School

Your child does not need to have a confirmed diagnosis in order to have a learning difficulty, which is classed as a special educational need or for special educational provision to be provided. If they have a special educational need or disability (SEND), then they should be on the school’s SEND register for SEND Support. The type of support provided can vary quite a lot from school to school, and even though a need is identified, it does not necessarily mean that the provision will be good. This is even the case for children who have an EHCP.

Special educational provision for a child over the age of two means educational or training provision that is additional to, or different from, that made generally for others of the same age in:

• a) mainstream schools in England,

• b) maintained nursery schools in England,

• c) mainstream post-16 institutions in England, or

• d) places in England at which relevant early years education is provided.

The SEND Code of Practice provides statutory guidance to all maintained schools, academies, PRUs, early years providers, independent schools, and special schools, including non-maintained special schools. These schools must provide support to children in line with the guidance.

If your child needs a high level of support at school, they may be entitled to an Education, Health Care Plan (EHCP). The EHCP replaced the original Statement of Special Educational Needs several years ago. Please see the EHCP section for further information.

If your child has an EHCP, then the school that is named on the plan has a duty to admit the child. The school can only refuse this under the following circumstances:

• a) the school or other institution requested is unsuitable for the age, ability, aptitude, or special educational needs of the child or young person concerned, or

• b) the attendance of the child or young person at the requested school or other institution would be incompatible with: the provision of efficient education for others or the efficient use of resources.

All schools are required to identify and address the needs of the children they support. They must ensure that the children get the required support by doing the best they can to meet the child’s needs. They must also ensure that there is a named SENDCO, that SEN children engage in activities alongside children who do not have SEN, and that parents/carers are informed when special educational provision is being made for the child.

When it has been identified that a child has a SEN, the school should implement an Assess, Plan, Do, Review system. As part of the assessment, the child’s class teacher and the SENDCO should assess the child’s needs. They should also take into account any parental concerns. This should be recorded and compared with the analysis completed by the school. When the assessment of the child is complete and it has been decided that the child will be provided with SEN support, the parents should be notified. The school should then agree, in consultation with the parents, what support and adjustments are going to be put in place to help the child.

The expected impact on progress and a date for review should be documented and revisited regularly. All teachers and support staff working with the child should be aware of the provision put in place and what they need to do in order to support the child. They should also be aware of any teaching or behaviour management strategies they need to employ and what the expected outcomes for the child are.

The class teacher has overall responsibility for the progress of the child and how the adjustments are put into practice. It is important that the class teacher works closely in conjunction with any support staff so they are clear on what is expected and so they can assess how the interventions are working and whether any further adjustments are necessary.

The support and interventions should be reviewed regularly and at the agreed time. It is important that the impact and quality of the support and interventions are clearly evaluated and this should feedback into the assessment of the pupil’s needs. It is also important that the views of the child and of the parents are taken into account. The class teacher and SENDCO should then revise and adapt the initial plan to show how they intend for the child to progress and also outline what support and interventions will be provided. Parents and pupils should then be consulted with and any changes decided together. It is important that parents are included to help the school plan the next steps.