Special Educational Needs and Disabilities Code of Practice 0-25 years
A child or young person has a special educational need or disability (SEND) if he or she has a learning difficulty, which calls for special provision to be made for him or her. (SEND Code of Practice Introduction)
The SEND Code of Practice defines a child with a learning difficulty as a child who has greater difficulty learning than the majority of children of the same age or has a disability which prevents or hinders the child from making use of educational facilities provided for children of the same age.
The SEND Code of Practice places great importance on involving parents and children in identifying, understanding and taking decisions about special educational needs. For parents to be at the heart of decision making about their child, it is helpful for them to know how their child's setting will make decisions about any extra support and what form that support should take.
Hampshire has written a handbook called SEN Support written for schools and early years settings to help them to identify a child's special educational needs, what level of support they are expected to offer and how to arrange and monitor the support given. It also sets out expectations of what they must offer as part of their general offer. if a setting has concerns that a child is finding certain aspects of learning hard or that they are not making the same progress as other children, they can use the checklists in this handbook.
The checklists cover the four broad categories of SEN, as mentioned in the SEND Code of Practice:
cognition and learning needs
communication and interaction needs
social, emotional and mental health difficulties (SEMH)
sensory and/or physical needs
Where a setting makes special educational provision for a child with SEN, they should inform the parents. All settings should adopt a graduated approach with four stages of action: assess, plan, do and review. (SEND Code of practice 5.36)