View our Summary of Abbreviations

1. Advisory Teacher

   A specialist teacher employed by the local education authority, based within SENDIS, to give advice to schools

2. Annual Review (AR)

   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.

3. Assessment

   This involves building a picture of your child's abilities, difficulties, behaviour and his or her special educational needs and the support required to meet those needs.

4. Baseline Assessment

   The assessment of a child's aptitude and ability as s/he starts school

5. 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 This may result in them being: withdrawn and/or isolated; disruptive and/or disturbing others; hyperactive and/or having difficulties with concentration; having immature social skills; presenting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.

6. Behaviour Support Teacher

   A trained and experienced teacher who can advise on the needs of children with a range of emotional, behavioural and social needs. They offer support and advice to parents, children and schools.

7. Benchmarking

   Providing descriptions of what is expected or what has been achieved

8. Best Value

   A more sophisticated concept than "value for money", taking into account a range of factors, including quality and the wishes of clients.

9. 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.

10. Child Development Clinic (CDC)

    A clinic where medical assessments are made of children whose development is giving cause for concern.

11. Circle Time

    A technique for raising pupils' self-esteem in school

12. Circulars

    These are issued by the Department for Children, Schools and Families (DCSF) to LAs and give guidance on how the Education Act should be interpreted. Although circulars are not law many include decisions made by the Secretary of State under delegated powers.

13. Clusters

    Groups (usually of schools) who cooperate for training/discussion etc.

14. 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.

15. Connexions

    This is a support service for all 13 - 19 year olds. It will aid in Transition Reviews and creating continuity during this difficult period. Every young person will have access to a 'Personal Adviser' to assist them.

16. Connexions Personal Advisers (PAs)

    Provide information, advice and guidance for all young people aged 13-19 years when and where needed - whether they are at school, in further education, in or out of work.

17. Department for Children, Schools and Families (DCSF)

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

18. Department for Education and Skills (DfES)

    Government department now called Department for Children, Schools and Families (DCSF)

19. Disability Codes of Practice

    There are two Disability Codes of Practice. One is for schools and the other covers post-16 provision. These Codes explain the duties to avoid disability discrimination in education and cover schools, colleges and local education authorities.

20. Disability Discrimination Act (DDA)

    Since 2002, schools and local education authorities must not treat disabled pupils less favourably because of their disability.

21. Disability Rights Commission (DRC)

    This is an independent body, established by act of Parliament to eliminate the discrimination faced by disabled people and promote equality of opportunity.

22. Disagreement Resolution

    All LAs must provide arrangements to help prevent or resolve disagreements between parents whose children have special education needs and the LA or school. The arrangements must include an independent element. The aim is to bring together the different parties in an informal manner to resolve the disagreement through discussion using an independent mediator. This is a voluntary process for all parties and does not in any way affect a parent's right to appeal to the SEN Tribunal.

23. Disapplication

    Removal or lifting of a programme of study, attainment target, assessment or any other component of the National Curriculum, or any combination of these including entire subjects or the entire National Curriculum.

24. Early Education Settings

    Providers in receipt of government funding to deliver early education including - maintained mainstream and special schools, maintained nursery schools, independent schools, non-maintained special schools, local authority day-care providers such as pre-schools, playgroups and private day care nurseries, local authority Portage schemes and accredited childminders working as part of an approved national child-minding association network.

25. Early Years Action (EYA)

    When the Early Years Setting identifies that a child has special education needs, it takes action and gives help that is additional to or different from the help most other children have. The child usually has an Individual Education Plan (IEP)

26. Early Years Action Plus (EYA+)

    When the Early Years Setting, together with outside specialists, identifies that a child has special education needs, it takes action by giving help that is additional to or different from the help most other children have. The child usually has an Individual Education Plan (IEP). The outside specialists, or the advice they give, will contribute to the plan.

27. Early Years Development and Childcare Partnerships (EYDCP)

    Every LA is required to establish an early years development partnership to work with them in reviewing the sufficiency of nursery education and preparing early years development plans.

28. Early Years Practitioners

    All the adults who work with children in early education settings, whatever their qualifications.

29. Education Development Plan (EDP)

    A requirement by the government for fully costed plans for educational development

30. Education Maintenance Allowance (EMA)

    Education Maintenance Allowance (EMA) is a weekly payment for your son or daughter if they stay on at school, college or training after compulsory schooling. It is dependent on household income. Contact a family have a leaflet explaining this at www.cafamily.org.uk

31. 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.

32. 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.

33. Education Welfare Service (EWS)

    The Education welfare service (EWS) supports schools and families to meet the LA's statutory requirements in promoting high levels of attendance and reducing unauthorised absence. The service does this by establishing and maintaining a good working relationship with schools and with families.

34. Educational Psychologist (EP / Ed Psych)

    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.

35. Educational Psychology Service (EPS)

    The Educational Psychology Service provides assessment, advice and support to help children and young people from the age of 0 to 19, who are experiencing difficulty with their learning, development, behaviour or social and emotional well being.

36. Emotional and Behavioural Difficulties (EBD)

    Emotional and/or behavioral problems that interfere with the child's education

37. Ethnic Minority Achievement Support Service (EMASS)

    The Ethnic Minority Achievement Support Service provides quality support to raise the achievement of minority ethnic pupils. This service works in partnership with schools and communities to raise expectations and standards and promote inclusion for all pupils by offering expertise, advice, continuing professional development and resources. Its main aim is to raise attainment of under-performing minority ethnic pupils by advising schools, raising their awareness and providing effective teaching strategies for minority ethnic and EAL (English as an additional language) pupils.

38. 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.

39. Further Education (FE)

    Full or part-time education for people who are over compulsory school age (16 years in England) 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.

40. 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.

41. 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.

42. 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.

43. Independent 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.

44. 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.

45. Joined-up Thinking

    The present government's emphasis on the need for departments to work together (particularly where education, social services and health are involved).

46. Key Stage 1 (KS1)

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

47. Key Stage 2 (KS2)

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

48. Key Stage 3 (KS3)

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

49. Key Stage 4 (KS4)

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

50. Learning and Skills Council (LSC)

    Many young people with special educational needs move in to further education colleges. They receive their funding from the Learning and Skills council. The LSC must have regard to the need of people with learning difficulties and has a statutory duty to take account of assessments that are arranged by Connexions.

51. 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.

52. Learning Mentor

    A person working in school with groups and individual children to help them overcome barriers to learning. Mentors may also be trained volunteers working with individual children through an external organisation.

53. 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.

54. Local Authority (LA)

    Formerly known as the Local Education Authority (LEA). This is local government which is responsible for dealing with schools, admissions, exclusions and special educational needs amongst other things.

55. Local Education Authority (LEA)

    Now called the Local Authority (LA).

56. Mediation

    The Local Authority has a duty to make arrangements for when parents / carers disagree with the LA or with their child's school about their child's Special Educational Needs. Mediation is a voluntary process where a trained mediator helps the parties who disagree to find a shared solution.

57. 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.

58. Monitoring

    The ongoing assessment of work, progress, expenditure or achievement

59. Multi-Disciplinary

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

60. 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.

61. 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.

62. Non-maintained Special School

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

63. 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.

64. 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.

65. Office for Standards in Education (OFSTED)

    A non-Ministerial government department established under the Education (schools) Act 1992, to take responsibility for the inspection of all schools in England. Her Majesties Inspectors (HMI) forms their professional arm.

66. Paediatrician

    Doctor specialising in the needs of babies and children.

67. Parent Partnership Services (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.

68. 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.

69. 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.

70. 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.

71. 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.

72. Primary Behaviour Support Team (PBST)

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

73. Proposed Statement

    A draft copy of the statement.

74. Psychiatrist

    A doctor who helps people who have difficulties with the way they feel and behave. Child psychiatrists specialise in helping children.

75. Pupil Referral Unit (PRU)

    A centre for pupils who are permanently excluded from school. Some PRUs are able to support schools with preventative work.

76. 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.

77. 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.

78. 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.

79. School Medical Officer (SMO)

    Doctor who makes sure your child's health is not stopping him or her from learning. The Medical Officer may do regular check-ups on your child if he or she has a physical, sensory or medical problem.

80. 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.

81. 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. As from September 2002, parents will be able to lodge an appeal against a school if there is an issue around fixed term exclusions, or if the child's parent/carer feel their child has been discriminated against because of their disability. The tribunal's decision will be binding on both parties to the appeal.

82. Special Educational Needs Co-ordinator (SENCO)

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

83. 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.

84. Special School

    A school, which is resourced and organised to provide specifically for the education of pupils with a Statement of special educational need.

85. Speech and Language Therapy (SALT)

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

86. 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.

87. Statutory Assessment

    Statutory Assessment is a formal procedure, which involves the collection of information from as many people as possible. Assessment works best when all involved, parents, school staff, health and social services, psychologists and other LA staff work in partnership to secure the best outcome for the child.

88. 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.

89. Time Limits

    The whole process, from the LA proposing to make an assessment to the sending of the final statement, should usually take no longer than 6 months. The LA may take longer if other professionals do not submit their report on time or if children and their parents do not keep appointments. If there is to be a delay this should be explained to the parent or carer.

90. Transition Plan

    A plan devised following the year 9 annual review and updated at subsequent annual reviews. The purpose of the plan is to draw together information from a range of individuals within and beyond the school in order to plan coherently for the young person's transition to adult life.

91. Travellers' Education Service (TES)

    The purpose of this service is to promote access to education to Traveller pupils and provide support to enable them to attain their full potential. The term Traveller used within this provision incorporates housed, sited and mobile Gypsy Travellers and Irish Travellers (holding ethnic minority status), Fairground and Circus families, Barge families (living on waterways) and New Travellers.

92. Tribunal

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