A - Z

This A-Z contains the explanations and meanings of acronyms and abbreviations associated with education and special educational needs.

ACADMEIES

In the education system of England, an academy is a school that is directly funded by central government (specifically, the Department for Education) and independent of direct control by local government.

ADVISORY TEACHER

A specialist teacher employed by the local education authority, to give advice to schools. Schools refer to the Advisory Teacher. These include physical, hearing and visual impairements, SPLD, IT and ASD.

ANNUAL REVIEW

A meeting that takes place within 12 months of the statement being written and then at least once a year to look at the details of a child's Statement of Special Educational Needs, to record the child's progress and plan for the year ahead. Teachers and parents / carers attend the review meeting. Other professionals involved are also invited. The child or young person is also invited to attend for all or part of the meeting.

Under the Children and Familes Act 2014, Local Authorites must carry out a review of an EHC plan every 12 months.

BEHAVIOUR EMOTIONAL AND SOCIAL DIFFICULTIES (BESD)

Where a child's emotions or behaviour are barriers to their learning. This may result in them being: withdrawn and/or isolated; disruptive and/or disturbing others; hyperactive and/or having difficulties with concentration; having immature social skills; presenting challenging behaviour. These difficulties may arise from medical disorders and/or difficult home situations.

CAF

Common Assessment Framework (not be confused with Common Application Form for admissions) is a form used to identify the full needs of the child both social and educational. This may form the basis for subsequent team around a child meeting (TAC)

CAHMS

Child and Family Therapy Service at Marlborough House is a NHS multi-disciplinary team (including doctors, clinical psychologists, child psychotherapists, family therapists and clinical nurse therapists) offering assessment and treatment/counselling relating to emotional and behavioural problems to children, young people and their families. The upper age limit is 18 years if in full time education. Interventions may be offered to individuals or families or within parent or children's groups.

CARER

For the purpose of the SEN Code of Practice, a carer is a person named by a local authority to care for a child for whom the social services department has a parental responsibility.

CHILDREN AND FAMILIES ACT 2014

This law came into force on 1st September 2014. Part 3 of the Act sets out the new law on special educational needs and disability. The Act is supported by SEND Regualations 2014 and the SEND Code of Practice: 0-25 years.

CODE OF PRACTICE (CoP)

The SEN Code of Practice is a guide for Local Education Authorities, parents and schools about how help should be given to children with Special Educational Needs. Local Education Authorities and schools must have regard to the code.

COMMUNITY PAEDIATRICIAN

Doctor specialising in the needs of babies and children.

DEPARTMENT FOR EDUCATION (DfE)

Government department, responsible for education, formerly known as the Department for Education and Skills (DfES)

DIRECT PAYMENT

A payment made directly to a parent or young person to purchase specific services. Under the Children and Families Act 2014, a Direct Payment may be made as part of a Personal Budget so that the parent or young person can buy certain services that are specified in their EHC plan. Direct payments can only be used for provision provided on the school or college premises if the school or college agree.

DISABILITY DISCRIMINATION ACT (DDA)

Since 2002, schools and local education authorities must not treat disabled pupils less favourably because of their disability. The act has recently been updated and duties on schools and local education authorities continue.

DISAGREEMENT RESOLUTION

Local Authorites must provide independent disagreement resolution to help parents and young people resolve disputes with local authorities,schools and other settings about SEND duties and provision.

DISAPPLICATION

Removal or lifting of a programme of study (e.g. foreign language or sports), attainment target, assessment or any other component of the National Curriculum, or any combination of these including entire subjects or the entire National Curriculum.

EDUCATION HEALTH AND CARE PLAN

An Education Health an Care Plan (EHC) is a document which replaces a Statement of SEN and Learning Difficulties Assessments (LDAs) for children and young people with Special Educational Needs. It describes the special educational needs that a child or young person has and the help they will be given to meet them. It also includes the health and care provision that is needed. It is a legal document written by the Local Authority.

EHC NEEDS ASSESSMENT
Local Authorities must carry out an EHC needs assessment if a child or young person may need an EHC plan. The assessment is a detaile look at the special educational needs that the child or young person has and what help they may need in order to learn.

EDUCATION OTHER THAN AT SCHOOL (EOTAS)

Arrangements that the local education authority makes to educate pupils other than in a school setting. EOTAS also includes children who are educated at home when parents arrange the education.

EDUCATION WELFARE OFFICER (EWO)

EWO's work by inviting schools to discuss children whose irregular attendance is causing concern. They then make contact with parents either by telephone, letter or home visit. Education welfare officers will always work with parents and schools to try to bring about improvements in the level of attendance and also the child's well being at school.

EDUCATIONAL PSYCHOLOGIST (referred to as EPS)

A qualified professional who has had training in psychology to understand more about the ways children learn, think and behave. The Educational Psychologist plays an important role in assessing a child's special education needs and giving advice to schools. Local education authorities usually employ educational psychologists.

FIRST TIER TRIBUNAL (SEN AND DISABILITY)
The First-tier Tribunal (Speical Educational Needs and Disability) is a legal body. The Tribunal hears appeals from parents and children and young people with SEN, about EHC needs assessments and EHC plans.

FOUNDATION STAGE

The foundation stage begins when children reach the age of 3. Many children attend an early education setting soon after their 3rd birthday. The foundation stage continues until the end of the reception year and is consistent with the national curriculum. It prepares children for learning in year 1, when programmes of study for Key Stage 1 are taught.

FURTHER EDUCATION (FE)

Full or part-time education for people who are over compulsory school age (17 years in England 2013 and 18 in 2015) which does not take place in a school. It can take place in a sixth form college, a further education college or a higher education institution. Further education courses are usually up to the standard of GCSE A level or National Vocational Qualification (NVQ) Level 3.

GRADUATED APPROACH

The graduated approach recognises that children learn in different ways and can have different kinds or levels of special educational needs. Step-by-step, the school or early years setting may provide additional help. They may also ask for more specialist help in order to assess the child's needs and give additional help. The graduated approach is based on a cycle of assess, plan, do, review.

GROUP EDUCATION PLAN (GEP)

Where pupils in the same group, class or subject lessons have common targets and therefore, common strategies, a group learning plan can be drawn up rather than IEPs for each child.

INCLUSION

Educating children with special educational needs together with children without special educational needs in mainstream schools wherever possible and ensuring that children with special educational needs engage in the activities of the school together with children who do not have special educational needs.

INDEPENDANT SCHOOL

A school, which is neither funded by the LA, nor is it a voluntary aided school. Charitable Trusts and organisations, particularly those catering for special educational needs run some independent schools. They usually charge fees.

INDEPENDENT SUPPORTER

A person to support children, young people and families going through an EHC needs assessment and the process of developing and EHC plan. This person is independent of the Local Authority.

INDIVIDUAL EDUCATION PLAN (IEP)

Details of the additional help your child will receive, the targets set and the arrangements for reviewing progress. It is a working document for all teaching staff recording key short-term targets and strategies for an individual pupil. IEPs should be discussed with parents and the child and they should be consulted as part of the review process. IEPs will usually be written for children who have support through Early Years Action, Early Years Action Plus, School Action, School Action Plus and Statements.

KEY STAGE 1 (KS1)

The level of the National Curriculum taught to children in Reception to Year 2 (Age 4-7)

KEY STAGE 2 (KS2)

The level of the National Curriculum taught to children in years 3 to 6 (Age 7-11).

KEY STAGE 3 (KS3)

The level of the National Curriculum taught to children in years 7 to 9 (Age 11-14).

KEY STAGE 4 (KS4)

The level of the National Curriculum taught to children in years and 11 (Age 14-16).

LOCALITIES

Swindon has been divided up into seven localities in order to provide a local approach to delivering council services including eductaion.

LOCAL OFFER

The Local Offer must be published by every Local Authority which tells you what support is available for children and young people wtih special educational needs and disabilities, and their families. This includes information about education, health and care provision. It also gives information about training, employment and independent living for young people with speical educational needs and or disabilities.

MEDIATION

Mediation is a type of disagreement resolution. Every Local Authority must provide independent mediation to help parents and young people resolve disputes with local authorites about:
- A decision not to carry out an EHC needs assessment
- A decision not to draw up an EHC plan
- The content of a final EHC plan or ammended plan
- A decision not to amend an EHC plan
- A decision to cease to maintain an EHC plan.

Parents or young people who wish to register an appeal with the First Tier Tribual must first seek mediation.

MODIFICATION

Amendment or alteration of a programme of study, attainment target, assessment or any other component of the National Curriculum in order to give your child access to that area of the curriculum.

MOP

A moving on plan is produced in year 9 as part of the annual review process in order to plan transition to further education.

MULTI-AGENCY

Involving professionals from a range of disciplines (usually Education, Children's Social Care and Health)

NAMED OFFICER

A case officer working in the Inclusion Team who is the point of contact for parents of children undergoing statutory assessment or who have statements.

NATIONAL CURRICULUM (NC)

This sets out a clear, full and statutory entitlement to learning for all pupils, determining what should be taught and setting attainment targets for learning. It also determines how performance will be assessed and reported.

NON-MAINTAINED SPECIAL SCHOOL

A non-profit making school which charges fees. Most non-maintained special schools are run by charities or charitable trusts.

NOTE IN LIEU (NIL)

A Note in Lieu is issued to the child's parents and school when, following a statutory assessment, the LA decides not to make a statement. The document will describe the child's special educational needs, make recommendations about appropriate provision for the child and explain why the LA does not think it necessary to make a statement. All the advice received during the assessment should be attached to the note and sent to the parents and, with their consent, should also be sent to the child's school.

NYLANDS OUTREACH TEAM (NCOT)

A specialist team which gives advice to school on behaviour management strategies and may work with individual children and young people.

OCCUPATIONAL THERAPIST (OT)

A person trained to provide assessment, treatment and rehabilitation for children with physical difficulties. They are able to give schools advice on programmes of support, and to advise about suitable equipment and the provision of other facilities.

OUTCOMES

An outcome is written as part of the EHC plan and is an objective. An outcome myst be SMART - specific, measurable, achievable. realistic and time bound.

PARENT PARTNERSHIP SERVICE (PPS)

Provide advice and information to parents whose children have special educational needs. They provide neutral and factual support on all aspects of the SEN framework to help parents play an active and informed role in their child's education. Although funded by the local education authority (LA) they provide a confidential service to parents and are often either run at arms length of the authority or by a voluntary organisation to ensure parents have confidence in them.

PARENT SUPPORT ADVISOR (PSA)

The role of the PSA is to enhance childrens achievement in school by working in partnership with families, parents and carers. The PSA will help pupils in a school context to enable them to have full access to educational opportunities and overcome barriers to learning and participation by working directly with parents. Not all schools in Swindon have a PSA, please check with your school.

PASTORAL SUPPORT PLAN (PSP)

To be put in place to help modify a pupil's behaviour. They should be put in place where a child is at serious risk of permanent exclusion.

PERSONAL BUDGET

A Personal Budget is money set aside to fund support as part of an Education, Health and Care Plan. It can include funds from Education, Health and Social Care. Parents with children with an EHC plan and young people with an EHC plan can choose whether or not they wish to have a personal budget.

PHYSIOTHERAPIST

A person trained to provide assessment and treatment in movement and physical development such as balance, co-ordination, ability to sit, stand and walk. They are able to give advice to schools on programmes of support.

PORTAGE / SPECIAL TOTS

Home based pre-school education for children with special educational needs. There is a national Portage association, which provides a Code of Practice and accredited training. Portage home visitors work in partnership with parents, helping parents to help their child.

PROPOSED STATEMENT

A draft copy of a legal document drawn up by the Local Authority describing a child's special educational needs and the special help they should receive.

PUPIL REFERRAL UNIT (PRU)

A centre for pupils who are permanently excluded from school. Some PRUs are able to support schools with preventative work. Nylands provide this service at Primary age and Stratton Education Centre provide this service for Secondary age.

REASONABLE ADJUSTMENTS

Reasonable adjustments are changes schools and other settings are required to make. For example, extra support and aids (specialist teachers or equipment).

SAFEGUARDING

Protecting children & young people from maltreatment; preventing impairment of children & young people's health or development; ensuring that children & young people are growing up in circumstances consistent with the provision of safe and effective care; undertaking that role so as to enable those children & young people to have optimum life chances and to enter adulthood successfully.

SCHOOL ACTION (SA)

When a class or subject teacher identify that a pupil has special educational needs, they provide interventions that are additional to or different from those provided as part of the schools usual differentiated curriculum offer and strategies. An IEP will usually be devised.

SCHOOL ACTION PLUS (SAP / SA+)

When the class or subject teacher and the SENCO are provided with advice or support from outside specialists, so that alternative interventions, additional or different strategies to those provided for the pupil through school action can be put in place. 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 will usually be devised.

SELF ESTEEM

Self esteem is the way we judge ourselves as individuals and how we value or estimate what we can do. It is closely allied to self confidence. Children with low self esteem feel inside that they cannot do things.

SPECIAL EDUCATIONAL NEEDS AND DISABILITY TRIBUNAL (SENDIST)

An independent body established under the 1996 Education Act that hears appeals by parents against LA decisions on assessments and statements. The tribunal's decision will be binding on both parties to the appeal.

SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR (SENCO)

The teacher who has the responsibility for co-ordinating the special educational needs provision within a school.

SPECIAL EDUCATIONAL PROVISION

For children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LA, other than special schools, in the area. For children under two it is educational provision of any kind.

SPECIAL RESOURCE PROVISION

A facility attached to a mainstream school, which is resourced and organised by the LA to provide appropriate education of pupils with a Statement of special educational need or under assessment.

SPECIAL SCHOOL

A school, which is resourced and organised to provide appropriate education of pupils with a Statement of special educational need or under assessment.

SPECIAL TOTS / PORTAGE

Home based pre-school education for children with special educational needs. There is a national Portage association, which provides a Code of Practice and accredited training. Portage home visitors work in partnership with parents, helping parents to help their child.

SPEECH AND LANGUAGE THERAPY (SALT)

This is a Health Care provision. The role and aim of which is to enable children with speech, language and communication difficulties to reach their maximum communication potential and achieve independence in all aspects of life.

STATEMENT OF SPECIAL EDUCATIONAL NEEDS (Statement)

A legal document drawn up by the Local Authority describing a child's special educational needs and the special help they should receive. These will be transfered to EHC plans in line with the Local Authorites converstion timeline.

STATUTORY ASSESSMENT

Statutory Assessment is a formal process, which involves the collection of information from as many people as possible.

TAC

Team around a child meeting are meetings held to identify needs to provide targeted support for child and family.

TAHMS

The Targeted Mental Health Service (TaMHS) is part of the Integrated Locality Service for Children and Young People, aged between 0 - 18 years and their families. Schools and settings can choose to buy in bespoke training packages, additional consultancy, clinical supervision and group interventions. This service is only accessible via local authority professionals.

TEACHING ASSISTANT (TA)

A person employed by the school to provide general support in the classroom. They work under the direction of the class teacher.

TRANSITION PLAN

A plan devised during year 5 annual review to look at suitable secondary provision. Moving on Plan (MOP)

TRIBUNAL

An independent body to which parents can take grievances relating to statementing procedures

LACES

Looked after children's education services are a local authority team that focus on improving achievement of children in care in Swindon.

LEARNING DIFFICULTIES

A child has learning difficulties if he or she finds it much harder to learn than most children of the same age or has a disability which affects his or her ability to learn in the same way or the same environment as other children.

LEARNING DIFFICULTY ASSESSMENT (LDA)

Learning Difficulties Assessment set out what additional learning support a young person needs when continuing their education in some form of post-16 education or training. From 1st September 2014, Leanring Difficulty Assessments will be replaced by EHC plans.

LEARNING SUPPORT ASSISTANT

A person employed by the school to provide support in the classroom or undertake specific work with a child or group of children who have learning difficulties. They work under the direction of the class teacher.

LOCAL AUTHORITY (LA)

This is local government which is responsible for dealing with schools, admissions, exclusions and special educational needs amongst other things.

UNDER ASSESSMENT

This term indicates a child is under assessment and can entitle a child to be placed in a more suitable environment in the interim pending a full statement.

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