This is a guide to the language and abbreviations used in the B&NES SEND commitment.
Access Arrangements are pre-examination adjustments for students based on evidence of need and normal way of working.
To adapt resources to meet the needs of learners with SEND.
An assessment is a task that is carried out by a member of staff to work out the level a child or young person is working at. Formal/informal assessments are regular assessments used to assess child/student understanding and inform teaching strategy.
Training and development opportunities for SEND.
Used to describe all students, pupils and learners across the 0-25 year age range with SEND.
Continuing Professional Development, training opportunities.
Under the Equality Act 2010, you are disabled if you have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities.
A successive cycle that matches interventions to an individual child or Young Person’s needs. It follows the Assess, plan, do, review cycle.
Information and Communication technology.
To practise new skills beyond the point of mastery.
Pre-learning is a strategy that involves teaching learners about concepts or skills before they encounter them in the classroom.
When a child or young person feels insecure about their relationships with others.
In settings, interventions are often used to describe a focused teaching activity, which is additional/different from the existing teaching practice. Interventions can be one-to-one or delivered in a small group.
Pastoral support is the provision settings make to ensure the physical and emotional welfare of the pupils/students.
Quality First Teaching is a style of teaching that emphasises high quality inclusive teaching for all pupils/students in the class.
These are changes that settings make to ensure that anyone with SEND is not put at a disadvantage compared to their peers without SEND.
Learning from home, usually online.
Special Educational Needs and Disabilities.
Government document that provides guidance to those organisations working with, and providing support to, children and young people (from 0-25 years) with SEND.
Special Educational Needs Co-ordinator.
We want to thank all those who have generously given their time to contribute to this document: Parents and carers, young people, professionals and organisations in BANES.