Glossary of terms
SENCO - Special Educational Needs Coordinator
Sometimes SENDCO- Special Educational Needs and Disabilities Coordinator - the key person in school responsible for overseeing the provision for all pupils with additional needs. At St. Mary’s, the SENDCO is Rebecca Smith.
INCO - Inclusion Coordinator
The key person in school responsible for overseeing the provision for any pupil requiring additional support, including those learning English as an Additional Language, for example. At St. Mary’s, the INCO is also Rebecca Smith.
SEN Support is the system by which schools should assess the needs of children, and then provide appropriate support. The system should follow four stages, often referred to as a 'cycle': Assess, Plan, Do, Review. For further information about this cycle, often referred to as the 'graduated approach', see Chapter 6 of the SEND Code of Practice 2015. The needs of most pupils with SEND are met through SEN support. https://www.gov.uk/government/publications/send-guide-for-parents-and-carers
APDR - Assess, Plan, Do, Review
A response to meeting the needs of pupils with SEND, where provision is regularly reviewed and adjusted to ensure it is having the required impact for the child.
If a child is receiving SEN support, they will be added to the SEND register, a list of pupils within school with identified additional needs. This will only happen following conversation with parents.
For a small number of children with complex needs, an Education and Health Care Plan may be required. Before an EHCP can be agreed, a Needs Assessment must take place, involving professionals including an Educational Psychologist undertaking observations and assessments of the child and considering appropriate outcomes and the provision needed to meet those outcomes. An application to request an Education Health Care Needs Assessment (EHCNA) is usually made by school and parents together, although parents can apply independently. Cambridgeshire guidance on EHCPs A decision to apply for an EHCNA would be made if a child was not making progress as a result of the support already put in place via the APDR cycle and advice from other professionals.
What is a One Page Profile?
A One Page Profile (sometimes referred to as a Pupil Passport) is a one-page document which brings together key information about your child, including: their strengths, needs, likes/dislikes, and crucially, information about how they like to be supported and learn best. Having a One Page Profile helps make sure that all the key people involved in helping your child (including new people) have access to up-to-date information and are well informed about how to support them.
Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Children with dyslexia may also have difficulties in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, although these by themselves are not signs of dyslexia. Teachers in school are trained to identify children with dyslexic difficulties (through a combination of standardised and , and although they cannot make a formal diagnosis, they will put in place provision to support needs. All classrooms are “dyslexia friendly.” Cambridgeshire Dyslexia Guidance
Dyscalculia is a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence. Teachers in school are trained to identify children experiencing particular difficulties with mathematics, and put in place provision to support their needs.
These terms all come under the spectrum of autism, a developmental disability caused by differences in the brain. It presents differently for different people, and can be better thought of as “difference” rather than “disability”. People with autism commonly experience differences with how they communicate and interact with people, as well as sensory differences and repetitive or restrictive behaviours. Autism is diagnosed by Community Paediatricians. In order to make a referral, school gathers evidence of the support already given (including 2 APDR cycles) and information from parents/carers. Once a referral is submitted, this is discussed by a triage team, and if accepted for assessment, children are placed on a waiting list. The NHS target is then for an appointment to be offered within 18 weeks. For more information see National Autistic Society
ADHD- Attention Deficit and Hyperactivity Disorder
People with ADHD show a persistent pattern of inattention and/or hyperactivity–impulsivity that interferes with day-to-day functioning. ADHD is diagnosed by Community Paediatricians. In order to make a referral, school gathers evidence of the support already given (including 2 APDR cycles) and information from you. To be accepted, parents must also have completed a parenting course and have evidence of this. Once a referral is submitted, this is discussed by a triage team, and if accepted for assessment, children are placed on a waiting list. The NHS target is then for an appointment to be offered within 18 weeks.