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Trust agreed EBSNA Definition and Criteria

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Trust agreed EBSNA Definition and Criteria

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Final SEND Self-evaluation Framework 25 26 (1)

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Trust SEND Information Report Template 25 26

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Trust SEND Information Report Template 25 26

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MAT SEND Information Report Template 25-26

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Changes and effects yet to be applied to the whole Instrument associated Parts and Chapters:

Whole provisions yet to be inserted into this Instrument (including any effects on those provisions):

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The Special Educational Needs and Disability Regulations 2014

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These Regulations supplement the procedural framework assessing a child or young person with special educational needs, and the procedure for making, reviewing, amending and ceasing to maintain an EHC plan, set out in Part 3 of the Children and Families Act 2014 ("the Act").

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An Act to make provision about children, families, and people with special educational needs or disabilities; to make provision about the right to request flexible working; and for connected purposes.

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Legislation is available in different versions:

Latest Available (revised): The latest available updated version of the legislation incorporating changes made by subsequent legislation and applied by our editorial team. Changes we have not yet applied to the text, can be found in the 'Changes to Legislation' area.

Original (As Enacted or Made): The original version of the legislation as it stood when it was enacted or made. No changes have been applied to the text.

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An Act to make provision to require Ministers of the Crown and others when making strategic decisions about the exercise of their functions to have regard to the desirability of reducing socio-economic inequalities; to reform and harmonise equality law and restate the greater part of the enactments relating to discrimination

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

Applies to England

Documents

Details

This statutory code contains:

details of legal requirements that you must follow without exception

statutory guidance that you must follow by law unless there's a good reason not to

It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

The code, which applies to England, is for:

headteachers and principals

governing bodies

school and college staff

special educational needs (SEN) co-ordinators

early years providers

other education settings

local authorities

health and social services staff

Other SEND guides are also available.

Thank you for your feedback

Report a problem with this page

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

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Supporting Pupils with Medical Conditions

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Supporting Pupils with Medical Conditions

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Special educational needs (SEN) and disabilities: guidance for school governing boards

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Screening and Identification Tools Overview

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Screening and Identification Tools Overview

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Screening and Identification Tools Mar 25

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SEND Suspensions and Exclusions Guidance

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SEND Suspensions and Exclusions Guidance

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Special Educational Needs in Mainstream Schools

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Create a positive learning environment for pupils with SEN.

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while the number of teachers in mainstream schools in england has remained relatively steady over the last decade or so

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the number of full-time equivalent tas has more than trebled since 2000: from 79

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700. teaching assistants comprise over a quarter of the workforce in mainstream schools in england: 35% of the primary workforce

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and 14% of the secondary school workforce. the number of full-time equivalent tas has more than trebled since 2000: from 79

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there are currently more tas in english nursery and primary schools than teachers: 273

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900.1 about 7% of tas in state-funded schools have higher-level teaching assistant (hlta) status. a key reason for increasing the number of tas was to help deal with problems with teacher workloads. in 2003

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the government introduced the national agreement to help raise pupil standards and tackle excessive teacher workload

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in large part via new and expanded support roles and responsibilities for tas and other support staff. the growth in the numbers of tas has also been driven by the push for greater inclusion of pupils with special educational needs and disabilities (send) into mainstream schools

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with tas often providing the key means by which inclusion is facilitated. given that sen pupils and low-attaining pupils are more likely to claim free school meals (fsm)1. tas also work more closely with pupils from low-income backgrounds. indeed

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expenditure on tas is one of the most common uses of the pupil premium in primary schools

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a government initiative that assigns funding to schools in proportion to the number of pupils on fsm. a combination of these factors means that schools now spend approximately £4.4 billion each year on tas

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corresponding to 13% of the education budget. this presents an excellent opportunity for improvements in practice

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with such a large and already committed resource in place. the recommendations in this guidance recognise the fact that schools are operating within already tight budgets; however

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noticeable improvements in pupil outcomes can be made through the thoughtful use of existing resources

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Guidance to help primary and secondary schools make the best use of TAs

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SENCO Workload and Protected Time Guidance

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SENCO Workload and Protected Time Guidance

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Accessibility Plan The Heath School 2024

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Trust Equality Statement/ Template for Schools

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Trust Equality Statement/ Template for Schools

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THFNW Equality Statement Oct 2024 Formatted

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Learner Profiles Agreed Practice (High Schools)

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Learner Profiles Agreed Practice (High Schools)

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Primary SEND Support Plans Agreed Practice

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Primary SEND Support Plans Agreed Practice

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We’ve designed this subscription with the entire education sector in mind, but to help make your decision, about what content to access first, we have created a content guide.

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This series of online Continuing Professional Development (CPD) units is designed to support those who work with children and young people in schools and further education settings to deliver an inclusive experience for every learner.

Funded by the Department for Education, and developed in partnership with Real Group, these free-to-access units build on learning from our Ambitious About Inclusion modules.

In all, 20 units will be released over the next two years. Units on Safety and Belonging were launched in October 2022 and have since been completed by over 1200 practitioners with consistently positive feedback. Over the next few months we will be launching further units - check back regularly for the latest releases.

Each online unit takes 20 minutes to complete and is supported by a live online networking session, facilitated by a regional SEND leader. Places are limited, so early booking is advised - please see below.

Please note, you must be logged into your free nasen or Whole School SEND account to access these online units.

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This series of online Continuing Professional Development (CPD) units is designed to support those who work with children and young people in schools and further education settings to deliver an inclusive experience for every learner. Funded by the Department for Education, and developed in partnership with Real Group, these free-to-access units build on learning from our Ambitious About Inclusion modules.

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TA Deployment in Lessons Agreed Practice TPS May 24

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Ordinarily Available Provision for Schools - Draft 1.7 (June 2024) (1)

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Link to buy SNAP assessments and other diagnostic assessments

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Link to buy SNAP assessments and other diagnostic assessments

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Assessments to Support All Learners | Hachette Learning

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Learn more about Hodder Education’s assessment resources for learners aged 4+ including standardised , SEN-focused and diagnostic assessments.

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Link to 'Dyslexia Screener' and 'Dyscalculia Screener'

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Link to 'Dyslexia Screener' and 'Dyscalculia Screener'

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Choosing the right screener assessment to support your pupils with additional learning needs enables you to build an accurate profile of strengths and challenges. Targeting intervention and support is made easier and budgets are well managed when you have a good knowledge of each pupil’s needs. We’ve created this guide to help you make effective and informed choices. Simply select the areas of identified challenge from the filters (including an adjustment to chronological age) on the left to find relevant screener assessments. Click on the results for more detail. If you use our New Group Reading Test (NGRT) our Reading Support Pathway guides you through your NGRT results, the questions to ask and the assessments you can use to address any challenges identified. The associated reader profiles are linked to this SEND Guide with pre-defined filters which can be adjusted to suit the age and challenges of your pupils. If you would like to talk to one of our SEND experts, please contact SEND@gl-assessment.co.uk

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Key Maths - link for info - see HM for test

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Key Maths - link for info - see HM for test

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KeyMaths3 UK | Pearson Clinical Assessment UK

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The KeyMaths3 UK gives SENCOs the tools to assess maths skills of students aged 6 years to 16 years 11 months, and assist in intervention planning.

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From ‘Developmental Dyspraxia’ by Madeleine Portwood

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Motor Skills Screening Observable Characteristics 1

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Motor Skills Screening Observable Characteristics 1

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Motor Skills Screening Observable Characteristics 2

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Motor Skills Screening Observable Characteristics 2

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Simplify Pupil Tracking with B Squared Assessment Software

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Do you need to show the progress of every pupil in your school? Book a FREE online meeting to learn about our pupil tracking software

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Lots of useful information and resources here too

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Improve Your Spelling, the latest book written by Nessy founder Mike Jones, explains the rules of reading and spelling. It will help teachers teach, and parents to understand how to help their children.

By the end, you'll be a master speller!

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You've found Nessy; World leader in helping children who learn differently. Founded and run by educators and dyslexia specialists, our award-winning programs are guided by the Science of Reading.

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Early detection of special educational needs and disabilities (SEND) can transform a child’s prospects in life.

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Reading Fluency: Measures speed and accuracy in reading, highlighting potential comprehension difficulties.

Cognitive Efficiency

Working Memory: Assesses the ability to retain and manipulate information, crucial for learning.

Processing Speed: Evaluates how quickly students process information, identifying those who may benefit from additional support.

Maths Fact Fluency: Tests quick and accurate recall of basic math facts.

Spelling: Analyses spelling proficiency to identify literacy challenges

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A digital assessment tool designed to save time and provide actionable insights, Swift helps educators quickly identify learning gaps and students needing access arrangements.

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Free digital download - The ages and stages of children's communication development (0-5, 5-11, 11-18)

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Link for info - see HM for test

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GARS-3 - Gilliam Autism Rating Scale | Third Edition | Pearson Clinical Assessment UK

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GARS-3 can be used to help identify and diagnose autism in children and young adults. Get GARS-3 from Pearson now.

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Good Autism Practice for Teachers Chapter 3 Watson (2022)

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Good Autism Practice Chapter 5 Watson (2022)

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Discover Your Sensory Preferences: The Complete Checklist - Neurodivergent Insights

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Observing Behaviour to identify sensory needs

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Observing Behaviour to identify sensory needs

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AET Sensory Preference Interpretation Sheet

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AET Sensory Preference Interpretation Sheet

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Useful for Learner Profiles and SEND Support Plans

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AET Priorities-questionnaire - useful for plans and profiles

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FREE RESOURCES - The Link Community

Everyone loves a freebie! Check out The Link Community and its range of free speech and language resources. From our Ultimate guide to SLCN and our classroom activities to our Parent Portal and our SLCN Audit Tool ,there is something for everyone involved in supporting speech and language in school.

Explore our free Link Community membership

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Home - Speech and Language Link - SLCN support for schools

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Speech & Language Link - assessments, intervention, training and specialist help for SENCos, Teachers and TAs supporting speech and language in the classroom

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Access via Trust

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Delayed language skills lead to under-performance later in life, yet many primary school children have unidentified speech and language difficulties. WellComm can help you to turn this around.
Both the Early Years and the Primary toolkits enable you to quickly and easily identify children needing support. They're quick and simple to use (requiring no speech and language expertise), and the traffic light scoring format of the instant reports makes them quick to interpret.

Both toolkits come with an age-appropriate Big Book of Ideas providing a total of over 150 instant, play-based activities so you can take appropriate action straight away. Activities can be used with parents at home too, so that support is provided whether or not a child is referred to a speech and language therapist

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Both the Early Years and the Primary toolkits enable you to quickly and easily identify children needing support.

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The key points for all schools to be aware of are:

Visual stress is NOT dyslexia, and treatment of visual stress, e.g. coloured overlays/ paper, is not treatment of dyslexia.

School staff and any SpLD assessors or specialist teachers working on their behalf should not undertake assessment aimed at identification and treatment of ‘visual stress’.

Schools should always encourage parents to take their children to a qualified optomotrist/ opthamologist to assess such difficulties (see letter on page 17).

Inclusive practices that schools can put in place:

Provide access to coloured overlays for all students, e.g. some available in classrooms. If students report a preference for using one, that is fine, in the same way there would be no objection to them changing the background colour on a computer screen as they find it easier to read. In my experience, when freely available, lots of students try them initially and only a few consistently continue to do so. In these cases, I would advise a referral to a qualified optomotrist/ opthamologist.

Schools should avoid any practice that suggests a link between coloured overlays and dyslexia/ SpLD/ SEND

Use buff/ cream paper for all in the photocopier rather than white

Avoid a white background on IWBs and change background colour to, for example, cream or pale blue

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Target setting guidance for autistic pupils

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Target setting guidance for autistic pupils

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Strengths and Difficulties Questionnaire (SDQ)

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Strengths and Difficulties Questionnaire (SDQ)

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Behavioural screening (emotional/ conduct/ peer relationship problems, hyperactivity, inattention and prosocial behaviour)

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Brief measure of psychological distress

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See HM for paper copies

Assesses emotional and behavioural strengths and difficulties , informs intervention and measures progress

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However, research in our Now You See Us study suggests that another quarter of pupils will have moderate SEMH needs, which are much harder for educators to identify, but which can have a significant impact on pupils' learning.

Using the Boxall Profile ® is the best way to identify and address these hidden issues, to ensure that every child and young person gets the support they need to engage fully with their education.

Boxall Profile ® assessments are not designed as a diagnostic tool for specific mental health conditions, learning difficulties or developmental difficulties. Instead, assessments are designed to help professionals understand and work more effectively with children and young people, in a way that's sensitive to the needs of the child or young person being assessed.

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SEMH Assessment & Emotional Behavioural Toolkit for Children - Interventions & Strategies

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Unlock the potential of pupils aged 4-18 with the Boxall Profile® Online. Expertly assess and address SEMH needs, providing tailored strategies for classroom success. Elevate understanding of SEMH and ensure every child thrives.

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ADHD screening tool

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QbCheck enables healthcare professionals to carry out an adhd test online, remotely or in clinic. Improve your ADHD pathway.

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Measure cognitive functioning aspects/ impairments associated with ADD and ADHD

See HM for paper copies

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Brown Attention-Deficit Disorder Scales® (BrownADDScales) are a consistent measure of ADD across the life span. Based on Thomas Brown's cutting-edge model of cognitive impairment in ADD, BrownADDScales reliably screen for and explore the executive cognitive functioning associated with ADHD

BrownADDScales

Brown Attention-Deficit Disorder Scales® (BrownADDScales) are a consistent measure of ADD across the life span. Based on Thomas Brown's cutting-edge model of cognitive impairment in ADD, BrownADDScales reliably screen for and explore the executive cognitive functioning associated with ADHD

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BrownADDScales provides a measure of ADD across the lifespan. Screen for reliable indications of ADD with BrownADDScales.

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Rating against key diagnostic criteria – score indicates if referral for formal assessment is needed

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Purchased annually for secondary schools through GL Assessment package

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Pupil Attitudes to Self and School (PASS)

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PASS takes the guesswork out of understanding why pupils may be reluctant, disengaged or disruptive by sensitively exploring social and emotional wellbeing.

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·        For parents’ personal use

Lots of ‘avoids’/ ‘seeks’/ ‘mixed’ responses – referral to OT advised

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Standardised tools to help evaluate a child’s sensory processing patterns in the context of home, school and community-based activities

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Sensory Profile 2 | Pearson Clinical Assessment UK

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Assess children’s sensory processing patterns with Sensory Profile 2, completed by caregivers and teachers for best observations.

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EHCP consultation response template (section 39 - parental prefe_876118_1

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Information that must be published on website (academy trusts)

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EYFS and KS1

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Recommended practice: Record of identification for each pupil

Reviewed annually and updated as appropriate

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Test of Abstract Language Comprehension (TALC)

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Test of Abstract Language Comprehension (TALC)

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Test of Abstract Language Comprehension (TALC) 1 | Elklan Training Limited

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Detailed Assessment of Speed of Handwriting (DASH)

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Detailed Assessment of Speed of Handwriting (DASH)

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DASH - Detailed Assessment of Speed of Handwriting | Pearson Clinical Assessment UK

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DASH is ideal for providing evidence for Access Arrangements for Key Stage 2 National Curriculum Tests and for General Qualifications.

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Sensory Circuits (Nursery and Primary) Handout 18.11.25

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Trust Policy Supporting Pupils with Medical Conditions

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Trust Policy Supporting Pupils with Medical Conditions

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MAT Supporting Pupils with Medical Conditions Policy - Sep 2024