SEN FAQs
Q: How do I know if a child might have special educational needs (SEN)?
A: A child may have SEN if they consistently struggle to make expected progress despite high-quality teaching and targeted support. Concerns might include persistent difficulties with literacy, numeracy, attention, communication, social interaction, or emotional regulation.
Q: What’s the difference between SEN and lower ability or slow progress?
A: Lower ability means a child is working below age expectations but progressing steadily. SEN usually involves a significant, persistent barrier to learning that requires special or additional provision beyond quality first teaching.
Q: When should I speak to the SENCO about my concerns?
A: As soon as you notice ongoing concerns that are not improving with differentiation or classroom strategies, speak to your child's teacher who will inform the SENCO. Early discussion helps identify whether further assessment or support is needed.
Q: How do we decide if a child should go on the SEN register?
A: A child is added to the register if they require additional or different support from their peers, after evidence from teachers, parents, and assessments confirms a need for SEN provision.
Q: What evidence do I need before referring a child for additional support?
A: Work samples, assessment data, observation notes, records of interventions, and details of classroom adaptations already tried. Parental views should also be gathered.
Q: What assessments can we use to identify learning difficulties?
A: Schools can use screening tools for dyslexia or speech and language, teacher assessments, and observations. The SENCO may also refer to specialists such as an Educational Psychologist or Speech and Language Therapist.
🏫 Support and Interventions
Q: What interventions are available in school for children with additional needs?
A: At Springfield, we offer a wide range of support to help every child thrive, both academically and emotionally. This includes programmes like THRIVE and ELSA to support wellbeing, Drawing and Talking for emotional expression, RWI phonics and maths interventions for learning, and Speech and Language support to build communication skills. We also run interventions such as Language for Behaviour and Thinking, Attention Bucket, Booster groups, Sensory circuits, LEGO Therapy, Conversation Trees, and Occupational Therapy to help with social skills, behaviour, focus, and physical development. All of our interventions are tailored to each child’s needs, delivered by trained staff in a caring and supportive environment.
Q: How long should we run an intervention before reviewing its impact?
A: Typically for 6–10 weeks. After this period, progress should be reviewed, and adjustments made based on outcomes.
Q: Who delivers interventions — the teacher, TA, or external specialists?
A: Usually teaching assistants deliver interventions, but teachers remain responsible for planning, monitoring, and assessing progress. External specialists may advise or model strategies.
Q: How can I differentiate work effectively for pupils with SEN?
A: Break tasks into smaller steps, use visual supports, give clear instructions, adapt resources, allow additional time, and use multi-sensory approaches.
Q: What are reasonable adjustments?
A: Reasonable adjustments are changes that help remove barriers to learning (e.g., seating position, use of technology, extra processing time, or simplified language). They should enable access without lowering expectations. Further information is available at https://www.surreycc.gov.uk/children/support-and-advice/local-offer/practitioners/resources/ordinarily-available-provision
Q: How do I support a child who has both SEN and behavioural difficulties?
A: Understand the triggers, focus on consistent routines, positive reinforcement, and emotional support. Collaboration with parents and external agencies is key. The SEND, Pastoral and Behaviour team work in partnership to ensure a positive, induvial approach for each child.
🧠 Specific Needs
Q: What strategies work best for children with ADHD, autism, or dyslexia?
A:
- ADHD: Use structure, movement breaks, and clear routines.
- Autism: Predictable schedules, visual timetables, and sensory-friendly spaces.
- Dyslexia: Phonics-based interventions, coloured overlays, and technology support.
Q: How can I support children with speech and language difficulties in lessons?
A: Use short, clear instructions, visual prompts, pre-teach key vocabulary, and give extra processing time. Further information available at https://www.surreycc.gov.uk/schools-and-learning/schools/at-school/extra-support-for-your-child/speech-and-language
Q: What should I do if a child has sensory needs or struggles with transitions?
A: Provide warning before transitions, use visual cues, offer calm-down spaces, and consider sensory breaks or tools like fidget aids.
Q: How can I help children with emotional regulation or anxiety in class?
A: Create a calm, predictable environment, use emotion check-ins, and teach coping strategies. Encourage communication and ensure the child has a trusted adult to go to.
👨👩👧 Working with Parents and External Agencies
Q: Which outside agencies can support our pupils?
A: Springfield works with a range of external agencies that include the Educational Psychology Service, Speech and Language Therapy (SALT), Occupational Therapy (OT), Surrey Mindworks, Barnardos Specialist Teachers for Inclusive Practice (STIP) and specialist teaching services.
Q: How do I make a referral to an external service?
A: The SENCO completes referral forms with input from teachers and parents, providing evidence of needs and strategies already implemented.
Q: What can I do as a parent, if I disagree with the school’s SEN decisions?
A: Listen carefully, explain the reasoning, share evidence, and seek to reach agreement. If needed, signpost to impartial services such as SENDIASS.
🧑🏫 Classroom Practice and Inclusion
Q: How do we make our classrooms more inclusive?
A: Use flexible seating, accessible resources, clear displays, and visual support. Celebrate differences and promote a positive, inclusive ethos.
Q: How do we balance supporting pupils with SEN while meeting the needs of the rest of the class?
A: Plan for whole-class inclusive teaching, use group work strategically, and differentiate within tasks rather than by separate activities.
Q: What strategies promote independence in children with SEN?
A: Scaffold learning, use visual checklists, teach self-organisation, and gradually reduce adult support as confidence grows.
⚖️ Policy, Legislation, and Safeguarding
Q: What are the main principles of the SEND Code of Practice?
A: Early identification, high-quality teaching, pupil and family involvement, graduated response (Assess–Plan–Do–Review), and coordinated multi-agency support.
Q: How does SEN link to safeguarding and wellbeing?
A: Children with SEN can be more vulnerable; staff must remain alert to changes in behaviour, attendance, or emotional wellbeing and follow safeguarding procedures.
Q: What are my responsibilities as a class teacher under the SEND Code?
A: Teachers are responsible for the progress and development of all pupils, including those with SEN. They should adapt teaching and work collaboratively with the SENCO.
Q: How do we ensure equality of access for all pupils with SEN?
A: By removing barriers, making reasonable adjustments, and ensuring that all children can participate fully in the curriculum and school life.
