SEND support in schools
Every education setting has a special educational needs or disabilities (SEND) policy. It sets out how they will identify the special educational needs (SEN) of their pupils. To read your school's policy visit their website.
All mainstream schools (not specialist) can provide support from their own resources. They can also ask for further resources from:
- other schools in their area
- Local Inclusion Forum Team (LIFT)
- health and social care services.
Identifying your child's needs
If you have any worries about your child or young person, you should talk to their teacher or the school's special educational needs co-ordinator (SENCO).
If they have not been identified, they may be showing characteristics under the 4 broad areas of need (as set out in the SEND code of practice). The 4 broad areas of need are:
- communication and interaction
- cognition and learning
- social, emotional and mental health difficulties
- sensory or physical needs.
The graduated approach
- additional support from a teacher or teaching assistant
- special classroom materials and equipment
- observation throughout the day and keeping records
- support to overcome challenges by finding different ways to engage
- support with personal care like eating and dressing.
Overtime your education setting will complete a 4 part process called the 'assess, plan, do, review cycle' (the graduated approach) to:
- develop a greater understanding of your child
- learn what works well for your child
- determine how best to support their progress.
Read the Nasen SEN Support and the Graduated Approach to find out more.
The SENCO and teachers will look into the barriers and difficulties your child is experiencing in school. This may involve:
- looking at work and reports
- observing your child in lessons or during break and play times and carrying out assessments
- discussions with you.
Working with you, the SENCO will:
- plan the support they will put in place to help your child
- agree the targets for your child’s learning or development
- decide when the plan will be looked at again to see if it’s working.
The plan is put in place.
How has the support worked and what should we do now?
This cycle is repeated and provision changes over time as an understanding of what works well for your child develops.
Services to support your education setting
All education settings must put support in place taking into account your child or young person's needs. They can also ask for additional guidance from one of our SEND services.
Our Provision Evaluation Officers are qualified teachers who work with schools where they:
- make sure your child is receiving the highest standard of support and provision
- monitor and evaluate the provision of those with an education, health and care (EHC) plan
- check any pupil receiving high needs funding is progressing towards their identified outcomes
- provide expert advice and legal guidance.
To contact your local PEO email firstname.lastname@example.org who will pass on your contact details to the relevant PEO.
Specific SEN need support
If your child or young person has specific SEN needs, the education setting can put in specific support to help them. Learn how education settings can help if they have:
- physical disabilities
- specific learning difficulties
- speech, language and communication needs
- social and emotional mental health needs.
Education standards and policies
We want to ensure all education settings are able to provide inclusive education.