SEND Sufficiency Strategy 2024 to 2030

Find out the meaning of terms used throughout this plan:

• academy - schools controlled and funded directly by the Secretary of State for Education and include: academies, free schools, UTC schools, studio schools, academy special schools, alternative provision academies and academy boarding schools
• Alternative Provision - is usually a temporary placement for a child until they can return to mainstream education or move to specialist provision. For some pupils it may be a longer-term solution. The provision can be part time and be part of a broader curriculum delivered alongside education at a school, further education college or other provider (for example when specialist facilities are required for vocational courses)
• ASD or ASC - Autism Spectrum Condition or Autism Spectrum Disorder and autism
• cognition and learning - learning difficulties cover a wide range of needs, including moderate learning difficulties and severe learning difficulties, where children are likely to need support in all areas of the curriculum and have associated difficulties with mobility and communication, through to Profound and Multiple Learning Difficulties (PMLD). Children with PMLD are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. This range of needs also includes specific learning difficulties, which encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia
• communication and interaction - children and young people with speech, language and communication needs have difficulty in communicating with others. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. This area includes those children and young people with autism who also are likely to have difficulties with social interaction, and with language, communication and imagination, which can impact on how they relate to others
• Enhanced Resourced Provision (ERPs) - an ERP is an additionally resourced special educational service within a mainstream school
• independent special school - the Department for Education defines an independent special school as a private school that specialises in teaching children with special educational needs
• mainstream school - school provision other than special schools, hospital schools, alternative provision, for example mainstream community schools, voluntary-aided, trust, foundation, or grammar schools
• maintained school - a school that is funded by a local education authority
• non-maintained special school - are defined by the Department for Education as schools for children with special educational needs that the Secretary of State for Education has approved under Section 342 of the Education Act 1996. They are independent of the local authority and operate on a not-for-profit basis
• Parent Carer Forum - parent carer forums are groups of parents and carers of children and young people with SEND. They work with local authorities, education settings, health and social care providers to make sure that the planning and provision of services for families takes full account of parent carer views and experiences
• Pupil Referral Unit (PRU) - a type of alternative provision that caters for children and young people who are not able to attend a mainstream school and may not otherwise receive suitable education. This could be as a result of illness, or they may have been excluded or need more specialist intervention or support.
• SEMH - Social, Emotional and Mental Health
• sensory and physical needs - some children and young people require special educational provision because they have a disability that prevents or hinders them from making use of the educational facilities generally provided in a mainstream setting. This includes pupils with visual impairment, hearing impairment or a multi-sensory impairment who are likely to require specialist support and equipment to access their learning or support. It also includes those with a severe physical disability
• Social, Emotional and Mental Health Difficulties (SEMH) - children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties, such as anxiety or depression, self-harming, substance misuse eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder
• Special Educational Need (SEN) Support - is the approach that all education settings are required to provide for children with SEND. It has four stages of action: assess, plan, do and review. This graduated approach aims to ensure that progress is regularly monitored and appropriate interventions are made to support the child or young person to achieve their goals
• special school - a school which is specially organised to make special educational provision for pupils with SEN