Glossary
The terms and acronyms used in education can be a minefield to navigate. I will continually update this page, but if you can’t find what you’re looking for, please feel free to get in touch with me – I will be more than happy to help.
Alternative Provision (AP)
Children who have difficulties with school may fare better in alternative provision.
Alternative provision is education arranged by local authorities for pupils who, because of their needs are not receiving a suitable education in school. Where an EHCP is in place the funding attached can be used to fund this provision. Where an EHCP is not in place school can fund up to £6000 of alternative provision for each child, each academic year.
A child receiving alternative provision can attend school and alternative provision or full time alternative provision while remaining on role at a school.
Education, Health and Care Plan (EHCP)
Schools in England must provide support to children with special educational needs (SEN) as part of their standard offer to children. This is called SEN support. Schools are deemed to have £6000 of funding within their existing budgets to support children at SEN Support level.
Where a child requires additional support that goes beyond what a school, or nursery can typically deliver they may need an Education Health and Care Plan (EHCP). Evidence that school have spent the available funding of £6000 is required when applying for an EHCP.
An EHCP is a legally binding document outlining a child or teenager’s special educational, health, and social care needs. The must list all of the child’s special educational needs, provision required to meet each of the needs and that provision must be specific, detailed, and quantified. The plan will name the school/setting which is to provide the provision and the plan is legally enforceable.
Emotionally based school avoidance (EBSA)
Emotionally-Based School Avoidance, refers to the challenges faced by children and young people in attending school.
Young people experience negative emotions or anxiety related to going to school, which can result in either non-attendance or reduced attendance as attending school causes emotional and physical distress.
These pupils are not simply refusing school; therefore, the term “school refusal” is outdated and fails to identify and address the underlying causes of non-attendance.
Pupils do not intentionally choose to avoid school; instead, they feel scared, anxious, sad, worried, and various other emotions beyond their control.
Educators, must provide them with a platform for families and young people to express their concerns and address EBSA with empathy and support, educators can help pupils navigate their emotions and gradually overcome the barriers that hinder their school attendance.
Exam Access Arrangements (EAAs)
Exam Access Arrangements are the reasonable adjustments that can be made for an exam candidate which might include extra time to complete an exam paper, permission to use assistive technology, or provision of rest breaks.
Exam arrangements can only be granted if they are a candidate’s ‘normal way of working’ and the candidate has a history of need.
An assessor’s report or diagnostic report must show that a candidate has a significant and long-term impairment for schools to be in a position to apply for these adjustments through the Joint Council for Qualifications (JCQ).
Some adjustments can be made by the school/setting without and application to JCQ. These include use of a laptop, use of a reading pen, rest breaks, movement breaks and focus tools. There would need to be evidence that these adjustments are required and they would need to be the candidates normal way of working.
Reasonable Adjustments
Reasonable adjustments are measures or actions taken to help a student with a disability take part in their education on the same basis as their peers.
Schools are legally required to make reasonable adjustments for students with disabilities under the Disability Standards for Education and the Equality Act.
Reasonable adjustments may include changing the physical environment, providing extra support, or modifying the curriculum.
Reasonable adjustments should be put in place for students even when there is not and EHCP in place.
Special Educational Needs and Disabilities
Special Educational Needs and Disabilities (SEN or SEND) refers to learning difficulties and disabilities that make it harder for someone to learn compared to peers of the same age.
The four broad areas of need and support are:
- communication and interaction
- cognition and learning
- social, emotional and mental health (SEMH)
- sensory and/or physical needs
Some people have needs in more than one of these broad areas.
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