SEND

Supporting Children and Young People with Special Educational Needs and Disabilities (SEND)

At AfC Virtual School, we are dedicated to raising the educational attainment of children and young people with special educational needs and disabilities (SEND). We achieve this through early identification of SEND, supporting schools to provide the right level and type of intervention for each child in care, and ensuring that this support effectively meets their individual needs.

SEND Among Children in Care

According to the Department for Education (DfE 2016), 60.5% of looked-after children had a special educational need in 2014/15. This includes 27.6% with a statement of special educational needs or Education, Health and Care (EHC) plan, and 32.9% receiving SEN support.

As the Department for Children, Schools and Families (DfCSF 2010) highlights:
“It is important that all children with SEN receive educational provision that meets their needs. For looked-after children, many of whom have faced difficult and unstable home and school lives, it is essential their needs are assessed and provided for quickly and efficiently to minimise the impact of any instability on their education.”

The majority of looked-after children have special educational needs, many with statements or EHC plans. From September 2014, statements have been replaced by EHC plans under the Children and Families Act 2014. The Virtual School Headteacher ensures:

The SEND Code of Practice (0 to 25 years) is followed as it relates to children in care.
The child’s statement or EHC plan aligns with their care plan to provide a coherent and comprehensive understanding of how their needs are met.
Professionals avoid unnecessary duplication between the care plan and the EHC plan.

Some children may have undiagnosed special educational needs when they enter care. The Personal Education Plan (PEP) process includes robust arrangements to identify and address any undiagnosed SEND as soon as possible.
— Promoting the Education of Looked After Children, July 2016

What Are Special Educational Needs (SEN)?

On average, five children in every classroom have special educational needs, which can affect their ability to learn. These needs may include:

Social, emotional, and mental health difficulties, such as challenges with making friends.
Difficulties with reading and writing, including spelling problems.
Speech and language difficulties (note: children who speak English as an additional language alone are not classed as having SEN).
Concentration difficulties, such as Attention Deficit Hyperactivity Disorder (ADHD).
Physical needs or impairments.

A child or young person has SEN if they:

Are progressing significantly slower than most children their age, and
Require additional or different support from what is typically provided in school.

SEN Support

SEN support refers to the help provided when a child or young person has identified special educational needs. Schools follow a graduated approach of Assess, Plan, Do, Review to understand and address barriers to learning effectively.

For more information on SEN support in Richmond and Kingston schools, please visit: About SEN Support

When SEN Support Is Not Enough

Some children need a more intensive level of specialist support, which requires an Education, Health and Care needs assessment. An Education, Health and Care Plan (EHCP) is a legal document that combines education, health, and social care needs for a child or young person with special educational needs.

For children in care, SEN professionals work closely with the Social Worker, Designated Doctor or Nurse, Independent Reviewing Officer (IRO), Virtual School Headteacher (VSH), and Designated Teacher. This ensures the EHC plan complements the Care Plan without unnecessary duplication and includes only relevant information to support their special educational needs.

For further information about Education, Health and Care Plans, please visit: EHCP Information

Jargon Buster

The Care and Support Jargon Buster is a plain English guide to common social care terms, developed with input from service users, carers, local authorities, and key stakeholders to provide clear, accessible definitions.