Whitechapel Church of England Primary

Annual Review All Education, Health and Care Plans must be reviewed annually. The Annual Review ensures that once a year the parents, the pupil, the Local Authority, the school and all professionals involved consider the progress the pupil has made over the last 12 months, and whether amendments need to be made to the statement or education, Health and Care Plan.

ANP Additional Needs Plan. Sometimes referred to as IEP. This sets out the special help that a child will receive at school or early years setting to meet his or her special educational needs (SEN). It is not a legal requirement but considered good practice.

ADHD Attention Deficit Hyperactivity Disorder. ADHD is a disorder that appears in early childhood. ADHD makes it difficult for students to hold back their spontaneous responses (responses can involve everything from movement to speech to attentiveness). Some students with ADHD are not diagnosed as having excessive hyperactive behaviour but display all other symptoms.   Children with ADHD may be: Inattentive, hyperactive, and impulsive (the most common form) Inattentive, but not hyperactive or impulsive. Hyperactive and impulsive, but able to pay attention.

ASD/ ASC Autistic Spectrum Disorder/ Autism Spectrum Condition. More recently referred to as ASC as this is more inclusive and has less negative conations. ASD/ASC characterised by difficulties interacting and communicating. The characteristics of autism can be described as the 'triad of impairment': Socialisation - poor social skills; Communication - difficulties with speech language and communication; Imagination - rigid thought and resistance to change. The commonly used terms autism, ADD, ADHD, aspergers are all autistic spectrum disorders.

Assessment This involves building a picture of your child’s abilities, difficulties, behaviour, his/her special educational needs and the support required to meet those needs. Assessment is an important part of deciding whether your child’s progress rate is as good as is expected. Teachers carry out routine assessments regularly. More specialised assessments may be required if progress is not at an expected rate. This may be carried out by the SENCO, an Educational Psychologist or an Advisory Teacher. A statutory assessment is a formal procedure which involves the collection of information from as many people as possible who have detailed knowledge about your child. This may lead to the issue of an Education Health and Care Plan.

Asperger Syndrome An autistic spectrum disorder characterised by difficulties with social interaction, social communication and inflexible thought patterns in an otherwise intelligent and able child.

Attachment Disorder Children with attachment disorders or other attachment problems have difficulty connecting to others and managing their own emotions. This results in a lack of trust and self-worth, a fear of getting close to anyone, anger, and a need to be in control.

DCD (Developmental Co-ordination Disorder) A disorder that affects the co-ordination of movement. This can affect co-ordination of the speech organs (oral dyspraxia) or other actions e.g. eating, dressing, organisation or writing. It is more recently known as DCD and may perhaps be more widely known as Dyspraxia.

Differentiation Differentiation is the adjustment of the teaching methods and/or resources according to the learning needs of the pupils. It can be aimed at the groups within the class or individuals. See also personalised learning.

Dyslexia Children with dyslexia have a marked and persistent difficulty in learning to read, write and spell, despite making good progress in other areas. Areas of difficulty include: working memory, organisation, reading comprehension, handwriting, punctuation, concentration, sequencing words and numbers. Students with dyslexia may also mispronounce common words or reverse letters and sounds in words.

Dyspraxia A disorder that affects the co-ordination of movement. This can affect co-ordination of the speech organs (oral dyspraxia) or other actions e.g. eating, dressing, organisation or writing. It is more recently known as DCD. Developmental Co-ordination Disorder.

EHCP Education, Health and Care Plan.  From 1st September 2014, Education, Health and Care Plans (EHCPs) have been issued instead of statements of SEN.  These include a description of the child’s need.  They contain longer and short term targets and strategies and provisions to be provided by school to meet child specific need.  An EHCP has the same statutory protection as a statement but it can be issued at and maintained to any point from birth to the age of 25.

EP Educational Psychologist. Most, but not all, Educational Psychologists are employed by local authorities (LAs). Their main work is with schools and pre-school settings to provide advice, support and staff training for children with SEN. They may perform assessments of children with SEN and produce a report as part of the statutory assessment.

ETAs Educational Teaching Assistants support whole classes, small groups or individual pupils.

HI Hearing Impairment. Children with a hearing impairment range from those with a mild hearing loss to those who are profoundly deaf. They cover the whole ability range. For educational purposes, children are regarded as having a hearing impairment if they require hearing aids, adaptations to their environment and/or particular teaching strategies in order to access the concepts and language of the curriculum.

Inclusion Inclusion is the process by which schools and other establishments change their principles, policies, practices and environments to increase the presence, participation and achievement levels of children with special educational needs and/or a disability.

IEP Individual Education Plan. An IEP sets out the special help that a child will receive at school or early years setting to meet his or her special educational needs (SEN). It is not a legal requirement but good practise.

I-APDR An Individual-Assess Do Plan Review is a comprehensive document that is used to draw support together for high needs SEN Support Children. It is written by the family, school and the child and updated termly. Not all children who are at SEN support will have an I-APDR.

LD Learning Difficulties. A child has learning difficulties if he or she finds it much harder to learn than most children of the same age.

Learning Mentors Learning Mentors work with school pupils and college students to help them address barriers to learning and improve achievement. The work they do depends on the priorities of the school they work in but can include running afterschool clubs, anti-bullying programmes or helping young people to revise.

LA Local Authority. Each council has an LA, ours is Kirklees.

MLD Moderate Learning Difficulties. Children with moderate learning difficulties have much greater difficulty than their peers in acquiring basic literacy and numeracy skills and in understanding concepts. They may also have associated speech and language delay, low self-esteem, low levels of concentration and under-developed social skills.

Motor Skills A motor skill is an intentional movement involving a motor or muscular component, that must be learned and voluntarily produced to proficiently perform a goal-oriented task. Gross motor skills refers to larger movements, such as kicking a ball or riding a bicycle. Fine motor skills refers to smaller movements, such as threading a needle or writing with a pencil.

MSP A My Support Plan is a comprehensive document that is used to draw support together for high needs SEN Support Children. It is written by the family, school and the child and updated termly. Not all children who are at SEN support will have an MSP.

National Curriculum It sets out a clear, full and statutory entitlement to learning for all children, setting out what should be taught and setting attainment targets for learning. It also determines how performance will be assessed and reported. The national curriculum is taught in a way that meets the needs of individual children, e.g. setting goals that are achievable.

OFSTED OFSTED stands for the Office for Standards in Education. OFSTED is the inspectorate for children and learners in England and they oversee the quality of the provision of education and care through inspection and regulation. They inspect childcare providers, schools, colleges, children’s services, teacher training and youth work.

Phonics A system of teaching reading and spelling that stresses basic symbol-sound relationships and how this works in decoding words. At Whitechapel C of E Primary School we use Little Wandle.

Phonological Difficulties A child with phonological difficulties finds it hard to select and use the correct sounds necessary for speech.

PD Physical Difficulty. There are a wide range of physical disabilities and pupils cover the whole ability range. Some children are able to access the curriculum and learn effectively without additional educational provision. They have a disability but do not have a special educational need. For others, the impact on their education may be severe. In the same way, a medical diagnosis does not necessarily mean that a child has SEN. It depends on the impact the condition has on their educational needs. There are a number of medical conditions associated with physical disability which can impact on mobility. These include cerebral palsy, heart disease, spina bifida, hydrocephalus and muscular dystrophy. Children with physical disabilities may also have sensory impairments, neurological problems or learning difficulties. Some children are mobile but have significant fine motor difficulties which require support.

Physiotherapists Physiotherapists see children who have difficulties with movement (e.g. walking, kicking a ball). The therapist will assess the child’s movements and identify what the physical problems are and then devise a treatment plan.

SENCO/SENDCO Special Educational Needs Co-Ordinator. A Special Educational Needs Co-ordinator or SENCO is a teacher who has the responsibility for overseeing the day-to-day SEN provision within his or her school. The SENCO and your child’s teacher/s should work together to plan how his/her needs should be met.

SEN Special Educational Needs. Children with special educational needs have significantly greater difficulty in learning than most children of the same age or have a disability. These children may need extra or different help from that given to other children of the same age. Approximately one fifth of all children may have an SEN at some point in their school career.

Special Educational Provision The special help given to children with special educational needs which is additional to or different from the provision generally made for other children of the same age.

Statement of Special Educational Needs The Statement of Special Educational Needs, or 'Statement' was replaced in 2014 by an EHCP.  Only given to those children with the most severe, complex and persistent SEN.

Transition Transition is when a child moves from one setting to another, such as from home to a child-minder, to nursery, to primary school, to secondary school, or from education into adult life. Planning for transition is important if your child has a significant level of need where advance preparations may need to be made in the new setting to ensure it is successful.

VI Visual Impairment. Vision loss to such a degree that additional support is required. Refers to people with irretrievable sight loss and does not include those whose sight problems can be corrected by spectacles or contact lenses, though it does include those whose sight might be improved by medical intervention. is simple definition covers a wide spectrum of different impairments.