective practice as a core professional skill. You will explore what it means to be an ethical, informed, and responsive practitioner, and begin to understand how your own learning processes and experiences influence your professional growth.

Using a rights‑based approach, you will review legislation, guidance, policies, practices, and procedures that underpin the protection of children in England through the provision of a healthy and safe environment. This module includes accredited safeguarding training.

In this module, you will critically analyse theories of child development from the pre‑natal stage to 7 years and 11 months. You will examine how theories of child development influence policy, practice, and perceptions of children’s agency, and critically analyse the factors that influence the way children develop. You will demonstrate how best practice supports positive long‑term impacts on children’s holistic development, including how early, inclusive responses to SEND and/or SLCN within your practitioner role can reduce barriers to a child’s long‑term health and wellbeing outcomes.

You will examine the ways in which early childhood environments, routines, and relationships contribute to healthy development, including nutrition, movement, rest, hygiene, caregiving practices, and opportunities for connection, belonging, and play. A particular focus is given to understanding how SEND and/or SLCN can affect children’s wellbeing, including their emotional health, social relationships, and access to learning. This module includes accredited Carbon Literacy training.

This module enables you to develop a clear understanding of what rights‑based, inclusive education and care look like within early childhood provision. You will critically evaluate statutory and non‑statutory frameworks and policies relating to SEND, health, and/or SLCN that support the best possible outcomes for children from the earliest opportunity.

This module supports understanding of historical and theoretical perspectives of play and challenges dominant discourses that may influence play. Learners will examine the complexities and challenges that play provides in early childhood practice and consider the importance of accommodating SEND and/or SLCN in play provision considering specific barriers and enablers to play for children with SEND and/or SLCN.

In this module, you will explore the meaning of being a researcher‑practitioner and the importance of evidence‑based teaching and learning, with a particular focus on action research.

Core. This module will enable you to develop a clear understanding of what partnership working is, how partnerships can be organised, and what can facilitate and hamper effective partnership working. This includes using theories and models of disability to inform support of SEND and SLCN across partnerships. The module includes accredited safeguarding training.

Optional. This module aims to equip you with the knowledge and skills to support children to become global citizens who are more aware of how their contributions can support a more equitable and sustainable world for all people. You will investigate existing international practice and policy for supporting children with lived SEND experiences, including SLCN, to access and flourish within early education.

Optional. This module introduces you to the ways in which cultural, linguistic, and identity differences influence children’s communication, participation, and early learning experiences. A key focus is understanding how cultural and linguistic differences intersect with the identification of SLCN.

Core. Foundational pedagogies will be explored alongside more contemporary early education pedagogies and critical pedagogies. You will also explore key educational perspectives, all viewed through the lens of SEND, of which SLCN is a core element.

Optional. In this module, you will explore the range of Adverse Childhood Experiences (ACEs) and how trauma can affect children’s health and development—cognitive, emotional, and social. You will also interrogate the nuanced relationship between ACEs and SEND and/or SLCN. You will be introduced to trauma‑informed practice, supporting you to develop strategies for understanding trauma’s impact and ways to create inclusive, safe environments where children can develop resilience and where the influence of ACEs can be mediated.

Optional. In this module, you will develop knowledge of key SLCN presentations, explore the evidence base for language and communication programmes delivered in early years and school settings, and gain practical skills in supporting children’s communication as part of a whole‑setting approach. This module is led by a Speech and Language Therapist.

Core. This module allows learners to explore an aspect of their professional practice through an action research project. The project will enable learners to evidence their depth of understanding for their professional practice, and the specialisms SEND and/or SLCN.

Optional. This module combines outdoor learning opportunities and environmental education to promote culturally responsive, equitable, and environmentally sustainable approaches to teaching and learning in early education. You will consider how you support and promote experiences for children with SEND and/or SLCN lived experiences, to maximise play and learning outdoors on a regular basis. This module includes Carbon Literacy Trust’s Level 1 facilitator training.

Optional. This module will also explore professional practices for home‑based childcare and analyse what makes good practice and quality professional development for home‑based practitioners to support children with SEND and/or SLCN lived experiences effectively. To undertake this module, you will be expected to complete a period of work‑based practice experience in a home‑based childcare setting.

Core. In this module, you will draw on your knowledge, skills, and behaviours gained across the programme to demonstrate what it means to be a lead practitioner in early years education, specialising in SEND and/or SLCN. This module requires you to complete 75 hours in an alternative early years setting to your usual practice.