|
Understanding SEND Support
in early years, schools and post-16 education
Co-produced with Manchester Parent Carer Forum, Manchester Parent Champions and The Space Group
|
|
SEND Support = Ordinarily Available Provision
Every child is unique and some may need a bit of extra help to thrive in their learning, communication or day-to-day activities. It could be that English is a second language, there has been a family bereavement or they have missed out on their education for medical reasons.
Other children may need more regular support that is additional or different to their classmates to support their learning longer term. That's where SEND Support comes in. It's also called 'Ordinary Available Provision' (OAP).
It's every school, nursery, and college's responsibility to support children and young people with special educational needs and disabilities - or SEND for short. This might include extra help in the classroom, support with communication or adjustments to the learning environment. The goal is to make sure your child can learn, achieve, and feel included.
Small everyday changes
It doesn't need to be complex. It's often the small everyday changes that helps a child or young person to thrive. This might be:
-
Emotional - eg. a calm, safe environment and support at breaks and lunchtimes
-
Sensory - eg. Moving around, use of equipment and sensory-friendly environments
-
Speech, language and communication-related - eg. visual aids or communication devices, embedding communication support throughout the school
The Manchester approach
Steps to getting SEND Support
- Educational settings should work to identify children and young people who aren't making as much progress as expected for their age and circumstances. If they decide your child needs additional support, they should talk to you about it.
- Sometimes, it might be another professional who identifies a need. They may be able to help you raise it with your child's setting.
- Sometimes, you may be the first to be aware. Talk to your child’s teacher or to the Special Educational Needs Coordinator, often called the SENCO. This is your right. Your child's too.
Does my child need a diagnosis to get SEND Support?
No. SEND Support is based on individual need.
|
What happens next
When the school or setting decides your child will get SEND Support, they should talk with you about the outcomes that will be set, what help will be provided and when progress will be reviewed. Young people aged sixteen or older should be directly involved. There needs to be a graduated approach, based around a growing understanding of your child's needs and what works well, with ongoing review.
The Manchester approach
Matching Provision to Need Tool (MPNT) - This outlines the graduated approach and the different levels of support that should be provided to meet your child's needs. There's a set of tools for each age range: 0-5 years, 5-14 years and 14-25 years.
|
If your child's setting doesn't think they need SEND Support but you do, contact SENDIASS Manchester for advice
|
|
The SEND Code of Practice identifies four broad areas where support may be needed. Your child may come under more than one:
Communication and interaction
Children may struggle to speak, express themselves, understand others or use language socially. It includes conditions like Autism Spectrum Disorder (ASD) which can affect how a child interacts with others, as well as how they process language and sensory information from the world around them. Processing difficulties can impact cognition and learning.
|
Cognition and learning
This covers learning difficulties that affect a child’s ability to learn and retain knowledge. It includes moderate to severe learning difficulties, global developmental delay and specific learning difficulties, such as dyslexia, dyscalculia and dyspraxia. Support may involve differentiated teaching, targeted interventions or specialist resources.
|
Social, Emotional and Mental Health (SEMH)
Children may struggle with managing emotions, forming relationships or coping with change. It includes anxiety, depression, attachment difficulties and behavioural challenges. Support often involves pastoral care, therapeutic input and strategies to promote emotional regulation and resilience.
|
Sensory and/or physical needs
This includes physical disabilities or sensory impairments, such as visual or hearing loss or conditions that affect mobility. It also covers sensory processing difficulties. Support might involve specialist equipment, adaptations to the environment or input from health professionals.
|
|
|
Small changes, big difference |
|
Here are some examples of small changes that can be made as part of SEND Support. They are also known as reasonable adjustments.
In early years
- Children with sensory needs have access to a calm corner
- Staff use Makaton signs to support children with speech and language delays
- Children who struggle with group play are supported with small group activities
- A child is given more processing time when at play
In primary schools
- Children with dyslexia have coloured overlays and extra time for reading tasks
- Teachers use checklists and chunked instructions for attention difficulties
- A pupil with a visual impairment sits at the back of the class to accommodate their field of vision
- Children have a named adult they can go to if they feel anxious or overwhelmed
- The uniform policy is flexible to cater for different needs
In secondary schools and colleges
- A young person with ADHD is allowed movement breaks and a fidget tool
- A student who gets overwhelmed by large groups of people gets a pass to leave class early for the next lesson
- There are clear paths in the classroom so that a wheelchair user can move easily and feel included
- A pupil with emotional needs has access to mentoring, peer support or counselling
- Exam access arrangements include extra time to complete the exam, having a scribe or reader, and use of technology like a laptop or exam reading pen
National guidance
|
This Government information has more on reasonable adjustments and how to work with your child's setting to get them in place.
|
|
|
As a parent or carer you have the right to:
-
Be involved in decisions about your child’s SEND support
- Ask questions and share your concerns when things are not working
-
Receive clear information about the support available, what your child receives, and how it works
- Take part in meetings, planning sessions and reviews
Children's rights
Your children have rights too. This includes receiving special care and education to help them develop and lead a full life. They also have the right to an opinion and for it to be listened to and taken seriously.
The United Nations Convention on the Rights of the Child sets out the fundamental rights of everyone under the age of 18. See the list of rights and learn about Manchester’s vision to embed them in everything we do.
|
What the law says
The Children and Disability Act 2014 brought in new law around children and young people with SEND. They and their families should be more involved in making decisions about their lives and the support they need.
|
Here are easy read versions of the law:
National guidance
The 2015 SEND Code of Practice is the statutory - or legal - guidance for organisations that work with and support children and young people aged 0-25 with SEND. They have a legal duty to work together with you.
|
|
|
If SEND Support isn't working |
|
|
If your child is still struggling despite SEND Support, talk to the school to share concerns and review what is in place. If progress remains limited, you can ask the school or local authority to carry out a more detailed assessment. This may lead to an Education, Health and Care Plan (EHCP), a legal document for children and young people who need a lot of extra help.
 Most children and young people get the support they need through SEND Support
|
|
|
We're very lucky in Manchester to have amazing parent/carer groups who offer support. They live it day to day so they know what it's like. Many of them are IPSEA trained so have understanding around SEND law. They also work with the Council and other partners, helping to give parents/carers and their children a voice.
Manchester Parent Carer Forum (MPCF)
Manchester Parent Carer Champions
The SPACE Group
Come to the monthly drop ins to meet these groups and others
SENDIASS Manchester
The Special Educational and Disability Information, Advice Support Service (SENDIASS) is a free, confidential and impartial service based in Manchester. It is a statutory service - required by law - and commissioned by Manchester City Council. As well as a helpline with independently trained staff, the service has a wide range of resources, including factsheets, case studies, model letters and podcasts. See the SENDIASS Manchester website.
|
Manchester Local Offer
Manchester Local Offer helps children and young people with SEND up to the age of 25 and their parents/carers understand what services and support they can expect locally. This statutory service, part of Manchester City Council, offers monthly drops ins, a newsletter and extensive website information. It also works with parents/carers and young people to have a say and help shape services. Learn more in Welcome to Manchester Local Offer and the Local Offer SEND Information Hub.
|
In a wider way, the Manchester Local Offer is about all things SEND in the city for 0-25 year olds
Thank you to parents/carers from Manchester Parent Carer Forum, Manchester Parent Champions and The SPACE Group for helping to co-produce this guide
|
|
|
|
|
