Support in Education
How should education settings be supporting a child or young person without an EHCP?
Mainstream schools and academies have a range of duties found in the SEND Code of Practice 2015 that set out how they should identify and support children with SEN.
Special schools do not have the same duties as they are specifically set up to provide for children with SEN. Typically many children in a special school will have an EHCP.
Needs are typically set out in four categories
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health
- Sensory and/or physical needs
Schools should plan and set out how they will support each of these areas of need and ensure that their staff have relevant training. This activity is managed by the SENCO, whose role it is to coordinate the provision in the school.
The school’s approach to SEN support should be documented in its SEN policy which should be available on its website.
Early Years Foundation Stage (EYFS)
This is the statutory framework for children aged 0-5 years. All early years providers in the maintained, voluntary and independent sectors that a LA funds must have arrangements in place to support children with SEND which includes a clear approach to identifying and responding to SEND.
Maintained nurseries must use best endeavours to ensure that a child with SEN gets the right support.
The EYFS framework includes 2 specific points for providing written assessments for parents and other professionals at 2 years and at the end of reception year.
Early intervention is important as delay can lead to learning difficulties and lack of self esteem
All settings should adopt a graduated approach to provision: Assess, Plan, Do, Review are the four stages of support required for a child without an EHCP.
Every school is required to identify and address the SEN of the pupils that they support.
Mainstream schools (including maintained schools and academies that are not special schools), maintained nurseries, 16-19 academies, alternative provision academies and pupil referral units (PRUs) must use best endeavours to make sure that a child or young person with SEN gets the support they need.
This means doing everything they can to meet their SEN.
The approach a school takes to how it assesses and identifies SEN is set out in the Local Offer.
All schools have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments including the provision of aids, equipment and services for disabled children to make sure they are not disadvantaged compared to their peers.
All pupils should have access to a broad and balanced curriculum.
Pupils’ skills should be assessed on entry to determine any needs and what adjustments may be required. SEN Support should take the form of the Graduated Approach – the four-part cycle which identifies, reviews and adjusts provision to support a child or young person.
Further education: post 16
There are several types of settings including school sixth forms (both mainstream and special schools), sixth form colleges, further education (FE) colleges, 16-19 academies, special post 16 institutions and vocational learning and training providers.
The range of qualifications is broad and includes A/AS levels, vocational qualifications at all levels, apprenticeships, traineeships, supported internships and bespoke packages of learning.
FE colleges, sixth form colleges and 16-19 academies have certain statutory duties:
- to cooperate with the LA on arrangements for children and young people with SEN
- to admit a young person if the institution is named in the EHCP
- to have regard to the SEND Code of Practice 2015
- to use their best endeavours to put in place the special educational provision that the young person needs. Support should promote independence and help the young person make good progress towards employment and/or higher education and independent living.