Not necessarily. The code of practice defines SEN as having a significantly greater difficulty learning than the majority of others of the same age or a disability that hinders a child from using the kind of facilities provided to those of the same age in a mainstream setting. It is likely that any child with SEN is going to need more support than those without. However, to what degree is very specific to each child. (see our factsheets and guides on SEN Support for more information)

The 4 main categories of SEN are Communication & Interaction, Cognition & Learning, SEMH and Physical &/or Sensory. Children will often fall across more than one of these categories but may have greater needs in one more than the other.

Anxiety and mental health would potentially fall under the Social, Emotional & Mental Health (SEMH) category of Special Educational Need. However, you would need to refer to the definition of SEN to see if your child or young person would be considered as having SEN. If not, then it may come be defined under medical need instead.

Not necessarily. Schools can provide a certain amount of support under the provision of ‘SEN Support’. This would be offered where a child has or may have SEN but the support can be made through a school’s own resources. Only where significantly more or different support is needed, would an EHCP need to be considered as more resources would be required to make the provision needed. (see our factsheets and guides on EHC needs assessments and plans).

Quite often a child may mask well at school, to the extent a teacher is unaware that they are struggling, but frequent meltdowns occur outside the school gate or at home. Whilst it can be difficult for a school to identify the reasons for this and put in support, school does have a duty to do this when parents share their concerns. If School are refusing to assess or seek specialist advice, then put in a formal letter (or complaint) asking the school to fulfil their best endeavours duty (see more in our SEN Support factsheets and guides)

If your child is receiving SEN Support, you should have been consulted with. Once on SEN Support, there should be regular reviews and discussion (at least 3 times a year). You should also receive a copy of your child’s individual support plan (sometimes known as an IEP, ILP, Passport etc). If you are not regularly invited to discuss the support, or receive the plan, then do ask the class teacher or SENCO to organise this for you. You should have a clear understanding about all the different support your child is receiving (and for what), so keep asking for clarification until it is clear.

All education should be suitable in accordance with a child’s age, ability and aptitude, taking into account any special needs (medical or educational). Part time timetables should only be used in exceptional circumstances and for a very limited time. One cannot be implemented without written agreement by you, the parent carer, and you do not have to agree if you are not sure this is in the best interests of your child or young person. If you do not agree we would advise putting your refusal to consent in writing so that it is on file.

You may find that exclusion is being spoken about if you refuse a PTT. If your child has an EHCP then where possible, agreement should also be sought from SENAT by the school before a decision is made, so do contact your planning coordinator and discuss with them. Please look at our School Attendance Guides for more information about PTT & Exclusions.

The West Sussex Local Offer is the ‘go to’ place of support groups, events, services and information. If you are looking for something that isn’t on there then you can contact the LO Officer who will help you.

There are many services within West Sussex and Nationally that may be able to help with your particular situation and needs. You can look on the West Sussex Local Offer or give us a call at SENDIAS and we will either signpost you or give you the information ourselves.

All children who need support to learn and access the facilities, should receive appropriate support. Support is not dependent on a diagnosis but on the type and level of need and it is this that will determine the type support required. However, generally the information obtained during the diagnosis process can be extremely useful to those who are supporting your child or young person.

Generally this would need a referral to be made by the GP or school to the relevant professional / department. Within the referral there should be clear reasons for making the request along with as much evidence to support this as possible. It may therefore take a little time to gather enough evidence for the referral to have a chance of being accepted. Parents should be involved with the information and evidence being submitted so if you are not sure then do ask the person making the referral.

Talk to your child’s teacher first as they may already share your concerns. Don’t presume that they see the same things as you do so be specific and concise. The teacher may pass your concerns on to the SENCO, or may decide to watch an wait a little while before investigating further. If you are not sure if your child is receiving any support then ask them to write it down for you (they should be keeping a record that can be printed off for you). Please see our Effective Communication series of factsheets for more information.