SEND Information and links

Mar 30, 2020

Feed back from a SEND Review conducted by a member of Backdrop Education

'I have thoroughly enjoyed being part of the SEND Review process. Jon has provided clear guidance regarding how to conduct the reviews and the areas to explore. As a result, I am confident that I have gained an overview of both the strengths of SEN provision within [the area] and the areas that require focus during the coming year.' Strategic SENDCo, MAT

January 2020 Census Data 

Headline facts and figures - 2019/20 for % SEND Pupils

EHC plans/Statements of SEN - 3.3%

SEN support -12.1 %

  • 3.3% of all pupils in schools in England have an Education, health and care (EHC) plan, a rise from 3.1% in 2019
  • A further 12.1% of all pupils have SEN support, without an EHC plan, up from 11.9% in 2019.
  • The most common type of need for pupils with an EHC plan is autistic spectrum disorders and for pupils with SEN support is speech, communication and language needs
  • SEN is more prevalent in boys than girls, with boys representing 73.1% of all pupils with an EHC plan and 64.6% of pupils with SEN support (

Special educational needs & Disabilities (SEND) 

“A child or young person has SEN[D] if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.  

A child of compulsory school age or a young person has a learning difficulty or disability if he or she: 
  • has a significantly greater difficulty in learning than the majority of others of the same age, or 
  • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.” (SEND Code of Practice 2015)
 2 Years Plus 
  • “...special educational provision is educational or training provision that is:
    • additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers."  (SEND Code of Practice 2015)
Under 2 Years
“For a child under two years of age, special educational provision means educational provision of any kind. 
  •  … he or she is likely to fall within the definition in paragraph above when they reach compulsory school age or would do so if special educational provision was not made for them (Section 20 Children and Families Act 2014).” (SEND Code of Practice 2015)
Post-16 institutions
  • “Often use the term learning difficulties and disabilities (LDD). 
  • The term SEN is used in this Code across the 0-25 age range but includes LDD.”

Disabled children and young people
“Many children and young people who have SEN may have a disability under the Equality Act 2010:
  •   ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’.
  • … ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’.  (SEND Code of Practice 2015) 

Four Broad Areas of SEND

  • "Communication and interaction
    • Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others...
    • Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction... "  (SEND Code of Practice 2015) 
  • "Cognition and learning 
    • Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. 
      • Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), 
      • Severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication,
      • Profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. 
      •  Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia." (SEND Code of Practice 2015) 
  • "Social, emotional and mental health difficulties 
    • Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. 
      •  Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. "  (SEND Code of Practice 2015) 
  • Sensory and/or physical needs
    • Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. 
    • … Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support ...
    • Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers" (SEND Code of Practice 2015) 

The Equality Act 2010 

  • “They [schools etc] must not directly or indirectly discriminate against, harass or victimise disabled children and young people.”
  •  “They [schools etc] must not discriminate for a reason arising in consequence of a child or  young person’s disability”
  • “They must make reasonable adjustments:
    • auxiliary aids and services, to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers.
  • This duty is anticipatory – it requires thought to be given in advance to what disabled children and young people might require … “ (SEND Code of Practice 2015) 

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