EALING SEND and Inclusion Strategy
Setting the SEND types for children and young people with EHC Plans or Statements of SEN.
Information for schools, settings and services April 2016
As you are aware from the previous gatekeeping item on SEN types sent last year, the SEND 2 data return to the DfE showed a mismatch
(38%) between SEN types recorded on our LA Tribal database and those recorded on schools management information systems and
submitted by schools in the school census for children and young people with EHC Plans or Statements. The SEN type is one of a broad range
of datasets and information that’s used in our local area needs analysis and therefore an important part of understanding the needs of our
population. The LA uses this amongst other information to help with forecasting the future SEND provision. The following action is required to
triangulate the data across the LA, schools and settings and children and families / young people. Please ensure that people responsible for
data inputs and data returns take the following actions as soon as possible. Many thanks
1. EHC Needs Assessment
Action for Local Authority
LA completes needs assessment and determines the category of SEND
using the DfE descriptors below.
LA SEND Coordinator must:
Finalises the EHC Plan with the SEN needs recorded clearly on the title page
Log SEN type on LA database (Tribal)
Set SEN type clearly on the letter attached to the final EHC plan to parent,
schools and all who contributed to the Plan.
2. Annual Review of EHC Plan/ Statement
Action for Local Authority
LA must consider recommended changes.
Action for School
Schools/ settings must log the SEN type decided by the LA in their school database
(SIMS).
The LA decision on SEND category must be the only need type(s) used, recorded
and submitted by the schools.
Action for School
Annual Review meeting considers whether categories of need remain accurate.
Schools note the SEN type or changes in the Annual Review Report that’s sent to
the LA. At this stage schools must not change the category of SEN on the school
database until they have received written confirmation of the change from the LA.
EALING SEND and Inclusion Strategy
Where LA agrees to change in category of SEND the LA SEND coordinator
must record new category(s) in LA database and confirm the change in need
type to the school/family in the LA letter following the Annual Review.
School adjusts their school database with the confirmed category of SEN
SEN Business & Resources officer sets out SEN type on budget forecast &
place planning report to schools
3. Other existing pupils
Action for Local Authority
LA SEND Coordinator checks LA recorded SEN type for accuracy.
Amendments made where needed.
LA SEND Data & Resources Officer sends list of pupils with EHC plans/
Statements & SEN types to schools in May
Action for School
Member of school staff responsible for data input on SEN adjusts individual pupil
data record to ensure the SEN type is the same as LA.
Ofsted/ CQC
Ofsted and CQC will begin inspecting local area implementation of the SEND Reforms from May 2016. They will be looking at the effective
identification of need at universal, targeted and focused levels the effectiveness of meetings needs and enabling positive outcomes for all
children and young people with SEND whether they have an EHC Plan or at SEN support. They will look at triangulation between children,
families and young people, schools and settings, the LA and health services.
SEN type descriptors
The LA will use the following descriptors to determine primary and where applicable secondary SEN type.
Cognition and Learning (C&L)
PMLD - Profound and multiple
learning difficulties
SLD - Severe Learning Difficulties
MLD - Moderate Learning
Difficulties
SpLD - Specific Learning Difficulties
Functioning between P1 and P3.
Cognition and language
development at 18 month level or
Functioning between P2 and P5 at
primary age and up to P7/8 at high
Functioning within the P3 to Level
1c range primary age and P4-Level
e.g. dyslexia (words), dyscalculia
(numbers), dyspraxia (physical
EALING SEND and Inclusion Strategy
below. Require high level of support
in all areas.
school.
2 range at high school.
coordination)
Communication & Interaction (C&I)
SLCN - Speech, language and communication needs
ASD - Autistic spectrum disorder
Delayed or disordered speech and language. Difficulties with receptive and
expressive language and/ or social communication and interactions with
others.
Medical diagnosis of ASD (including Asperger’s Syndrome and Autism).
Difficulties with social interaction and/ or with language, communication
and imagination.
Physical and Sensory (P&S)
HI - Hearing impairment
A severe to profound
impairment in hearing.
Require adaptations to
the learning
environment.
VI- Visual impairment
A severe to profound
impairment in vision.
Require adaptations to
the learning
environment.
MSI - Multi-sensory impairment
Deaf blind children and
young people. Require
significant adaptations
to learning
environment.
PD - Physical disability
Significant physical disability. Require adaptations to the learning
environment.
Social, emotional and mental health (SEMH)
A wide range of social and emotional difficulties. May include becoming withdrawn or isolated, challenging, disruptive or disturbing behaviour. May
reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms. May
include attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Other references


Special Educational Needs and Disability Code of Practice: 0 to 25 years: Statutory guidance for organisations which work
with and support children and young people who have special educational needs or disabilities revised January 2015.
Statements of SEN and EHC plans: England 2015: Quality and Uses of Data. DfE
Contacts:
- Helen Green Head of SEN Strategy and Inclusion [email protected] 020 8825 7591
- [email protected]