Special Educational Needs (SEN) – Statements

If the council decides, after a statutory assessment, that a child needs additional support or support that differs from what is normally available, the child may be eligible for a Special Educational Needs (SEN) Statement.

The Statement sets out the child's SEN and the special help they should have in school.  

The SEN Code of Practice (2001) sets out guidance on policies and procedures aimed at enabling pupils with SEN to:

• Reach their full potential;
• Be included fully in their school communities; and
• Make a successful transition to adulthood.  

For most children, their mainstream setting would meet all their SEN. Some children require additional help from SEN services or other agencies external to the school. Very few children have SEN of a severity or complexity that requires the Education Service to determine and arrange for special educational provision for their learning difficulties.

If you think your child may have SEN, you should first speak to your child's class teacher or the school SEN Co-ordinator (SENCO). They will discuss with you about how your child can be helped in class. This is called School Action.

If you and the school later feel that your child needs additional help, the school can seek advice and support from external professionals or agencies (e.g. Educational Psychology Service or Behaviour Support Service). The school may also provide additional support for your child either just for him/ her, or together with a small group of children. This is called School Action Plus.

The school will work with you to produce an Individual Education Plan/ Learning Support Plan for your child. This will consider your child's strengths and areas that need development. Targets will be set and reviewed regularly.

If you later think that your child's needs are not being met and he/ she is not making adequate progress, you and/or the school may apply to the SEN Service for a Statutory Assessment. This may result in a Statement of SEN.