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Any support your child gets from their education setting should
meet their needs.
If a child has SEN, they will be able to access help
- called 'SEN support' - from their early years
settings (such as nurseries or child minders), schools and
further education such as colleges and 16-19 academies.
SEN support replaces school/early years action and action
SEN support is part of the ‘graduated approach’, which
means that the level of support is reviewed and increased gradually
if your child or young person does not make progress despite high
Code of Practice 2014 (paragraph 6.39) says you should be
involved, your views will be needed throughout the process, and you
will be kept up to date with the progress made. Young people aged
16 to 25 will be fully involved in designing their own SEN support
The four stages of SEN support are:
Assess: Your child’s difficulties must be
assessed so that the right support can be provided. This should
include asking what you think, talking to professionals who work
with your child (such as their teacher), and looking at records and
other information. This has to be reviewed regularly so that
the support provided continues to meet your child’s needs. That
might mean getting advice and further assessment from someone like
an educational psychologist, a specialist teacher or a health
Plan: Your school or other setting needs to
agree, with your involvement, the outcomes that the SEN support is
intended to achieve - or how your child will benefit from any
support they get. Everyone must have a say in deciding what kind of
support will be provided, and decide a date by which to review
this to see how well the support is working and whether the
outcomes have been or are being achieved.
- In some cases the support will be recorded in a SEN support
agreement. The agreement will identify the pupil's strengths
and their main barriers to learning. It’s a plan of the wanted
outcomes, actions towards achieving outcomes, who is accountable
and when the agreement will be reviewed.
- If outcomes specified in the agreement are not achieved by the
review date the school will initiate a school based
support plan. This is developed with school staff,
parents, young people and external professionals. This document
forms a writen record of the additional support and understanding
of the student's needs in order for them to make progression and
Do: The setting will put the planned support
into place. The teacher remains responsible for working with your
child on a daily basis, but the SENCo and any support staff or
specialist teaching staff involved in providing support should work
closely to track your child’s progress and check that the support
is proving effective.
Review: The support your child receives should
be reviewed at the time agreed in the plan. You can then decide
together if the support is having a positive impact, whether the
outcomes have been, or are being, achieved and if and/or how any
changes should be made.
You can also find out more from Chapters 5, 6 and 7 of the
0-25 SEND Code of Practice.
Children and young people with more complex needs might instead
need an Education, Health and Care (EHC) plan. EHC plans
replace Statements of SEN and Learning Disability Assessments
(LDAs). The school will use the school based support plan as
evidence when requesting a statutory assessment and EHC plan.