Get SEN Support

If you or your child’s nursery, school, or college or a healthcare or other professional are concerned that your child is not making progress, it’s possible that they may have special educational needs or a disability (SEND). If a child has SEND, it may impact their ability to learn.

A child or young person with SEN needs provision which is different from or additional to that normally available to others of the same age in a mainstream setting. This is often called Special Educational Provision (SEP).

Special educational provision should be matched to the child’s or young person’s identified needs. There is no requirement for a child or young person to have a diagnosis to get support for their SEN.

A disability that prevents or hinders a child or young person from making use of the facilities in their setting may require different or additional provision and/or reasonable adjustments.

SEN support in mainstream schools

All children and young people are entitled to an education that enables them to make progress so that they:

achieve their best
become confident individuals living fulfilling lives, and
make a successful transition into adulthood, whether into employment, further or higher education or training (6.1)

Mainstream school duties to make SEN provision

The SEND Code of Practice says mainstream schools 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
inform parents when they are making special educational provision for a child
publish an SEN information report and their arrangements for the admission of disabled children, the steps being taken to prevent disabled children from being treated less favourably than others, the facilities provided to enable access to the school for disabled children and their accessibility plan showing how they plan to improve access progressively over time (6.2)

What SEN support looks like in mainstream schools

Every child with special educational needs should have SEN support. This means help that is additional to or different from the support generally given to most of the other children of the same age.

The purpose of SEN support is to help children and young people achieve the outcomes or learning objectives set for them by the school in conjunction with parents and pupils themselves.

Every school must publish an SEN information report about the SEN provision the school makes. You can find this on the school’s website. You can also ask your child’s teacher or the school’s Special Educational Needs Coordinator for information on the SEN provision made by the school.

The Local Offer published by Bath and North East Somerset Council on the Live Well Special Educational Need or Disability (SEND) Local Offer (Rainbow Resource) sets out what support it expects early years settings, schools and colleges to make for all children and young people with SEN or disabilities.

SEN support can take many forms, including:

a special learning programme for your child
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
supporting your child with physical or personal care, such as eating, getting around school safely, toileting or dressing
advice and/or extra help from specialists such as specialist teachers, educational psychologists, and therapists

When schools want to call in specialists, they should discuss and agree this with parents.

Making decisions on my child's support

The SEND Code of Practice says:

Class and subject teachers, supported by the senior leadership team, should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress given their age and individual circumstances. (6.17)

The school should then decide if your child needs SEN support.  The school should talk to you and your child about this. If a young person is 16 or older the school should involve them directly.

Sometimes you may be the first to be aware that your child has some special educational needs. If you think your child may need SEN support you should talk to your child’s teacher or to the Special Educational Needs Coordinator.

If you are not happy about the support your child has you can ask to talk to the Special Educational Needs Coordinator or Headteacher. You can also find out more by looking at the section ‘Where can I get more information, advice or support’ below.

A graduated approach

The SEND Code of Practice says:

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. (6.44)

When your child is identified has having SEN, the school should use a graduated approach based on four steps. These are:

Assess

Teaching staff should work with the Special Educational Needs Coordinator to assess your child’s needs, so that they give the right support. They should involve you in this and, where possible, seek your child’s views. The SEND Code of Practice says:

Schools should take seriously any concerns raised by a parent. (6.45)

Sometimes schools will seek advice from a specialist teacher or a health professional. They should talk to you about this first.

Plan

If the school decides that your child needs SEN support it must tell you. The school should agree with you the outcomes that will be set, what help will be provided and a date for progress to be reviewed.

Do

Your child’s class or subject teacher is usually responsible for the work that is done with your child, and should work closely with any teaching assistants or specialist staff involved. The school should tell you who is responsible for the support your child receives.

All those who work with your child should be made aware of:

their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. (6.49)

Review

The SEND Code of Practice says :

Schools should meet with parents at least three times a year.(6.65)

The school should review your child’s progress, and the difference that the help your child has been given has made, on the date agreed in the plan. You and your child should be involved in the review and in planning the next step.

If your child has not responded to the help they were given, the review should decide what can be done next. This may include more or different help.

Sometimes it helps to involve other professionals to investigate the difficulties or to plan the next steps.

You and the school can look on the Live Well Special Educational Need or Disability (SEND) Local Offer (Rainbow Resource) to see what support should be available that could help a child or young person to achieve their outcomes.

Sometimes the next step may be to ask the local authority for an EHC needs assessment. If the school decides to do this they must tell you. If you think it is needed you can ask for it yourself.

Disability discrimination

The Equality Act 2010 says schools mustn’t discriminate against a pupil because of their disability. This is unlawful under the Act. In some situations, schools must also take positive steps so that disabled pupils can access and participate in the education and other activities they provide.

Removing barriers for disabled pupils/ reasonable adjustments

Schools must remove the barriers that children and young people face because of their disability so they can access and participate in education in the same way, as far as this possible, as someone who's not disabled. This responsibility applies to practices or rules the school has and to the need to provide an aid to a pupil who reasonably needs it. The Equality Act calls this the duty to make 'reasonable adjustments'.

Find more information, advice, and support

You can find out more about SEN Support by:

looking at the SEN Information Report on the school website
talking to your child’s teacher or the Special Educational Needs Coordinator
looking at the Local Offer
reading Chapter 6 of the SEND Code of Practice

You can also get in touch with the Sendias Bathnes service who can give you:

information about SEN support, including information about SEN funding
advice about what to do if you are not happy with the support your school is providing
information about other organisations, support groups and information services that could help
information and advice about your rights to request an EHC needs assessment.

External resources

IPSEA has a model letter which can be used to make a complaint when a setting is not meeting its best endeavours duty
For children under 5, Contact has helpful information about support for SEN.
For more information on the different types of disability discrimination,
The Equality and Human Rights Commission (EHRC) have useful resources & information about disability discrimination