SEND stands for Special Educational Needs and Disabilities. section 6.15 of the SEND Code of Practice 2014 states a child has SEND when their difficulty requires provision that is different from or additional to that normally available to pupils of the same age.

Children do not need a diagnosis to be placed on the SEND Register or receive an EHCP.

There are many names for an support plans. Schools may choose to call these SEND Support Plans, Individual Education Plans, One Page Profiles or Pen Portraits.

It is good practice for support plans to be child centred, this should include student and parent voice. Plans should set out the provision required to meet the child's needs.

Plans should contain targets that relate to the provision being implemented.

Schools should ensure a graduated response to SEND needs. This involves working through stages of intervention (Universal, Targeted and Specialist).

Schools should carefully evaluate the impact of interventions and what is trying to be achieved.

Where children are working through the 'graduated response' and progress isn't being made this may be a trigger for external support.

Parents can support their child by listening to their thoughts and feelings and articulating these to professionals.

In some cases parents may benefit from having knowledge of the Equality Act 2010, Children and Families Act 2014 and SEND Code of Practice 2014.

Unfortunately it can take years of reading to learn the inner workings of SEND and this is why we are here to help. Our expert knowledge will support you to advocate for your child