Glossary of Terms
Advisory Teacher Service (ATS):
Teachers who are trained in the difficulties that may affect a child's learning or education and can advise schools and parents about how to support a child.
Annual Review:
A yearly review of a statement of special educational needs.
Carer:
A carer is a person named by a local authority to care for a child for whom the social services department has parental responsibility.
Case Worker:
Working with and supporting parents whose child is undergoing statutory assessment or has a statement of special educational needs.
Code of Practice Special Educational Needs (SEN):
Practical advice to Local Authorities, maintained schools, early education settings and others on how to identify, assess and make provision for children's special educational needs.
Connexions Personal Advisors:
Provide information, advice and guidance for all young people aged 13-19 when and where needed - whether they are at school; in further education; in or out of work
Connexions Service:
A service to help all young people aged 13-19 to prepare them for the transition to adult life.
Department for Education (DFE):
The Government Department with responsibility for Education.
Disagreement Resolution Service:
Arranges to help resolve disagreements between parents of a child with special educational needs and the Local Authority or a school. An independent mediator brings together the two parties in an informal way to try and resolve the disagreement through discussion. Using these arrangements is voluntary and does not in any way affect a parent's right to appeal to the SEND Tribunal.
Early Education Settings:
All pre-school education provision such as nurseries and playgroups.
Early Years Action:
When the early education practitioner who works day to day with a child, or the special educational needs co-ordinator (SENCO) identifies that a child has special educational needs. They can plan interventions that are additional to or different from those provided as part of the setting's usual curriculum and strategies. An Individual Education Plan (IEP) will usually be written.
Early Years Action Plus:
When the early years education practitioner and the SENCO are provided with advice or support from outside specialists. Alternative interventions additional to or different from strategies provided for the child through Early Years Action will be put in place. A new IEP will usually be written.
Social and Emotional Behavioural Difficulties (SEBD):
This describes a child whose behaviour or emotional difficulties impedes his/her educational progress and is persistent over a significant period of time.
Educational Psychologist (EP):
A Professional with both teaching and psychology qualifications who will assess a child's special educational needs and give advice to schools. The Local Authority has its own EPs but there are also independent practitioners too.
Foundation Stage:
This is the name given to the curriculum for children from the age of three. Foundation 1 is nursery/preschool provision. Foundation 2 is full-time school.
Graduated Approach:
Early years settings and schools must take a step-by-step approach to differentiate the work and support given to meet children’s individual needs. This is known as Graduated Response.
Inclusion:
Schools must try to meet the needs of all children where possible.
Independent Parental Supporter (IPS):
An IPS is someone who is a volunteer and can support parents/carers who have children with special educational needs.
Individual Education Plan (IEP):
An IEP is a working document for all teaching staff. It records key short-term targets, teaching and learning strategies for a child where these are different from or additional to those in place for the rest of the class.
Learning Support Assistant (LSA) or Teaching Assistant (TA):
An assistant providing support for pupils with SEN and/or disabilities within the classroom. They may be trained to different levels.
Local Authority (LA):
The local government body that is responsible for providing education and for carrying out statutory assessments and maintaining statements.
Mainstream School:
Mainstream schools cater for the needs of children of all abilities.
Maintained School:
A state school maintained by the Local Authority.
Minority Ethnic Achievement Service (MEAS):
Teachers who give in-class help to children who speak other languages and are learning English.
Named Officer:
The person at the Local Authority who liaises with you about your child if they are undergoing statutory assessment or have a Statement
Occupational Therapists (OT):
Health Service professionals who work alongside parents/carers and other colleagues to develop and maintain a child's ability to perform everyday tasks such as play and self-care.
OFSTED (Office for Standards in Education):
A team of inspectors who visit a school at regular intervals. They report on the quality of education and how the finances are used. Before the inspection parents have the opportunity to go to a meeting with the inspectors and are asked to complete a questionnaire. Following the inspection, parents receive a copy of the school Action Plan which is the responsibility of the Governing Body.
Paediatrician:
A doctor specialising in the health needs of babies and children.
Parent Partnership Services:
Parent Partnership services provide support and information to parents and carers whose children have special educational needs. They provide neutral and impartial support to help parents play an active and informed role in their child's education. Although funded by the LA, they provide a service to parents at arms length from the authority.
Physiotherapist:
A health care professional that uses physical approaches to promote well-being. They often work closely with Occupational Therapists.
Portage:
Home-based educational support for pre-school children with special educational needs.
Portex:
An outreach service for schools of the Portage Service.
Pupil Referral Unit (PRU):
An alternative provision for children who would not otherwise receive an education because of exclusion. Wirral’s alternative provision is known as WASP (Wirral Alternative School Provision).
School Action:
When a class or subject teacher identifies that a pupil has special educational needs. They will provide interventions that are additional to or different from those provided as part of the school's usual differentiated curriculum.
School Action Plus:
When the class or subject teacher and the SENCO are provided with advice or support from outside specialist so that alternative interventions additional to or different from those provided for the pupil through School Action. The SENCO usually takes the lead, although day to day provision continues to be the responsibility of the class or subject teacher. A new IEP should be written.
Special Educational Needs (SEN):
A child has special educational needs if he or she has learning difficulties that need special educational provision. They have learning difficulties if they find it harder to learn than most children of the same age, or they have disabilities that make it much more difficult for them in school.
Special Educational Needs Co-ordinator (SENCO):
This is the name used for the teacher with responsibility for the planning of the special educational provision within early education settings and schools.
Special Educational Needs and Disability (SEND):
An independent body that hears appeals against decisions made by Local Authorities on statutory assessments and statements. They also consider parents' claims of discrimination in Schools.
Special Educational Provision:
The extra or different help given to children with special educational needs.
Speech & Language Therapy:
Speech and language therapists help children and adults with speech, language and communication difficulties.
Special School:
A school that provides education for children who have complex special educational needs.
Specific Learning Difficulties (SpLD):
A specific rather than a general learning difficulty. For example dyslexia or dyspraxia.
Statement of Special Educational Needs:
A legal document that sets out a child's needs and all the extra help they should get.
Statutory Assessment:
A formal assessment of a child's special educational needs which may lead to a statement.
Transition Plan:
A plan drawn up after the year 9 annual review of a statement. It sets out the steps needed to move from school to adult life. Transition plans may also be drawn up at other times, for example when planning a move between schools.
Voluntary Organisations:
Organisations, usually charities, which provide help and advice that is often linked to particular needs.
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