or potential special educational need, the head teacher, SEN coordinator and the child's class teacher should:

? use information arising from the child's early years experience to provide starting points for the curricular development of the child

?  identify and focus attention on the child's skills and highlight areas for early action to support the child within the class

? take appropriate action, for example developing an individual education plan, and monitoring and evaluation strategies to maximise development and alert any relevant support or external professionals at the earliest possible stage

? ensure that ongoing observation and assessment provide regular feedback to teachers and parents about a child's achievements and experiences and that the outcomes of such assessment form the basis for planning the next steps of a child's learning

? use the assessment process to allow children to show what they know, understand and can do, as well as to identify any learning difficulties

? involve parents in developing and implementing learning programmes at home and in school.

5:30. The observations of a wide range of service providers for under fives will be invaluable in ensuring that schools can prepare an entry profile for children who may experience difficulties.  LEAs should ensure that health, social services and the voluntary and independent sectors providing services for the under fives, as well as parents, fully understand the assessment and referral arrangements and that children's progress is carefully observed and recorded in order to inform any assessment procedure.

5:31. Children with a learning difficulty or developmental delay, and whose parents do not have English or Welsh as a first language are likely to be particularly disadvantaged if any special educational needs are not identified at the earliest possible stage.  Parents may be unable to voice their own concerns because of lack of communication with the child's teacher or carer.  LEAs should ensure that parents and relevant professionals are provided with access to interpreters and translated information material, so that early concerns may be shared about the child's behaviour, health and development.  Bilingual support staff and teachers of English or Welsh as a second language may be able to help.  Without such support early identification and intervention may be delayed or ineffective.