Identifying Special Educational Needs (SEN)
Identifying Special Educational Needs (SEN)
Settings will make regular assessments of progress for all pupils. These will identify pupils making less than expected progress given their age and individual circumstances.
This could include:
- significantly slower progress than that of their peers starting from the same baseline
- a change in the rate of progress
- widening of the attainment gap
It can include progress in areas other than attainment – for instance where a pupil needs to make additional progress with wider development or social needs in order to make a successful transition to adult life.
For some children, Special Educational Needs (SEN) can be identified at an early age. However, for other children and young people difficulties become evident only as they develop. All those who work with children and young people should be alert to emerging difficulties and respond early.
Sometimes you may be the first to notice that your child has SEN. If you think your child needs SEN and is in need of additional support, talk to their teacher or to the Special Educational Needs Coordinator (SENCO) in your child’s setting. For colleges you will need to talk to their Learning Support team.
Schools and settings should also listen to and address any concerns raised by children and young people themselves.
View the one page guides on what is SEN that outlines these areas of need in more detail and first steps in SEN which can outline the first steps you may wish to take.
The SEND Code of Practice outlines 4 broad areas of need:
- communication and interaction
- cognition and learning
- social, emotional and mental health
- sensory and physical needs
You can also read information about SEN Support and the Assess Plan Do Review Cycle.