Parent carers know their child best and may be the first to notice when something does not feel quite right.
If you have questions or concerns about your child's development, learning, communication, wellbeing or ability to take part in everyday activities, support is available.
You do not need to wait for a diagnosis before asking for help.
New to SEND?
If you are beginning to explore whether your child may have special educational needs or disabilities, visit our New to SEND page.
It brings together clear information about what SEND means, the support available and the first steps you can take.
What to do if you are concerned
Speak to someone who knows your child and can help you understand what support may be available. This could be:
- Your health visitor or doctor
- Your child's key person at nursery or childcare
- Your child's class teacher or tutor
- The special educational needs coordinator (SENCO) at their school or setting
Share what you have noticed, what is going well and what your child is finding difficult. Ask what support can be put in place and how you will review whether it is helping.
What do SEN, SEND and disability mean?
SEN
Special educational needs (SEN) means that a child or young person has more difficulty learning than most others of the same age, or has a disability that makes it harder for them to use the education normally available to others of the same age.
SEND
SEND is the wider term commonly used when talking about special educational needs and disabilities.
SEND can affect how a child or young person learns, communicates, manages emotions, develops relationships, moves around or takes part in everyday activities.
Some children need small adjustments, while others need more specialist support.
Disability
Disability is defined in the Equality Act 2010 as a physical or mental impairment that has a substantial and long-term negative effect on a person's ability to carry out normal day-to-day activities.
A child can have SEN without a disability, or a disability without SEN. Support should be based on your child's needs; a diagnosis is not always required.
The four broad areas of need
The SEND code of practice describes four broad areas of need. These are not diagnostic categories. A child or young person may have needs across more than one area, and their needs may change over time.
Communication and interaction
A child or young person may find it difficult to understand language, express themselves, communicate with others or understand social situations.
This may include autistic children and young people and those with speech, language and communication needs.
Cognition and learning
A child or young person may learn at a different pace, need more time or repetition, or have difficulties with memory, organisation or particular areas of learning.
This may include dyslexia, dyspraxia or dyscalculia.
Social, emotional and mental health
A child or young person may find it difficult to manage emotions, relationships or their mental health. They may appear withdrawn, anxious, overwhelmed or distressed.
Behaviour may be a way of communicating an unmet need or difficulty. Needs may also be associated with attention deficit hyperactivity disorder (ADHD) or other conditions.
Sensory and/or physical needs
A child or young person may have a vision, hearing, multi-sensory or physical impairment.
They may need adjustments, specialist teaching, equipment or support to access education and take part alongside their peers.
Support in nurseries, schools and colleges
Education settings must identify and support children and young people with SEN.
Support may include changes to teaching, communication, routines or the learning environment, extra help in a particular area, or specialist advice.
This is often called SEN Support and should follow a graduated approach: assess needs, plan support, put it in place and review the difference it is making.
Find out more about the support available in schools and colleges for children and young people with SEND or, if your child hasn't started school yet, the support they should receive in the early years.
What is a SENCO?
The special educational needs coordinator (SENCO) helps the school or setting identify and support children and young people with SEN.
They advise staff, work with families and other professionals, monitor support and help make changes when something is not working.
If you have concerns, ask your child's school or setting how you can contact the SENCO.
Education, Health and Care Plans
Most children and young people with SEN receive support through their education setting. If this support is not enough, it may be appropriate to request an Education, Health and Care (EHC) needs assessment.
An Education, Health and Care Plan (EHCP) is for children and young people who need more support than is normally available through SEN Support.
Find out when and how to request an EHC needs assessment.
Accessibility and specialist arrangements
Schools and local authorities must plan to improve access to education for disabled pupils.
Find information about individual schools on the accessibility in schools page.
Further information and support
- New to SEND - a starting point for families
- SEND local offer - local information, services and activities
- Advice and support for parents and carers - including SENDIASS and Parent Carer Voice Herefordshire
- Department for Education SEND guide for parents and carers
- SEND support: easy read guide for parents