Special Educational Needs

‘A child or young person has Special Educational Needs (SEN) if they have a learning difficulty or disability which calls for special educational provision to be made for him or her?

(The SEND Code of Practice: 0-25 years)

Principles

• Assess, Plan, Do and Review

• Person-centred planning

• Co-production

• Individual level

• Strategic level

• Improved outcomes for children and young people with SEN

• Training and Workforce Development

How do we meet them?

The SEND Code of Practice says:

‘Every teacher is a teacher of pupils with Special Educational Needs’

The pupil remains the responsibility of the class teacher - no matter where or who is teaching them

How do we meet need?

The purpose of identification is to work out what action the educational setting needs to take, not to fit a child or young person into a category.

In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time, in terms of both type and level. The support provided to an individual child or young person should always be based on a full understanding of their particular strengths and needs.

Inclusive Quality First Teaching describes what should be on offer for all children: i.e. the effective inclusion of all pupils in high quality, everyday, personalised teaching

Levels of Need

Our Continuum of Need for SEN contains the following levels of need:

• [Universal Quality First Teaching and Learning]

• First Concerns

• SEN Support

• Complex

• Specialist