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Plain-English SEND Glossary

80+ terms used in the EHCP process, explained without jargon.

Sourced from the SEND Code of Practice 2015, the Children and Families Act 2014, the Special Educational Needs and Disability Regulations 2014, the Equality Act 2010, and authoritative UK SEND organisations including IPSEA, SOS!SEN, SENDIASS services, and Local Authority Local Offers.

Last verified: 17 May 2026. Definitions to be reviewed every 6 months and after any major SEND legislative change.

How to use this glossary

This glossary explains the words, abbreviations and phrases you'll meet during the EHCP process in England. Each entry has:

  • Term and its expansion if it's an acronym
  • Plain-English definition in everyday language
  • When you'll meet it — where in the SEND journey this term comes up
  • Source — the official document or trusted organisation the definition is verified against

If an entry has (England) after it, the term applies specifically to England — Wales, Scotland and Northern Ireland have different SEND systems.

The core framework

EHCP — Education, Health and Care Plan (England)

A legally binding document that sets out a child or young person's special educational, health and social care needs, and the support that must be provided to meet them. Once finalised, the local authority must deliver the support written in Section F.

When you'll meet it: From the moment you consider asking for an assessment, right through to your child turning 25 (if the plan is maintained that long).

Source: SEND Code of Practice 2015, Chapter 9; Children and Families Act 2014, Part 3.

EHC needs assessment

The formal assessment the local authority carries out to decide whether your child needs an EHCP. It gathers information from you, your child, the school, and a range of professionals (educational psychologist, health, social care).

When you'll meet it: After you (or the school) request an assessment and the LA agrees to carry one out.

Source: Section 36, Children and Families Act 2014; SEND Code of Practice 2015, Chapter 9.

SEND — Special Educational Needs and Disabilities

The umbrella term for children and young people who have a learning difficulty or disability that calls for special educational provision to be made for them. SEND covers a very wide range of needs, including cognition and learning, communication and interaction, social/emotional/mental health, and sensory and physical needs.

Source: SEND Code of Practice 2015, Chapter 6.

SEN — Special Educational Needs

The older term, still widely used. SEN refers to the educational side of SEND. A child has SEN if they have a learning difficulty or disability that calls for special educational provision.

Source: Section 20, Children and Families Act 2014.

Special educational provision

Educational support that is "additional to or different from" what is normally provided in mainstream schools for children of the same age. This is the legal phrase that defines whether your child needs SEN support or an EHCP.

Source: Section 21, Children and Families Act 2014.

The legal framework

Children and Families Act 2014

The Act of Parliament that sets out the EHCP system in England. Part 3 of the Act covers SEND. This is the primary piece of legislation behind everything in this glossary.

Source: Children and Families Act 2014, Part 3.

Section 36 (of the Children and Families Act 2014)

The section that gives parents (and young people, and schools) the right to request that the local authority carries out an EHC needs assessment. Section 36(8) sets the legal threshold: the LA must agree to an assessment if it considers the child has, or may have, SEN, and that special educational provision may be needed via an EHCP.

When you'll meet it: Cited in your first formal letter to the LA requesting an assessment.

Source: Section 36, Children and Families Act 2014.

SEND Code of Practice 2015

The statutory guidance that explains how the Children and Families Act 2014 should be implemented in practice. Anyone working in SEND — local authorities, schools, health, social care — must have regard to it. It's 290 pages.

Source: SEND Code of Practice: 0 to 25 years, January 2015 (gov.uk).

Special Educational Needs and Disability Regulations 2014

The regulations sitting under the Children and Families Act 2014. Regulation 5 sets out the 6/16/20-week statutory timeline for EHC needs assessments and plans.

Source: Special Educational Needs and Disability Regulations 2014.

Equality Act 2010

The Act that protects disabled children from being discriminated against in education. It requires schools and settings to make "reasonable adjustments" to avoid putting disabled pupils at a substantial disadvantage. This is a different legal route from the EHCP system and applies even when a child doesn't have an EHCP.

Source: Equality Act 2010; Equality and Human Rights Commission technical guidance.

Reasonable adjustments

Changes a school or setting must make under the Equality Act 2010 to remove disadvantage for a disabled child. The duty is "anticipatory" — meaning schools must plan ahead rather than wait for an individual child to ask. Adjustments are things like extra time in exams, accessible materials, a quiet space, modified routines.

Source: Equality Act 2010, Schedule 13; Equality and Human Rights Commission, Reasonable Adjustments for Disabled Pupils.

The sections of an EHCP (A through K)

An EHCP is divided into named sections. Each section has a specific legal purpose. When you receive a draft or final plan, you'll see these headings.

Section A — Views, interests and aspirations

The views, interests and aspirations of the child or young person, and of you as the parent. This section reflects who your child is as a person, what matters to them, and your hopes for them. You cannot appeal Section A to tribunal but you can ask the LA to make changes by agreement.

Source: SEND Code of Practice 2015, paragraph 9.62.

Section B — Special educational needs

A description of your child's special educational needs. Each need should be clearly identified so the provision in Section F can be matched to it. Appealable to tribunal.

Source: SEND Code of Practice 2015, paragraph 9.69.

Section C — Health needs related to SEN

Health needs that are related to your child's SEN. The local Integrated Care Board (ICB) contributes information here.

Source: SEND Code of Practice 2015, paragraph 9.69.

Section D — Social care needs related to SEN

Social care needs that are related to your child's SEN or disability. The local authority's social care team contributes.

Section E — Outcomes

What the EHCP is meant to achieve for your child. Outcomes should be "SMART" — specific, measurable, achievable, realistic and time-bound.

Source: SEND Code of Practice 2015, paragraph 9.66.

Section F — Special educational provision

The most important section. This sets out the special educational provision that must be made for your child. Once finalised, the LA has a legal duty to deliver everything in Section F. Provision should be specific and quantified (e.g. "1:1 speech and language therapy, 30 minutes per week, delivered by a qualified SALT") rather than vague (e.g. "speech and language support as required"). Appealable to tribunal.

When you'll meet it: Section F is the section parents most often fight over, because it's the section that determines what your child actually receives day to day.

Source: SEND Code of Practice 2015, paragraph 9.69.

Section G — Health provision related to SEN

The health provision the ICB will make, related to your child's SEN.

Section H1 — Social care provision for children under 18

Social care provision the LA must make under the Chronically Sick and Disabled Persons Act 1970, for children aged under 18.

Section H2 — Other social care provision

Other social care provision the LA may make.

Section I — School or setting named

The name and type of school or other setting your child will attend. Appealable to tribunal.

Section J — Personal budget

Information about any personal budget that has been agreed for your child.

Section K — Appendices

The advice and information gathered during the EHC needs assessment. This is where the educational psychologist's report, paediatric report, and other professional advice are appended.

Source: SEND Code of Practice 2015, paragraphs 9.61-9.69; Simpson Millar — EHCP Section by Section Explained.

The professionals you'll meet

SENCo / SENDCo — Special Educational Needs (and Disabilities) Co-ordinator

The qualified teacher in a school responsible for co-ordinating support for children with SEND. Every mainstream school in England must have a SENCo. They are usually your first point of contact at school.

Source: SEND Code of Practice 2015, Chapter 6.

EP — Educational Psychologist

A qualified psychologist who assesses how children learn and develop, then provides advice to schools, families and other professionals. An EP report is a required part of every EHC needs assessment.

Source: SEND Code of Practice 2015, paragraph 9.49.

SALT / SLT — Speech and Language Therapist

A health professional who assesses and treats children with speech, language and communication needs. SALT is the long-standing abbreviation; SLT is increasingly used.

Source: Royal College of Speech and Language Therapists.

OT — Occupational Therapist

A health professional who helps children take part in everyday activities at home, school and in the community. OTs work with sensory processing, motor skills, and self-care.

Source: Royal College of Occupational Therapists.

Paediatrician

A doctor who specialises in children. A community or developmental paediatrician is often involved in diagnosing conditions like autism or ADHD.

CAMHS — Child and Adolescent Mental Health Services

The NHS service for children's mental health. Often involved in EHCPs where social, emotional and mental health needs are significant.

Teaching Assistant (TA) / Learning Support Assistant (LSA)

An adult, usually not a qualified teacher, who supports children in the classroom. TAs may work 1:1 with a child with SEND, or with small groups.

Diagnoses and conditions you may hear

(These are clinical terms used in NHS and educational settings. A diagnosis is not required for SEN support or an EHCP — the legal test is need, not diagnosis.)

ASD — Autism Spectrum Disorder / Autism

A lifelong neurodevelopmental condition affecting how a person communicates, processes information and interacts with the world. Sometimes called Autism Spectrum Condition (ASC). Diagnosed by a clinical multi-disciplinary team using ICD-11 or DSM-5 criteria.

Source: NHS, NICE guideline CG170.

ADHD — Attention Deficit Hyperactivity Disorder

A neurodevelopmental condition affecting attention, impulse control and activity levels. Three presentations: predominantly inattentive, predominantly hyperactive/impulsive, or combined.

Source: NICE guideline NG87.

Dyslexia

A specific learning difficulty affecting reading, writing and spelling. Identified through specialist assessment.

Source: British Dyslexia Association; SEND Code of Practice 2015.

Dyscalculia

A specific learning difficulty affecting understanding of numbers and mathematics.

Dyspraxia / DCD — Developmental Co-ordination Disorder

A condition affecting physical co-ordination, causing difficulties with everyday tasks. DCD is the medical term; dyspraxia is the older, still-used label.

PDA — Pathological Demand Avoidance

A profile sometimes described within the autism spectrum, characterised by an extreme avoidance of everyday demands. Not currently a separate clinical diagnosis in the UK, but widely recognised in SEND practice.

Source: PDA Society.

SLCN — Speech, Language and Communication Needs

Difficulties producing speech sounds, understanding language, or using language to communicate. May be a primary need or part of a broader profile.

Source: SEND Code of Practice 2015, Chapter 6.

SEMH — Social, Emotional and Mental Health needs

One of the four broad areas of SEND. Covers a wide range of difficulties from anxiety to attachment-related needs to behaviours that arise from underlying difficulties.

Source: SEND Code of Practice 2015, paragraph 6.32.

Support frameworks before an EHCP

SEN Support

The school-level support given to children with SEN who do not have an EHCP. SEN Support is delivered through the graduated approach and recorded in a SEN Support Plan (sometimes called an Individual Education Plan, Pupil Passport or One Page Profile, depending on the school).

Source: SEND Code of Practice 2015, Chapter 6.

Graduated approach / Assess, Plan, Do, Review

A four-stage cycle schools must use under SEN Support. The school assesses the child's needs, plans the support, does it (delivers the support), and reviews how well it worked. The cycle then repeats with adjustments.

Source: SEND Code of Practice 2015, paragraphs 6.44-6.56.

IEP — Individual Education Plan

A formal document some schools use to record SEN Support targets and progress. The SEND Code of Practice doesn't require schools to use IEPs by name — the same role can be filled by a SEN Support Plan, Pupil Passport or One Page Profile.

One Page Profile

A short, child-centred document summarising who a child is, what matters to them, and how best to support them. Often produced collaboratively with the child.

Local Offer (England)

A published document, kept by every local authority, listing the SEND services available in that area. The Local Offer should also explain mediation, the right to appeal, and how to give feedback. Find your LA's Local Offer at gov.uk/find-local-offer-services-children-with-send.

Source: Section 30, Children and Families Act 2014; SEND Code of Practice 2015, Chapter 4.

Statutory deadlines you must know

The 6-week decision

The local authority must decide whether to carry out an EHC needs assessment within 6 weeks of receiving the request. They must tell you their decision in writing and explain why.

Source: Regulation 5, Special Educational Needs and Disability Regulations 2014.

The 16-week draft plan

If the LA decides to assess, they must issue a draft EHCP (if they decide one is needed) within 16 weeks of the original request.

Source: Regulation 13, Special Educational Needs and Disability Regulations 2014.

The 20-week final plan

The final EHCP must be issued within 20 weeks of the original request for an EHC needs assessment.

Source: Regulation 13, Special Educational Needs and Disability Regulations 2014.

Annual review

Every EHCP must be formally reviewed at least once every 12 months from the date the plan was finalised (or from the date of the last annual review). For under-5s, the review is every 6 months.

Source: Section 44, Children and Families Act 2014; SEND Code of Practice 2015, Chapter 9.

2-month appeal window

If the LA refuses an assessment, refuses a plan, or you disagree with the contents of a final plan, you have 2 months from the date of the decision letter (or 30 days from a mediation certificate, whichever is later) to appeal to the SEND Tribunal.

Source: Section 51, Children and Families Act 2014.

When you disagree — disputes, mediation and tribunal

Mediation

A confidential meeting (in person or virtual) between you and the LA, with an independent mediator, to try to resolve a disagreement about an EHCP. Before you can appeal to tribunal in most cases, you must contact a mediation adviser and consider whether to use mediation — but you don't have to attend mediation itself. The mediation adviser issues a certificate either way.

Source: Section 52-55, Children and Families Act 2014.

Mediation certificate

The document the mediation adviser gives you confirming you've considered mediation. You need this certificate before lodging most appeals to the SEND Tribunal.

First-tier Tribunal (Special Educational Needs and Disability) — "SEND Tribunal"

The independent court that decides appeals about EHCPs. The Tribunal can order the LA to assess, issue a plan, change the content of a plan, or change the school named. The Tribunal cannot order specific health or social care provision (except in limited circumstances).

Source: Tribunal procedure rules, gov.uk.

What parents can appeal

You have the right to appeal:

  • A refusal to carry out an EHC needs assessment
  • A refusal to issue an EHC plan after assessment
  • The content of Section B (needs), Section F (provision) or Section I (school named) of a final or amended plan
  • A decision not to amend a plan after an annual review
  • A decision to cease maintaining a plan

You cannot appeal Section A, Section C, Section D, the personal budget itself, or most decisions before a draft plan is issued.

Source: Section 51, Children and Families Act 2014.

Local Government and Social Care Ombudsman (LGSCO)

The independent body that investigates complaints about local authority maladministration in SEND cases — for example, missed statutory deadlines, failures to deliver Section F provision, or poor communication. The Ombudsman cannot change the content of an EHCP (that's the Tribunal's job) but it can rule that a council has failed and order compensation.

Source: Local Government and Social Care Ombudsman.

Judicial Review

A High Court process for challenging the lawfulness of a public body's decision-making. Rare in SEND cases — usually only when the Tribunal route isn't available or has been exhausted. Strict 3-month time limit.

Where to get help

SENDIASS — Special Educational Needs and Disability Information, Advice and Support Service

A statutory, free, impartial service in every English local authority that provides information and casework support to parents, carers and young people on SEND issues. Search "[your LA name] SENDIASS" to find yours.

Source: Sections 32-33, Children and Families Act 2014; SEND Code of Practice 2015, Chapter 2.

IPSEA — Independent Parental Special Education Advice

A national SEND-focused charity that runs a free legal advice service and tribunal helpline. One of the most authoritative voices in UK SEND.

Source: ipsea.org.uk.

SOS!SEN

A national charity providing free legal advice, information and helpline support for parents navigating the EHCP system. Particularly known for tribunal preparation support.

Source: sossen.org.uk.

Cerebra — LEaP (Legal Entitlements and Problem-solving Project)

A charity providing free legal advice for families of disabled children, particularly on welfare and benefits issues alongside SEN.

Parent Carer Forum (PCF)

A locally based group of parent carers who work strategically with their council and ICB to influence SEND services in their area. Every English LA has one. Joining your local PCF is a powerful way to know what's happening in your area.

Source: Contact — Parent Carer Forums.

Family Action / Coram / Mencap

National charities supporting disabled children and their families with information, advocacy and direct services.

Educational settings you may hear of

Mainstream school

A standard primary or secondary school. Most children with SEND attend mainstream schools, often with SEN Support.

Resourced provision / Specially Resourced Provision (SRP)

A unit attached to a mainstream school that provides specialist support for children with specific SEND, while still part of the mainstream school community.

Special school

A school designed entirely for children with SEND. Usually requires an EHCP for admission.

Independent special school

A privately run special school, often outside the LA's directly maintained provision. Most are non-maintained special schools approved by the Secretary of State.

Alternative Provision (AP)

Education provided outside mainstream or special schools, usually for children who cannot attend mainstream for behaviour, health or other reasons. AP includes Pupil Referral Units (PRUs).

EOTAS — Education Other Than At School

When attending any school is not appropriate for a child (often due to health or special needs), the LA may arrange education at home or in another suitable place. EOTAS is set out in Section F of the EHCP and remains the LA's responsibility to fund and arrange.

Source: Section 61, Children and Families Act 2014.

Elective home education (EHE)

When a parent chooses to educate their child at home. This is the parent's choice and the LA is not responsible for funding the education. Different from EOTAS.

Personal budgets and direct payments

Personal budget

An amount of money identified by the LA to deliver some of the provision in an EHCP. Personal budgets can be managed by the LA, by a third party, or paid directly to the parent as a direct payment.

Source: Section 49, Children and Families Act 2014; SEND Code of Practice 2015, paragraph 9.95.

Direct payment

A payment made directly to the parent (or young person) so they can arrange and pay for the provision themselves. There are conditions and accountability requirements.

Health and social care terms

ICB — Integrated Care Board (NHS England)

The NHS body responsible for planning and funding health services in a local area. ICBs replaced Clinical Commissioning Groups (CCGs) in 2022. The ICB is responsible for health provision in an EHCP.

CYPS / CAMHS

CYPS (Children and Young People's Services) and CAMHS (Child and Adolescent Mental Health Services) are the NHS-funded services for children's mental health.

Disabled Children's Team / Children with Disabilities Team

A specialist social work team within the LA's children's services that supports disabled children and their families.

Continuing Care

A package of NHS-funded care for children with significant ongoing health needs, separate from social care.

Other important terms

Statement of SEN

The older system of legally binding SEND plans, replaced by EHCPs in September 2014. You may still occasionally see "Statement" in older documents or conversations — they have all been converted to EHCPs.

Transition

The process of moving from one phase of education to the next — for example, primary to secondary, secondary to post-16. EHCPs must be reviewed before each phase transition to plan ahead.

Source: SEND Code of Practice 2015, Chapter 8.

Preparing for adulthood

The structured planning, from Year 9 onwards, that supports young people with EHCPs as they approach adulthood. Covers employment, independent living, community participation and good health.

Source: SEND Code of Practice 2015, Chapter 8.

Post-16 / post-19

EHCPs can be maintained up to the age of 25 if the young person is in education or training. Post-16 providers include FE colleges, sixth forms, specialist post-16 institutions, and apprenticeships.

"Without prejudice"

A legal term often used in EHCP correspondence and mediation. Means "this offer is being made to try to settle, and cannot be used against me later if the case doesn't settle." Worth knowing because LAs sometimes use it.

FOI — Freedom of Information request

A formal request to a public body (like your local authority) asking for specific information. Made under the Freedom of Information Act 2000. Often used by parents to get evidence of how their case is being handled.

Source: Freedom of Information Act 2000.

SAR — Subject Access Request

A formal request, under UK GDPR, asking an organisation to provide all the personal data it holds about you or your child. Useful for getting full records from a school or LA. The organisation must respond within one calendar month.

Source: UK GDPR; ICO — Right of Access.

A note on Welsh, Scottish and Northern Irish equivalents

The terms above apply to England. The devolved nations have parallel but distinct systems:

  • Wales: Individual Development Plans (IDPs) replaced Statements of SEN under the Additional Learning Needs and Education Tribunal (Wales) Act 2018.
  • Scotland: Co-ordinated Support Plans (CSPs) under the Education (Additional Support for Learning) (Scotland) Act 2004.
  • Northern Ireland: Statements of Special Educational Needs continue.

EHCP Compass is currently designed for the English EHCP system. If you live in Wales, Scotland or Northern Ireland, the legal framework and timelines are different — please consult your nation-specific guidance.

Sources used in this glossary

Review and update commitments

  • Next full review date: 17 November 2026 (6 months from publication).
  • Triggers for emergency review: any major SEND legislative change; publication of the next SEND Code of Practice revision; any DfE white paper implementation that affects definitions in this document.
  • Reviewer: A SEND-qualified solicitor or SENDIASS adviser should review this document before each major version update.

This glossary is for information only. It is not legal advice. For advice on your specific case, contact IPSEA, SOS!SEN, your local SENDIASS service, or a SEND-qualified solicitor.

EHCP Compass — Built by a SEND parent, for SEND parents.

Last verified: 17 May 2026. Reviewed every 6 months. Next review: 17 November 2026.