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Council Services:

Criteria of support for children and young people with (SEND) 0-25 years

The Green Paper ‘Support and Aspiration: a new approach to special educational needs and disability’ , DfE March 2011, sets out the Government’s vision of a radically different system which supports better life outcomes for children and young people; gives parents confidence by giving them more control and transfers power to professionals on the front line as well as to the local community. The Green Paper formed the basis of the new SEND code of practice and is underpinned by a number of key principles:

  • the views, wishes and feeling of the child or young person, and the child’s parents;
  • the importance of the child or young person, and the child’s parents, participating as fully as possible in decisions, and being provided with the information and support necessary to enable participation in those decisions;
  • the need to support the child or young person, and the child’s parents, in order to facilitate the development of the child or young person and to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood.

In addition to these principles, there are a number of key changes for educational settings to consider as of 1 September 2014:

  • The Code of Practice covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN;
  • There is clear focus on the participation of children and young people and parents in decision-making at individual and strategic levels;
  • There is a stronger focus on high aspiration and on improving outcomes for children and young people;
  • There is new guidance for educational settings on taking a graduated approach to identifying and supporting children and young people with SEN (‘SEN support’ replaces school action and school action plus);
  • For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 EHC plan will replace statements and Learning Difficulty Assessments (LDAs); and
  • There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood.

The criteria document covers:

  1. The changing national context

  2. What is a special educational need?

  3. Areas of need

  4. The graduated approach

  5. Involving specialists

  6. Resources available to educational settings

  7. Criteria for agreeing to undertake an EHC assessment

    If you have any questions or require further information then please e-mail or call 01522 550806.


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Last updated: 5 December 2014

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