Information about educational settings and what they can do to help

When a school or setting identifies that a child has SEN, it should record this and let parents know. The setting should also explain what extra support it is providing to help meet the child’s needs.

Useful Links

How should your nursery, school or college help? | (IPSEA) Independent Provider of Special Education Advice

The SENCO is a qualified teacher who helps make sure children and young people with special educational needs get the support they need. They must either have the National Award for SEN Coordinators or be working towards it.

The SENCO should make sure parents and carers know what extra help their child is receiving. They should also keep records of the support given and how well the child is progressing.

Examples of reasonable adjustments include:

• Using visual aids, pictures, and reminders.
• Giving extra time to complete tasks.
• Providing technology such as laptops, iPads, or reading pens.
• Teaching key ideas before a lesson or going over learning again.
• Working in a small group or receiving extra support from a teacher.

Schools and colleges should ask for specialist advice when needed. This may involve getting help from professionals such as a speech and language therapist or an occupational therapist.

These hubs have experts who help with the four main areas of SEND:

• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental Health
• Sensory and Physical Needs

Nurseries, schools, academies, and colleges in North Yorkshire can ask the SEND Hub for advice. Education settings outside North Yorkshire can also make a referral if they support a child or young person who lives in North Yorkshire.

The steps are:

• Assess – Find out what the child or young person needs help with.
• Plan – Decide what extra support or help will be provided.
• Do – Put the support in place.
• Review – Check whether the support is helping. If needed, make changes and try different support.

By following these steps, education settings can make sure children and young people get the right help at the right time.

The plan should:

• Focus on what your child wants and needs to achieve.
• Set clear goals for your child.
• Explain what support the school will provide.
• Show how the support will help your child make progress.

Different schools may use different names for SEN support plans. You may hear them called:

• My Plan
• One Plan
• Individual Education Plan (IEP)
• Pupil Support Plan
• Provision Map

Whatever it is called, the plan should clearly explain your child’s needs, the support they will receive, and the goals they are working towards.

• Nurseries should involve parents in decisions about the support their child receives.
• Schools should meet with parents at least three times a year to talk about their child’s SEN and the progress they are making. Schools should also provide a report each year on the child’s progress.
• Colleges should involve students in decisions about their SEN support. For students aged 16–18, parents should also be included where appropriate.

Working together helps everyone understand a child or young person’s needs and make sure they receive the right support to achieve their goals.

You could speak with:

• Your child’s teacher or key worker.
• The Special Educational Needs Coordinator (SENCO).
• The Headteacher or Principal.

Talking to the setting can help you understand what support is in place and discuss any concerns you may have.

The leaflets and links below may help you prepare for a meeting and think about the questions you would like to ask.