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  5. SEND support in education
  6. Accessing SEND support in school
  7. Step 1: What SEND support can I get from a school or setting?

Step 1: What SEND support can I get from a school or setting?

Most SEND children can access the support they need through the usual SEND funding and support in schools - this is also known as ‘ordinarily available provision’. This ‘SEND support’ can be put in place very quickly and does not need an Education Health Care Plan (EHCP). 

The information in is section mainly focusses on school age children - although most will still be relevant for all SEND children and young people, we also have more specific information for SEND for early years (0 to 5 years) and SEND for young people (16 to 25 years).

What will the school or setting do to provide ‘SEND Support’ to my child?

The class teacher and the SENDCO should:

  • gather information about the child's progress
  • talk to the parents to get their views
  • talk to the child

The class teacher and SENDCO decide whether the child needs SEND Support. They will involve parents when they decide this. They will talk about:

  • what the child finds easy
  • what the child finds hard
  • what they want for the child in the future
  • the child’s abilities and needs in these 5 areas:
    • communication and interaction
    • cognition and learning
    • social emotional and mental health
    • sensory and physical needs
    • independence

If a SEND need is identified, the school or setting will:

  • note this in their records 
  • tell parents or carers that their child will now receive SEND support
  • check that they're putting the right support in place for these children

They do this using a 4-stage cycle, called the ‘graduated approach’, which helps the school learn more about your child and what helps them make good progress.

The 4 stages of the graduated approach are:

  • assess
  • plan
  • do
  • review

Schools should adapt the support given to a pupil depending on how effective it's been. In most cases, a child’s needs can be met through this support in the school or setting.

What information is available from the schools and settings on SEND?

All schools have to publish a SEND Information Report every year, which explains:

  • what kinds of SEND they support
  • how they identify and assess children with SEND
  • what help they offer to children with SEND

Many Dorset schools have written their own Local Offer explaining how they provide for children and young people with SEND - they publish this on their website. You can also find information on schools through the Family Information Directory.

Who can I speak to at Dorset Council about Step 1?

Contact the Learning and Belonging Team where you live. This team used to be called the Education and Early Help (SEND) team.

What if my child is still not making expected progress with SEND support in their educational setting? 

If your child doesn't make the expected progress with what is termed Universal or Targeted SEND support, you and the school may want to consider other help that may be available, for example:

  • Educational Psychologists (EPs); work with children, families, educational & community settings and at a strategic level applying psychological expertise, using consultation, assessment, intervention, training and research.
  • specialist teachers, who provide expertise around adaptive teaching and support and deliver training to schools, settings and other professionals on Communication & Interaction (C&I), Cognition & Learning (C&L) and Social, Emotional & Mental Health (SEMH)
  • Exploring Specialist Resourced Provision, which can offer enhanced support for children with Physical Disabilities, Communication and Interaction needs, and Social Emotional Mental Health needs. 
  • Speech and Language Therapist (SaLT), who can create tailored therapy programs, implement Augmentative and Alternative Communication (AAC), and train parents and teachers to support the child's development.
  • Occupational Therapist (OT), who can evaluate a child's sensory, motor, and cognitive abilities to improve daily tasks like dressing, eating, writing, emotional regulation, and play.
  • paediatric services, who can help assess and manage medical and developmental needs and provide specialised care and prescribe treatments.
  • Child and Adolescent Mental Health Services (CAMHS), who can offer targeted assessments, therapies, and collaborative strategies to help children and young people cope with their needs at home and in education.

If this has all been explored, and your child is still not making the progress so that they can fulfil their potential, you may want to explore Step 2: Considering an Education, Health, and Care Plan (EHCP).

What other help is out there for parents and carers?

If you have spoken to your child's school or setting, and you need more information or advice, there is more help available through: