All mainstream nurseries, schools and colleges have a legal duty to identify children and young people with special educational needs and disabilities (SEND) and make sure they are supported appropriately. This applies even if a child does not have a diagnosis.
Most children and young people with SEND are supported successfully within mainstream settings such as schools, nurseries, and colleges, and do not need an Education, Health and Care Plan (EHCP). Instead, they receive support through what is known as SEN Support. This follows a graduated approach and may include high-quality teaching in the classroom, small group work, and more personalised support tailored to individual needs.
Schools and settings receive funding to support children and young people with SEND. This funding helps them provide support early, without needing to wait for an EHCP. Early identification of needs is important, as it helps ensure that the right support is put in place as soon as possible, leading to better outcomes.
SEND can be identified by the school or setting, by parents or carers, or by other professionals such as those in health or social care. In many cases, it is a joint process involving several people working together to understand a child’s needs.
Many children and young people receive support through SEN Support without needing an EHCP.
Schools are expected to keep clear records of a child’s needs, the barriers they face, the outcomes being worked towards, and the support in place. They must use their “best endeavours,” meaning they must do everything reasonably possible to support the child or young person.
SEN Support Plans, also known as Individual Support Plans or Pupil Passports
For children and young people receiving SEN Support, schools should put in place a Individual Support Plan (ISP). This may also be called a Pupil Passport, One Page Profile, or Individual Education Plan (IEP), depending on the school.
An ISP is an important document that brings together key information about the child or young person. It should clearly describe:
- The child’s needs and strengths
- Any barriers to learning
- The support or strategies in place
- The outcomes (goals) being worked towards
Good ISPs also include the voice of the child or young person, as well as the views of parents and relevant professionals. They should reflect what the child enjoys, what they find difficult, and what is important to them.
ISPs are living documents, which means they are regularly updated as needs change. They should be reviewed at least once a term, using the assess, plan, do, review cycle. This helps ensure that support remains effective and appropriate.
Schools should also use ISPs to decide when it may be helpful to involve other professionals, such as health services, social care, therapists, or educational psychologists.
If a school feels that it cannot meet a child’s needs using its own resources or expertise, it should consider requesting an EHC Needs Assessment. Where an EHCP is in place, the school must provide the support set out in the plan, as this is a legal requirement.
Working in partnership with parents and young people is a key part of supporting SEND. Schools should communicate regularly, agree clear outcomes, and review progress together. In most cases, parents should be invited to meet with the school at least three times a year.
Outcomes are an important part of both ISPs and EHCPs. They describe the positive changes a child or young person is working towards, such as improving communication, building friendships, or becoming more independent. Outcomes should be meaningful, realistic, and clearly defined. They are different from the support itself – support (provision) is what helps the young person achieve their outcomes.
Large outcomes are often broken down into smaller steps, sometimes called “steps towards,” which help to track progress and build confidence over time.
Planning for adulthood should begin early and applies to all children and young people. This includes thinking about future education, employment, independent living, friendships, and participation in the community. From Year 9 onwards, planning for adulthood must be included in formal reviews.
All schools and colleges must follow the Equality Act 2010, which protects children and young people from discrimination and requires reasonable adjustments to be made to support inclusion. They must also have accessibility plans in place, explaining how they will improve access for disabled pupils.
Where a child has medical needs, schools must make appropriate arrangements in line with statutory guidance.
Ultimately, the governing body or academy trust is responsible for ensuring that legal duties relating to SEND are met, including making sure that staff are trained and that pupils receive the support they need.