When a child or young person is identified as having a Special Educational Need (SEN), settings and schools will take actions to remove barriers to learning and put effective special educational provision in place. This SEN support should be based on ‘Assess-Plan-Do-Review’ with an understanding of the pupil’s needs, supports making good progress and securing good outcomes.
Special Educational Needs and Disabilities (SEND) are based on four broad areas of need:
- Communication and Interaction
- Cognitive and Learning
- Social, Emotional and Mental Health
- Sensory and/or Physical.
Those involved in making special educational provision for the child/young person must ensure that the child/young person has the opportunity to be included in activities that the school provides to all within their setting.
Who to talk to:
The Keyworker, Class or Subject Teacher, SENCO, any Health and Care professional working with the family.
Resolution of concern at this stage will be by talking to the SENCO or Senior Leader of the setting or school.
Children and Families Act 2014 - Part 3
SEND Code of Practice 2014 Chapters 5, 6 & 7