View our Summary of Abbreviations
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Advisory Teacher
A specialist teacher employed by the local education authority, based within SENDIS, to give advice to schools
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Annual ReviewAR
A meeting that takes place within 12 months of the statement being written and then at least once a year to look at the details of a child's Statement of Special Educational Needs, to record the child's progress and plan for the year ahead. Teachers and parents / carers attend the review meeting. Other professionals involved are also invited. The child or young person is also invited to attend for all or part of the meeting.
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Assessment
This involves building a picture of your child's abilities, difficulties, behaviour and his or her special educational needs and the support required to meet those needs.
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Baseline Assessment
The assessment of a child's aptitude and ability as s/he starts school
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Behaviour Emotional and Social Difficulties BESD
Where a child's emotions or behaviour are barriers to their learning. This may result in them being: withdrawn and/or isolated; disruptive and/or disturbing others; hyperactive and/or having difficulties with concentration; having immature social skills; presenting challenging behaviour. These difficulties may arise from medical disorders and/or difficult home situations.
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Behaviour Support Teacher
A trained and experienced teacher who can advise on the needs of children with a range of emotional, behavioural and social needs. They offer support and advice to parents, children and schools.
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Benchmarking
Providing descriptions of what is expected or what has been achieved
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Best Value
A more sophisticated concept than "value for money", taking into account a range of factors, including quality and the wishes of clients.
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Carer
For the purpose of the SEN Code of Practice, a carer is a person named by a local authority to care for a child for whom the social services department has a parental responsibility.
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Child Development ClinicCDC
A clinic where medical assessments are made of children whose development is giving cause for concern.
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Circle Time
A technique for raising pupils' self-esteem in school
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Circulars
These are issued by the Department for Children, Schools and Families (DCSF) to LAs and give guidance on how the Education Act should be interpreted. Although circulars are not law many include decisions made by the Secretary of State under delegated powers.
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Clusters
Groups (usually of schools) who cooperate for training/discussion etc.
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Code of PracticeCoP
The SEN Code of Practice is a guide for Local Education Authorities, parents and schools about how help should be given to children with Special Educational Needs. Local Education Authorities and schools must have regard to the code.
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Connexions
This is a support service for all 13 - 19 year olds. It will aid in Transition Reviews and creating continuity during this difficult period. Every young person will have access to a 'Personal Adviser' to assist them.
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Connexions Personal AdvisersPAs
Provide information, advice and guidance for all young people aged 13-19 years when and where needed - whether they are at school, in further education, in or out of work.
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Department for Children, Schools and FamiliesDCSF
Government department, responsible for education, formerly known as the Department for Education and Skills (DfES)
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Department for Education and SkillsDfES
Government department now called Department for Children, Schools and Families (DCSF)
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Disability Codes of Practice
There are two Disability Codes of Practice. One is for schools and the other covers post-16 provision. These Codes explain the duties to avoid disability discrimination in education and cover schools, colleges and local education authorities.
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Disability Discrimination Act DDA
Since 2002, schools and local education authorities must not treat disabled pupils less favourably because of their disability.
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Disability Rights CommissionDRC
This is an independent body, established by act of Parliament to eliminate the discrimination faced by disabled people and promote equality of opportunity.
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Disagreement Resolution
All LEAs must provide arrangements to help prevent or resolve disagreements between parents whose children have special education needs and the LEA or school. The arrangements must include an independent element. The aim is to bring together the different parties in an informal manner to resolve the disagreement through discussion using an independent mediator. This is a voluntary process for all parties and does not in any way affect a parent's right to appeal to the SEN Tribunal.
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Disapplication
Removal or lifting of a programme of study, attainment target, assessment or any other component of the National Curriculum, or any combination of these including entire subjects or the entire National Curriculum.
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Early Education Settings
Providers in receipt of government funding to deliver early education including - maintained mainstream and special schools, maintained nursery schools, independent schools, non-maintained special schools, local authority day-care providers such as pre-schools, playgroups and private day care nurseries, local authority Portage schemes and accredited childminders working as part of an approved national child-minding association network.
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Early Years ActionEYA
When the Early Years Setting identifies that a child has special education needs, it takes action and gives help that is additional to or different from the help most other children have. The child usually has an Individual Education Plan (IEP)
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Early Years Action Plus EYA+
When the Early Years Setting, together with outside specialists, identifies that a child has special education needs, it takes action by giving help that is additional to or different from the help most other children have. The child usually has an Individual Education Plan (IEP). The outside specialists, or the advice they give, will contribute to the plan.
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Early Years Development and Childcare PartnershipsEYDCP
Every LA is required to establish an early years development partnership to work with them in reviewing the sufficiency of nursery education and preparing early years development plans.
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Early Years Practitioners
All the adults who work with children in early education settings, whatever their qualifications.
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Education Development Plan EDP
A requirement by the government for fully costed plans for educational development
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Education Other Than At SchoolEOTAS
Arrangements that the local education authority makes to educate pupils other than in a school setting. EOTAS also includes children who are educated at home when parents arrange the education.
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Education Welfare OfficerEWO
EWO's work by inviting schools to discuss children whose irregular attendance is causing concern. They then make contact with parents either by telephone, letter or home visit. Education welfare officers will always work with parents and schools to try to bring about improvements in the level of attendance and also the child's well being at school.
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Education Welfare ServiceEWS
The Education welfare service (EWS) supports schools and families to meet the LA's statutory requirements in promoting high levels of attendance and reducing unauthorised absence. The service does this by establishing and maintaining a good working relationship with schools and with families.
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Educational PsychologistEP / Ed Psych
A qualified professional who has had training in psychology to understand more about the ways children learn, think and behave. The Educational Psychologist plays an important role in assessing a child's special education needs and giving advice to schools. Local education authorities usually employ educational psychologists.
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Educational Psychology ServiceEPS
The Educational Psychology Service provides assessment, advice and support to help children and young people from the age of 0 to 19, who are experiencing difficulty with their learning, development, behaviour or social and emotional well being.
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Emotional and Behavioural DifficultiesEBD
Emotional and/or behavioral problems that interfere with the child's education
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Ethnic Minority Achievement Support ServiceEMASS
The Ethnic Minority Achievement Support Service provides quality support to raise the achievement of minority ethnic pupils. This service works in partnership with schools and communities to raise expectations and standards and promote inclusion for all pupils by offering expertise, advice, continuing professional development and resources. Its main aim is to raise attainment of under-performing minority ethnic pupils by advising schools, raising their awareness and providing effective teaching strategies for minority ethnic and EAL (English as an additional language) pupils.
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Foundation Stage
The foundation stage begins when children reach the age of 3. Many children attend an early education setting soon after their 3rd birthday. The foundation stage continues until the end of the reception year and is consistent with the national curriculum. It prepares children for learning in year 1, when programmes of study for Key Stage 1 are taught.
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Further EducationFE
Full or part-time education for people who are over compulsory school age (16 years in England) which does not take place in a school. It can take place in a sixth form college, a further education college or a higher education institution. Further education courses are usually up to the standard of GCSE A level or National Vocational Qualification (NVQ) Level 3.
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Graduated Approach
The graduated approach recognises that children learn in different ways and can have different kinds or levels of special educational needs. Step-by-step, the school or early years setting may provide additional help. They may also ask for more specialist help in order to assess the child's needs and give additional help.
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Group Education PlanGEP
Where pupils in the same group, class or subject lessons have common targets and therefore, common strategies, a group learning plan can be drawn up rather than IEPs for each child.
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Inclusion
Educating children with special educational needs together with children without special educational needs in mainstream schools wherever possible and ensuring that children with special educational needs engage in the activities of the school together with children who do not have special educational needs.
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Independent Parental SupporterIPS
A person to whom all parents should have access, if they wish. The IPS must be someone who can support parents for example by attending meetings; encouraging parental participation and helping the parent understand the SEN framework. Independent means someone who is independent of the decision making process that determines the type and level of support for a child with special educational needs. IPSs will often be someone from a voluntary organisation, a Parent Partnership Service, another parent or a friend.
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Independent School
A school, which is neither funded by the LA, nor is it a voluntary aided school. Charitable Trusts and organisations, particularly those catering for special educational needs run some independent schools. They usually charge fees.
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Individual Education PlanIEP
Details of the additional help your child will receive, the targets set and the arrangements for reviewing progress. It is a working document for all teaching staff recording key short-term targets and strategies for an individual pupil. IEPs should be discussed with parents and the child and they should be consulted as part of the review process. IEPs will usually be written for children who have support through Early Years Action, Early Years Action Plus, School Action, School Action Plus and Statements.
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Joined-up Thinking
The present govemment's emphasis on the need for departments to work together (particularly where education, social services and health are involved).
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Key Stage 1KS1
The level of the National Curriculum taught to children in Reception to Year 2 (Age 4-7)
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Key Stage 2KS2
The level of the National Curriculum taught to children in years 3 to 6 (Age 7-11).
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Key Stage 3KS3
The level of the National Curriculum taught to children in years 7 to 9 (Age 11-14).
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Key Stage 4KS4
The level of the National Curriculum taught to children in years and 11 (Age 14-16).
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Learning and Skills Council LSC
Many young people with special educational needs move in to further education colleges. They receive their funding from the Learning and Skills council. The LSC must have regard to the need of people with learning difficulties and has a statutory duty to take account of assessments that are arranged by Connexions.
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Learning difficulties
A child has learning difficulties if he or she finds it much harder to learn than most children of the same age or has a disability which affects his or her ability to learn in the same way or the same environment as other children.
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Learning Mentor
A person working in school with groups and individual children to help them overcome barriers to learning. Mentors may also be trained volunteers working with individual children through an external organisation.
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Learning Support Assistant
A person employed by the school to provide support in the classroom or undertake specific work with a child or group of children who have learning difficulties. They work under the direction of the class teacher.
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Local AuthorityLA
Formerly known as the Local Education Authority (LEA). This is local government which is responsible for dealing with schools, admissions, exclusions and special educational needs amongst other things.
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Local Education AuthorityLEA
Now called the Local Authority (LA).
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Mediation
The Local Authority has a duty to make arrangements for when parents / carers disagree with the LA or with their child's school about their child's Special Educational Needs. Mediation is a voluntary process where a trained mediator helps the parties who disagree to find a shared solution.
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Modification
Amendment or alteration of a programme of study, attainment target, assessment or any other component of the National Curriculum in order to give your child access to that area of the curriculum.
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Monitoring
The ongoing assessment of work, progress, expenditure or achievement
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Multi-Disciplinary
Involving professionals from a range of disciplines (usually Education, Children's Social Care and Health)
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Named Officer
A case officer working in the Inclusion Team who is the point of contact for parents of children undergoing statutory assessment or who have statements.
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National CurriculumNC
This 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.
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Non-maintained Special School
A non-profit making school which charges fees. Most non-maintained special schools are run by charities or charitable trusts.
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Note in LieuNIL
A Note in Lieu is issued to the child's parents and school when, following a statutory assessment, the LA decides not to make a statement. The document will describe the child's special educational needs, make recommendations about appropriate provision for the child and explain why the LA does not think it necessary to make a statement. All the advice received during the assessment should be attached to the note and sent to the parents and, with their consent, should also be sent to the child's school.
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Occupational TherapistOT
A person trained to provide assessment, treatment and rehabilitation for children with physical difficulties. They are able to give schools advice on programmes of support, and to advise about suitable equipment and the provision of other facilities.
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Office for Standards in EducationOFSTED
A non-Ministerial government department established under the Education (schools) Act 1992, to take responsibility for the inspection of all schools in England. Her Majesties Inspectors (HMI) forms their professional arm.
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Paediatrician
Doctor specialising in the needs of babies and children.
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Parent Partnership ServicesPPS
Provide advice and information to parents whose children have special educational needs. They provide neutral and factual support on all aspects of the SEN framework to help parents play an active and informed role in their child's education. Although funded by the local education authority (LA) they provide a confidential service to parents and are often either run at arms length of the authority or by a voluntary organisation to ensure parents have confidence in them.
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Pastoral Support PlanPSP
To be put in place to help modify a pupil's behaviour. They should be put in place where a child is at serious risk of permanent exclusion.
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Physiotherapist
A person trained to provide assessment and treatment in movement and physical development such as balance, co-ordination, ability to sit, stand and walk. They are able to give advice to schools on programmes of support.
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Portage
Home based pre-school education for children with special educational needs. There is a national Portage association, which provides a Code of Practice and accredited training. Portage home visitors work in partnership with parents, helping parents to help their child.
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Primary Behaviour Support TeamPBST
A specialist team which gives advice to school on behaviour management strategies and may work with individual children and young people.
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Proposed Statement
A draft copy of the statement.
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Psychiatrist
A doctor who helps people who have difficulties with the way they feel and behave. Child psychiatrists specialise in helping children.
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Pupil Referral UnitPRU
A centre for pupils who are permanently excluded from school. Some PRUs are able to support schools with preventative work
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School Action SA
When a class or subject teacher identify that a pupil has special educational needs, they provide interventions that are additional to or different from those provided as part of the schools usual differentiated curriculum offer and strategies. An IEP will usually be devised.
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School Action PlusSAP / SA+
When the class or subject teacher and the SENCO are provided with advice or support from outside specialists, so that alternative interventions, additional or different strategies to those provided for the pupil through school action can be put in place. The SENCO usually takes the lead, although day to day provision continues to be the responsibility of the class or subject teacher. A new IEP will usually be devised.
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School Medical OfficerSMO
Doctor who makes sure your child's health is not stopping him or her from learning. The Medical Officer may do regular check-ups on your child if he or she has a physical, sensory or medical problem.
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Special Educational Needs and Disability TribunalSENDIST
An independent body established under the 1996 Education Act that hears appeals by parents against LA decisions on assessments and statements. As from September 2002, parents will be able to lodge an appeal against a school if there is an issue around fixed term exclusions, or if the child's parent/carer feel their child has been discriminated against because of their disability. The tribunal's decision will be binding on both parties to the appeal.
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Special Educational Needs Co-ordinatorSENCO
The teacher who has the responsibility for co-ordinating the special educational needs provision within a school.
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Special Educational Provision
For children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LA, other than special schools, in the area. For children under two it is educational provision of any kind.
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Special School
A school, which is resourced and organised to provide specifically for the education of pupils with a Statement of special educational need.
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Speech and Language TherapySALT
This is a Health Care provision. The role and aim of which is to enable adults and children with speech, language and communication difficulties (and associated difficulties with eating and swallowing) to reach their maximum communication potential and achieve independence in all aspects of life.
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Statement of Special Educational NeedsStatement
A legal document drawn up by the Local Authority describing a child's special educational needs and the special help they should receive.
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Statutory Assessment
Statutory Assessment is a formal procedure, which involves the collection of information from as many people as possible. Assessment works best when all involved, parents, school staff, health and social services, psychologists and other LA staff work in partnership to secure the best outcome for the child.
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Teaching AssistantTA
A person employed by the school to provide general support in the classroom. They work under the direction of the class teacher.
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Time Limits
The whole process, from the LA proposing to make an assessment to the sending of the final statement, should usually take no longer than 6 months. The LA may take longer if other professionals do not submit their report on time or if children and their parents do not keep appointments. If there is to be a delay this should be explained to the parent or carer.
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Transition Plan
A plan devised following the year 9 annual review and updated at subsequent annual reviews. The purpose of the plan is to draw together information from a range of individuals within and beyond the school in order to plan coherently for the young person's transition to adult life.
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Travellers' Education ServiceTES
The purpose of this service is to promote access to education to Traveller pupils and provide support to enable them to attain their full potential. The term Traveller used within this provision incorporates housed, sited and mobile Gypsy Travellers and Irish Travellers (holding ethnic minority status), Fairground and Circus families, Barge families (living on waterways) and New Travellers.
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Tribunal
An independent body to which parents can take grievances relating to statementing procedures
