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From S - T

School Action/Action Plus

This describes the additional or different support for children with SEN given by schools under the previous (2001) SEN Code of Practice. This support was for children with SEN who did not have a Statement of Special Educational Need.

Schools Forum

Every local authority has a Schools Forum. It made up of representatives from schools and academies, and some representation from other bodies, such as nursery and 14-19
education providers.

The role of the Schools Forum includes looking at the local formula used to fund schools and SEN provision.

Section 139A Learning Difficulty Assessment

See Learning Difficulty Assessment

SEND Code of Practice

This is the statutory guidance that supports Part 3 of the Children and Families Act 2014.

It tells local authorities, early years settings, schools, colleges, heath and social care providers and others what they must and should do to identify, assess and provide for children and young people with SEN or disabilities.

You can download a full copy of the Code at

You can download a shorter version for parents at

SEN Information Report

All schools must publish on their websites information about their policy and arrangements for supporting children with SEN. This must be kept up to date.

The information that has to be included can be found in Section 6.79 of the SEND Code of Practice

SEN support

SEN support includes any help for children and young people with SEN that is additional to or different from the support generally made for other children of the same age.

The purpose of SEN support is to help children achieve the outcomes or learning objectives that have been set for them by the school. Schools should involve parents in this process.

SEN support replaces Early Years Action/Action Plus and School Action/Action Plus.

SEND Tribunal

See First Tier Tribunal (SEN and disability)

SEND Pathfinder

SEND Pathfinders were set up in 2011 to test out the reforms the Government were proposing to introduce as part of the Children and Families Act 2014.

You can find more information about the SEND Pathfinders at


Should is a word that occurs frequently in the SEND Code of Practice.

Section i of the Introduction to the Code says:

… where the text uses the word ‘should’ it means that the guidance contained in this Code must be considered and that those who must have regard to it will be expected to explain any departure from it.

This means that wherever the term ‘should is used all the organisations listed in Section iv of the Introduction to the Code must consider what the Code says. However they may depart from it.


Sometimes a service that provides information, advice and support may be asked for help that it is not able to give directly.

When this happens the person seeking information, advice or support may signposted to other service providers. This means that they will be given information, including contact details, about other sources of help.

Special Educational Needs Co-ordinator (SENCO)

A SENCO is a qualified teacher in a school or maintained nursery school who has responsibility for co-ordinating SEN provision.

Early years settings that are part of group provision arrangements are expected to identify an individual to perform the role of SENCO.

Statement of Special Educational Need

Under the Education Act 1996 local authorities issued Statements of Special Educational Need for children whose needs could not be met through the provision normally made by schools.

The Children and Families Act 2014 replaces Statements with EHC plans.

Children and young people who already have a Statement will gradually transfer to the new system. Each council publishes a local transition plan to explain how this will happen.

Statutory guidance

Statutory guidance is guidance that local authorities and other local bodies have a legal duty to follow.

Transfer review

A transfer review replaces the annual review in the academic year that the child or young person transfers to the new SEND system.

A transfer review involves an EHC needs assessment to
decide what outcomes and provision need to be included in the EHC plan. This should include education, health and social care needs.

You, your child or the young person must be invited to a meeting as part of the transfer review.

A transfer review ends when the local authority sends you (or the young person) a copy of the EHC plan, or when it informs you (or the young person) that an EHC plan will not be issued.

Each council publishes a local transition plan to explain how and when transfer reviews for children and young people with Statements of Special Educational Need will happen.


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