Contents
Guidance for Devon schools on recording SEND Provision and Type with the School Census
Purpose of this guidance
To provide locally agreed guidance of Special Educational Need (SEN) provision and type for the purpose of the school census and school SEN records, ensuring a consistent approach is taken by all mainstream primary and secondary schools.
Context
The completion of the school census is a statutory requirement of schools under Section 537 of the Education Act 1996. Every school in England has a statutory duty to complete the school census each term. SENCos should work alongside their Head teachers and administrative support in their school to ensure all census information is correct and up to date. Ultimately, it is the responsibility of the Headteacher to authorise the School Census.
The information collected on special educational needs via the school census provides the only individual source of data on children and young people with special educational needs and is used to inform both local and national policies, priorities and planning. This data is also used to produce your school’s SEND Profile Tool (sent out by DCC in the Autumn term). It is therefore important that the census is an accurate record of need. It should be noted that the amount of funding a school receives for SEND (via the Notional Budget) is NOT linked to the number of pupils recorded as requiring special educational provision.
This guide should be used in conjunction with the annual DfE guidance.
School census return dates
| Term | Census day |
| Autumn | 1st Thursday in October |
| Spring | 3rd Thursday in January |
| Summer | 3rd Thursday in May |
The census collects the following information in relation to SEN:
| Data | Description | Additional information |
| SEN provision | The number of those receiving SEN provision is collected every census for all pupils on roll on census day using the codes E, K or N. | E – EHCP issued K – SEN Support N* – No SEN* This includes pupils who have previously been receiving SEN support and those who have never received SEN Support |
| Pupil SEN type | This data records the nature (type)of a pupil’s special educational need. The primary need and, where appropriate, any secondary need is recorded. | This data is only collected in the Spring census. |
| Pupil SEN ranking | This data ranks the primary need as ‘1’, with any secondary need ranked ‘2’. Only 2 rankings are collected in the school census, with no two needs given the same ranking. If there is more than one SEN type reported, they cannot both have a ranking of ‘1’. | This data is only collected in the Spring census. |
Suggested good practice for recording SEN provision and type
Whilst there is no statutory requirement for schools to have a SEN register, the Code of Practice (2015) does state that:
“Every school is required to identify and address the SEN of the pupils that the support.” 6.2
“Where it is decided that a pupil does have SEN, the decision should be recorded in the school records and the pupil’s parents must be formally informed that special educational provision is being made.” 6.43
Good practice is for schools to keep an up-to-date SEN register, which should align to the census information data that is collected. It is the responsibility of the SENCo to maintain up to date records and make any changes to the SEN register. There is no standardised format for a SEN register, however it should provide a clear overview of information about the pupils identified as having special educational needs within a setting. A SEND register should support the SENCo, and other leaders, to:
- Share relevant and useful information with staff
- Analyse patterns and trends across the school or within year groups/phases
- Plan effectively to meet the needs of pupils
- Identify key areas for staff CPD
- Inform the effective deployment of staff
- Highlight key areas for monitoring
The following principles are seen as good practice and relate directly to the Code of Practice (2015)
- According to the Code of Practice (2015), “a pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.” A pupil should therefore only be added to the SEN register where their needs are persistent and require enhanced provision.
- CYP receiving targeted interventions should not automatically be placed on the SEN register. Many children will require short bursts of intervention to support their learning. This does not necessarily mean they have a SEN e.g. a child that has missed a lot of school and has significant gaps in their phonics knowledge may be receiving a targeted phonics intervention, but this does not necessarily mean they have a literacy difficulty.
- A CYP may be placed on the SEN register with or without a formal diagnosis, however there should be a robust identification of need, involving parents, CYP, class teacher, SENCo and other professionals where appropriate. SENCos should be knowledgeable and equipped to identify need (not diagnose conditions) using a wide range of screening tools and other assessment indicators (e.g. data, observation, discussion).
- A diagnosis does not automatically mean a CYP is placed on the SEN register. They should only be added if their needs require them to have provision that is ‘different from or additional to’ the universal offer.
- Pupils with a medical diagnosis/need, who have no associated SEN, do not need to be on the school’s SEN register. Schools should consider other ways to record this information and ensure their needs are well understood by all staff e.g. Individual Health Care Plans
- Schools should have a clear process for identifying the needs of pupils, which should be set out in the SEND policy and SEN Information Report. Identification should be an ongoing process and schools should have a robust graduated response in place following the cycle of assess, plan, do, review.
- Parents, as well as the young person, should be involved in the process of identifying need and in planning and reviewing the provision in place to meet these needs.
- When categorising a CYP according to their primary area of need, SENCos should adopt a ‘best fit’ approach, based on their knowledge of the CYP, in collaboration with parents and any other professionals involved. The primary area of need should reflect the area in which the CYP requires the most support to access the curriculum and/or social, emotional development. This may change over time. It is important to remember that labels are useful in some ways, but we must not view the child as a label. Every child is an individual and their needs will be different. Therefore it is important that we have fully identified the range of needs associated with a CYP.
- The SEN register should be a fluid list whereby children move both on and off, recognising that needs may change overtime. This should always be discussed with class teachers and parents, who must be formally notified when their child is added to (or removed from) the SEN register.
- There should be regular (at least termly) review of the SEN register by the SENCo and any changes should be clearly communicated to staff and parents.
Guidance for consistent use of categories
The DfE has yet to publish clear guidance on the definitions of the categories used to record SEN type within the census. The guidance below offers support and clarity for consistent use of categories when adding data to school SEN records and the census.
Census codes for primary area of need
Communication and interaction
ASD – Autism Spectrum Disorder
There are 3 key areas of difference associated with Autism:
- social understanding and communication
- flexibility, information processing and understanding
- sensory processing and integration.
Pupils categorised as ASD must have a diagnosis from a recognised diagnosing body who have adopted a multi-disciplinary assessment in line with the NICE guidelines e.g. NHS.ASD should not be used whilst waiting for an external agency assessment (e.g. on the neurodevelopmental assessment pathway).
If the pupil’s primary area of need is identified as communication, this should be recorded as SLCN, prior to a specific assessment taking place. If a pupil with ASD does not require special educational provision that is ‘additional to or different from’ in school, then they do not need to be recorded as ASD on the school census. However, this is the school’s decision and the individual’s specific needs must be clearly shared with all relevant staff.
SLCN – Speech, Language and Communication Needs
SLCN describes difficulties across one or many aspects of communication including:
- speech production
- fluency (stammering)
- understanding language – making sense of what people say
- difficulties using language (words and sentences)
- social communication e.g. understanding the non verbal rules of communication, taking turns in conversation
Developmental Language Disorder (DLD) is a severe and persistent difficulty with understanding and or using language. DLD will affect pupils’ ability to access the curriculum and can also impact on making and maintaining relationships with others, self-esteem and mental health and wellbeing. Diagnosis of DLD is given by a speech and language therapist.
Many pupils will have their needs assessed by the Speech and Language Therapy Service (SALT). Where a CYP has not been seen by SALT, but school have used robust screening and assessment tools to identify a significant delay in speech, language or communication skills, this category can be used to record need, whilst the CYP is receiving provision that is additional to or different from, to support their needs.
Cognition and learning
SpLD – Specific Learning Difficulty
SpLD is an umbrella term for a group of learning difficulties including Dyslexia, Dyscalculia and Developmental Co-ordination Disorder (DCD was Dyspraxia) and can range from mild to severe. CYP with SpLD will have difficulties in one or more aspect of their learning, but not all of them. SpLD can occur across the whole ability range.
Children with Dyslexia or Dyscalculia may have difficulties with reading, writing, spelling or the understanding and use of numbers. Associated difficulties may include processing speed, memory, organisational skills and low self-esteem. Schools should not use these terms without an official diagnosis from an appropriate qualified professional. However, they can identify and recognise these needs through robust assessments of literacy and numeracy skills. This can be supported by the Devon Dyslexia Service.
A diagnosis of DCD is normally made by a paediatrician, often in collaboration with an Occupational Therapist, when motor skills are significantly below the level expected for their age and this persistently affects their day-to-day activities and achievements at school.
MLD – Moderate Learning Difficulty
CYP with MLD will have persistent difficulties across multiple areas of the curriculum despite receiving high quality teaching and a range of evidence-based interventions. Their attainments will be well below expected levels in all or most areas of curriculum. They are likely to be working at a pre Key Stage standard and will require a high level of support to acquire and generalise new skills and concepts.
Pupils with MLD have much greater difficulty than their peers in acquiring basic literacy and numeracy skills and in understanding concepts. They may also have a speech and language delay, low self-esteem, low levels of concentration and under-developed social skills.
It is important to note that “slow progress and low attainment do not necessarily mean that a child has SEN and should not automatically lead to a pupil being recorded as having SEN.” (Code of Practice 2015, 6.23).This category should only be used following a robust graduated response, which has carefully assessed need across multiple areas (conducted by school or an external professional) and there is significant evidence that a CYP’s difficulties are wide ranging and have a significant impact on attainment.
SLD – Severe Learning Difficulty
CYP will have significant difficulties in learning across all areas of the curriculum and will require a very high level of adult support. Attainment is likely to be very low (Engagement Model will generally be appropriate throughout their school career). They may have associated difficulties with mobility and communication. They will require specific teaching to develop wider life skills linked to self-help, independence and social skills.
SLD is typically diagnosed at birth or in early childhood.
PMLD – Profound and Multiple Learning Difficulty
CYP will have severe and complex learning needs and their ability to make progress will be severely limited across all areas of development. In addition, they are likely to have other associated needs such as a physical difficulty, sensory impairment or significant medical condition. This will impact on their ability to communicate, acquire new skills and be independent.
Most CYP with PMLD will have been identified before they start school and will be known to a range of professionals.
These pupils will usually attend a specialist setting.
Social, emotional and mental health
SEMH – Social, Emotional and Mental Heath
CYP with SEMH needs have significant difficulties in managing and expressing their feelings and emotions and often communicate through their behaviour. This may include becoming withdrawn and isolated, as well as displaying behaviours that challenge, disrupt or are concerning. They may also find it difficult to make and maintain relationships with adults and their peers.
These behaviours may reflect underlying mental health conditions such as anxiety, depression or eating disorders. They may also be a response to trauma, abuse, grief or attachment difficulties.
Schools can use this category where the difficulties observed can be evidenced as having their basis in social, emotional and mental health difficulties for those without any official diagnosis. Schools should use robust assessment to support a clear identification of need. It is important to consider that behaviours may be a possible indicator for other difficulties, including learning difficulties, communication difficulties or wider environmental issues and should ensure these factors are considered before categorising as SEMH.
This category also includes those pupils with a diagnosis of ADHD or ADD, Attachment Disorder, Anxiety Disorder, Schizophrenia or bipolar disorder. Schools must only use these terms to describe a learner’s Special Educational Need if an appropriate professional/clinician has given a formal diagnosis.
Sensory or physical
HI – Hearing Impairment
CYP will have a confirmed diagnosis from health by an Audiologist. Hearing loss will range from mild to profound. CYP will have difficulties hearing & recognising sounds.
CYP may wear hearing aids, a BAHA or Cochlear Implants – all help with being able to access sounds but don’t restore normal hearing.
VI – Visual Impairment
CYP will have a confirmed diagnosis from health by an Ophthalmologist/Orthoptist, and vision isn’t corrected by wearing glasses. They may be registered as Sight Impaired or Severely Sight Impaired. Vision loss will range from mild to profound. To access the curriculum the CYP will need learning resources adapted and modified.
MSI – Multi-Sensory Impairment
CYP will have a combination of vision and hearing loss, (Diagnosis confirmed by health) that creates difficulty in accessing the curriculum They are sometimes referred to as deafblind or having a dual sensory loss. Any degree of combined vision and hearing loss will create this and will range from mild to profound.
PD – Physical Difficulty
CYP will have limited physical function, mobility, dexterity and stamina that effect’s their ability to access education and the school environment. They will/may need support with transfers e.g. seating to other equipment. They may have mobility difficulties and need equipment to support this e.g. wheelchair, walker.
CYP will need help with personal care and have an intimate care policy to support this. Difficulties with fine & gross motor skills. Be supported by an OT and/or Physio, e.g. Cerebral Palsy, Duchenne muscular dystrophy, Ehlers-Danlos syndrome, upper or lower limb differences affecting hand function and/or mobility.
Uncategorised
DS – Down Syndrome
CYP will have a diagnosis of Down Syndrome.
OTH – Other
This category should only be used when presenting needs do not fit into any of the other categories explained above.
In Devon, it is advised that this category is not used without seeking further advice and support from external professionals if a barrier to learning is difficult to identify.
NSA – No Specialist Assessment
‘The ‘No Specialist Assessment’ code (‘NSA’) should only be used in those very rare instances where a pupil is placed on SEN support (code ‘K’), but the school is still assessing what the primary need is, for example, where a child on SEN support has transferred into the school shortly before school census day. Where code ‘NSA’ is to be used, the pupil must have SEN provision of code ‘K.’ Code ‘NSA’ must not be used without the pupil having an appropriate SEN provision in place.’ (DfE School Census Guidance October 2023).
NSA should not be used whilst waiting for an external agency assessment. Schools are expected to identify a type of need for all pupils at SEN Support. There is no requirement to have a specialist assessment in order to identify need and ensure appropriate provision is provided to meet the need.
**Contextual information: This code was introduced in 2014 to support the transfer of pupils from School Action (where there was no requirement to identify need) to SEN Support thereby giving schools more time to make a robust assessment of need.
About this content
This content was written in November 2023 using DfE Guidance, as well as specialist input from Devon SEN Support teams. The guidance will be reviewed annually to ensure any updates are made available to schools before the end of the Autumn term, so that they are well prepared for the January Census return.
Complete the school census – Data items – Guidance – GOV.UK (www.gov.uk)
Additional support: School Census and School Workforce Census – Support for schools and settings (devon.gov.uk)
Contact us
If you would like further support and guidance related to this, please contact the Devon SEND Adviser Hannah.chamings@devon.gov.uk