This page explains what Special Educational Needs and Disabilities (SEND) means in law, and makes clear that SEND is not a diagnosis. It describes when a child or young person is classed as having SEND and what support they should get, even without a diagnosis.
You don’t need to read everything in one go, you can dip in and out, or use the section links on the right to jump to what’s most relevant for you.
Introduction
We know that getting the right help for your child or young person can feel difficult and sometimes overwhelming. Many families tell us the world of Special Educational Needs and Disabilities (SEND) feels confusing at first, especially if you are new to the term or unsure whether it applies to your child. This page is here to gently explain what SEND means and how it is used in education.
SEND is not a medical diagnosis. It is a legal term used in schools and colleges when a child or young person needs extra or different support to learn. Some children have SEND for a short time, others for longer, and some may never need a diagnosis to receive help.
Our aim is to help you understand SEND more clearly, so you feel better informed and more confident about what it might mean for your child and where to go next.
A child or young person is said to have special educational needs if they have a learning difficulty or a disability that means they need extra or different help to learn. This extra help is called special educational provision.
You don’t need to understand everything at once. The sections below explain what we mean by a learning difficulty and a disability.
A child or young person may have a learning difficulty if they find learning harder than most other children of the same age. This might mean they need things explained in a different way, more time to learn, or extra support to take part in lessons.
Some children have difficulties with reading, writing, numbers, memory, attention, or understanding instructions. Others may struggle to use the school environment in the same way as their peers.
Teachers, early years staff, SENCOs, health services and other professionals work together with families to notice these difficulties and think about what support may help.
Disability isn’t about something being “wrong” with a person. It’s about the barriers people face when they experience the world around them.
In law, disability is described as a difference that has a long-term impact on an individual’s everyday life. This includes sensory differences (such as hearing or vision needs), physical differences, and neurodivergent differences, including autism, ADHD and dyslexia.
For many children and young people, needs can be complex, hidden, overlapping or changing over time. This might include multiple differences that affect communication, learning, behaviour, emotional wellbeing, health, or mobility or a combination of these. Some children need a high level of support in some areas, while being more independent in others. Everyone is different and unique.
A legal definition exists to ensure that children and young people can access the right support, adjustments, and protections when they need them, including those whose needs may not fit neatly into a single category or diagnosis.
Disabled children and young people have rights that support their inclusion and participation in education and everyday life. These rights are set out in laws such as the Equality Act, which recognises the importance of removing barriers and providing reasonable support.
Children and young people can need support for lots of different reasons.In this section, we explain the four broad areas of SEND. These areas help schools and services understand where a child oy young person (age 0-25) may need extra help.
It’s important to know that doing well at school does not mean someone doesn’t need support. A child may cope well with learning but still struggle in other areas, such as communication, emotions, or sensory needs.
Everyone is unique. Their needs can look different at different times and in different places. Looking at all areas of need together helps make sure children and young people can thrive in all areas of their lives.
Some children and young people find communication hard. This might mean:
finding it difficult to talk or explain their thoughts
finding it hard to understand what others are saying
struggling to follow instructions
taking things very literally
finding social situations confusing
These differences can affect how a child connects with others, especially in busy or noisy environments like school.
Some children and young people learn in different ways or at a different pace. This might include:
needing more time to understand new ideas
finding some parts of learning harder than others
difficulties with reading, writing, or maths
problems with memory, organisation, or concentration
A child does not need to be “behind” to get support. Some children are meeting age expectations but would do much better with the right help.
The SEND system is designed to support children to reach their full potential, not just to catch up, but to do as well as they can.
Some children and young people find it hard to manage feelings or relationships. This can look different for each child. It might include:
feeling anxious or worried
finding school overwhelming
being withdrawn or quiet
becoming easily frustrated or angry
finding it hard to manage behaviour or emotions
These needs are just as important as learning needs and often link closely to how safe and supported a child feels.
Some children and young people have sensory or physical needs that affect daily life. This can include:
hearing or vision needs
physical needs that require extra support or equipment
sensitivity to noise, light, touch, or movement
For some neurodivergent children, sensory needs might show up as:
stimming
distress around loud sounds
strong preferences around food, clothing, or routines
These are ways children communicate their needs and try to feel comfortable in the world around them.
Children don’t always fit neatly into just one area. Many have needs across more than one area, and those needs can change over time.
You don’t need to have all the answers. Not knowing what your child needs yet, or waiting for assessments, is very common. Support should be based on understanding the whole child, not just labels.
If you’re worried about your child, the best place to start is by talking to someone who knows them well. This might be:
your child’s key worker (in early years)
their class teacher
the SENDCo (the person who supports children with SEND in school)
You can ask for a meeting to share your concerns. It’s okay if you don’t have the right words yet; noticing that something isn’t working is enough.
You can also read the school’s SEND information report. This explains what support the school offers for children with SEND. Schools must have this information available. It is often on the school website, but the school office can help you find it if needed. If you can’t find it, let us know and we can help. Come along to one of our sessions for support and information.
If you think your child may have a health-related need, you can also speak to your GP who can:
This might include help with:
Sometimes children are referred to specialists, such as paediatricians, speech and language therapists, occupational therapists, physiotherapists, or educational psychologists, depending on their needs.
You do not need a diagnosis for your child to get help.
If a child is finding things hard, schools and services should notice this and respond early. Support should be based on what your child needs, not on having a diagnosis.
Families should be listened to, kept informed, and involved in decisions. You know your child best.
Support should always help your child feel safe, included, and able to take part in everyday life.
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