Support for SEND

A child or young person is considered to have a learning difficulty if they:

• have a significantly greater difficulty in learning than the majority of others of the same age or
• have a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions

In the Equality Act 2010 a person is classed as disabled if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.

• Normal day-to-day means things that people do on a regular basis, for example, washing, dressing, getting to school, and having a conversation.
• Long-term usually means the impairment should have lasted or be expected to last at least a year.
• Substantial means not minor or trivial.
• Physical impairment includes sensory difficulties such as problems with vision or hearing.
• Mental impairment includes learning difficulties, autism, speech and language difficulties, attention deficit hyperactivity disorder (ADHD).
• Some specified medical conditions, such as HIV, multiple sclerosis and cancer are also considered as disabilities, regardless of their effect.

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 and settings.

For a child under two years of age, special educational provision means educational provision of any kind.

An outcome is the benefit or difference made to the child or young person as a result of the special educational provision (in the above section) or help they are given. In other words, an outcome is what we want a child or young person to be able to do or achieve with the support outlined in the SEN Support plan or EHC Plan.