Demystifying the SEND System: A UK Parent's Guide to Special Education

As a parent of a child with special educational needs or disability (SEND) in the UK, you may feel overwhelmed navigating the complex SEND system. Getting the proper support for your child under the Children and Families Act can seem daunting. This guide aims to explain the key components of the SEND system in plain English and provide tips to help you advocate for your child.

What is SEND?

SEND stands for Special Educational Needs and Disability. This is an umbrella term that covers any child or young person aged 0–25 who requires extra help accessing education due to learning difficulties, disabilities, or medical conditions. SEND covers a wide spectrum of needs, including:

• Specific learning difficulties like dyslexia, dyspraxia and dyscalculia

• Autism Spectrum Disorder

• Developmental disorders

• Sensory impairments such as visual or hearing impairment

• Physical disabilities that affect mobility

• Mental health conditions such as anxiety, depression, OCD

• Medical conditions like epilepsy, chronic illness

The legal framework for supporting students with SEND in England comes from part 3 of the Children and Families Act 2014 and the SEND Code of Practice. This outlines the procedures and support that schools, local authorities, and health services must provide.

The SEND Code of Practice breaks down SEND into two main categories:

1. SEN Support — For children whose needs can be met through adaptations by their school, college, or early years provider.

2. EHC Plans — Education, Health, and Care Plans for children with more complex needs requiring coordinated support.

Getting Started: Raising Concerns with Your School

If you have a concern about your child’s learning, development, or health needs, the first step is to speak to their teacher, special education needs coordinator (SENCO), or the headteacher. They will be able to assess your child’s needs, provide some initial support, and possibly request an assessment if needed.

Here are some tips for effectively raising concerns:

• Put concerns in writing or follow up verbal conversations via email to create a paper trail. This will be helpful if you need to escalate later.

• Focus on your child’s specific symptoms, difficulties, and needs. Provide concrete examples.

• Ask what support your school can offer without a formal assessment. They may be able to provide classroom accommodations, small group work, or in-school therapies.

• Request a written plan if the school offers initial support. This should outline actions, targets, and progress reviews.

• Ask your school about their SEND policy and local SEND offerings like support groups, workshops, or specialist teachers.

• Maintain open communication with school staff and respond quickly if they need your input to access external services.

If initial support is unsuccessful after a reasonable time period, you can request a statutory assessment from your local authority.

Statutory Assessments and EHC Plans

If your child has complex long-term needs that cannot be met through SEN support, they may need an Education, Health, and Care (EHC) Plan. This is a legal document describing a child’s needs and the extra help they require. The first step in getting an EHC Plan is to request a statutory assessment from your local authority.

Tips for requesting a statutory assessment:

• Put your request in writing to the local authority’s Special Educational Needs team. Include your child’s full name, date of birth, and address.

• Provide detailed evidence about your child’s needs and why you feel SEN support is insufficient.

• Include existing plans, reports, assessments, and letters from doctors or therapists.

• Highlight any changes, like deterioration, concerns from school staff, or hospital visits.

• Request your desired outcomes and provisions. Be specific, realistic, and focused on your child’s core difficulties.

Once the local authority receives your request, they have six weeks to decide whether to carry out an EHC needs assessment. From here, the process includes:

• The local authority seeks existing advice and information about your child from you, your child, the school, and health professionals.

• A coordinator is appointed by the local authority to manage the EHC assessment process.

• Professionals will assess your child in the required areas: health, psychological, social care, and education.

• You will receive a draft EHC plan to review, provide input, and request changes.

• The local authority issues a final EHC plan within 20 weeks of receiving your initial request.

• The EHC plan is implemented by the school and reviewed annually.

• You can appeal parts of the process or content of the EHC plan.

Securing the Right Support

Once your child has an EHC plan in place, you’ll want to ensure they get the support outlined. Here are some tips:

• Attend annual review meetings and submit written input if unable to attend.

• Request changes or updates to the EHC plan if your child’s needs change.

• Flag any areas where your child’s provision is lacking or inconsistent.

• Stay organized! Keep copies of everything related to your child’s SEND support.

• Build positive relationships with school staff and local authority contacts.

• Seek independent advice from SEND advocates if you have disagreements.

• Look into mediation if communication breaks down and disputes arise.

Remember, you know your child best. Don’t be afraid to keep asking questions, do your own research, and speak up if your child is not getting needed support. With persistence and a proactive approach, you can help your child thrive!