• has a significantly greater difficulty in learning than the majority of others of the same age, or
• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions, or by relevant early years providers. For a child under two years of age, special educational provision means educational provision of any kind.

A child under compulsory school age has special educational needs if he or she is likely to fall within the definition above when they reach compulsory school age or would do so if special educational provision was not made for them (Section 20

SEN is not based on diagnosis but on a child or young person’s needs. Each child is different and their needs can vary even within the same diagnosis. Some children may need minimal support, whilst others may need very specialist full-time support. However, having a diagnosis may be helpful due to the information the assessment provides in reaching their diagnosis.

The SEND Code of Practice 2015 (SEND CoP), point 6.44 states:

“Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place“.

Every school is required to have systems in place to identify children who are in need of support and to assess, monitor, and secure appropriate support for any SEN they may have. Each school, covered by the SEND CoP SEN Code of Practice must:

• Use their best endeavours to make sure that a child with SEN gets the support they need – this means doing everything they can to meet children and young people’s SEN;
• Ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN;
• Designate a teacher to be responsible for co-ordinating SEN provision – the SEN co-ordinator, or ‘SENCO’ (not applicable to 16 to 19 academies);
• Inform parents when they are making special educational provision for a child;
• Prepare a SEN information report, setting out:

1. Their arrangements for the admission of disabled children;
2. The steps being taken to prevent disabled children from being treated less favourably than others.
3. The facilities provided to enable access to the school for disabled children; and
4. Their accessibility plan showing how they plan to improve access progressively over time.

• supporting your child with physical or personal care, such as eating, getting around school safely, toileting or dressing.
• a special learning programme
• extra help from a teacher or a learning support assistant
• making or changing materials and equipment
• working with your child in a small group
• observing your child in class or at break and keeping records
• helping your child to take part in the class activities
• making sure your child has understood things by encouraging them to ask questions and to try something they find difficult
• helping other children work with your child, or play with them at break time

Where a child or young person is thought to be struggling, steps should be taken by the school to discover the reasons why. They may notice themselves or be informed by the child or young person themselves, or by you as their parent carer.

The SEND Code of Practice 2015 (6.45) says:

“schools should take seriously any concerns raised by a parent”.

It is often the case that a parent carer will become aware of their child’s difficulties during a parent’s evening; however, if nothing is said by the school, make a note of your concerns and speak to the teacher first. Ask the teacher to monitor them in light of what you have shared and arrange a catch-up conversation after a reasonable time has elapsed.

Schools should use a process called the graduated approach, which is a 4-part cycle of 4 steps: Assess, Plan, Do, Review. As soon as the school becomes or is made aware of a child or young person who is struggling, this cycle should be implemented. Sometimes it may be easy to identify the barriers and support can be easily given. At other times, a child’s needs may be more complex and it can be harder to identify what their needs are and what provision is required to meet those.

You can find more information about this on our Graduated Approach page.

If you are concerned that your child or young person may be struggling and/or you think that they may benefit from further support, then talk to the class or subject teacher first. You may want to involve the SENCo at further meetings as they may be able to coordinate any assessments that are required.

It will be helpful to record the way in which your child/ young person is struggling. For example, is there a change of behaviour, are they saying anything specific, do they seem less engaged, are their levels showing less progress being made, etc. By sharing this way, school staff may gain insight and a better understanding of what may be happening.

• Physical impairment includes, but is not limited to: sensory difficulties such as visual or hearing impairments 

• Mental impairment includes, but is not limited to: learning difficulties, autism, dyslexia, speech and language difficulties,and attention deficit hyperactivity disorder (ADHD).

Normal day-to-day means things that people do on a regular basis, for example, mobility, dressing, or cleaning (physical coordination), and having a conversation. 

Long-term usually means the impairment should have lasted or be expected to last at least a year. 

Substantial means not minor or trivial.