SEN Support in Mainstream Schools

The SEND Code of Practice 2015 requires schools to follow a graduated approach — a cyclical process of Assess, Plan, Do, Review — to meet the needs of children with SEN:

• Assess: The teacher and SENCO assess the child's needs using class observations, attainment data, and input from parents and the child.
• Plan: A SEN Support Plan sets out targets, interventions, and who is responsible — parents must be involved in agreeing this.
• Do: The plan is implemented, usually including targeted support, adjusted teaching strategies, and any specialist interventions.
• Review: Progress is reviewed (at least three times a year) and the plan is updated based on what is and is not working.

This cycle continues throughout the child's time in school. The threshold for placing a child on SEN Support is that they have "significantly greater difficulty in learning than the majority of others of the same age," or a disability that prevents or hinders them from making use of educational facilities.

The Special Educational Needs Coordinator (SENCO) is a key figure in every mainstream school. The SENCO must:

• Be a qualified teacher (in maintained schools)
• Obtain the National Award for SEN Coordination within three years of appointment (if not already held)
• Work with teachers to assess children with SEN and plan appropriate provision
• Liaise with external specialists including Educational Psychologists, speech and language therapists, and occupational therapists
• Advise and support class teachers in meeting the needs of SEN pupils
• Maintain the school's SEN register and manage the school's contribution to EHCPs

If you have concerns about your child's learning, the SENCO is your first point of contact. Ask to meet with them and with your child's class teacher.

Children on the SEN register receive a written SEN Support Plan (sometimes called an Individual Education Plan or Learning Support Plan). This document should set out:

• The child's current levels of attainment and specific areas of difficulty
• SMART targets for the term or year
• The interventions and support that will be provided, including group and individual sessions
• The role of parents in supporting learning at home
• Review dates and how progress will be measured

You have the right to see and contribute to your child's SEN Support Plan. If you disagree with the plan or feel support is inadequate, speak to the SENCO and head teacher. If this does not resolve things, contact the local authority's SEND Information and Advice Service (SENDIAS) for free, independent advice.

If a child's needs are not being met by SEN Support — after sustained and documented attempts — parents or carers can request a formal Education, Health and Care Plan (EHCP) needs assessment from the local authority. The LA must decide within 6 weeks whether to carry out the assessment. Grounds for requesting an assessment include:

• The child has not made adequate progress despite SEN Support
• The child has complex, multi-agency needs requiring a legally binding plan
• A specialist transition is being considered (e.g., to a specialist provision)

You do not need the school's agreement to request an EHCP assessment — though evidence of what the school has tried is important. See our EHCP Process guide for full details.