Glossary of terms
Here is a brief glossary of terms to help you naviagte your way through the terminology used in the SEND Local Offer website.
Alternative Augmentative Communication
Various methods of communication that can ‘add-on’ to speech and are used to get around problems with ordinary speech. AAC includes pictures, gestures and pointing, as well as more complex techniques involving powerful computer technology.
A state-funded school in England that is directly funded and overseen by the Department for Education through the Education Funding Agency. Academies are self-governing, independent of local authority control and are usually part of an academy trust.
Access to Work Grant
An Access to Work grant from the Department for Work and Pensions helps to pay for practical support for young people and adults who have a disability, health or mental health condition so they can start work, stay in work or start their own business. It can pay for things like special equipment, fares to work if public transport is not practical, a support worker or coach in the workplace or a communicator at a job interview.
Attention Deficit Disorder
Children and young people who have problems with maintaining attention, but not with hyperactivity or impulsiveness.
Attention Deficit Hyperactivity Disorder
Children and young people who struggle to maintain attention and who may also be hyperactive or impulsive.
Written reports from parents, teachers and other professionals on a pupil’s special educational needs.
A process of supporting and enabling people to:
- express their views and concerns
- access information and services
- defend and promote their rights and responsibilities
The review of an Education Health Care plan, which the local authority must undertake as a minimum every 12 months.
An apprenticeship is a job with training. Children and young people will work alongside experienced staff, gain job-specific skills, earn a wage and receive holiday pay.
Autistic Spectrum Condition
Another term used for autism. See definition of autism.
Autistic Spectrum Disorder
Another term used for autism. See definition of autism.
‘Assess, Plan, Do and Review’
Part of Special Educational Needs (SEN) Support ‘Assess, Plan, Do and Review’ is a 4-stage cycle during which actions are revisited, refined and revised with a growing understanding of the child or young person’s needs. It also helps define what supports them in making good progress and securing good outcomes.
Asperger Syndrome is part of the autism spectrum. Not all health trust will diagnose Asperger Syndrome now, many only diagnose autism, as it includes all on the spectrum. People with Asperger Syndrome are of average or above average intelligence. They do not have the learning disabilities that many autistic people have, but they may have specific learning difficulties and difficulties with understanding and processing language. Many people with Asperger Syndrome also have mental health issues and other conditions, meaning people need different levels and types of support.
A lifelong developmental disability that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them. It's a spectrum condition, which means that, while all autistic people share certain difficulties, their condition will affect them in different ways. Some autistic people are able to live relatively independent lives but others may have accompanying learning disabilities and need a lifetime of specialist support. People on the autism spectrum may also experience over or under-sensitivity to sounds, touch, tastes, smells, light or colours.
The Autism team is part of the City of York Council’s Specialist Teaching Team, which works with children and young people with a diagnosis of autism. The team works with children, young people and their families, staff in nurseries, mainstream schools and further education colleges. Referrals are received from education settings.
Blueberry Academy provides specialist support for adults with learning difficulties.The main aims of the Academy are to promote employability and independence.The Blueberry Academy strives to provide a quality service that meets the needs and aspirations of its learners, providers, employers and the local community.
British Sign Language
A visual means of communicating using gestures, facial expression and body language. Sign Language is used mainly by people who are deaf. BSL is the most commonly used sign language. It's recognised as a minority language by the government.
Children and Families Act 2014
The Act focuses on vulnerable children and families. It made key changes to Special Educational Needs (SEN) and safeguarding, including: introducing Education, Health Care Plans (EHCPs); increasing the requirement for the local authority and health to involve families and children in decisions; and extending support for those needing it up to the age of 25.
C & I
Communication and Interaction
One of the 4 broad areas of Special Educational Needs (SEN). This includes all speech, language and communication needs (SLCN), and children with a diagnosis of autism or autistic spectrum disorders, including Asperger’s syndrome.
C & L
Cognition and Learning
A record of the health and/or social care services that are being provided to a child or young person to help them manage a disability or health condition.The plan will be agreed with the child’s parent or the young person.
Children’s Continuing Care
Non-statutory guidance to inform assessment and eligibility processes to determine whether a continuing care package will be required when a child or young person has needs arising from disability, accident or illness that cannot be met by existing universal or specialist services alone.
Clinical Commissioning Group
An NHS organisation which brings together local GPs and health professionals to take on commissioning responsibilities for local health services. A CCG plans and arranges the delivery of the health care provision for people in the area.
1. Council for Disabled Children
The Council for Disabled Children is the umbrella body for the disabled children’s sector which brings together professionals, practitioners and policy-makers.
2. Child Development Centre
The Child Development Centre has a specialist team which works with children with a range of developmental difficulties, and may include support from speech and language therapy, physiotherapy and occupational therapy. They are based at York Hospital.
Central Deaf Provision
Special provision for deaf pupils some of who use British Sign Language (BSL).
NHS continuing healthcare is a package of care for adults who are assessed as having significant ongoing healthcare needs. It is arranged and funded by the NHS.
Child and Adolescent Mental Health Service
A service for children and young people up to the age of 18 who have emotional or behavioural problems or other mental health difficulties.
Children’s Front Door
Call the Front Door if you know of a child who may become vulnerable without additional help and support, if you're worried a child or young person is at risk of, or is being, hurt or abused, or if you want to know about services available to support children and families.
Choose 2 Youth Club
Choose2Youth is a not for profit Social Enterprise working with children, young people and adults with disabilities and additional needs in York and North Yorkshire. The Youth Clubs are geared towards young people aged between 11 and 25 years old.
Child In Need
Children are in need when they require children’s services to support and coordinate a plan to meet their needs. This would be written by a children in need worker or social worker.
Citizen’s Advice York
A service which offers free, confidential and independent advice for everyone. The service can help with welfare benefits, debt, housing, employment, consumer rights and much more. Read more about Parent Carer Support.
Child who is Looked After
A child or young person in the care of the local authority. Alternative acronyms include CYPIC (children and young people in care) and LAC (looked after child).
Code or CoP
Special Educational Needs and Disability Code of Practice 2015
Contains statutory guidance on how local authorities, health and education should work together to meet the need of children and young people with Special Educational Needs and Disabilities (SEND). It describes the duties contained in the Children and Families Act 2014.
Cognition and Learning
One of the 4 broad areas of Special Educational Needs (SEN). This includes general learning difficulties; moderate, severe, profound or multiple learning difficulties (PMLD); and specific learning difficulties (SpLD).
Compulsory School Age
A child is of compulsory school age from the beginning of the term following their fifth birthday until the last Friday of June in the year in which they become 16, provided that their sixteenth birthday falls before the start of the next school year.
1. Cerebral Palsy
Physical impairment that affects movement. People with CP may have mobility problems which vary from barely noticeable to severe.
Those with CP may also have sight, hearing, speech, perception and learning difficulties. Between a quarter and a third of children and adolescents with CP, as well as about a tenth of adults, are also affected by epilepsy.
2. Clinical Psychologist
A clinical psychologist deals with a wide range of mental and physical health problems including anxiety, depression, learning difficulties and social communication issues.
3. Children on a Child Protection Plan
A Child Protection Plan should: assess the likelihood of the child suffering harm and look at ways that the child can be protected; decide upon short and long term aims to reduce the likelihood of harm to the child and to protect the child’s welfare.
Community Short Breaks Worker
A community short breaks worker supports disabled children and young people within their local community, so that they can be involved in leisure and social activities.
Chronically Sick and Disabled Persons Act 1970
This is an Act of Parliament which entitles disabled children and young people to support from children’s social care, in particular short breaks. Read more about the Chronically Sick and Disabled Persons Act 1970.
Communication Support Worker
CSWs help deaf students access the curriculum by supporting communication which often includes using Sign Supported English or British Sign Language.
Children and Young People
Children and Young People in Care
A small number of children and young people are not able to live with their birth families full time due to their family’s needs or their own needs, and are legally defined to be ‘looked after’ by the local authority. This group of children may live in one of the following alternative arrangements;
- living with a foster carer
- living in a residential school or care placement such as a children’s home
- spending some of their time in a short breaks setting and some of their time at home
This group of children are allocated a social worker who reviews their care plan and works to promote their wellbeing and safety.
Director of Children’s Services
Responsible for the delivery of Children’s Services throughout the local authority. In York this role includes:
- support for special educational needs
- children’s social care
- fostering and adoption
- young people’s services
- early years service
- school improvement
- school organisation and support
- adult education and skills
- communities and equalities
- leisure and community centres
- people and neighbourhoods
- strategy and policy
Department for Education
The Department for Education is a department of His Majesty’s Government responsible for child protection, education, apprenticeships and wider skills in England.
Deaf and Hearing Support Team
The DHST is part of the City of York Council’s Specialist Teaching Team. They support families, early years settings, schools and colleges; provide specialist assessments of hearing and language, advice and guidance, and specialist teaching for deaf children with the highest level of need.
Dieticians help children and young people to understand the science about the food we eat and the nutrition it gives us to help us be healthy.They are also involved in the diagnosis and dietary treatment of disease. Dietitians have a wide range of jobs including:
- working with people with special dietary needs
- informing the general public about nutrition
- offering advice about the food we eat
- managing diabetes
- evaluating and improving treatments
- educating patients/clients, other healthcare professionals and community groups promoting good healthy living
- kidney disease
- food allergies
- eating disorders
- weight management advice
- coeliac disease management
- cystic fibrosis support
- tube feeding
Telephone: 01904 725269
Informal resolution to provide a quick and non-adversarial way of resolving disagreements between: parents or young people and bodies responsible for providing education, whether the child or young person has an Education, Health and Care (EHC) plan or not; or health and social care in relation to EHC assessments and plans.
Disability Living Allowance
A benefit paid that helps with the extra costs disabled children face as a result of their disabilities. Disability Living Allowance is not means-tested, and is tax-free. DLA can only be claimed by children under 16. Over 16s must apply for Personal Independence Payment (PIP).
Designated Medical Officer
The doctor who has special responsibilities for children with special educational needs.
Direct payments are made directly to families to enable them to purchase services for their child.
Disabled Students Allowance
An allowance for undergraduate or post- graduate students who have a disability or long-term health condition, mental health condition or specific learning difficulty such as dyslexia or dyspraxia that affects their ability to study. It can be used to pay for things such as special equipment, a note- taker or transport costs. Read more about Disabled Students Allowance.
Education Act 1996
The Education Act 1996 includes the definition of special educational needs and the duty of the local authority to meet the Special Educational Needs (SEN) of children. The Act required the Secretary of State to issue a Code of Practice on identifying, assessing and making provision for children with SEN. The Code (current version issued in 2015) sets out detailed guidance on all aspects of providing for SEN in mainstream and special schools. All schools, local authorities and other providers must take account of the Code when exercising their functions in relation to children with SEN.
Early Help Assessment
A social care assessment of a child and his or her family, designed to identify needs at an early stage and enable suitable interventions to be put in place to support the family. Also known as a FEHA – Family Early Help Assessment.
English as an Additional Language
Used to describe people whose first language is not English.
Early Years Foundation Stage
The early years foundation stage (EYFS ) sets standards for the learning, development and care of children from birth to 5 years old. All schools and Ofsted-registered early years providers must follow the EYFS ie childminders, preschools, nurseries and school reception classes.
Early Years Provider
A provider of early education places for children under the age of 5.This can include state funded as well as private nurseries.
Early Years Inclusion Fund
Early Years settings can apply to the Early Years Inclusion Fund to support pre- school children with a high level of Special Educational Needs (SEN) and/or disabilities where they do not have a Statement of SEN.
Education Funding Agency
An arm of the Department for Education that manages the funding for learners between the ages of 3 and 19 years and for those with Special Educational Needs or Disabilities (SEND) between the ages of 3 and 25.
Education, Health & Care Panel
Multi-agency panel that considers new requests for statutory assessment and Special Educational Needs (SEN) funding to support Children and Young People (CYP) in education.
Education, Health and Care Needs Assessment
An assessment of the education, health care and social care needs of a child or young person conducted by the local authority under the Children and Families Act 2014.
Education, Health and Care Plan
A plan which details the education, health and social care support that is to be provided to a child or young person who has Special Educational Needs or Disability (SEND). It's drawn up by the local authority after an Education, Helath and Care (EHC) needs assessment of the child or young person has determined that an EHC plan is necessary, and after consultation with relevant partner agencies.
Equality and Human Rights Commission
The Equality and Human Rights Commission (EHRC) monitors human rights, protecting equality across 9 areas including disability.
Emotional Literacy Support Assistant
Teaching Assistants in schools can train to be an Emotional Literacy Support Assistant. They support pupils and provide counselling with, for example, their emotions, bereavement, anger management and self-esteem.
An educational psychologists works within local authorities, in partnership with families and other professionals, to help children and young people achieve their full potential. They use their training in psychology and knowledge of child development to assess difficulties children may be having with their learning.
Equality Act 2010
The Equality Act 2010 brings together legislation to protect individuals from unfair treatment and promotes a fair and more equal society. This includes what was previously the Disability Equalities Act.
Enhanced Resource Provision
Specialist provision within a mainstream school. In York this includes:
- St Paul’s Nursery Enhanced Resource Provision (ERP) for pupils with significant and complex special educational needs
- Haxby Road ERP for communication and interaction
- Fulford St. Oswald’s ERP for dyslexia
- Fulford Secondary ERP for autism
- Joseph Rowntree Secondary ERP for autism
The Early Years Foundation Stage
The foundation stage begins when children reach the age of 3. Many children attend an early education setting soon after their third birthday. The foundation stage continues until the end of the reception year in primary school.
Further Education College
A college which offers continuing education to young people over the compulsory school age of 16. These include general further education colleges, sixth form colleges, specialist colleges and adult education institutes.
Family Early Help Assessment
A social care assessment of a child and their family, designed to identify needs at an early stage and enable suitable interventions to be put in place to support the family.
Family Information Service
Family Information Service (FIS) is a free and impartial information service for mums, dads and carers of children and young people aged 0 to 19 (or up to 25 for disabled children). FIS will send you important information about family life that we hope will help you.
Free schools are funded by the government but are not run by the local authority. They are all ability schools and have control over their own curriculum. Free schools are run on a not for profit basis and can be set up by groups such as charities, community and faith groups, businesses and independent schools. There are currently no free schools in York.
A doctor based in the community who treats patients with minor or chronic illnesses and refers those with serious conditions to a hospital.
A model of action and intervention to help children and young people who have special educational needs. The approach recognises that there is a continuum of special educational needs and follows the model of ‘Plan, Do, Review’. Early years settings, schools and colleges may use My Agreed Outcomes, My Support Plan or an Education, Health and Care Plan (EHCP) to plan and review support for a child, depending on their level of need, or another structure adopted by that setting.
Health and Wellbeing Board
The Board acts as a forum where local commissioners across the NHS, social care and public health work together to improve the health and wellbeing of their local population and reduce health inequalities.
Health visitors lead and deliver the Healthy Child Service for 0 to 5 year olds, offering support to all families in pregnancy and up to when children are aged 5 by:
- helping to support the health and wellbeing of your whole family, from ante-natal visits until your child goes to school
- providing advice on healthy choices for example, breastfeeding, weaning and healthy eating
- offering development reviews to ensure your child is reaching its full potential
- supporting parents to feel confident in their parenting skills and to provide the best opportunities for their baby
- working in partnership with Children’s Centres and specialist services to support families with additional needs
- offering support and information to families experiencing specific difficulties such as postnatal depression, social isolation and domestic abuse
Healthy Child Programme
A universal, preventative service that provides families with a programme of screening, immunisation, health and development reviews, supplemented by advice around health, wellbeing and parenting. The programme covers pregnancy and the first 5 years of a child’s life.
Healthy Child Service
Health visitors and school nurses are qualified nurses or midwives with specialist training in public health for children, young people and families. Our intention is not to reduce provision. In combining different elements from within existing ‘commissioning pots’ the aim is to develop service delivery models that achieve improved health and wellbeing outcomes for all children and young people, and closer alignment with the priorities of our children and young people’s plan. Read more about the Healthy Child Service.
Higher education is an optional final stage of formal learning that occurs after secondary education and may lead to the award of a degree.
Also known as hearing loss, hearing impairment is a partial or total inability to hear. A deaf person has little or no hearing. Hearing loss may occur in one or both ears.
Higher Level Teaching Assistant
Higher Level Teaching Assistants (HLTAs) do all the things that teaching assistants or learning support assistants do but they have an increased level of responsibility. For example, HLTAs teach classes on their own, cover planned absences and allow teachers time to plan and mark.
Health and Disability Team
This usually means the local authority in which a child or young person normally lives.The home authority has responsibility for the child or young person under the Children and Families Act 2014 (CFA).
Hospital Teaching Team
The Hospital Teaching team are part of the City of York Council’s Specialist Teaching Team. If a child is in hospital for 15 days or more the hospital teaching team will arrange their education. This may include:
- small, personalised groups taught in local hubs
- home tuition
- online learning or
- any combination of these depending on the needs of the child
The team works closely with families, early years settings, schools and colleges to maintain links with the child’s education setting and to ease their return to learning in the setting.
This is the tenth revision of the International Statistical Classification of Diseases and Related Health Problems (ICD), a medical classification list by the World Health Organization (WHO) used to diagnose some health problems.
Individual Education Plan
A plan which sets out the support a child is receiving in their school or other setting. Under the code, there is no longer a specific requirement for children with Special Education Needs (SEN) to have an Individual Education Plan (IEP) but some children with SEN may still have an IEP. Schools usually prefer a child to have a My Support Plan.
Used in some schools to target more support for a child with Special Educational Needs (SEN) and additional needs. An inclusion passport may go with the child throughout their time in education.
A school that is not maintained by a local authority.
Individual Provision Map
Schools use an Individual Provision Map (IPM) to describe a child’s condition.
Independent Reviewing Officer
Independent Reviewing Officers have a statutory role to quality assure the care planning process for each child or young person in care, and to ensure that his or her current wishes and feelings are given full consideration.
Key Stage 1
Key Stage 1 covers the first 2 years at infant or primary school, usually called Year 1 and Year 2. Pupils in KS1 are aged between 5 and 7.
Key Stage 2
Key Stage 2 covers four years in junior or primary school, usually called Year 3, Year 4, Year 5 and Year 6. Pupils in KS2 are aged between 8 and 11. Key Stage 2 tests take place in Year 6.
Key Stage 3
Key Stage 3 covers the first three years at secondary school, usually called Year 7, Year 8 and Year 9. Pupils in KS3 are aged between 12 and 14.
Key Stage 4
Key Stage 4 covers 2 years in secondary school, usually called Year 10 and Year 11. Pupils in KS4 are aged between 15 and 16. GCSE examinations take place in Year 11.
Someone who provides children, young people and parents with a single point of contact to help make sure the support they receive is co-ordinated. A keyworker could be provided:
- directly by a local authority or local health organisation
- by a school or college
- from a voluntary or private sector body
A local authority is responsible for all the public services and facilities in a particular area.
Local Area Team
The Local Area Team (LAT) is a key part of York’s early help response to working with children, young people and families from pregnancy through to adulthood. Read more about mental health support.
The Local Offer, published by the local authority, tells you what support is available for children and young people with Special Educational Needs and Disabilities (SEND), and their families. It includes information about education, health and care provision. It also gives information about training, employment and independent living for young people with special educational needs or disabilities.
A group for children and young people aged 0 to 25 with any degree of hearing loss. The group offers a variety of free activities, which provide children and young people with a peer group that helps them to build confidence and self-esteem, and promotes a sense of belonging. Hearing siblings are also invited to join in with activities at a local youth centre on the second Saturday of every month.
Learning Support Assistant
Also called a Teaching Assistant (TA). A Learning Support Assistant is a member of school staff who supports a child under the direction of the Special Educational Needs and Disability Coordinator (SENDCo).
A state school which can meet the needs of most children.
Schools in England that are maintained by a local authority. Any community, foundation or voluntary school, community special or foundation special school falls under this.
My Agreed Outcomes
A support plan for children and young people on Special Educational Needs (SEN) Support whose educational needs are coordinated and outcomes identified.
As part of My FIS+ parents and carers will be automatically signed up for the MAX card scheme. The scheme gives children, their carers and other family members free or discounted access to some of the most exciting attractions across the UK.
The scheme is designed to help parents and carers of disabled children and looked after children save money on great days out at castles, zoos, museums and more.
Mediation is offered by local authorities to help settle disagreements between parents or young people and local authorities over Education, Health and Care (EHC) needs assessments and plans. Parents and young people can access mediation before deciding whether to appeal to the First-Tier Tribunal about decisions on assessment or the special educational element of a plan.
Mill Lodge - in patient provision for young people with severe mental health difficulties.
Moderate Learning Difficulties/Disabilities
The general level of academic attainment of children and young people with moderate learning difficulties will be significantly lower than that of their peers. Their cognitive ability and/or attainment levels will be at or below the second percentile. Generally they will have difficulty acquiring literacy and numeracy skills.
Pupils with a combination of visual and hearing difficulties.
My Agreed Outcomes
A My Agreed Outcomes document will describe a child, the child’s outcomes, when the plan will be reviewed, the child’s views, interests, likes and dislikes, meeting notes and actions to be taken.
An information scheme which provides families with helpful information about family life in York.
If you’re a parent of a disabled child, you can register with this information service to receive enhanced information about additional services, offers and activities.
My Support Plan
Schools may choose to produce a My Support Plan for children and young people who have identified special educational needs and receive Special Educational Needs (SEN) support in school. The plan may outline support for children and young people who are receiving support from a number of professionals. The My Support Plan is a non-statutory document and can be used flexibly to support the needs of the child, young person, their family and all who work with them. Schools and settings may choose to produce another type of supporting document.
NHS Continuing Care
Support provided for children and young people under the age of 18 who need a tailored package of care because of their disability, accident or illness.
NHS Continuing Healthcare
NHS Continuing Healthcare is the name given to a package of care that is arranged and funded solely by the NHS for individuals aged 18 and over who are not in hospital but have complex ongoing healthcare needs. It can be provided in any setting, for example in the home or in a residential care home.
Occupational therapists (OTs) work with children who have physical, neurological and sensory or perceptual problems. Their aim is to support and enable children to carry out the skills needed for everyday life and learning. OTs will work closely with children, young people and their families to help them join in and succeed in activities that are important to them, to the best of their ability. These may include:
- fine motor skills (such as writing and playing with small manipulative toys)
- self care/Independence /life skills (such as dressing and feeding)
- sensory skills (coping with everyday sensory experiences)
- OTs work closely with local health and education and social care agencies to support all aspects of child or young person family life
Telephone: 01904 726599
Find out more about occupational therapy.
Obsessive Compulsive Disorder
Obsessive Compulsive Disorder (OCD) is a common mental health condition in which a person has obsessive thoughts and compulsive behaviours. It affects men, women and children, and can develop at any age.
Oppositional Defiance Disorder Oppositional defiant disorder (ODD) describes a condition in children and teenagers characterized by patterns of unruly and argumentative behaviour and hostile attitudes toward authority figures. The behaviour of a child with ODD is much more extreme and disruptive than normal.
Office for Standards in Education
A non-ministerial government department that takes responsibility for the inspection of all schools in England. Find out more about Ofsted.
1. Occupational Therapist
The role of an occupational therapist is to work with children who have difficulties with the practical and social skills necessary for their everyday life. An occupational therapist will aim to enable a child to be as physically, psychologically and socially independent as possible.
2. Occupational Therapy
Occupational therapy can help children and young people with various needs improve their cognitive, physical, sensory, and motor skills and enhance their self-esteem and sense of accomplishment.
Patient Advice and Liaison Service
The Patient Advice and Liaison Service offer confidential advice and support on health related matters and complaints.
Parent Carer Forum York
The Parent Carer Forum York aims to represent the views of families of children and young people who have physical and sensory impairments, learning difficulties and those who have been identified with additional needs.
Pastoral staff in schools or education settings promote pupils’ social and emotional wellbeing and foster positive attitudes. Schools have a pastoral leader who is usually on the senior leadership team.
Pathological Demand Avoidance
PDA (pathological demand avoidance) is a behaviour profile some describe within the autism spectrum. Many Child and Adolescent Mental Health Services do not consider it a separate diagnosis from autism.
An amount of money identified by the local authority to deliver provision set out in an Education, Health and Care (EHC) plan where the parent or young person is involved in securing that provision.The funds can be held directly by the parent or young person, or may be held and managed on their behalf by the local authority, school, college or other organisation or individual and used to commission the support specified in the EHC plan. Find out more about personal budgets.
Personal Education Plan
An element of the care plan maintained by a local authority in respect of a child or young person in care, which sets out the education needs of the child. If a child or young person in care has an Education, Health and Care Plan (EHCP), the regular reviews of the EHC plan should, where possible, coincide with reviews of the Personal Education Plan.
Physical and Health Needs
Physical and Health Needs Team
The PHN Team is part of the City of York Council’s Specialist Teaching Team.The team provides support, advice and guidance to children and young people with high need, low incidence special educational needs and disabilities who have a physical difficulty or medical need. They work closely with families, early years settings, schools and colleges.
Physical and Health Needs Teaching Team
The Physical and Health Needs Teaching Team (PHNT) are part of the City of York Specialist Teaching Team. If a child is away from school for more than 15 days, PHNTT will arrange their education. This may include:
- small, personalised groups taught in local hubs
- home tuition
- online learning or
- any combination of these depending on the needs of the child
The team works closely with families, early years settings, schools and colleges to maintain links with the child’s education setting and to support their return to learning in the setting. The provision can last up to 2 terms.
Physiotherapists work with children who have physical difficulties as a result of a neurological developmental or musculoskeletal problem. A Physiotherapist will work closely with the children, young people and their families to formulate individual management programmes in order to achieve their maximum potential. These may include:
- gross motor skills (running, jumping, climbing)
- developmental support (mastering early skills such as rolling and crawling)
- improving posture and positioning to enable maximum functional ability
- recommending appropriate equipment, aids and splints to support posture and function
Personal Independence Payment
Personal Independence Payment (PIP) is a benefit paid to people over 16 years that helps with the extra costs that disabled people face as a result of their disabilities. PIP is not means-tested, and it is tax free.
Profound and multiple learning disability
A Profound and Multiple Learning Disability (PMLD) is when a person has a severe learning disability and other disabilities that significantly affect their ability to communicate and be independent. Someone with PMLD may have severe difficulties seeing, hearing, speaking and moving. They may have complex health and social care needs due to these or other conditions. People with PMLD need a carer or carers to help them with most areas of everyday life, such as eating, washing and going to the toilet. With support, many people can learn to communicate in different ways, be involved in decisions about themselves, do things they enjoy and achieve more independence.
Pupil Referral Unit
A school established and maintained by the local authority which is specially organised to provide education for pupils who would otherwise not receive suitable education because of illness, exclusion or any other reason.
Reasonable adjustments are changes schools and other settings are required to make which could include changes to physical features. For example:
- creating a ramp so that students can enter a classroom
- providing extra support and aids, such as specialist teachers or equipment
A short break enables disabled children to have social opportunities and join in with activities, and give parents or full time carers a break from their caring responsibilities. Short Breaks can be for a few hours or longer, and can be provided in lots of different ways.
School nurses lead and deliver the Healthy Child Service for 5 to 19 year olds, working with children, young people and their families and have a key role in supporting children and young people in school settings. They:
- help support the physical and emotional health and wellbeing of children and young people
- provide advice on healthy choices e.g. healthy eating, dental health, sexual health and substance misuse
- offer health reviews to ensure your child continues to reach its full potential
- provide specific support for families with complex needs such as diabetes and asthma
- offer advice and information on health issues such as bedwetting and concerns about behaviour
- work closely with your child’s school to promote a healthy lifestyle
- offer the childhood immunisation programme to protect against disease and infection
Social, Emotional and Mental Health Difficulties
One of the 4 broad areas of Special Educational Needs (SEN).This includes mental health difficulties, such as depression and anxiety and a wide range of issues which may lead to challenging behaviour such as attachment disorder. It's important to look the reasons for any behaviour difficulties.
Special Educational Needs
A child or young person has Special Educational Needs (SEN) if they have a learning difficulty 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 or she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
Special Educational Needs Coordinator
A qualified teacher in a school or maintained nursery school who has responsibility for co-ordinating Special Educational Needs (SEN) provision.
Special Educational Needs and Disabilities
Special Educational Needs and Disability Coordinator
The teacher with responsibility for co-ordinating special help for children with Special Educational Needs and Disabilities (SEND) at their school. SENDCo is also used as an equivalent term.
SEND Code of Practice
This is the statutory guidance that supports Part 3 of the Children and Families Act 2014 (CAFA). It tells local authorities, early years settings, schools, colleges, health and social care providers and others what they should do to identify, assess and provide for children and young people with Special Educational Needs (SEN) or disabilities.
Special Educational Needs and Disability Information, Advice and Support Service
The Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS) provides independent advice and support to parents about Special Educational Needs (SEN). Every local authority must have one.
Impartial – SENDIASS is a service that is at arms length from the local authority.This means that we do not favour one side over another.
Confidential – This means that your information will not be shared outside the service unless you give us permission or if there is a public interest concern (for example, if you may be at risk).
Information, advice and support is provided for children and young people on the following topics:
- Education, Health and Care Plans (EHCPs)
- Education, Health and Care (EHC) needs assessment process
- finding out about what support is available nearby (York’s Local Offer for SEND)
- Who am I? – this explains who does what when it comes to supporting your Special Educational Needs (SEN)
- personalisation and personal budgets
- post-16 support
Special Educational Needs Designated Officer
The Special Educational Needs Designated Officer (SENDO) co-ordinates requests for statutory assessments and quality assures all annual reviews of Education, Health and Care Plans (EHCPs). SENDOs provide advice and support for families and educational settings.
Sensory and/or Physical Needs
One of the 4 broad areas of Special Educational Needs (SEN). This includes sensory impairments, such as visual impairment (VI) and hearing impairment (HI), as well as physical disabilities such as cerebral palsy. Sensory needs may also refer to the needs of children and young people with autism or aspergers who may be over or under sensitive to their sensory environment.
A child or young person may be included on the Special Educational Needs (SEN) Register as “SEN Support”. SEN Support includes any help for children and young people with SEN that is additional to or different from the support generally made for other children of the same age. The purpose of SEN Support is to help children achieve the outcomes or learning objectives that have been set for them by the school. Schools should involve parents in this process. SEN Support replaces Early Years Action/Action Plus and School Action/ Action Plus.
The sixth form covers 2 years at secondary school, usually called Year 12 and Year 13. These can also be referred to as Lower Sixth (L6) and Upper Sixth (U6) by many schools.
1. Severe Learning Difficulty
Learners with severe learning difficulties (SLD) have very significant intellectual or cognitive impairments. This impacts on their ability to participate in the school curriculum without support.
2. Severe Learning Disability
Learners with a severe learning disability have problems communicating and being independent. A child may have severe difficulties seeing, hearing, speaking and moving.
Specific, Measurable, Attainable, Realistic, Timed
All outcomes for children and young people should be SMART.
Specialist Leaning and Employment Adviser Team
The Specialist Leaning and Employment Adviser Team is a team of qualified advisers who help young people to take their next step towards employment by providing advice and guidance on how to access appropriate education, training or employment opportunities.
SLT or SALT
1. Speech and Language Therapy
2. Speech and Language Therapist
Single Point of Access
Referrals and self-referrals to CAMHS should be made through the SPA (Single Point of Access). At Lime Trees you'll be offered a 30-minute telephone conversation, during which you may be sign-posted to a different appropriate service or you may be offered a face to face assessment. This is the children and young people’s mental health clinic run by TEWV. Read more about mental health support.
Special Educational Provision
Provision that is different from or additional to that normally available to pupils or students of the same age, which is designed to help children and young people with Special Educational Needs (SEN) or disabilities to access the National Curriculum at school or to study at college.
Speech and Language Therapist
A speech and language therapist will assess and treat children and adults with specific speech, language and communication problems to enable them to communicate to the best of their ability. They work with parents, carers and other professionals, such as teachers, nurses, occupational therapists and doctors.
Speech and Language Therapy
Speech and language therapy is a health care profession, the role and aim of which is to enable children, young people and adults with speech, language and communication difficulties (and associated difficulties with eating and swallowing) to reach their maximum communication potential and achieve independence in all aspects of life.
Specific Learning Difficulties
Specific Learning Difficulties (SpLDs) include dyslexia (difficulties with reading and spelling), dyscalculia (difficulties with number and calculation), and dyspraxia or ‘developmental coordination disorder’ (difficulties with motor planning).
A school which provides specialist educational provision for pupils with Special Educational Needs (SEN).
Sign Supported English
Sign Supported English is a form of communication that matches British Sign Language signs with spoken English Grammar
Specialist Teaching Team
The Specialist Teaching Team (STT) includes teachers and teaching assistants who support children and young people aged 0 to 25 in early years settings, schools and colleges.The team includes the Deaf and Hearing Support Team, the Visual Impairment Team, the Autism Team, the Physical and Health Needs Team, and the Specific Learning Difficulties Team.
A supported internship is a structured programme of study based with an employer. Supported internships enable young people aged 16 to 24 with a statement of Special Educational Needs (SEN), or an Education, Health and Care Plan (EHCP) to achieve sustainable paid employment by equipping them with the skills they need for work, through learning in the workplace.
Social workers are responsible for helping children, young people and families to cope with problems they are facing to improve their lives.
School Wellbeing Service
This service works in schools with staff, pupils and families and also closely links to Local Area Teams and Lime Trees Clinic. Their focus is to work with children and young people with emerging and developing mental health need. Read more about mental health support.
School Wellbeing Worker
The School Wellbeing Worker works with children and young people and school staff around emerging and developing mental health need. In particular, this work is with children and young people who are presenting mental health issues and concerns that are below an intervention from specialist CAMHS and above what school pastoral structures can support.
Also called a Learning Support Assistant (LSA). A Teaching Assistant is a member of school staff who supports a child under the direction of the Special Educational Needs and Disability Coordinator (TA).
Tribunal (Special Educational Needs and Disability)
An independent body which has jurisdiction under the Education Act 1996 for determining appeals by young people and parents against local authority decisions on Education, Health and Care (EHC) needs assessments and Education, Health and Care Plans (EHCPs). The Tribunal’s decision is binding on both parties to the appeal.The Tribunal also hears claims of disability discrimination under the Equality Act 2010.
Unique Pupil Reference Number
This is a unique number given to all school age children to ensure each child can be individually identified.
Also known as vision impairment or vision loss, visual impairment is a decreased ability to see to a degree that causes problems not fixable by usual means, such as glasses. For some children and young people a decreased ability to see is because they do not have access to glasses or contact lenses.
Visual Impairment Team
Provides support for children and young people who have a visual impairment (VI) which has an impact on their education.
Virtual School Head
The Virtual School Head (VSH) leads a virtual school team that tracks the progress of children and young people in care as if they attended a single school.
York Ausome Kids
York Inspirational Kids
A support group for families of children and young people who have a disability or additional need and live in the York area.
York Ausome Kids
York Hemi Kids
For parents of children with hemiplegia.
York Down Syndrome Support Group
A non-profit organization that provides support to families with children and adults with disabilities, with a primary focus on individuals with Down syndrome.
York & District Dyslexia Association
A parent-led support group for those people impacted by Dyslexia, Dyspraxia, Dyscalulia, Meares-Irlen syndrome and other learning difficulties.The group supports children, young people, adults and families via regular meetings and social activities to build confidence and self-esteem, and strives to provide clear, professional support.
York Independent Living and Travel Skills
York Independent Living and Travel Skills (YILTS) will assess and support a young person to enable them to become an independent traveller. They will be taught the practical and social skills to use public transport, walk or cycle around the city.
ADHD Attention Deficit Hyperactivity Disorder Children and young people who struggle to maintain attention and who may also be hyperactive or impulsive.