Identifying SEND

All schools should have a clear approach to identifying learners with SEN. The benefits of early identification are widely recognised – identifying need at the earliest point and then making effective provision improves long-term outcomes for the child or young person.

Parents know their children best, and it is important that all professionals listen and understand when parents/carers express concerns about their child’s development. They should also listen to and address any concerns raised by children and young people themselves.

Slow progress and low attainment do not necessarily mean that a child has SEN and should not automatically lead to a pupil being recorded as having SEN. However, they may be an indicator of a range of learning difficulties or disabilities. Equally, it should not be assumed that attainment in line with chronological age means that there is no learning difficulty or disability present. Some learning difficulties and disabilities occur across the range of cognitive ability and, left unaddressed may lead to frustration, which may manifest itself as disaffection, emotional or behavioural difficulties.

SEND Code of Practice 2015

Identification: Best Practice

Schools should have clear systems and processes in place to support the identification of learners with SEND. This process should include:

The raising of an initial concern (this may be by the class teacher, parent/carer, child or young person, SENDCo, School or relevant specialist)

Making of adjustments/adaptations and monitoring of the learners' responses

This should be recorded on school documentation e.g., Record of Enhanced Provision/Raising a Concern Form

Monitoring of learner's responses over a specific time frame (e.g., a term)

Review of the learners' progress with a decision regarding whether the child/young person could be best supported with a SEN Support Plan

At each step, parents and carers and pupils should be included in the process

Schools should also have a clear process for removing children/young people from their SEN Register following discussions with parents/carers