SEND Support

SEN Support, Assess–Plan–Do–Review, Reasonable Adjustments, EHCP Pathways, Rights, Evidence & Accountability

SEND Support is help for children and young people with Special Educational Needs and Disabilities who need extra support to learn, participate, communicate, regulate emotions, access the curriculum or manage school life.

SEND Support should be based on the child or young person’s 
individual needs, not only on a diagnosis. A child does not always need a formal diagnosis before a school, nursery or college can provide support.

1. What is SEND Support?

SEND Support is extra or different support provided by an education setting when a learner has special educational needs.

It may be provided in:

  • Early years settings
  • Nurseries
  • Primary schools
  • Secondary schools
  • Further education colleges
  • Specialist settings
  • Alternative provision

SEND Support may help with:

  • Learning difficulties
  • Speech, language and communication
  • Autism
  • ADHD
  • Dyslexia
  • Dyspraxia
  • Social, emotional and mental health needs
  • Physical disability
  • Sensory impairment
  • Medical needs affecting education

Useful links:

 

2. When Should SEND Support Be Put in Place?

SEND Support should be considered where a child or young person:

  • Is not making expected progress
  • Finds learning harder than peers
  • Has communication difficulties
  • Struggles with attention, organisation or memory
  • Experiences emotional regulation difficulties
  • Has sensory needs
  • Has disability-related barriers
  • Has attendance difficulties linked to unmet needs
  • Needs help with social interaction
  • Needs support to access lessons safely or effectively

Support should not be delayed only because a diagnosis is pending.

 

3. The Graduated Approach: Assess, Plan, Do, Review

Schools and colleges should use a graduated approach.

Assess

The setting identifies the learner’s needs using evidence such as:

  • Teacher observations
  • Progress data
  • Parent and child views
  • Previous records
  • Professional advice
  • Screening tools
  • Attendance or behaviour information

Plan

The setting agrees support, outcomes and review dates.

This should include:

  • What support will be provided
  • Who will provide it
  • How often it will happen
  • What outcomes are expected
  • How progress will be measured

Do

The agreed support is delivered.

Support may include:

  • Differentiated teaching
  • Small group work
  • Individual interventions
  • Visual supports
  • Assistive technology
  • Emotional regulation support
  • Communication support

Review

Progress is reviewed with parents, carers and the learner where appropriate.

The review should ask:

  • Has the support helped?
  • Is progress improving?
  • Are needs understood accurately?
  • Is more support needed?
  • Should external professionals be involved?
  • Is an EHCP needs assessment needed?

 

4. SEND Support Plans

Many schools use SEND Support Plans or Individual Education Plans.

A good plan should include:

  • Identified needs
  • Strengths and interests
  • Barriers to learning
  • Support strategies
  • Reasonable adjustments
  • Targets or outcomes
  • Named staff responsible
  • Review dates
  • Parent and learner views

Parents should ask for a written copy and review it regularly.

 

5. Types of SEND Support

Support may include:

Learning Support

  • Small group teaching
  • Targeted interventions
  • Extra explanation
  • Chunked tasks
  • Adapted resources

Communication Support

  • Speech and language strategies
  • Visual aids
  • Communication boards
  • Social communication support

Emotional and Behaviour Support

  • Regulation plans
  • Safe spaces
  • Trusted adult support
  • Mentoring
  • Pastoral support

Sensory Support

  • Quiet spaces
  • Movement breaks
  • Ear defenders
  • Seating adjustments
  • Reduced sensory overload

Physical Access Support

  • Adapted equipment
  • Accessible classrooms
  • Personal care planning
  • Mobility support

Organisation Support

  • Visual timetables
  • Homework planners
  • Checklists
  • Reminder systems

 

6. Reasonable Adjustments

Disabled learners may have rights to reasonable adjustments under equality law.

Reasonable adjustments may include:

  • Extra time
  • Rest breaks
  • Flexible routines
  • Accessible materials
  • Reduced sensory demands
  • Assistive technology
  • Adapted behaviour policies
  • Alternative ways to show learning
  • Accessible communication

Useful links:

 

7. SEND Support and EHCPs

SEND Support is different from an EHCP.

Some learners receive effective support through SEND Support alone. Others may need an Education, Health and Care Plan if their needs are complex or cannot be met through ordinary support.

An EHCP needs assessment may be considered where:

  • Progress remains limited despite support
  • Needs are significant or complex
  • Specialist provision is needed
  • The learner needs support beyond what the setting can normally provide
  • Attendance or wellbeing is seriously affected by unmet needs

Useful links:

 

8. Working with the SENCO

The SENCO, or Special Educational Needs Coordinator, helps coordinate SEND support in schools.

Parents and carers can ask the SENCO:

  • What needs have been identified?
  • What support is being provided?
  • How often is support reviewed?
  • What evidence is being used?
  • Is progress improving?
  • Are reasonable adjustments in place?
  • Should outside professionals be involved?
  • Is an EHCP needs assessment needed?

Keep meeting notes and request written action points.

 

9. External Professional Support

Where needs are more complex, schools may seek advice from:

  • Educational psychologist
  • Speech and language therapist
  • Occupational therapist
  • Physiotherapist
  • Specialist teacher
  • CAMHS or mental health services
  • Paediatrician
  • Hearing or vision support service
  • Social care
  • Early help services

Parents can ask whether referrals have been made and what timescales apply.

 

10. SEND Support in Early Years

Early years settings should identify needs early and provide support.

Support may include:

  • Speech and language support
  • Portage services
  • Early years SENCO input
  • Health visitor support
  • Developmental checks
  • Family support

Useful links:

 

11. SEND Support in College

Young people with SEND can receive support in further education.

Support may include:

  • Learning support
  • Study skills
  • Assistive technology
  • Exam access arrangements
  • Communication support
  • Personal care support
  • Travel support advice
  • Transition planning

Useful links:

 

12. Legal Rights

Children and young people may have rights relating to:

  • SEN Support
  • Participation in decisions
  • Reasonable adjustments
  • Protection from discrimination
  • EHCP needs assessment requests
  • Appeals against certain local authority decisions
  • Access to complaints procedures
  • Accessible information
  • Data protection and educational records

Relevant legal frameworks may include:

  • Children and Families Act 2014
  • SEND Code of Practice
  • Equality Act 2010
  • Education legislation
  • Human Rights Act 1998
  • Data protection law

Useful links:

 

13. Evidence Standards

Good evidence helps identify needs and secure support.

Useful evidence includes:

  • School reports
  • Progress data
  • Reading or maths assessments
  • Attendance records
  • Behaviour logs
  • Medical reports
  • Diagnostic reports
  • Therapy reports
  • Parent diary
  • Child or young person’s views
  • Meeting notes
  • Emails
  • SEND Support Plans
  • Examples of work
  • Records of interventions tried

A good evidence file should show:

  • What the need is
  • How it affects learning or participation
  • What support has been tried
  • Whether progress improved
  • What support is still needed
  • What outcome is being requested

 

14. Accountability & Complaints

If SEND Support is not working or is not being provided:

  1. Speak to the class teacher, tutor or key worker.
  2. Request a meeting with the SENCO.
  3. Ask for a written SEND Support Plan.
  4. Ask for review dates and progress evidence.
  5. Request external professional involvement where needed.
  6. Use the school or college complaints procedure if unresolved.
  7. Contact the local authority SEND team where appropriate.
  8. Seek independent advice from SENDIASS, IPSEA or Contact.
  9. Consider requesting an EHCP needs assessment if support remains insufficient.

Useful links:

 

15. Advocacy and Independent Support

Support organisations include:

  • SENDIASS
  • IPSEA
  • Contact
  • SOS!SEN
  • Citizens Advice
  • Disability Rights UK
  • Local parent carer forums

Useful links:

 

16. Quick Help Directory

SEND guide

https://www.gov.uk/government/publications/send-guide-for-parents-and-carers

SEND Code of Practice

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

Children with special educational needs

https://www.gov.uk/children-with-special-educational-needs

EHCP information

https://www.gov.uk/children-with-special-educational-needs/extra-SEN-help

Appeal EHCP decision

https://www.gov.uk/appeal-ehc-plan-decision

SEND Tribunal

https://www.gov.uk/courts-tribunals/first-tier-tribunal-special-educational-needs-and-disability

Equality Act advice

https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools

SENDIASS

https://councilfordisabledchildren.org.uk/information-advice-and-support-services-network

IPSEA

https://www.ipsea.org.uk/

Contact

https://contact.org.uk/

SOS!SEN

https://www.sossen.org.uk/

School complaints

https://www.gov.uk/complain-about-school

 

Key Message

SEND Support should be early, practical, evidence-based and reviewed regularly. Children and young people do not need to struggle for a long time before support is offered. Families should be involved, support should be written down, progress should be monitored and reasonable adjustments should be made where needed. If ordinary SEND Support is not enough, families can seek advice and consider requesting an EHCP needs assessment.

 

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