SEND jargon, needs, and conditions explained

Academy

An academy is a type state-funded school. Academies are independent from local authorities (councils). Academies receive their funding directly from central government, rather than through a local authority.

Access arrangements

Access arrangements or exam concessions are special arrangements that can be applied for and allow candidates with special educational needs, disabilities or temporary injuries to access public examinations. Access arrangements are reasonable adjustments, as defined by the Equality Act (2010), and are specific to the individual candidate.

Act of Law

An act of law UK is a piece of legislation that has been passed by Parliament and given Royal Assent by the Monarch. It is part of the statute law in the UK, which means that it is enforceable in court. An act may come into force immediately, on a specific future date, or in stages. A draft piece of legislation is called a bill before it becomes an act.

Admissions

The team in the local authority that oversees places in primary and secondary schools. School admissions

Advocate

A person who can speak or write in support of someone.

Annual Review (AR)

An annual review of an Educational, Health, and Care plan must be done by the local authority at least once a year on or before the anniversary of when the EHC plan was first issued or the anniversary of the last review.

Appeal (also see ‘Tribunal’)

A SEND appeal refers to the process of challenging a decision related to special educational needs (SEN) through the Special Educational Needs and Disability (SEND) Tribunal. This could be a formal request for a court to re-examine a decision made by a local authority about an EHC needs assessment or EHC plan.

Additionally Resourced Provision (ARP)

A unit attached to a mainstream school providing specified support to pupils with additional needs. Additionally resourced provision in Buckinghamshire

Behaviour which challenges

Behaviour that can be described as challenging when it is of such an intensity, frequency or duration as to threaten the quality of life and/or the physical safety of the individual or others and is likely to lead to responses that are restrictive, aversive, or result in exclusion.

Buckinghamshire Family Information Service (BFIS)

The service within the council that delivers the Local Offer for SEND on behalf of Buckinghamshire Council. Our special educational needs and disabilities (SEND) local offer sets out the support available in Buckinghamshire for children and young people aged up to 25 with SEND.

This includes children and young people with or without an education, health and care (EHC) plan.

CAMHS (Child and Adolescent Mental Health Services)

CAMHS services are provided by the NHS and focus on assessing and treating children and young people with emotional, behavioural, or mental health difficulties.

Carer

Anyone who is unpaid and cares for a family member who would be unable to manage without their support.

Children and Families Act 2014

The Children and Families Act 2014 was enacted on March 13, 2014, and it aims to reform services for vulnerable children and enhance support for families. It sets out laws about adoption and contact, children in care, and children and young people with special educational needs.

The Act introduces the concept of a Local Offer, providing information about available services for children and young people with SEN.

Child in Need (CIN)

CIN is a broad definition that encompasses a wide range of children and young people who require various types of support and intervention for different reasons. Under Section 17 of the Children Act 1989, a child is considered “in need” if:

1. They are unlikely to achieve or maintain a reasonable standard of health or development without services from the Local Authority.
2. Their health or development is likely to be significantly impaired (or further impaired) without the provision of services from the Local Authority.
3. They have a disability, which includes conditions such as blindness, hearing impairments, mental disorders, and permanent illnesses or congenital deformities.

The duty of Children’s Services under Section 17 is to safeguard and promote the welfare of children within their area who are in need. They aim to provide appropriate services to support families and ensure the well-being of these children

Child Looked After (CLA)

A Child Looked After (CLA) refers to a child or young person under 18 years old who has become the responsibility of the local authority.

Children and Young People (CYP)

A child is anyone under the age of 18. However, there are specific laws protecting young people aged 16 years and above. The SEND Code of Practice states that a young person is someone between 16 to 25 years old.

Cognition

The mental action or process of acquiring knowledge and understanding through thought, experience, and the senses.

Direct Payments

An agreed amount of money that comes from an EHC plan personal budget to provide the provision detailed in the EHC plan.

Designated Clinical Officer (DCO)

An officer whose role is to ensure that SEND has a high profile in the health area and to liaise on behalf of health providers with other SEND-focused organisations and parents.

Early Help/Early Intervention

Early help and early intervention are forms of support aimed at improving outcomes for children or preventing escalating needs or risks. They are part of a continuum of support and provide help to families who do not, or no longer, meet the threshold for a statutory intervention.

These services can be provided at any stage in a child or young person’s life, from the early years right through to adolescence. Services can be delivered to parents/carers, children, or whole families.

Early Years Settings

Pre-school education such as nursery classes and schools, day nurseries and foundation stage units.

Early Years Foundation Stage (EYFS)

The EYFS is a statutory framework that sets the standards for the learning, development and care of children from birth to five years old.

Education, Health and Care Plan (EHCP)

An EHCP is a legal document that describes a child or young person’s special educational, health and care needs and sets out the extra help they will be given to meet those needs.

Education, Health and Care Needs Assessment (EHCNA)

The first step towards an Education, Health and Care plan (EHCP). It’s a legal process followed by a local authority which involves assessing a child or young person’s needs and gathering the views of parents, young people and professionals.

Education, health and care co-ordinators (EHCCOs)

The Education, health and care coordinators (EHCCOs) provide comprehensive casework management with EHC plans. They manage and review the Education, Health and Care (EHC) Plans, and ensure the efficient and timely assessment of children and young people aged 0 to 25.

Educational Psychologist (EP or Ed Psych)

An expert in the educational needs of children. They assess children and young people and advise parents, schools or the local authority about how to meet a child’s educational needs.

Educated Otherwise than at School (EOTAS)

EOTAS is education or special educational provision of children or young people outside of a formal educational setting (ie School).

Elective Home Education (EHE)

EHE is the right of every parent to choose to educate their child at home and assume responsibility for it.

English as an Additional Language (EAL)

A term that applies to children and young people whose first language is not English.

Exclusion

When a child is removed from school by the head teacher for either a fixed term (suspended) or permanently (expelled).

First Tier Tribunal (SEN and Disability)

The First-tier Tribunal (Special Educational Needs and Disability) is a legal body. The Tribunal hears appeals from parents of children with SEN, and young people with SEN, about EHC needs assessments and EHC plans. You can find out more at www.justice.gov.uk/tribunals/send

Further Education (FE)

Post-16 education and training for young people who have left school but are not at university or studying for a degree.

Governors

A mix of parents, staff and local people who help a school by looking at policies, budget spending, staff recruitment and the way the school is run.

Graduated approach

The graduated approach is the process used in nurseries, schools and colleges to assess a child/young person’s special educational needs, plan their support in place and then

Health Visitor

A nurse working in the community to support the health and development of children under 5 and their families, including giving information, support and care.

Integrated SEND Service (iSEND)

A department within Buckinghamshire local authority who supports children and young people who have Educational, Health and Care plans or those referred for an EHC needs assessment.

Key Stage

The national curriculum is organised into blocks of years called key stages. There are four key stages based on a child’s age.

Learning difficulties

Difficulties that someone may have gaining knowledge and skills to the level normally expected of those of the same age.

Learning disability

A reduced intellectual ability and difficulty with everyday activities, such as household tasks, socialising or managing money, which affects someone for life.

Learning Support Assistant (LSA)

Someone who works under the direction of a class teacher to help children with their learning or behaviour.

Local Authority (LA)

The organisation responsible for a range of vital services for people and businesses in defined areas, such as social care, schools and housing. Buckinghamshire Council is the local authority for Buckinghamshire, excluding Milton Keynes.

The Local Offer

Since September 2014 every local authority has been required to publish information about services that they expect to be available in their area for children and young people from birth to 25 who have Special Educational Needs or Disabilities (SEND) and also services outside of the area which they expect children and young people from their area will use. This is known as the “Local Offer”.

Mainstream school

A school that provides education for all children, whether or not they have special educational needs or disabilities.

Maintained school

Schools in England that are maintained by a local authority – any community, foundation or voluntary school, community special or foundation special school.

Managed move

A voluntary agreement between a school, parents/carers and a pupil, to change school under controlled circumstances. Often used as an alternative to permanent exclusion.

Mediation

A way of resolving disputes without the need to go to court. It involves an independent third party – a mediator – who helps both sides agree. Parents must consider mediation as part of the appeals process for most disagreements about an EHC plan or needs assessment.

National Curriculum

The National Curriculum 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.

NHS Continuing Care

Support provided for children and young people under 18 who need a tailored package of care because of their disability, an accident or illness.

NHS Continuing Healthcare

The name given to a package of care that is arranged and funded solely by the NHS for people aged 18 and over who are not in hospital but have complex ongoing healthcare needs. It can be provided in any setting, for example in the home or in a residential care home.

Not in Employment, Education or Training (NEET)

A young person (16 or older) who is not in school or college, or who isn’t working or being trained for work.

Non-statutory

Something that is not required by law.

Occupational Therapist (OT)

A trained professional who provides practical support to help people overcome barriers that prevent them from doing the activities that matter to them, including help to be more independent.

Ofsted

Ofsted inspects and regulates settings that care for children and young people, and services providing education and skills for learners of all ages.

Outcomes

What your child or young person will be able to do as a result of the support they receive. Outcomes should be SMART – specific, measurable, achievable, realistic and time-bound.

Paediatrician

A doctor who specialises in the care of children and the diagnosis and treatment of childhood diseases.

Personal Budget

For children and young people with an EHC plan, the local authority can be asked to identify a personal budget. This is the estimated amount of money needed to make the special educational support stated in the EHC plan.

Portage

Home-based educational support for preschool children with special educational needs.

Preparation for Adulthood (PfA)

PfA is the planning process that supports a young person with special educational needs to get ready for life as an adult. It can include developing skills and knowledge for independence. Panning starts at about age 14.

Provision

The resources (equipment; time; people; place) required to respond to a need to achieve an outcome.

Pupil Referral Unit (PRU)

Any school established and maintained by a local authority under section 19 (2) of the Education Act 1996 which is specially organised to provide education for pupils who would otherwise not receive suitable education because of illness, exclusion or any other reason.

Reasonable adjustments

A nursery, school or college taking positive steps to make sure that children and young people with SEND can take part fully in the education provided, and that they can enjoy the other benefits, facilities, and services that the school provides for other pupils.

SENDIAS

The Special Educational Needs and Disability Information, Advice and Support Service or SENDIAS, provides free, confidential, impartial information, advice and support on all matters relating to special educational needs and disability for children and young people aged 0 to 25 and their parents/carers. They are not part of the Buckinghamshire Integrated SEND Service (iSEND).

SEN Support

The support given in early years settings, school or college to a child or young person with SEND.

SEN Annual Information Report

All schools must publish on their websites information about their policy and arrangements for supporting children with SEN. This must be kept up to date. The information that has to be included can be found in Section 6.79 of the SEND Code of Practice. Find your school's Annual SEND report.

SEND Code of Practice

The SEND Code of Practice is a document created by the government’s Department for Education (DfE) and Department of Health (last updated in 2015). It provides statutory guidance on duties, policies, and procedures for those who work with children and young people 0 to 25 years old who have Special Educational Needs and Disabilities (SEND).

The Code of Practice is based on the Children and Families Act 2014 and guides headteachers, governors, school and college staff, SEN coordinators, early years providers, and more. It emphasises collaboration between health bodies, local authorities, and educational institutions to ensure effective support for children and young people with SEND.

Short Break

An activity (daytime or overnight) provided for a child or young person with SEND to allow their family to focus on other things.

Special Educational Needs and Disabilities (SEND) Officer

Their primary responsibility is to advocate for and promote the visibility of SEND within social care. They also act as a liaison between social care services and other organisations focused on SEND, as well as parents/carers. These officers play a crucial role in ensuring that individuals with special educational needs and disabilities receive appropriate support and services.

Special Educational Needs and Disabilities Tribunal (SENDIST)

The tribunal service is responsible for appeals against local authority decisions about special educational needs and support.

Special Educational Needs (SEN)

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational support to be made.

Special Educational Needs Co-ordinator (SENCO)

A teacher with responsibility for planning special educational needs services, usually within a school or college.

Special School

A school only for children and young people with special educational needs and disabilities. A child must have an Education, Health and Care plan to go to a Special School. These can be maintained or independent

Special Educational Provision

Provision that is different from or additional to that normally available to pupils or students of the same age.

Special Speech and Language Therapy (SALT)

Therapy for a child or young person with speech, language or communication problems, or with swallowing, drinking or eating difficulties.

Specialist Teacher

Specialist teachers are qualified teachers who have additional qualifications, expertise or experience in teaching babies, toddlers and children with a range of special educational needs and disabilities.

Statutory

Statutory refers to something that is decided, controlled, or required by law. It encompasses rules, regulations, and obligations that have been formally written down.

Single Point of Access (SPA)

The Single Point of Access is the central referral point for Children’s Services, including speech and language therapy, autistic spectrum condition assessments and child and adolescent mental health services (CAMHS).

Teaching Assistant (TA)

A member of school staff who works under the direction of the class teacher to help children with their learning or behaviour.

Tribunal

An informal and independent forum that hears SEN-related appeals in relation to an EHC plan. This includes appeals about refusals to conduct an EHC needs assessment or against the contents of an EHC plan.

Young Person

A person over compulsory school age (the end of the academic year in which they turn 16). From this point, the right to make decisions about matters covered by the Children and Families Act 2014 applies to the young person directly, rather than to their parents.

Autism Spectrum Condition

Autism is a lifelong developmental disability which affects how people communicate and interact with the world. View our Autism toolbox.

Attention deficit hyperactivity disorder (ADHD)

ADHD is a condition that affects people's behaviour. People with ADHD can seem restless, may have trouble concentrating and may act on impulse.

Cerebral Palsy

Cerebral palsy is the name for a group of lifelong conditions that affect movement and coordination. It's caused by a problem with the brain that develops before, during or soon after birth.

Down's Syndrome

Down's Syndrome is caused by an extra copy of all or part of chromosome 21 in all or most cell lines. Whilst all individuals with Down Syndrome have a unique combination of strengths and needs, common ones include learning and health-related issues. Down's Syndrome Association

Dysarthria (difficulty speaking)

Dysarthria is where you have difficulty speaking because the muscles you use for speech are weak. It can be caused by conditions that damage your brain or nerves and some medicines. Speech and language therapy can help.

Dyscalculia

Dyscalculia is a math learning disability that impairs an individual’s ability to learn number-related concepts, perform accurate math calculations, reason and problem solve, and perform other basic math skills. It is sometimes called “number dyslexia” or “math dyslexia”.

Dyscalculia results in difficulty learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, performing mathematical calculations and learning facts in mathematics.

Dyslexia

Dyslexia is a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills. Dyslexia can also impact other areas such as organisational skills. The British Dyslexia Association.

Dysphagia (swallowing problems)

Some people with dysphagia have problems swallowing certain foods or drinks, while others cannot swallow at all. They can be at a higher risk of choking and/or aspirating.

Dyspraxia

Dyspraxia is a developmental coordination disorder (DCD), also known as dyspraxia, is a condition affecting physical coordination in children and adults.

It causes a child to perform less well than expected in daily activities for their age, and appear to move clumsily.

Dyspraxia does not affect your intelligence. It can affect your coordination skills – such as tasks requiring balance, playing sports or learning to drive a car. Dyspraxia can also affect your fine motor skills, such as writing or using small objects.

Ehlers-Danos syndromes

The Ehlers-Danlos syndrome (EDS) is a group of thirteen rare inherited conditions that affect connective tissue. Connective tissues provide support for skin, tendons, ligaments, blood vessels, internal organs and bones.

The conditions are caused by genetic changes that affect connective tissue. Each type of EDS has its own set of features with distinct diagnostic criteria. Some features are seen across all types of EDS, including joint hypermobility, skin hyperextensibility, and tissue fragility. The Ehlers Danlos Society

Myalgic encephalomyelitis or chronic fatigue syndrome (ME/CFS)

Myalgic encephalomyelitis, also called chronic fatigue syndrome or ME/CFS, is a long-term condition with a wide range of symptoms. The most common symptom is extreme tiredness. ME/CFS can affect anyone, including children. It's more common in women and tends to develop between your mid-20s and mid-40s.

PDA

PDA (Pathological Demand Avoidance) is widely understood to be a profile on the autism spectrum, involving the avoidance of ordinary everyday demands of life and the use of ‘social’ strategies as part of this avoidance which may also mask underlying differences/difficulties with social interaction and communication. PDAers often experience intense emotions and mood swings and, feel comfortable in role-play, pretence and fantasy. There is a need for control/autonomy, often driven by anxiety or an automatic ‘threat response’. Conventional approaches in support, parenting or teaching are ineffective and will need to be adapted. The PDA Society.

Tourette’s Syndrome

Tourette's Syndrome is an inherited, neurological condition, the key features of which are tics, and involuntary and uncontrollable sounds and movements. TS is a complex condition and a large number of people with the condition will also experience co-occurring features and conditions. Tourette's Action.

Anxiety

Very uneasy or frightened about a situation or thing. Children who have difficulties with high anxiety are extremely worried and feel that something threatening at times but anxiety starts to become a problem when it gets in the way of everyday life, when the “alarm system” is “turned up too high”.

Auditory Processing Difficulties

There are difficulties coping with ordinary situations because of how the brain filters sounds and noises. When the brain filters sound differently due to its wiring, this means that everyday sounds can be either too loud or uncomfortable or not clear enough.

Concentration span /attention deficits/difficulties with attention

These words are used to describe children who have marked difficulties with paying attention, staying on task and concentrating for the length of time that typically developing children of their age can cope with. Often difficulties in this area are linked with issues in other areas such as problems with working memory or auditory processing issues.

Emotional Self-Regulation

A child with emotional regulation difficulties has very marked difficulties controlling how he/she responds to events or other children’s behaviour in a way that would be appropriate for his/her age.

Enuresis/Encopresis

Inability to control when bladder/bowels empty, often referred to generally as incontinence.

Executive Function and Working Memory Children with executive function difficulties find it very challenging to plan, organise their things or themselves, figure out and stick to a logical sequence, group, sort and order.

Expressive language and receptive language/receptive processing

“Expressive language” means being able to put thoughts into words and sentences, in a way that makes sense. It is “what comes out”.

“Receptive processing or receptive language” means the ability to understand or comprehend language, including non-verbal gestures, interpreting a question as a question and understanding concepts such as “under”. Receptive processing is “what gets through”.

Fatigue/lethargy

These are words to describe children who get tired much more easily and/or are tired for longer periods than their peers.

Frequent or recurring episodes of ill health or name of specific illness/condition, such as Leukaemia.

Words used to describe conditions that mean children are ill and off school more often and for longer than their peers.

Low self-esteem

This means the child feels “bad” about themself or feels negative about their ability to do things.

“Mobility impairment” “Physical disability” and “mobility issues”

Children with mobility impairments have a disability which causes any of their limbs or hands to lose their ability to work like typically developing children. This type of disability can include the use of arms/legs and hands.

Motor skills

“Motor Skills” is a professional term for “skills that involve actions of muscle groups”. They are typically categorised into two groups: gross motor skills and fine motor skills.

• Gross motor skills: the movement and coordination of the arms, legs and other large body parts and movements
• Fine motor skills: the smaller movements of the wrists, hands and fingers. Children with difficulties with fine motor skills often find handwriting and pencil control very difficult as well as using their hands for other learning and play tasks like using scissors and so on

Poor sense of danger

Children who have needs in this area, display behaviours that cause real concern due to a lack of skills in assessing danger and adapting their behaviour accordingly.

Poor time perception/sense of time

This professional term covers the needs of children who have marked difficulties understanding the concept of how much time has gone by, measuring and estimating time and how long things may take compared to typically developing children their age.

Repetitive Play

Children who play repetitively and insist on having toys set up in a certain way are extremely focused on the details of things and this drives their behaviour.

Rigidity/lack of flexibility skills

Flexibility skills are thinking skills that enable children to adjust to changes in situations, shift strategies, think in more ways than one and adapt their behaviour. Children often find sharing ideas, making room for the ideas of others and how to use toys very difficult.

School avoidance/school phobia

Children who “school refuse” or have “school phobia” are unable to attend school because of emotional distress. It is an inability to cope with the school environment and/or demands, often relating to the child’s SEND (Special Education Needs/Disabilities). We refer to this as Emotionally Based School Non-Attendance (EBSNA).

“Sleep disorder” “incorrect sleep association” and “insomnia”

The child or young person has problems with falling asleep and/or sleeping through the night compared to typically developing children.

Social communication skills

Children who have difficulties with social communication skills often interrupt and “butt into” other’s conversations and often “talk at” rather than “with” other children.

Social isolation

Being kept apart or at “arm’s length” by other children either deliberately or unintentionally. Or: being alone due to the child’s choosing because of difficulties with coping with play and social situations.

Spatial awareness

Difficulties with spatial awareness mean that a child has difficulty absorbing and understanding the location and distance of people and objects to their own body.

Stereotypical behaviour

Stereotypical behaviour is a word to describe repetitive movements and movement patterns in autistic people (Autistic Spectrum Condition) and learning disabilities. These can include: rocking back and forth; flapping hands, jumping and spinning and pacing up and down.