The four areas of Special Educational Needs and Disabilities (SEND)
The SEND Code of Practice (2015) identifies four broad areas of need. These areas help schools understand the types of support that children and young people may require. Every child is unique, and some children may have needs across more than one area.
Communication and Interaction
Children with communication and interaction needs may find it difficult to understand or use spoken language, express their thoughts, follow instructions or interact socially with others. This includes children and young people with Speech, Language and Communication Needs (SLCN) and those with Autism Spectrum Condition (ASC). Examples of support include visual timetables and prompts, communication aids, small-group language interventions and structured social communication support.
Cognition and Learning
Children with cognition and learning needs may learn at a slower pace than their peers or require additional support to develop skills in reading, writing, mathematics or memory. This includes children with specific learning difficulties such as dyslexia, as well as those with more general learning difficulties. Examples of support include adapted teaching and resources, small-step learning approaches, additional opportunities to practise skills and targeted interventions to support progress.
Social, Emotional and Mental Health (SEMH)
Children with SEMH needs may experience difficulties managing emotions, forming relationships, regulating behaviour or maintaining their wellbeing. These needs may affect their ability to engage in learning and can vary over time. Examples of support include emotional regulation strategies, nurture and wellbeing interventions, pastoral support, safe spaces and trusted adults.
Sensory and/or Physical Needs
Some children have physical disabilities or sensory impairments that affect their access to learning. This includes hearing impairment, visual impairment, physical disabilities or sensory processing differences. Examples of support include specialist equipment or resources, adaptations to the learning environment, occupational or physiotherapy programmes, support from specialist teachers and external agencies.
How we support children with SEND
At St Benedict's, we are committed to helping every child achieve their full potential. We use a graduated approach of Assess, Plan, Do, Review (APDR) to identify needs, provide support, monitor progress and work in partnership with families to ensure provision is tailored to each child's strengths and needs.
If you have any questions or concerns about your child's development, please contact the school SENCO, Mrs. Thompson, who will be happy to discuss how we can work together to support your child
