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Which children are SENS?

Can I request for my child to be on SENS?

If you are concerned about the progress your chid is making, please talk to their class teacher and discuss what is already being done to support your child. If the teacher agrees that your child needs something more, they may suggest that they gather more evidence and organise assessments and then have a meeting with you and the SENCO to decide on a plan to support your child.

What is the SENS register?

SEND register or SENS register is simply a document that lists the names and barriers to learning of all the children in school who are SENS.  It has no legal status, but is a simple way of referring to the document.

How do you decide who goes on the register?

We identify children with SEND by three main routes: the first is through identification by the class teacher.  If a teacher has tried a wide range of different and targeted approaches to teaching a child and still the child’s difficulties persist, the teacher might ask the SENCO for advice and support.

The second route is during regular pupil progress meetings, when the teacher meets with a member of the senior leadership team in school in order to discuss pupils’ progress. Sometimes at that meeting it becomes clear that a child isn’t making expected progress. Again, the teacher and SENCO will discuss the child, and then you will be invited into school for a meeting.

The third route is identification but by a paediatrician or other expert. School don’t diagnose conditions like autism or ADHD- these are diagnosed by a doctor.

Once a child has been identified as causing concern we being to gather as much information as we can about them, including possibly asking specialists to assess them. Then we will invite you to a meeting and talk to you.

Can a child go on the register at any time?

Yes. Children can be placed at SENS at any point during their time in school.

Will my child always be at SENS throughout their schooling?

Not necessarily. Children are placed at SENS at a point at which they need something different from or in addition to the rest of the children in the class. Some children benefit from a short term burst of support to get the over a particular difficulty. Others continue to need additional support for longer.