A young person may be identified as possibly having Special Educational Needs (SEN) if they have difficulties with their:

  • Cognition and learning

  • Communication and interaction

  • Sensory and/or physical needs

  • Social, emotional and mental health

If difficulties in one or more of these areas are becoming barriers to a young person’s education, then staff at the school or education setting may begin an assessment to find out more about the pupil’s needs.

Identifying special educational needs AND/OR DISABILITIES (SEND)

An assessment helps staff at the school or education setting to understand whether the pupil has SEN, and if so, what type of support they need.

During an assessment period, staff at the school or education setting may put in place extra teaching or other interventions to help the pupil’s progress. The pupil’s response to this support can help to identify their particular needs.

An assessment is often about experimenting and learning how to support the pupil. It does not automatically mean the pupil will be placed on the SEN register, or that they will need SEN support.

Assessing the pupil’s needs

To get a full understanding of the pupil’s needs, the assessment should involve:

  • the pupil and their family

  • teachers/tutors

  • the Special Educational Needs Co-ordinator (SENCO), or specialist learning facilitator

  • other professionals who may be involved in the pupil's education, health or care

For higher levels of need, the school or education setting may also work with external agencies and professionals.

Who’s involved in an assessment?

If the outcome of the assessment is that the pupil needs SEN support, the school or education setting will make a record of this. Each school or education setting can decide their own approach to record keeping, as long as all the SEN provision they provide is recorded accurately and kept up to date.

Schools and early years settings must inform the parents or carers when they decide that a child needs SEN support.

Colleges should work with the student to develop a plan. They should discuss with the student their ambitions, the type of the support to be put in place, the expected impact on progress, and a date for reviewing the support.

Most pupils with SEN will be offered targeted SEN support. If a pupil is still facing challenges due to complex needs, they may be offered more specialised support. Find out more about the different types of support.

If the pupil is assessed as having SEN

Information from Stockport Metropolitan Borough Council