SEND Glossary: Key Terms Explained

Understanding SEND Language

When you first encounter the SEND system in England and Wales, the sheer volume of abbreviations and specialist language can be daunting. From EHCPs to the Local Offer, from Annual Reviews to the Graduated Approach, there is a lot to take in. Many parents tell us that simply understanding the terminology gave them more confidence when speaking with schools, local authorities, and professionals.

This glossary covers the most common terms you are likely to encounter when seeking support for your child. It is based on the Children and Families Act 2014 and the SEND Code of Practice (2015), the two key pieces of legislation and guidance that underpin the current SEND framework in England.

We have tried to explain each term in plain, accessible language. If you are looking for the official legal definitions, the SEND Code of Practice published by the Department for Education is the definitive reference. The Information, Advice and Support Services Network (IASSN) can also be a helpful resource for understanding your rights and the processes involved.

Key People and Roles

SENCO (Special Educational Needs Coordinator) — The SENCO is the member of staff in a school or early years setting who has responsibility for coordinating support for children with special educational needs. In maintained schools, the SENCO must be a qualified teacher. They are often the first point of contact for parents who have concerns about their child's learning or development.

Designated Medical Officer (DMO) or Designated Clinical Officer (DCO) — This is the health professional within a Clinical Commissioning Group (now Integrated Care Board) who has responsibility for overseeing the health input into EHCPs and ensuring that health services are provided as specified.

Educational Psychologist (EP) — A psychologist who specialises in how children learn and develop. EPs carry out assessments, provide advice to schools and parents, and may contribute to EHCP applications. They are registered with the Health and Care Professions Council (HCPC) and many are chartered members of the British Psychological Society (BPS).

Key Worker — In some areas, families with children who have complex needs may be offered a key worker. This person acts as a single point of contact to help coordinate services and support across health, education, and social care.

Independent Supporter — A person trained to help parents and young people through the EHCP process. Independent Supporters are not employed by the local authority, which means they can offer impartial guidance.

Plans, Processes, and Legal Terms

EHCP (Education, Health and Care Plan) — A legally binding document for children and young people aged 0 to 25 who need more support than a school can provide through its ordinary resources. An EHCP sets out the child's needs across education, health, and social care, and specifies the provision that must be made to meet those needs. Local authorities are responsible for issuing and maintaining EHCPs.

SEN Support — The level of support provided by a school or early years setting before an EHCP is considered. At SEN Support, the school puts in place targeted interventions and additional strategies using a cycle known as Assess, Plan, Do, Review.

Graduated Approach — The process by which schools and settings identify and respond to children's SEN. It follows the cycle of Assess, Plan, Do, Review, with increasing levels of support as needed. The idea is that support is built up gradually, with adjustments made based on what is and is not working.

Annual Review — Once an EHCP is in place, the local authority must review it at least once a year. The annual review looks at the child's progress, whether the outcomes in the plan are being met, and whether any changes need to be made. Parents and the child (where appropriate) must be invited to contribute.

Mediation — Before you can appeal to the SEND Tribunal about certain decisions, you must consider mediation. This is a meeting between you and the local authority, facilitated by an independent mediator, to try to resolve disagreements without going to a tribunal. You are not required to go through with mediation — you can obtain a mediation certificate and proceed to appeal — but some families find it a useful step.

Personal Budget — If your child has an EHCP, you may have the right to request a personal budget. This is an amount of money identified by the local authority to deliver some or all of the provision in the plan. It can be managed in different ways, including as a direct payment.

Services and Systems

Local Offer — Every local authority in England is required to publish a Local Offer. This is a directory of all the services, support, and activities available for children and young people with SEND and their families in that area. It should include information about education, health, social care, transport, leisure, and preparing for adulthood. The quality and accessibility of Local Offers varies between areas, but it can be a useful starting point when looking for local support.

Information, Advice and Support Service (IASS) — Formerly known as Parent Partnership Services, IASS provides free, impartial information, advice, and support to parents and young people about SEND matters. Every local authority must provide an IASS. They can help you understand the EHCP process, prepare for meetings, and know your rights.

Short Breaks — Local authorities have a duty to provide short breaks for carers of disabled children. These can include day care, overnight stays, activities, and befriending services. Short breaks give carers a rest while providing children with positive, enjoyable experiences.

Disability Living Allowance (DLA) — A tax-free benefit for children under 16 who have difficulty walking or need more looking after than a child of the same age who does not have a disability. DLA is not means-tested and is administered by the Department for Work and Pensions. Receiving DLA can also open the door to other support, such as Carer's Allowance and the Motability scheme.

Legal Framework and Rights

Children and Families Act 2014 — The primary legislation that reformed the SEND system in England. It introduced EHCPs (replacing Statements of SEN and Learning Difficulty Assessments), extended rights up to age 25, and placed a stronger emphasis on the participation of children, young people, and parents in decision-making.

SEND Code of Practice (2015) — Statutory guidance issued under the Children and Families Act 2014. Schools, local authorities, health bodies, and others must have regard to this code when making decisions about children and young people with SEND. It sets out the processes and expectations for identification, assessment, and provision.

Equality Act 2010 — This broader piece of legislation protects people from discrimination. For children with SEND, it means that schools and other settings must make reasonable adjustments to ensure they are not placed at a substantial disadvantage compared to their peers. Disability is one of the protected characteristics under the Act.

First-tier Tribunal (Special Educational Needs and Disability) — Often referred to as the SEND Tribunal. This is the independent body that hears appeals from parents and young people about decisions made by local authorities regarding EHCPs and disability discrimination in schools. Appeals can cover decisions to refuse to assess, refuse to issue an EHCP, or disagreements about the content of a plan.

Judicial Review — A legal process through which decisions made by public bodies can be challenged in the High Court. In the SEND context, judicial review is sometimes used when other avenues of appeal have been exhausted, for example to challenge a local authority's failure to comply with a tribunal decision.

Assessment and Identification

Needs Assessment (EHC Needs Assessment) — The formal process by which a local authority decides whether a child or young person needs an EHCP. A request for an EHC needs assessment can be made by a parent, the young person themselves (if over 16), or a professional such as a school or health worker. The local authority has six weeks to decide whether to carry out the assessment and must issue a decision on the plan within 20 weeks in total.

Section 19 Principles — Section 19 of the Children and Families Act 2014 sets out three principles that local authorities must have regard to: the views, wishes, and feelings of the child or young person and their parents; the importance of participation in decision-making; and the need to support children and young people to achieve the best possible educational and other outcomes.

Preparing for Adulthood (PfA) — From Year 9 onwards, annual reviews of EHCPs should include a focus on preparing for adulthood. This covers four key areas: employment, independent living, community participation, and health. The aim is to ensure that support is forward-looking and helps young people work towards meaningful adult lives.

Special Educational Provision — Any educational provision that is additional to or different from the provision normally available to children of the same age in mainstream schools. For children under two, special educational provision means any educational provision of any kind. Understanding this definition can be important when discussing what should be included in an EHCP.