Every child with special educational needs should have SEN support.
This means help that is additional to or different from the support generally given to other children of the same age.
The purpose of SEN support is to help children achieve the outcomes or learning objectives set for them by the school.
Schools should involve parents in this process.
Chapter six of the SEN and Disability Code of Practice 2015 (GOV.UK) (the Code) sets out the actions that mainstream schools (including mainstream academies) should take to meet their duties in relation to identifying and supporting children with SEN.
Schools should assess each pupil’s current skills and levels of attainment on entry and regular further assessments should take place. These should seek to identify pupils making less than expected progress.
The Code refers to four broad areas of need:
- communication and interaction
- cognition and learning
- social, emotional and mental health
- sensory and/or physical needs.
Graduated approach
The school should use a graduated approach following the cycle of 'assess, plan, do and review':
Assess
The class teacher or subject teacher (working with the SENCO) is responsible for carrying out a clear analysis of a pupil’s needs, drawing on:
- teacher assessments
- the experience of the pupil
Plan
Where it is decided to provide a pupil with SEN support, their parents must be notified.
All teachers and support staff who work with a pupil should be made aware of:
- the pupil's needs
- the outcomes sought
- the support provided
- any teaching strategies required
Do
The planned interventions should then be put into place.
The class or subject teacher should work closely with any teaching assistants or specialist staff involved and the SENCO should support the class or subject teacher.
Review
Reviews should take place and inform feedback into the analysis of the child’s needs.
The Code is not prescriptive about how often reviews should take place. However, as the Code suggests schools should meet with parents three times a year, good practice would indicate that such reviews will be at least every term. The decision to involve specialists can be taken at any time and reviews should always involve parents.
Next steps
If the school has taken relevant and purposeful action to identify and meet your child’s needs, but they are still not making expected progress, the school should consider requesting an EHCP needs assessment (IPSEA website).
The following links have more details on SEN support and how to get help for your next steps:
- SEND Local Offer website - SEN support in schools
- IPSEA webstite - How should your nursery, school or college help?
Factsheet
Our factsheet offers more information on this topic: