Most children and young people with special educational needs (SEN) will not need or indeed have an Educational, Health and Care (EHC) Plan and will be supported successfully in their schools without one.
Schools should assess your child or young person’s current skills and levels of attainment on entry and regular further assessments should take place. These should seek to identify whether your child or young person is making less than expected progress. SEN provision in schools is called SEN Support and they should follow a cycle of Assess, Plan, Do and Review.
It is the class teacher or subject teacher (working with the SEN Coordinator (SENCO) who is responsible for carrying out a clear analysis of your child or young person’s Special Educational Needs, drawing on teacher assessments and experience of the pupil.
Where it is decided to provide your child or young person with SEN Support, you must be notified. All teachers and support staff who work with your child or young person should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies that are required. You and your child or young person should be involved in agreeing the outcomes and targets that the SEN Support will achieve. The targets for your child or young person should be SMART (specific, measurable, achievable, realistic and timebound). It should be clear what support your child or young person will receive, who will provide it, what the desired outcomes are and when progress will be evaluated.
The class or subject teacher retains the responsibility for working with your child or young person on a daily basis. They should work closely with any teaching assistants or specialist staff involved and the SENCO should support the class or subject teacher.
Reviews should take place and inform feed back into the analysis of your child or young person’s needs. The school should meet with you three times per year.
The exact nature of any additional help will depend on the individual circumstances of your child or young person. However this may include:
• Individual or small group work with a Teaching Assistant up to 16.25 hours per week
• Social skills groups
• Different learning materials or specialist equipment
• Staff training for specific activities and interventions
• External specialist and professionals to work with your child or young person e.g educational psychologist, speech and language therapist. Any decision to involve specialists can be taken at any time and should always involve you.
What is SEN Support:
The purpose of SEN support is to help children with SEN to achieve the outcomes or learning objectives set for them by the school.
Sometimes you may be the first to be aware that your child has some special educational needs. If you think your child may need SEN support you should talk to your child’s teacher or to the Special Educational Needs Coordinator.
Some children and young people have severe or complex needs and require more help than the school can provide using SEN Support and it may be necessary to request a Education, Health and Care Needs Assessment. For more information on Education, Health and Care Needs assessments please visit the Education, Health and Care plan page on the Local Offer.
If you are not happy about the support your child has you can ask to talk to the Special Educational Needs Coordinator (SENCO) or headteacher.
Reasonble Adjustments - Guidance for Schools in England:
Schools and education authorities have had a duty to provide reasonable
adjustments for disabled pupils since 2002: originally, under the Disability
Discrimination Act 1995 (the DDA 1995); and, from October 2010, under the Equality
The guide below will help school leaders and education authorities understand
and comply with the reasonable adjustment duty, it will also help disabled pupils and
their parents understand the duty.
Reasonable Adjustments For Disabled Pupils - Guidance for schools in England - Equality and Human Rights Commission website (external website)
The focus of this guide is on the practical implementation of the reasonable adjustment duty in schools.
What is the reasonable adjustments duty?
The duty is ‘to take such steps as it is reasonable to have to take to avoid the
substantial disadvantage’ to a disabled person caused by a provision, criterion or
practice applied by or on behalf of a school, or by the absence of an auxiliary aid
In November 2017, the Department of Education (DoE) funded and published a resource document called: SEN support: research evidence on effective approaches and examples of current practice in good and outstanding schools and colleges. The resource was developed by ASK Research (http://www.askresearch.org.uk/) and Coventry University and provides information about evidence-based interventions and approaches that can be effective for pupils at SEN support.
SEN support research evidence and effective approaches (pdf 4,715kb, opens in a new window)
In East Riding, we have used this document to develop guidance which will support education settings in providing an effective graduated response for pupils at SEN support. We have developed 4 documents – each covering one of the four areas of SEN need
•Cognition and Learning
•Social Emotional and Mental Health
•Physical and Sensory
•Communication and Interaction
Within each document, there is information about evidence based resources to support the 4 stages of the graduated response:
In East Riding we were keen to capture the good practice that is happening across our schools, as well as the evidence based practice reported in the Department of Education resource document. To do this we met with SENCos at SENCo forum meetings and cluster meetings and asked them to describe what resources, strategies and interventions they were using in their school. This information was then collated and can be found at the end of the document. To date we have collated information for two areas of need: Cognition & Learning and Social Emotional and Mental Health. Our plan is to collect information for the other two areas of need in the 2019-2020 academic year
Graduated Response – Communication & Interaction (word, 28kb opens in a new window)
Graduated Response - Physical & Sensory Needs (word, 34kb opens in a new window)
Graduated Response – Social Emotional and Mental Health (word, 228kb opens in a new window)
Graduated Response – Cognition and Learning (word, 43kb opens in a new window)