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Guidance for schools and settings

Cambridgeshire's special educational needs or disabilities (SEND) guidance for schools and settings outlines the expectations from the SEND Code of Practice (2014) and highlights requirements and best practice in meeting the needs of children and young people with SEND.

As part of the guidance, the following document contains information on interventions for children and young people who have additional literacy, maths, behaviour and speech and communication needs.

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Assessments for schools

Our SEND Specialist Services have brought together information on several assessments which may be useful for schools that need to further investigate a child’s strengths and difficulties to identify potential special educational needs. The assessment tools listed cover different areas of learning and behaviour. They have been chosen so that schools can analyse needs and put appropriate support in place. These tools are not diagnostic, and neither are they meant to replace the current, effective ways schools have of assessing progress. The tools selected can be used by teachers and do not require additional training.

Schools and settings

All schools and early years settings can support children with special educational needs (SEN).

They must have an SEN policy which outlines how they support children with additional needs. All schools should have a Special Educational Needs Co-ordinator (SENCo), a teacher responsible for making sure that the needs of children with SEN are identified, assessed, and reviewed. Early Years settings will also have a person responsible for making sure that children with SEN are supported.

Each year, all maintained schools and nurseries must produce an Information Report, which must be on their website, describing the way they support pupils with SEND. Please visit individual schools’ websites for details.