SEND Support Plans 


Children and young people with SEND all have learning difficulties or disabilities that make it harder for them to learn than most children and young people of the same age. These children and young people may need extra or different help from that given to others.

SEND can be identified in a number of different ways - by the school, by the parent, by another professional or a combination of all three. There are three broad ways that the support for  young people with additional learning needs in an educational setting is detailed: 

The majority of children and young people with SEND are supported through SEND support planning within their mainstream school/college/early years setting through the graduated approach, quality first teaching, targeted and personalised support that is ordinarily available in mainstream schools settings. All schools and settings have funding to allow them to do this. 

The responsibility for the SEND Support Plan (SSP) should lie with the class teacher, supported by the SENCo, including relevant partners and ensuring SEND is clearly identified, as well as the provision required to meet those needs and the outcomes sought. See the Code of Practice (sections 6.59 - 6.66) for information about SEN Support Plans.

Many of the principles behind SEND support plans are the same as they are for Education, Health and Care plans. For some young people whose needs are ‘predictable’ (additional needs that are more common in the general pupil population) there may be little practical difference between the two. However, for needs that are more exceptional (needs not routinely found in the general pupil population) a more intensive level of specialist help may be appropriate that cannot be met from the resources available to schools and other settings. In these circumstances, it may be appropriate to consider an Education, Health and Care Needs Assessment (EHCNA) for the child.




29/06/2021, 12:24:00