SEN - a definition

The term 'Special Educational Needs', or SEN, has a legal definition. The Government's Department for Education and Skills defines children with SEN as having 'learning difficulties or disabilities which make it harder for them to learn or access education than most other children of the same age.'

A child with special needs may need extra or different help at school or home because of physical difficulties, problems with thinking and understanding, emotional and behavioural issues or a combination of these.

However, the law says that children do not have learning difficulties just because their first language is not English. Of course, these children may have learning difficulties as well.

How do schools identify children with SEN?

The government has set out targets to identify what most children should be able to do when they reach certain ages. For 3- to 5-year-olds these targets are the Early Learning Goals of the Foundation Stage of education.

5- to 16-year-olds are assessed using the Attainment Targets of the National Curriculum. The National Curriculum also lays out what most children will study and learn at each stage of their education.

Children who are working at a level significantly below other children of the same age will be identified as having SEN. These children are entitled to extra support to help them access the same curriculum and opportunities as other children their age.

What if my child just needs extra help?

Remember, all children progress at different rates and learn in different ways. Teachers are expected to plan carefully so that their lessons, classroom, books and materials suit the range of children in their classes and help them to learn in different ways. This is known as 'differentiation' or 'differentiating the curriculum'.

If your child is making slower progress or is having difficulties with something specific, she may be given extra help or different lessons to help her. This might include one-to-one help from a teacher or teaching assistant, special 'catch-up' work or lessons, or the chance to attend extra homework clubs or lessons in holiday time.

However, don't assume your child has SEN just because she's making slower progress or is getting some extra help. The extra support being given may well help your child to catch up quickly and carry on working at the same level as the rest of the class.

I'm worried about my child's progress. What can I do?

The early years are a vital time for your child's progress, which is why she will be monitored regularly by health visitors and doctors. They will tell you if they see any problems, but of course, no one knows your child better than you. If you have any worries of your own, do tell them straight away.

If your child is in school you should also talk to the class teacher, the SENCO (the person responsible for co-ordinating help for children with SEN) or head teacher about any worries you have.

Working closely with your child's teachers will often help to sort out any problems or worries. It will also help you all to support your child in the best possible way. If you think your child has severe difficulties but the school disagrees, you can contact the Special Educational Needs section of your Local Education Authority (LEA) and ask for your child to be assessed.

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