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    An introduction to SEND

    The world of SEND can feel complex and demanding. Practitioners often face a wide range of needs and significant responsibility.

    However, supporting children and young people with SEND is also incredibly rewarding - effective understanding and provision can transform a child’s future.

    A child or young person has SEND if they have a learning difficulty or disability that requires special educational provision.

    According to the SEND Code of Practice (2015), this applies when a learner:

    • has significantly greater difficulty in learning than others the same age, or
    • has a disability that prevents or hinders access to mainstream education

    The SEND code of practice: 0 to 25 years - GOV.UK is statutory guidance for schools, local authorities, and all organisations supporting children with SEND.

    It sits within:

    Schools must have regard to the CoP, particularly Chapter 6, which outlines processes for identifying needs, assessing, planning, and reviewing provision. The CoP promotes high-quality, inclusive practice that enables children to achieve, thrive, and transition successfully into adulthood.

    The 4 areas of SEND need

    Schools must consider the following 4 categories when developing provision.

    Cognition and learning

    Covers difficulties with learning processes such as reading, writing, numeracy, memory, and processing. Needs range from moderate learning difficulties (MLD) to profound and multiple learning difficulties (PMLD). Specific learning difficulties (SpLD) include dyslexia, dyspraxia, and dyscalculia.

    Communication and interaction

    Includes speech, language, and communication needs (SLCN) and Autism Spectrum Condition. Difficulties may involve expressive/receptive language, social communication, or interpreting social cues.

    Social, Emotional and Mental Health (SEMH)

    Children may experience challenges such as anxiety, withdrawal, or behaviour that reflects underlying emotional or mental health needs (for example, ADHD, attachment difficulties, depression). Schools must have clear systems to support regulation and reduce impact on learning.

    Sensory and/or physical

    Covers needs arising from vision impairment (VI), hearing impairment (HI), multi-sensory impairment (MSI), and physical disabilities that affect access to the school environment. Specialist equipment or support may be required.

    Overlapping needs

    Children often present with needs across more than one category. High-quality teaching, appropriate reasonable adjustments, and targeted interventions must be planned holistically.