Children and young people with Special Educational Needs and Disabilities (SEND) have learning difficulties or disabilities that make learning harder for them compared to others of the same age. They may need extra or different help to support their education effectively.
How SEND is Identified
SEND can be identified in several ways:
- By the school or setting
- By parents or carers
- By other professionals
- Or through a combination of all three
Early identification and support are essential to ensure the right help is put in place.
Ways Support is Provided
Support for children and young people with additional learning needs is delivered in three broad ways:
· Education, Health and Care Needs Assessments (EHCNA)
· Education, Health and Care Plans (EHCP)
Most children and young people with SEND are supported through a SEND Support Plan (SSP) within their mainstream school, early years setting, or college.
This support follows the Graduated Approach, which focuses on:
- Quality First Teaching: high-quality, inclusive teaching for all pupils (Ordinarily Available Provision -OAP)
- Targeted Support: additional interventions based on assessed needs
- Personalised Provision: tailored strategies that are ordinarily available in all mainstream settings
All schools and settings have funding within their budgets to meet these responsibilities.
What is a SEND Support Plan (SSP)?
The SEND Support Plan outlines the support needed for a child or young person with SEND.
Key points:
- The class teacher leads the plan, supported by the SENDCo and relevant external partners.
- The SSP should clearly identify:
- The child’s or young person’s needs
- The provision required to meet those needs
- The outcomes being worked towards
For further guidance, see the SEND Code of Practice (sections 6.59–6.66).