Introduction:
The SEND Code of Practice (2015) specifies four ‘broad areas of need’, one of which is ‘Social, Emotional and Mental Health needs’ or ‘SEMH’. SEMH needs includes all pupils who may be experiencing a wide range of social and emotional difficulties, which manifest themselves in many ways. Pupils with SEMH needs made up 17% of all pupils with SEND in 2019 (DfE SEN data, 2019), making it the third most commonly identified area of need. The rate of identification of SEMH needs increases with age.

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Introduction:

Introduction:
Parent support groups are a great way for parents of children with SEND to meet other parents for practical and emotional support. Most support groups are set up and run by parents and carers of children with special or additional needs. Some professionals and organisations, particularly children’s centres, run their own groups.

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Introduction:

Introduction:
In broad terms, according to the SEND Code of Practice 2015, a pupil has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. Any progress which is significantly slower than peers, or fails to match the child’s previous rate of progress, or fails to close these attainment gap, can mean that a pupil is identified with SEN; progress does not only relate to academic progress but to wider developmental or social-emotional needs.

Introduction:
Additional adult support, often called teaching assistants (TAs) or learning support assistants (LSAs), can be a very effective resource for meeting some of the needs of pupils with SEND. It is crucial however, that they are deployed in a way which facilitates this effectiveness; ineffective deployment runs a risk of having no impact, or potentially even a negative impact. Deployment based on the information below is more likely to have a positive impact for pupils with SEND.

Introduction:

Introduction:

Introduction:
The SEND Code of Practice (2015) specifies four ‘broad areas of need’, one of which is ‘Cognition and Learning’. This area includes all pupils who learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties account for a significant proportion of the numbers of pupils identified with SEN at both SEN Support and with an Education, Health and Care Plan (EHCP).

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