Professional Documents
Culture Documents
Pupil Support
& Access
All Schools in England
Data Collection
by Type of Special
Ref: DfES/0536/2003
Status: Strongly recommended
Overview
The guidance and descriptions aim to provide
support to schools and LEAs in recording
pupils’ needs in the Pupil Level Annual Schools
Census (PLASC).
Introduction
initiatives and interventions on pupils with
development, we need more information different types of SEN. The descriptions below
about the numbers of pupils in the countryare withintended to help schools and LEAs prepare
different types of special educational needfor this data collection. Draft descriptions were
(SEN). From January 2004 we will be sent to a sample of schools, LEAs and
voluntary organisations for consultation and
collecting this information as part of the Pupil
Level Annual Schools Census (PLASC). The have since been amended in the light of the
data will be used to help planning, to studycomments received. We would like to thank all
trends and to monitor the outcomes of those who contributed to the consultation.
Areas of need
The main areas of difficulty or need are set out in the SEN Code of Practice,
Chapter 7. They are Cognition and Learning; Behaviour, Emotional and Social
Development; Communication and Interaction; Sensory and/or PhysicalNeeds.
To give us more detailed
? information we have sub-divided some of the broad areas
into the categories used by Ofsted. These are:
A Cognition
Profound and Learning
and Multiple NeedsDifficulty (PMLD)
Learning
Specific Learning Difficulty (SpLD)
? Moderate Learning Difficulty (MLD)
? Severe Learning Difficulty (SLD)
?
B Speech, Language
Behaviour, andand
Emotional Communication Needs (SLCN)
Social Development Needs
? Behaviour, Emotional and Social Difficulty (BESD)
Other (OTH)
1
How to decide Pupils at Early Years Action or School Action
should be recorded as having SEN but it is
We are aware that many pupils have more than not necessary to record their type of SEN.
one type of difficulty. We are therefore asking
you to record information on pupils' greatest or
primary need and, where appropriate, their
Pupils whose needs are being met through
secondary need.
normal differentiation and the flexibilities of the
National Curriculum, as set out in the National
Curriculum Inclusion statement entitled
“Inclusion: Providing effective learning
If the pupil has a statement, their needs will have
been formally assessed and will be described in opportunities for all children”, should be
Part 2 of the statement. The type or types of recorded as N - no special educational need.
need recorded should reflect this. Some children
whose needs are being met at Early Years Action
Plus or at School Action Plus will also have had
assessments by educational psychologists, Under-attainment may be an indicator of SEN
specialist teachers and others. Again, this but poor performance may be due to other
information will help you to decide which type factors such as problems in the child’s home or
or types of SEN to record. family circumstances or poor school attendance
(see SEN Code of Practice, 7.38-7.45).
Behavioural, Emotional and Social They are often off task and have a very short
B
Difficulty (BESD) concentration span. Their self-esteem is low
BEHAVIOUR, EMOTIONAL and SOCIAL DEVELOPMENT NEEDS and they find it hard to accept praise or to take
responsibility for their behaviour.
5
Some pupils with autistic spectrum disorders Pupils with Asperger's syndrome should be
have a different perception of sounds, sights, recorded in this category. These pupils share
smell, touch and taste and this affects their the same triad of impairments but have higher
response to these sensations. They may haveintellectual abilities and their language
unusual sleep and behaviour patterns. development is different from the majority of
pupils with autism.
D
Visual impairment refers to a range of difficulties
Visual
SENSORY and/or PHYSICAL NEEDS
from minor impairment through to blindness.
Pupils with visual impairments cover the whole
ability range. For educational purposes, a pupil
Impairment
is considered (VI)impaired if they
to be visually Hearing Impairment (HI)
require adaptations to their environment or Pupils with a hearing impairment range from
specific differentiation of learning materials in those with a mild hearing loss to those who
order to access the curriculum. are profoundly deaf. They cover the whole
ability range.
7
Useful Websites
• Action blind people: • National Institute for Clinical Excellence
www.afbp.org (NICE): www.nice.org.uk
• Association for all speech impaired children • Royal National Institute for the Deaf (RNID):
(AFASIC): www.rnid.org.uk
www.afasic.org.uk
• Royal National Institute of the Blind (RNIB):
www.rnib.org.uk
• Association for Spina Bifida and
Hydrocephalus (ASHAH):
www.asbah.org • SENSE:
www.sense.org.uk
• Contact a family:
• Disability Code of Practice for Schools:
• www.cafamily.org.uk
Dyslexia Institute: www.drc.org.uk
www.dyslexia-inst.org.uk
• Down's Syndrome Association:
www.dsa-uk.com • Promoting Children’s Mental Health within
SENYears
•Early Codeand
of Practice
Schools(DfES
Setting0581/2001):
Guidance
www.dfes.gov.uk/sen
(DfES 0112/2001):
www.dfes.gov.uk/sen
• Dyspraxia foundation:
www.dyspraxiafoundation.org.uk
www.dfes.gov.uk