The assessment of a child’s aptitude and ability as they start school.

Where a child’s emotions or behaviour are a barrier to their learning.

A person named by the Local Authority who has responsibility to care for a child for whom the Social Care Department has a parental responsibility. That is a child who is the subject of a care order and who has been placed in a residential home or foster placement. The carer may qualify as a parent for the purposes of the Education Acts because the have care of the child (see definition below). If so they will have a role to play in the consideration of a child’s special educational needs.

A centre where medical assessments are made of children whose development is giving cause for concern. Multi agency meetings including parents are held to develop care plans.

A technique for raising pupil’s self esteem in school.

Groups of schools that co-operate for training, development etc.

See 'Directions'

Formerly the Department for Children Schools and Families (DCSF): the government department responsible for all matters to do with education.

A new Service in the Royal Borough of Windsor and Maidenhead. This service offers, through schools, guidance, information and advice to vulnerable young people aged 13 - 19 or 25 with a disability. (formerly offered by the Specialist Connexions Service). See also Youth Advisers.

These codes explain the duties to avoid disability discrimination in education and cover schools, colleges and local authorities.

Since 2002, schools and local authorities must not treat disabled pupils less favourable because of their disability. Schools have a planning duty to make premises accessible and must make reasonable adjustments to include disabled pupils.

All Local Authorities (LAs) must provide arrangements to help prevent or resolve disagreements between parents, whose children have special educational needs, and the LA or a school. They must include an independent element. They are designed to bring together the different parties in an informal way to seek to resolve the disagreement through discussion. Using these arrangements is voluntary and does not in any way affect a parent’s right to appeal to the SEN and Disability Tribunal.

Removal or lifting of a programme of study, attainment target, assessment or any other component of the National Curriculum (NC) or any combination of these including entire subjects or the entire NC through relevant regulations.  (See also Modifications below)

All the adults who work with children in Early Education Settings, whatever their qualifications.

Providers in receipt of government funding to deliver early education including – maintained mainstream and special schools, maintained nursery schools, independent schools, non-maintained special schools, local authority day-care providers such as day nurseries and family centres, other registered day-care providers such as pre-schools, playgroups and private day nurseries, local authority Portage schemes and accredited childminders working as part of an approved National Childminding Association network.

Expectations in each of the six areas of learning for most children to reach by the end of the foundation stage.

When the early years practitioner who works day to day with the child or the SENCo identifies a child with special educational needs they devise interventions that are additional to or different from those provided as part the settings usual curriculum offer and strategies.  Parents must be informed of any interventions and an Individual Education Plan (IEP) will usually be drawn up.

When the early years practitioner who works day to day with the child and the SENCo are provided with advice or support from outside specialists, so that alternative interventions, additional or different strategies to those provided for the child through Early Years Action can be put in place. A new IEP will usually be devised and parents kept informed.

An order that Local Authorities (LAs) under section 36 of the Children Act 1989, can apply for a childe of statutory school age who is not being properly educated to be put under the supervision of the LA, with the intention of ensuring that he or she receives efficient full-time education suited to his or her age aptitude, ability and any special educational needs, and that sufficient support, advice and guidance are provided to the parents.

Person employed by a Local Authority (LA) to help parents and LAs meet their respective statutory obligations in relation to school attendance. In some LAs EWOs are known as Education Social Workers.

Educational psychologists offer help and guidance to parents of and staff who work with, children with significant learning, communication, social, emotional, behavioural, physical or sensory difficulties.

EMAS provides quality support to raise the achievement of minority ethnic pupils. This service works in partnership with schools and communities, support will be provided via school or through home-school liaison.

Independent Statutory body established to help eliminate discrimination, reduce inequality, protect human rights and to build good relations ensuring that everyone has a fair chance to participate in society.

Permanent
When a child is excluded from school on a permanent basis following serious breaches of the school’s behaviour policy and if allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school.

Fixed Period
A decision taken by the head teacher, on the balance of probabilities,  only in response to breaches of the school’s behaviour policy, including persistent disruptive behaviour, where these are not serious enough to warrant permanent exclusion and lesser sanctions such as detention are considered inappropriate.

See Statutory assessment

The Foundation stage begins when children reach the age of three.  Many children attend an early education setting soon after their third birthday. The foundation stage continues until the end of the reception year and is consistent with the National Curriculum. It prepares children for learning in year 1, when the programmes of study for key stage 1 are taught.

Full or part-time education, not in a school, for people who are over compulsory school age (16 years in England). FE can take place in a 6th form College, an FE College or a higher education institution FE courses are usually up to the standard of GCSE A Level or National Vocational Qualification (NVQ) Level 3.

Children and young people with one or more abilities developed to a level significantly ahead of their year group or with the potential to develop those abilities. (DCSF, Identifying gifted and talented learners - getting started, Revised May 2008)

Schools need to provide opportunities for talent to surface, then recognise that talent and help to move it to exceptional levels by developing personalised learning (see below) for all pupils, treating gifted and talented provision as a whole school issue, focusing on achievement as well as attainment, promoting inclusion and equality of opportunity.

The graduated approach recognises that children learn in different ways and can have different kinds and levels of special or additional educational needs. The school or early years setting will monitor the effectiveness of the support being given to the child. They may ask for more specialist assistance in order to assess the child’s needs and give additional help.

Where pupils in the same group, class or subject lesson have common targets and hence common strategies a group learning plan can be drawn up rather that Individual Education Plans (IEPs) for each child.  See IEP below.

Inclusion encompasses broader notions of educational access that the term ‘integration’ (see below) and recognises the importance of catering for diverse needs.  Inclusive principles highlight the importance of meeting individual children’s needs, of working in partnership with pupils, parents or carers and of involving teachers and schools in the development of more inclusive approaches.  Inclusion assumes that the school or early years (EY) setting will adapt to the child as much as the child will adapt to the school or EY setting.

Training for teachers, support staff and early years practitioners aimed at building knowledge, skills and understanding of special educational needs in all areas. 

People who work in early years settings supporting individual children with special educational needs or disabilities. They are supported and receive ongoing training in a local network facilitated by local authority staff.

A person to whom all parents of children with SEN should have access, if they so wish. The IPS must be someone who can support parents for example by attending meetings, encouraging parental participation and helping the parents understand the SEN framework. Independent means someone removed from the decision making process that determines the type and level of support for a child with SEN IPSs will often be someone from a voluntary organisation, a parent partnership service, another parent or friend or relative.

A school that is not maintained by a local authority and is registered under section 464 of the Education Act 1996, sometimes called a ‘private school’. Section 347 of the Education Act 1996 sets out the conditions under which an independent school may be approved by the Secretary of State as being suitable for the admission of children with statements of special educational needs.

The IEP is a planning, teaching and reviewing tool. It is a working document for all teaching staff recording short term targets and strategies for an individual pupil that are different from or additional to those in place for the rest of the group or class. The interventions will be provided as Early Years Action, Early Years Action Plus, School Action, School Action Plus and Statements of Special Educational Needs.

The use of Computer hardware and software in schools and colleges.  There are adaptations that allow all children with any level of difficulty to access ICT either as a subject to be studied itself or as an aid to progress in other areas.

A panel set up by the Authority’s Democratic Services to hear an appeal against a permanent exclusion.

Educating children with special educational needs (SEN) together with children without SEN in mainstream schools wherever possible and ensuring that children with SEN engage in the activities of the school together with children who do not have SEN. (see also Inclusion)

A person employed by the school to provide support in the classroom or undertake specific work with a child or group of children who have learning difficulties. They work under the direction of the class teacher and are sometimes referred to as Teaching Assistants (TAs).

The local government body responsible for Children’s Services in both education (formerly Local Education Authority LEA) and Social Care.

The LSCB is responsible for overseeing all Local Authority policy, procedure, protocol and guidance in relation to child protection.

A school maintained by the Local Authority, any community, foundation, voluntary aided, community special and foundation special schools, sometimes called ‘state schools’.

A voluntary process where a trained mediator helps the parties who disagree find a shared solution.  See also Disagreement Resolution

Amendment or alteration of a programme of study, attainment target, assessment or any other component of the National Curriculum in order to give the child access to that area of the curriculum.  (See also Disapplication and National Curriculum Inclusion Statement)

The person from the Local Authority (LA) who liases with parents over all the arrangements relating to statutory assessment and the making of a statement.  LAs must inform parents of the identity of the Named Officer when they issues a notice of a proposal to make a statutory assessment of a child.

This sets out a clear, full and statutory entitlement to learning for all pupils, determining what should be taught and setting attainment targets for learning.  It also determines how performance will be assessed and reported.

A detailed statement on inclusion is included in the NC; it makes clear the principles schools must follow in their teaching right across the curriculum to ensure that all pupils have the chance to succeed, whatever their individual needs and the potential barriers to their learning may be. It includes modification of the NC.

The school year (September 1 to August 31) during which a child reaches a particular age often shortened to ‘Y’. The stages of a child’s education are grouped into Key Stages

A note in lieu is issued to a child’s parents and school when, following a statutory assessment, the Local Authority decide not to make a statement. The note should describe the child’s special educational needs, explain why the Authority did not make a statement and make recommendations about appropriate provision for the child. All the advice received during the assessment should be attached to the note sent to parents and, with their consent, should also be sent to the child’s school.

The use of purposeful activity to help a child attain maximum levels of independent function.  Motor, sensory, perceptual, social, emotional and self-care skills are assessed.  Working with the child, parent and school the Occupational therapist uses therapeutic techniques (advising on equipment and environmental adaptations where appropriate to improve a child’s ability to access the physical and learning environment.

OFSTED
(Office
for
Standards
in
Education)

A non-ministerial government department establishes to take responsibility for the inspection of all schools in England.

A Doctor specialising in the needs of children and babies.

Provide support and information to parents whose children have any level of special educational need.  They provide neutral and factual support on all aspects of the SEN framework to help parents play an active and informed role in their child’s education.  Although funded by the Local Authority they provide a confidential service to parents and run at ‘arm’s length’ from the Authority to ensure that parents have confidence in them.

The role of the PSA is to enhance children’s achievement in school by working in partnership with families, parents and carers. The PSA will help pupils in a school context to enable them to have full access to educational opportunities and overcome barriers to learning and participation by working directly with parents.

An emergency school-based intervention for pupils who are experiencing diffciulties of a significant nature and who are at risk of permanent exclusion. A PSP identifies a programme of support which will be made available to pupils from school and outside agencies.  The aim of the PSP is to involves the pupil in the shared challenge of improving his or her behaviour and social skills.

Tailoring the curriculum and teaching methods to individual pupil needs, and supporting the progress of each child in different subjects by tracking their progress, reporting regularly to parents, and ensuring that each pupil gets the support they need to take the next step forward.

Assessment and treatment provided by a trained health-care professional in movement and physical development. Including balance, co-ordination and the ability to sit, stand and walk.  Physiotherapists are able to give advice to schools on programmes of support.

Home-based pre-school education for children with SEN. There is a National Portage Association which provides a Code of Practice and accredited training. Portage home visitors work in partnership with parents helping parents to help their child. Portage is a town in Wisconsin where the programme was first developed.

A draft copy of the statement for your comment or discussion with the Local Authority.  You will usually be given 2 weeks to make your comments.

A provision map is an ‘at a glance’ way of showing the range of provision a school makes for children with special or additional educational needs through additional staffing or peer support.

A doctor who helps people who have difficulties with the way they feel and behave.  Child psychiatrists specialise in helping children.

A centre for pupils who are permanently excluded from school.  Some PRUs are able to support schools with preventative work.

The SCE oversees the education of UK service children abroad.  It is funded by the Ministry of Defence and operates its own schools as well as providing advice to parents on SCE and UK schools.

When a class or subject teacher identify that a pupil has special educational needs they provide interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum offer and strategies. An IEP will often be devised.

When the class or subject teacher and the SENCo are provided with advice or support from outside specialists, so that alternative interventions additional or different strategies to those provided for the pupil through School Action can be put in place. The SENCo usually takes the lead although day-to-day provision continues to be the responsibility of the class or subject teacher. A new IEP will usually be devised.

A Berkshire-wide educational support service for children with significant sensory impairments. The consortium staff work with the children, their schools and their parents to raise standards and achievement for this group of children.

A child is defined as having SEN if he or she has a learning difficulty which requires provision that is different from or additional to that which is available to their peers. It is estimated that up to 20% of school children may need special educational help at some stage in their school careers. (See Special Educational Provision)

Government guidance for Local Authorities, Head teachers and Governors of schools, early education practitioners and other interested parties. It provides practical advice on carrying out their statutory duties to identify, assess and make provision for children’s special educational needs.

Member of staff of a school or early years setting who has responsibility for co-ordinating SEN provision within that school. In a small school the head teacher or deputy may take on this role. In larger schools there may be an SEN co-ordinating team.

An independent tribunal set up by Act of Parliament. SENDIST hears and decides parent’s appeals against the decisions of Local Authorities (LAs) about children’s special educational needs, where parents cannot reach agreement with the LA. SENDIST also consider parents’ claims of disability discrimination in schools.

For children aged two or over, educational provision that is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LA, other than special schools, in the area. For children under two it is educational provision of any kind.

A school, which is resourced and organised to provide specifically for the education of pupils with a statement of special educational need.

SLT is a health care profession, the role and aim of which is to help children and adults with speech, language and communication difficulties (an associated difficulties with eating and swallowing) to reach their maximum communication potential and achieve independence in all aspects of life)

A legal document drawn up by the Local Authority and provided to the parents and all those working with a child with special educational needs. It is prepared after a formal, statutory assessment and is in five sections: the child’s details; needs; provision to be made to meet those needs; placement; non educational needs; non educational provision.

Statutory assessment is a formal procedure, which involves the collection of information from as many people as possible.  Assessment works best when all involved, parents, school staff, health and social care, psychologists and other LA staff work in partnership to secure the best outcome for the child. (See Time Limits below.)

Teaching
Assistant
(TA)

A person employed by the school to provide general support in the classroom. They work under the direction of the class teacher.

Time
Limits

The process, from the Local Authority (LA) receiving a request to make an assessment to the sending of the final statement, should take no longer than 6 months. The LA may take longer if other professionals do not submit their reports on time or if children and their parents do not keep appointments. If there is to be a delay, this should be explained to the parents.

Transition
Plan

A plan devised following the Year 9 annual review and updated at subsequent annual reviews. The purpose of the plan is to draw together information from a range of individuals within and beyond the school, in order to plan coherently for the young person’s transition to adult life.

Traveller
Education
Service

In the borough there is an Advisory Teacher working with families who have Gypsy, Roma or Traveller backgrounds. Children and young people are supported to access education from pre-school through to college. Advice and practical support is offered to schools to increase the achievement of all Traveller pupils.
Parents are always welcome to call the Service with any issues they may come across.

Working Document

This is a document used by Local Authorities in preparation for Tribunal as a way of mapping provision on a Statement which can then be overlaid with the parent's requirements