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Plain-English SEND Glossary

80 terms used in the EHCP process, explained in plain English.

Try “Section F”, “annual review” or an abbreviation from a letter.

Browse all 80 terms below

Review in progress: selected legal explanations were corrected on 30 September 2026. A full review of all definitions is still outstanding.

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.

Review in progress. Selected legal explanations were corrected on 30 September 2026; the whole glossary has not yet received a complete review.

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 listed for further reading

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. The local authority normally has the duty to secure Section F provision; suitable alternative arrangements made by a parent or young person can affect that duty.

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

An umbrella term covering special educational needs and disabilities. These overlap, but a disabled child does not necessarily have SEN, and a child with SEN is not necessarily disabled. The Code describes four broad areas of SEN: communication and interaction, cognition and learning, social, emotional and mental health, and sensory and/or physical needs.

Source: SEND Code of Practice 2015, Chapter 6.

SEN — Special Educational Needs

A current legal term referring to special educational needs. Disability and SEN overlap, but are not identical. 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. The bodies listed in the Code must have regard to it when carrying out relevant functions; this is not a blanket legal duty on every person working in SEND. The official publication is linked below.

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. These rules cover assessment, advice, plans and reviews. Read them alongside Chapter 9 of the SEND Code of Practice for the assessment and plan timetable.

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

Steps that it is reasonable for a school to take to prevent a disabled pupil being substantially disadvantaged. Schools should anticipate needs as well as consider individual pupils. Adjustments might involve accessible materials, equipment or changes to routines; the appropriate steps depend on the pupil and circumstances. An EHCP is not a prerequisite.

Source: EHRC — 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

This section records the special educational provision. The LA must normally secure it, subject to the statutory exception for suitable alternative arrangements made by a parent or young person. 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: When checking whether the plan clearly describes the support needed.

Source: SEND Code of Practice 2015, paragraphs 9.69 and 9.131–9.135; Children and Families Act 2014, section 42.

Section G — Health provision related to SEN

The health provision related to your child’s SEN, recorded in the plan. The responsible NHS commissioning body must arrange the specified provision, subject to the statutory exception where suitable alternative arrangements have been made.

Source: Children and Families Act 2014, section 42.

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 support reasonably required because of the learning difficulties or disabilities that lead to SEN. This includes eligible adult care support. H2 is distinct from the under-18 provision recorded in H1.

Source: SEND Code of Practice, paragraphs 9.62 and 9.69.

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 member of staff who co-ordinates SEN provision. Maintained mainstream schools and mainstream academies must have a qualified teacher in this role. The SENCo is a useful first contact for discussing a child’s support at school.

Source: Department for Education — Schools’ guide to the SEND Code.

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. Psychological advice is part of an EHC needs assessment. Existing advice can be used where the advice provider, local authority and parent or young person agree it is sufficient.

Source: SEND Code of Practice 2015, paragraphs 9.47–9.49.

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 difference in brain development that can affect communication, learning and how someone experiences the world, including sensory experiences. Autistic people have different strengths and support needs. ASD is the medical term used for a diagnosis of autism.

Source: NHS — What is autism?.

ADHD — Attention Deficit Hyperactivity Disorder

A condition that can affect attention, activity levels and impulse control. Some children have mainly inattentive difficulties, some mainly hyperactive or impulsive difficulties, and many have both. These signs alone do not establish a diagnosis; a specialist assessment considers their impact and possible alternative explanations.

Source: NHS — ADHD in children and young people.

Dyslexia

A learning difficulty that mainly affects reading, writing and spelling. It does not mean a child has lower intelligence. Speak to the school about support and assessment if you are concerned.

Source: NHS — Dyslexia in children.

Dyscalculia

A specific learning difficulty involving marked difficulty understanding and working with numbers and quantities. Many other factors can make maths difficult, so difficulty with maths alone does not establish dyscalculia.

Source: British Dyslexia Association — Dyscalculia and other maths difficulties.

Dyspraxia / DCD — Developmental Co-ordination Disorder

A condition affecting physical co-ordination and everyday activities such as dressing, writing or sport. DCD is also commonly called dyspraxia. A child’s development and difficulties need individual assessment.

Source: NHS — Developmental co-ordination disorder in children.

PDA — Pathological Demand Avoidance

A term some people use for a pattern of strong demand avoidance, sometimes described alongside autism. PDA is not a separate recognised clinical diagnosis, and its definition and evidence base are debated. Some assessments record a demand-avoidant profile. Support should address the individual’s difficulties and needs rather than depend on this label.

Source: National Autistic Society — Demand avoidance.

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 SEN. 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

The four-stage cycle recommended by the SEND Code for 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. Use GOV.UK’s council finder, then look for your council’s SEND Local Offer.

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 normally within 6 weeks of receiving the request, subject to the specific legal exceptions. They must tell you their decision in writing and explain why.

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

The 16-week plan decision

After an assessment, the LA must normally notify the parent or young person by week 16 if it decides not to issue a plan. If it will issue a plan, a draft follows before the final plan deadline.

Source: SEND Code of Practice, paragraphs 9.40–9.43.

The 20-week final plan

The final EHCP must normally be issued within 20 weeks of the local authority receiving the assessment request. Specific legal exceptions can apply; ask the authority to explain any claimed exception.

Source: SEND Code of Practice, paragraphs 9.40–9.43.

Annual review

Every EHCP must be formally reviewed within 12 months of issue and then within 12 months of the previous review. For under-5s, the SEND Code recommends reviews every 3 to 6 months; this is guidance rather than a separate six-month statutory limit.

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

2-month appeal window

The Tribunal must receive an appeal within two calendar months of the decision letter or one calendar month from a mediation certificate, whichever date is later. Forms and submission routes differ by appeal type.

Source: GOV.UK — Appeal as a parent.

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. If your appeal is only about the school or institution named in Section I, or no school or institution being named there, you do not need to contact a mediation adviser first.

Source: GOV.UK — Before you appeal.

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. In an appeal that includes an education issue, it can also make non-binding recommendations about health and social care parts of the plan. These are different from its binding education orders.

Source: GOV.UK — Appeal an EHC plan decision.

What parents can appeal

You have the right to appeal:

  • A refusal to carry out an EHC needs assessment or reassessment
  • 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

Section A and the personal budget itself are not education appeal grounds. Health and social care issues, including Sections C and D, can be considered for non-binding recommendations alongside an education appeal. Check the official guidance for the decision you received.

Source: SEND Tribunal extended appeals.

Source: GOV.UK — Appeal as a parent.

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. It cannot change EHCP content or decide matters within the Tribunal's jurisdiction, but can recommend remedies for injustice caused by council fault.

Source: Local Government and Social Care Ombudsman.

Judicial Review

A High Court process for challenging whether a public body acted lawfully. A claim must be brought promptly and normally no later than three months after the grounds first arose; some claims have shorter limits. Do not assume you can wait three months. Seek specialist advice promptly.

Source: Civil Procedure Rules, Part 54.5.

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 Provider of Special Education Advice

A charity offering free, independent SEND legal information, resources and helpline advice. Its Advice Line and Tribunal Helpline use appointments. Specialist Tribunal Support Service help requires a referral from its Tribunal Helpline and depends on eligibility and availability; representation is not guaranteed.

Sources: IPSEA services; Tribunal Support Service.

SOS!SEN

A charity offering SEND advice and support. Its helpline and walk-in advice centres are free. Other services, including individual appointments, document work and webinars, may have charges: check its current services and prices before booking. SOS!SEN advises on legal matters but is not a firm of solicitors and cannot act as your solicitor.

Source: SOS!SEN services and prices.

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

Cerebra’s Legal Rights Service includes the LEaP project, which helps parents and carers of children aged 16 or under with brain conditions resolve problems accessing health, social care and other support services. Requests must meet the project’s eligibility criteria; check the current guidelines before applying.

Source: Cerebra — Legal Rights Service.

Parent Carer Forum (PCF)

A group of local parents and carers of disabled children who work with services to improve support for families. Forums focus on the experiences of families across their area; check your local forum’s activities and how to get involved.

Source: Contact — Find your local parent carer forum.

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)

Specialist places within a mainstream school. In the DfE’s definitions, pupils in resourced provision mainly attend mainstream classes with access to a specialist base; pupils in a SEN unit mainly attend separate classes. Local names vary, so ask how teaching and support work in practice.

Source: DfE — School capacity survey: SEN units and resourced provision.

Special school

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

Independent special school

A privately run special school. Independent special schools and non-maintained special schools are different categories. Some independent special schools are approved under section 41 of the Children and Families Act 2014; check the current official list rather than assuming every independent school is approved.

Source: Department for Education: independent special schools and post-16 institutions.

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

Special educational provision arranged by the local authority outside a school, college or early-years setting. Under section 61, the authority must be satisfied that making the provision in such a setting would be inappropriate, and must consult the parent or young person. Agreed arrangements should be clearly recorded in the EHCP. This is different from parents choosing to provide home education themselves.

Source: Section 61, Children and Families Act 2014.

Elective home education (EHE)

When parents choose to provide their child’s education at home and take responsibility for arranging and funding it. Discretionary council help may be available. Having an EHCP does not prevent home education; whether the parents’ arrangements are suitable affects the council’s duty to arrange provision. Discuss the implications with the council before withdrawing a child, particularly from a special school. EHE is different from council-arranged EOTAS.

Source: Department for Education — Elective home education, guidance for parents, paragraphs 3.6, 4.3 and 5.21–5.22.

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. Responsibility for a particular EHCP health service rests with the relevant NHS commissioning body; do not assume every service is commissioned by the local ICB.

Source: Children and Families Act 2014, section 42.

CYPS / CAMHS

CAMHS means Child and Adolescent Mental Health Services. NHS services may also use names such as children and young people’s mental health services. CYPS means Children and Young People’s Services, but the name alone does not tell you which support a local team provides. Check the service’s own description and referral arrangements.

Source: NHS — Children and young people’s mental health services.

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

Additional care for a child or young person under 18 whose complex health needs cannot be met by universal or specialist health services alone. An assessment determines whether a continuing-care package is needed. Adult NHS Continuing Healthcare has a separate assessment and eligibility framework.

Source: Department of Health — Children and young people’s continuing care framework.

Other important terms

Statement of SEN

An older form of statutory SEN plan used in England before the transition to EHC plans, which began in September 2014. The phrase may appear in historical records. Do not assume that an old statement establishes someone’s current EHCP status; check their current documents.

Source: Department for Education — Transfer of statements to EHC plans.

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

Some young people need an EHC plan beyond 19 to complete education or training. Continuing a plan depends on individual needs and the statutory tests; it is not an automatic entitlement until 25. Equally, turning 19 alone is not a reason to end a plan. Options may include further education, supported internships and apprenticeships.

Source: DfE — 19- to 25-year-olds’ entitlement to EHC plans.

"Without prejudice"

A legal principle that can protect genuine attempts to settle an existing dispute from being used as evidence in court or tribunal. It has exceptions: adding the words to a letter does not guarantee protection. Get legal advice before relying on it or sharing settlement correspondence.

Source: Acas — Confidentiality and the without prejudice principle (explains the general principle in an employment context).

FOI — Freedom of Information request

A request for recorded information held by a public authority, such as its policies or statistics. Exemptions may apply. Requests for your own personal information are normally handled as subject access requests instead. Access to a child’s personal information also depends on their rights and your authority to act for them.

Source: ICO — Request information; ICO — Guide to subject access.

SAR — Subject Access Request

A request under UK GDPR for access to your own personal data. A competent child can exercise the right; a representative must show authority. The normal response period is one calendar month once identity, authority and any permitted fee are resolved, with limited rules on clarification, extension, fees and exemptions.

Source: UK GDPR; ICO — Guide to subject access (updated 16 July 2026).

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 status

Selected legal entries were checked against official sources on 30 September 2026. A complete review of all definitions, clinical descriptions and service descriptions is still outstanding. The source list is for further reading and is not a claim that every entry has been professionally approved.

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 — Plain-English SEND information for families in England.

Sources and review status Use the linked sources for current guidance. For advice about your circumstances, contact your local SENDIASS service.