SEND In The Uk

In the UK, the term Special Educational Needs and Disabilities (SEND) describes children and young people who need extra help to learn and develop. These needs can range from mild learning difficulties to more complex challenges that require long-term, coordinated support. Understanding how SEND is identified and supported gives parents and carers confidence in navigating the education, health, and social care systems.

At SEND Family Guidance, we help families make sense of the process, ensuring that every child receives the right support at the right time.

What Are Special Educational Needs?

A child is considered to have special educational needs if they have a learning difficulty or disability that makes it harder for them to learn compared with others of the same age. This could mean they struggle to read, write, or communicate, or they may have difficulties with behaviour, concentration, or social interaction.

SEND can include a wide range of needs such as:

• Specific learning difficulties like dyslexia, dyspraxia, or dyscalculia.

• Communication and interaction challenges such as speech and language delay or autism.

• Social, emotional, and mental health (SEMH) needs that affect behaviour and wellbeing.

• Sensory impairment, including hearing or visual impairment.

• Physical disabilities that impact access to education.

Every child’s needs are unique, which is why the UK’s SEND Code of Practice sets out a framework for identifying, assessing, and meeting these needs in collaboration with families and professionals.

How SEND Is Identified in Schools

In most cases, SEND is first noticed by a child’s class teacher or Special Educational Needs Coordinator (SENCO). Teachers observe the child’s progress, learning style, and interaction with others, while the SENCO coordinates assessments and ensures appropriate strategies are in place.

If a child requires help beyond what is normally provided in class, the school will put them on SEN Support. This involves a graduated process:

1. Assess – The school gathers information from teachers, parents, and specialists to understand the child’s needs.

2. Plan – The SENCO and teachers agree on goals and outline what additional support will be given.

3. Do – Interventions are delivered through one-to-one help, group work, or specialist sessions.

4. Review – The school evaluates progress and adjusts support accordingly.

This process ensures that the child’s progress is continuously monitored and that families are involved in every step.

The Role of Mainstream Schools

Most children and young people with SEND are educated in mainstream schools, where teachers adapt lessons and the learning environment to meet individual needs. Schools are expected to make reasonable adjustments so that disabled children can participate fully in classroom life.

For example, a child with a hearing impairment might use an assistive listening device, while a pupil with sensory impairment may need visual aids or a quiet space for concentration. Teachers and teaching assistants receive training from the SENCO or external specialists to ensure the right support is provided.

Mainstream schools work closely with parents, carers, and health professionals to make sure strategies are effective and inclusive. The goal is always to support children in achieving their potential alongside their peers.

Education, Health and Care Plans (EHCPs)

When a child’s needs are complex or require coordinated input from multiple agencies, the local authority may carry out an assessment for an Education, Health and Care (EHC) Plan. This legal document sets out the additional support required for a child or young person with significant SEND.

An EHC Plan includes:

• A description of the child’s educational, health, and social care needs.

• The outcomes they are working towards.

• The support that will be provided and by whom.

• The school or setting responsible for delivering it.

Parents and carers are fully involved in creating and reviewing the plan to ensure that it accurately reflects their child’s needs. If you disagree with a decision made by the local authority, you have the right to mediation or appeal through a SEND Tribunal.

Collaboration Between Education, Health, and Social Care

The UK system is built on joint working between education, health, and social care professionals. Schools, doctors, therapists, and local authorities must share information and plan together to ensure consistency in support.

For example, a qualified teacher may work with a speech and language therapist to help a child develop communication skills, while a social worker ensures that family circumstances are considered. This multi-agency approach is a key part of the SEND Code of Practice and aims to deliver joined-up, holistic care for every child or young person.

Supporting Children and Families

For families, understanding who does what can be one of the biggest challenges. The SENCO acts as a central point of contact, coordinating between teachers, parents, and outside professionals. They help identify whether the child needs early support, additional classroom resources, or a formal assessment for an EHC Plan.

Parents and carers are encouraged to stay involved by attending school meetings, reviewing progress, and sharing insights about their child’s development. At SEND Family Guidance, we help parents prepare for these discussions, ensuring their concerns are heard and recorded.

A Shared Commitment to Inclusion

The UK’s SEND framework is built on the belief that every child has the right to an education that meets their needs. Whether your child is in a mainstream school, a special school, or an alternative provision setting, they are entitled to personalised, high-quality support.

By working together, families, teachers, and professionals, we can create a system that supports every child to learn, grow, and thrive. The SEND Code of Practice reminds us that understanding and collaboration are at the heart of inclusion.