Special educational needs (SEN) support in England ensures that children and young people receive the additional assistance they need to thrive in their educational journey. This comprehensive guide explains how the system works and how to access support for your child.
Understanding the SEND Code of Practice
The Special Educational Needs and Disability (SEND) Code of Practice, implemented in January 2015, provides the foundation for how educational support is delivered. This government framework guides local authorities and educational institutions in identifying, assessing, and supporting children with special educational needs. The code emphasises that all work should be differentiated to match each child's abilities and learning style.
The Role of the Special Educational Needs Coordinator (SENCO)
At the heart of SEN support in schools is the Special Educational Needs Coordinator (SENCO). This specially trained teacher manages the day-to-day aspects of special educational support within the school or nursery. Every maintained mainstream school, nursery school, and academy (including free schools) must have a designated SENCO.
The SENCO serves as a crucial bridge between parents, teachers, and support staff. They assess children's strengths and challenges, coordinate learning support assistants, maintain accurate records, and ensure that each child's needs are properly identified and met. In secondary schools, SENCOs take on additional responsibilities, including managing the SEN teaching team and helping students transition into adult life.
Understanding Areas of Need
Children may experience challenges in several key areas:
Communication and Interaction: This encompasses difficulties with speech, language, and social communication. For autistic children, this might include challenges in understanding social cues, maintaining conversations, or adapting to changes in routine. They may also be particularly sensitive to environmental stimuli like noise or bright lights.
Cognition and Learning: Some children face challenges in developing basic academic skills or understanding concepts. These students often benefit from practical activities, step-by-step instruction, and specialised literacy and numeracy programs.
Social, Mental and Emotional Health: Children might struggle with emotional regulation, social skills, or maintaining relationships. This can manifest as withdrawal, emotional distress, or behavioural challenges. Some children might have additional diagnoses such as attention deficit hyperactive disorder (ADHD).
Sensory and Physical Needs: Many children, particularly those with autism, may experience sensory sensitivities or physical challenges. This could include being over- or under-sensitive to sensory input or having difficulties with motor skills and spatial awareness.
The Support Process: A Step-by-Step Approach
The support process follows a structured approach known as the "graduated approach," consisting of four key stages:
Assessment Stage: Teachers and specialists carefully evaluate the child's needs, considering their academic progress, behaviour, and overall development. This assessment is regularly reviewed and may involve input from external professionals who know the child.
Planning Stage: Once SEN support is deemed necessary, the school develops a detailed support plan in consultation with parents. This plan outlines specific interventions, expected outcomes, and review timelines.
Implementation Stage: The classroom teacher maintains primary responsibility for the child's progress, working closely with teaching assistants and specialist staff. The SENCO provides guidance and support to ensure effective implementation of interventions.
Review Stage: Regular reviews evaluate the effectiveness of support measures, with input from parents and, where appropriate, the child themselves. These reviews inform adjustments to the support plan to better meet the child's needs.
Accessing Additional Support
When school-based interventions prove insufficient, external specialists may be brought in to provide additional expertise. These might include educational psychologists, autism specialists, or speech and language therapists. Their involvement should always be discussed with parents, and their recommendations should be incorporated into the child's support plan.
Working with Your Child's School
Effective communication with your child's school is essential. Regular meetings with teachers and the SENCO provide opportunities to:
Set clear goals and expectations
Discuss support strategies and their effectiveness
Review progress and adjust approaches as needed
Share concerns and aspirations for your child's development
Parents can request meetings to discuss concerns about their child's progress or needs. It's advisable to prepare for these meetings by gathering specific examples of concerns and considering questions about current support and potential improvements.
Further Education Support
The support system extends into further education, where colleges must provide appropriate assistance to students with SEN. While colleges aren't required to have a SENCO, they must designate a staff member to oversee SEN provision and coordinate support services.
Record Keeping and Documentation
Both schools and colleges must maintain detailed records of SEN support and its impact. While institutions can determine their own record-keeping methods, they must track interventions, progress, and outcomes. Parents are encouraged to maintain their own records to support ongoing discussions about their child's development.
If you continue to have concerns about your child's progress or support, you have the right to request a formal assessment of their education, health, and care needs. This can lead to the development of an Education, Health and Care Plan (EHCP), which provides more comprehensive and legally protected support.
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