A child or young person has SEN if they have a learning difficulty or disability which calls for
special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he
● has a significantly greater difficulty in learning than the majority of others of the same
● has a disability which prevents or hinders him or her from making use of facilities of a
kind generally provided for others of the same age in mainstream schools or
mainstream post-16 institutions.
For children aged two or more, special educational provision is educational or training
provision that is additional to or different from that made generally for other children or young
people of the same age by mainstream schools, maintained nursery schools, mainstream
post-16 institutions or by relevant early years providers.
For a child under two years of age, special educational provision means educational
provision of any kind.
When does an SEND learner become ‘High Needs’ or need an EHC
High Needs funding is available when the resources normally available to the school have
been exceeded. The normally available resources include:
● £6,000 per year of support from the school budget.
● Services readily available to the school that do not have to be separately funded by
the school. You will see the SEND services listed in the sections which follow.
EHC Plans are for learners with High Needs who, despite the school having taken relevant
and purposeful action to identify, assess and meet the SEN of the learner, have not made
expected progress. Only a small number SEND learners will require an EHC Plan. Not all
assessments for an EHC Plan will lead to an agreement to create a Plan. In Northumberland
all funding and services and *resources are available to SEND learners whether or not they
have an EHC Plan: an EHC Plan does not lead to additional resources.
*One exception: an EHC Plan is needed to access a specialist school place.
Stammering - tips for parents
Parents may notice that their child sometimes stammers and at other times speaks fluently. Can you see a pattern to this? When does he seem to be more fluent? For some children this seems to be when they are calm, not rushing and not competing with others. This may be in a one-to-one speaking situation. What do you think helps him to speak more fluently? Your instincts about this are probably right - if you feel he needs to be giving himself more time, or calming down, it is highly likely that these things would help.
You may have noticed that his speech is less fluent when he is excited or in a hurry, when he is trying to explain something complicated, when he is tired or ill or when normal routines have changed. Again, following your instincts about how to help him is usually the best approach. If you think he needs to get more sleep, get back into a routine or stop rushing around, then making changes in these areas may help his speech.
Think about what you already know about your child and what seems to affect his fluency and try making a few changes that you think might be helpful.
Here are a few general ideas which you may wish to consider:
Having a short (5 minutes) one-to-one time with your child on a regular basis, when you are both calm and not in a rush and you are not likely to be interrupted
Thinking about your child's general well-being, his sleeping and eating habits, his health and his pace of life
Looking at your family's conversations - are you letting each other finish what you want to say? Is anybody hogging all the talking time? Do you interrupt each other when trying to speak?
Building your child's confidence by focusing on what he is doing well and praising him for this
Thinking about your child's language and whether he is trying to use sophisticated words and sentences to express himself. What kind of language are people using when they talk to him?