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How does school identify SEN?

How will school know if children need extra help?


We see a wide range of concerns in school.

The SEND Code of Practice 2014 outlines four broad categories of SEND:


  1. Communication and Interaction

  2. Cognition and Learning

  3. Social, Emotional and Mental Health Difficulties

  4. Sensory and/or Physical Need


  • Some children may be working below age expected levels in Literacy and Numeracy which would indicate extra support may be needed. Some children may have specific learning difficulties e.g. dyslexia. Children may also have low scores on standardized tests e.g. reading/spelling age. It is important to remember that slow progress and low attainment does not necessarily mean that a child has special educational needs. However, it may be an indicator of a range of learning difficulties or disabilities. Equally it should not be assumed that attainment in line with age expected steps means that there is no learning difficulty or disability
  • Information passed from a child’s previous school may indicate that a child has a difficulty and support will need to be continued.
  • Reports received from e.g. doctors, educational psychologists, special needs teaching service, speech and language therapists may recommend specific support.
  • We always take into account information given by parents
  • We listen to concerns expressed by the child.
  • Teachers will fill in an Early Monitoring Form for any child they are worried about which will be discussed with parents and the Special Educational Needs Co-ordinator. Appropriate next steps for the child will be planned for and parents are actively encouraged to be involved in the decision making process.