Ark Start: Starting inclusion early

 

 

This article by Ciara O’Carroll, Head of Inclusion at Ark Start, was originally published in Nursery World on 29 July 2026.

Early years education can offer an inclusive and nurturing start to a child’s learning journey, giving children space to play, explore, feel big feelings, and learn to regulate with the support of trusted adults.

As a former primary special educational needs co-ordinator, I saw how difficult the transition to Key Stage 1 can be. Some children adapt quickly, while others find the shift to formal learning abrupt and overwhelming. Embedding inclusion from the start gives every child a stronger, smoother transition and a more secure base for learning.

Early intervention can shape pathways for language, social skills, emotional regulation and motor development, and support families.

Ideally, many children with significant needs should have their needs clearly identified before they start Reception. That requires early identification, early conversations and rapid action. We cannot wait for diagnoses; adaptations must begin the moment a need is spotted.

Inclusion in the early years often hinges on small but transformative actions – recognising that a child who climbs constantly is seeking sensory input, and a planned daily climbing session can help them be ready to learn.

These adjustments require staff who understand child development and who think holistically about the child, their environment, the adults working with them, their routines and relationships. Training is key.

Across our settings, we are introducing visual timetables, clear routines, predictable structures and communication tools that reduce anxiety and help all children understand their world. Good SEND provision is good provision full stop.

Families experiencing poverty are less likely to be able to navigate complex systems, afford private assessments, or have the time and confidence to advocate for their child. Many face years-long waits for diagnoses or support.

Without early intervention, disadvantage can become embedded long before Reception.

We need a system that recognises early years as central to children’s development; enables specialists to work directly with nurseries and families; expands SENCO training; and funds settings in line with the reality that some children require far more than the legal ratio to thrive.

The Government’s White Paper shows encouraging signs of a shift towards valuing early intervention and learning from international models. If we harness that momentum, we can sustain the magic of the early years for longer and ensure it remains truly inclusive.