Identifying SEN in Schools
All schools should have a clear approach to identifying and responding to SEN.
Early Identifying
Making higher quality teaching normally available to the whole class is likely to mean that fewer pupils will require such support. Such improvements in whole class provision tend to be more sustainable. If you think your child has SEN, you should talk to your child’s school.
SEN Support
Schools should use SEN support, a graduated approach to support pupils with SEN or disabilities. Where a pupil is making less progress than expected, the first response should be high quality teaching targeted at their areas of weakness. Where progress continues to be less than expected the class or subject teacher, working with the SENCO, should assess whether the child has SEN.
Parents express concerns about their child’s development
For some children, SEN can be identified at an early age. Parents know their children best. It is important that all professionals listen and understand when parents express concerns about their child’s development.
Four broad areas of need and support
- Communication and interaction
- Cognition and learning
- Social, emotion and mental health difficulties
- Sensory and/or physical needs