Glossary

Mediation

Mediation is a type of disagreement resolution. Every Local Authority must provide independent mediation to help parents and young people resolve disputes with Local Authorities about:

• a decision not to carry out an EHC needs assessment
• a decision not to draw up an EHC Plan
• the content of a final EHC Plan or amended Plan
• a decision not to amend an EHC Plan
• a decision to cease to maintain an EHC Plan

Mediation must also be provided on the health and social care elements of an EHC Plan.

You can find more information on mediation in the SEND Code of Practice, 11.13 to 11.38.

Mediation advice

The purpose of mediation advice is to give information about what mediation involves. Parents or young people who wish to register an appeal with the First Tier Tribunal (SEN and Disability) must first seek mediation advice. The advice must be factual and unbiased. After mediation advice has been given, the parent or young person can choose whether they wish to go to mediation.

However, it is not necessary to seek mediation advice if the appeal is only about the name of the school or college named on the Plan, the type of provision specified in the Plan or the fact that no school or other institution is named.

You can find more information on mediation advice in the SEND Code of Practice, 11.21 to 11.25.

Must

The SEND Code of Practice says in Section i of the Introduction:

…where the text uses the word ‘must’ it refers to a statutory requirement under primary legislation, regulations or case law.

This means that wherever the term ‘must’ is used, all the organisations listed in Section iv of the Introduction to the Code have a legal duty to do what the Code says. 

Outcome

Section 9.66 of the SEND Code of Practice says:

An outcome can be defined as the benefit or difference made to an individual as a result of an intervention. It should be personal and not expressed from a service perspective; it should be something that those involved have control and influence over, and while it does not always have to be formal or accredited, it should be specific, measurable, achievable, realistic and time bound (SMART). When an outcome is focused on education or training, it will describe what the expected benefit will be to the individual because of the educational or training intervention provided.

Parent Carer Forum

A Parent Carer Forum is a representative local group of parents and carers of disabled children who work with Local Authorities, education, health, and other providers to make sure the services they plan and deliver meet the needs of disabled children and families. They have been established in most Local Authority areas. For more information please visit: http://www.cafamily.org.uk/pcp/resources

or http://www.nnpcf.org.uk/

Personal Budget

A Personal Budget is money set aside to fund support as part of an Education, Health, and Care plan (EHC Plan) for a child or young person with special educational needs. It can include funds from Education, Health, and Social Care.

Parents of children with an EHC Plan, and young people with an EHC Plan, can choose whether they wish to have a Personal Budget.

Reasonable adjustments

Reasonable adjustments are changes schools and other settings are required to make, which could include changes to physical features – for example, creating a ramp so that students can enter a classroom or providing extra support and aids (such as specialist teachers or equipment).

Schools Forum

Every Local Authority has a Schools Forum. It made up of representatives from schools and academies, and some representation from other bodies, such as nursery and 14-19 education providers.

The role of the Schools Forum includes looking at the local formula used to fund schools and SEN provision.

SEND Code of Practice

This is the statutory guidance that supports Part 3 of the Children and Families Act 2014.

It tells Local Authorities, early years settings, schools, colleges, heath and social care providers and others what they must and should do to identify, assess and provide for children and young people with SEN or disabilities.

You can download a full copy of the Code at https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

You can download a shorter version for parents at https://www.gov.uk/government/publications/send-guide-for-parents-and-carers

SEN Information Report

All schools must publish on their websites information about their policy and arrangements for supporting children with SEN. This must be kept up to date.

The information that must be included can be found in Section 6.79 of the SEND Code of Practice.

SEN support

SEN support includes any help for children and young people with SEN that is additional to or different from the support generally made for other children of the same age.

The purpose of SEN support is to help children achieve the outcomes or learning objectives that have been set for them by the school. Schools should involve parents in this process.

SEN support replaces Early Years Action/Action Plus and School Action/Action Plus.

SEND Tribunal

See First Tier Tribunal (SEN and disability)

Should

Should is a word that occurs frequently in the SEND Code of Practice.

Section i of the Introduction to the Code says:

… where the text uses the word ‘should’ it means that the guidance contained in this Code must be considered and that those who must have regard to it will be expected to explain any departure from it.

This means that wherever the term ‘should is used all the organisations listed in Section iv of the Introduction to the Code must consider what the Code says. However, they may depart from it.

Signposting

Sometimes a service that provides information, advice and support may be asked for help that it is not able to give directly.

When this happens the person seeking information, advice or support may be signposted to other service providers. This means that they will be given information, including contact details, about other sources of help.

Special Educational Needs Co-ordinator (SENCO)

A SENCO is a qualified teacher in a school or maintained nursery school who has responsibility for co-ordinating SEN provision.

Early years settings that are part of group provision arrangements are expected to identify an individual to perform the role of SENCO.

Statutory guidance

Statutory guidance is guidance that Local Authorities and other local bodies have a legal duty to follow.