SEND
At Stifford Clays Primary School we recognise that every child is unique and special.
Within our rich and varied curriculum, every child is given opportunities and support, in a safe, caring and stimulating environment, which should facilitate each child’s chance to reach the highest possible standards. All staff are committed to meeting the needs of all our children and strive to break down any barriers that are preventing children from making the progress they are capable of. As a school, we recognise the importance of not only supporting children’s academic progress but also developing their behavioural, emotional and social skills to enable them to become confident, independent learners.
SEN Legislation
The reforms in the Children and Families Bill 2014 affected the way children with special educational needs (SEN) are supported in schools. This new approach was implemented in September 2014 and places pupils at the centre of planning. Building on best practice, the SEND Code of Practice 0-25 sets clear expectations on schools to deliver a whole school approach to SEN, with good quality teaching as a first response and a clear focus on outcomes. Teachers are at the heart of the new SEN support system, supported by the strategic role of SENCOs, with strong leadership from head teachers and governors.
The key principles of this new legislation are:
- Young people and their families should be fully involved in discussions about the support they need, so they can share their knowledge and feedback to the school on the young person’s progress.
- Education, Health and Care plans (EHC) will replace statements of special educational needs. New assessments for additional educational needs will follow the EHC guidelines from September 2014. (Existing statements will remain in force until all children and young people have completed the transition, which will be within three years).
- School Action and School Action Plus will cease and be replaced by a single school-based category for children who need extra specialist support.
SEND Documents
Special Education Needs and Disabiltiies Policy 2025-26
Send School Information Report 2025-26
Local Offer
As part of this new legislation, Local Authorities have a duty to publish a Local Offer, setting out in one place information about provision they expect to be available in their area across education, health and social care for children and young people in their area who have SEN or are disabled, including those who do not have EHC plans.
You can find Thurrock's Local Offer page at: Thurrock's SEND Local Offer
School’s also have a duty to publish their SEND Information Report as part of the Local Offer.
SEND Acronyms
We know that understanding SEND language can sometimes feel overwhelming, especially when schools, local authorities and professionals use a lot of acronyms and specialist terms.
To make things clearer and easier to navigate, we’ve created this simple A–Z glossary. It explains the most commonly used SEND acronyms and terms in plain, parent‑friendly language so you can feel confident and informed when reading reports, attending meetings or discussing support for your young person.
| Acronym / Term | Meaning / Explanation | |
| ADHD | Attention Deficit Hyperactivity Disorder. A condition affecting attention, focus, impulsivity, and activity levels. | |
| ASC / ASD | Autism Spectrum Condition / Disorder. A neurodevelopmental difference affecting communication, social interaction, sensory processing, and flexibility of thought. | |
| CAMHS | Child and Adolescent Mental Health Services. NHS service supporting young people with mental health needs. | |
| Co‑production | Working together with learners, families, and professionals to shape support and decision‑making. | |
| Dyscalculia | A specific learning difficulty affecting understanding of numbers and mathematical concepts. | |
| Dyslexia | A specific learning difficulty affecting reading, spelling, and processing of written language. | |
| Dyspraxia / DCD | Developmental Coordination Disorder. A condition affecting motor coordination, planning, and organisation. | |
| EHCP | Education, Health and Care Plan. A legal document outlining a young person’s needs, the outcomes they are working towards, and the provision required to support them. | |
| EP | Educational Psychologist. A specialist who assesses learning, cognition, emotional needs, and provides recommendations for support. | |
| Gestalt Language Processing (GLP) | A language development style where children learn language in “chunks” or scripts rather than single words. Common in some autistic learners. Support focuses on modelling flexible, natural language. | |
| Local Offer | Information published by the Local Authority about SEND services, support, and pathways available in the area. | |
| OT | Occupational Therapy. Support for sensory needs, motor skills, independence, and functional skills. | |
| PDA (Pathological Demand Avoidance) | A profile within the autism spectrum characterised by high anxiety and an extreme avoidance of everyday demands. Support focuses on collaboration, flexibility, and reducing perceived pressure. | |
| Provision | The support, strategies, interventions, and adjustments put in place to meet a learner’s needs. | |
| Reasonable Adjustments | Changes made to remove barriers to learning, required under the Equality Act (2010). | |
| SALT | Speech and Language Therapy. Support for communication, language development, and social communication skills | |
| SEMH | Social, Emotional and Mental Health needs. This includes anxiety, trauma, emotional regulation difficulties, and mental health conditions. | |
| SEND | Special Educational Needs and Disabilities. A broad term covering learning needs, physical disabilities, medical needs, and social/emotional needs. | |
| SENCO/SENDCO | Special Educational Needs and Disabilities Coordinator. The person responsible for overseeing SEND provision in a school or college. | |
| SEN Support | Support provided for learners with SEND who do not have an EHCP. This includes adjustments, interventions, and personalised strategies. | |
| Sensory Processing Difficulties | Differences in how a person receives and responds to sensory information (e.g. sound, touch, light, movement). This can lead to sensory seeking or sensory avoidance behaviours. | |
| Specialist Provision | Highly personalised support for learners with complex needs (e.g. therapy input, 1:1 support). | |
| Targeted Provision | Additional support for learners who need more than universal provision (e.g. small group interventions). | |
| Universal Provision | Support available to all learners (e.g. quality-first teaching, accessible classrooms). | |
What is a Spiky Profile?
Many young people with SEND have what’s known as a “spiky profile”. This means their strengths and challenges vary across different areas of development. A learner may excel in one skill, need support in another, and show age‑typical progress in others. For example, they could be a creative thinker, have a vast vocabulary, or a photographic memory for facts but may struggle to follow multi-step instructions, manage sensory overload or fine motor skills (handwriting). This uneven pattern is very common and gives us valuable insight into how each young person learns best.
At our school, we see every learner as an individual with a unique combination of talents, interests and differences. A spiky profile does not limit what a young person can achieve. Instead, it helps us plan teaching and support that builds on their strengths while providing the right strategies and adjustments where they need them. We hold high expectations for all learners, and we work closely with families to ensure every young person is challenged, supported and celebrated for who they are.
Useful SEND Websites
Many families find it helpful to explore trusted organisations for additional guidance, information and support around special educational needs and disabilities. The websites below offer practical advice, parent‑friendly resources and clear explanations to help you understand different needs and access the right support.
Please note that while we recommend these organisations as useful starting points, we are not responsible for the content of external websites, and information may change over time.
ADHD UK - A national charity providing information, lived‑experience guidance, online support groups and practical resources for families. They offer clear explanations of ADHD, tips for home and school, and accessible advice for parents and carers.
Afasic - Supports families of children with speech, language and communication needs (SLCN), offering practical advice, parent guides and information on accessing specialist help.
Ambitious about Autism - Offers resources for autistic children and young people, including guidance on education, transitions, independence and staying safe online.
British Dyslexia Association - Provides information, guidance and practical strategies for supporting children and young people with dyslexia, including study tips, screening tools and advice for parents.
Contact for Families with Disabled Children - Supports parents with reliable information on SEND conditions, benefits, education and navigating services. Their guides are clear, practical and easy to follow.
Council for Disabled Children - A national umbrella organisation offering guidance on SEND policy, EHCPs, rights and support pathways, helping families understand the SEND system.
Dyspraxia Foundation - Provides information and practical strategies for supporting children with dyspraxia / Developmental Coordination Disorder (DCD), including tips for motor skills, organisation and independence.
IPSEA - Provides free, legally‑based advice to help parents understand EHCPs, SEND law and their child’s rights in education including provising letter templates and guides.
Internet Matters - SEND Hub - Offers tailored online safety advice for children with SEND, including step‑by‑step parental control guides and strategies for supporting vulnerable learners online.
National Autistic Society - Provides clear guidance, practical strategies and resources for supporting autistic children and young people, including advice on communication, routines and sensory needs.
National Deaf Society - Offers comprehensive guidance for parents of deaf children, including communication support, technology advice, education rights and wellbeing resources.
Royal National Institute for the Blind - Supports children and young people with visual impairments, offering resources on accessibility, technology, education and independent living.
SCOPE - Provides support, advice and online communities for families of disabled children, including guidance on behaviour, communication, sleep and accessing services.
SNAP Charity - (Special Needs And Parents) Provides practical support, advice and activities for families of children and young people with additional needs or disabilities. SNAP offers helpline support, parent training, specialist sessions and accessible resources to help families feel informed, empowered and connected.
The Communication Trust - Offers resources and guidance for supporting children with speech, language and communication needs, including tools to help parents understand developmental milestones.
Young Minds - Provides mental health advice for parents and young people, including guidance on anxiety, behaviour, online pressures and digital wellbeing.