What is the difference between a SENDCo and a learning support assistant?

A SENDCo (Special Educational Needs and Disabilities Coordinator) is a qualified teacher responsible for overseeing the SEND policy and provision in a school, including coordinating support for students with EHC plans. A learning support assistant (LSA) works directly with students under the guidance of the SENDCo and teachers, implementing interventions and providing in-class support. While the SENDCo has strategic oversight, the LSA focuses on day-to-day practical support.

Do I need a degree to work as a learning support assistant?

No, a degree is not typically required to become a learning support assistant. Most schools require GCSEs in English and maths (grades A-C/9-4) and relevant experience or a Level 2/3 qualification in supporting teaching and learning. The SEG Awards Level 3 Certificate in the Principles of Special Educational Needs is a valuable qualification that can enhance your knowledge and employability.

How does the graduated approach work in practice?

The graduated approach is a four-stage cycle: Assess (identify the child's needs through observation, data, and discussions with parents and teachers), Plan (agree on outcomes and interventions with the child and family), Do (implement the plan, often with support from a teaching assistant), and Review (evaluate progress and adjust the plan). This cycle repeats until the child makes adequate progress or requires an EHC plan.

What are reasonable adjustments for a student with dyslexia?

Reasonable adjustments for dyslexia might include providing coloured overlays or tinted paper, using dyslexia-friendly fonts (e.g., Arial, Comic Sans), offering extra time for reading and writing tasks, allowing the use of assistive technology like text-to-speech software, and providing written instructions in bullet points. These adjustments are designed to remove barriers without placing undue burden on the school.

Can a student with SEND be excluded from school?

Yes, but exclusions must be lawful, reasonable, and fair. Schools must consider whether the behaviour is a result of the student's SEND and whether reasonable adjustments have been made. If a student with an EHC plan is at risk of exclusion, the school must hold a review of the plan. Permanent exclusion should be a last resort, and the school must follow statutory guidance.

What is person-centred planning?

Person-centred planning is an approach that places the child or young person at the centre of decision-making about their support. It involves listening to their views, aspirations, and preferences, and involving their family and professionals in a collaborative process. Tools like 'one-page profiles' and 'person-centred reviews' are used to ensure that support is tailored to the individual's strengths and needs.

Available Support Services for Disabled Children and Young People

SEG AWARDS

vocational

This subtopic explores the range of support services available to disabled children and young people, examining how these services mitigate barriers and promote positive outcomes. It emphasises the legislative frameworks underpinning equality and inclusion, the critical role of multi-agency collaboration, and the stringent legal obligations for handling personal information. A core focus is understanding how professionals can coordinate services to meet individual needs while upholding rights and dignity.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

SEG Awards Level 3 Certificate in the Principles of Special Educational Needs

Topic Overview

The SEG Awards Level 3 Certificate in the Principles of Special Educational Needs is a comprehensive qualification designed for learning support practitioners in England. It covers the legal frameworks, theories, and practical strategies essential for effectively supporting children and young people with special educational needs and disabilities (SEND) in educational settings. The qualification aligns with the SEND Code of Practice (2015) and emphasises the importance of person-centred planning, inclusive practice, and multi-agency collaboration.

This certificate is crucial for teaching assistants, learning support assistants, and other professionals working directly with SEND students. It equips learners with the knowledge to identify barriers to learning, implement reasonable adjustments, and promote independence. Understanding this qualification helps practitioners contribute meaningfully to Education, Health and Care (EHC) plans and work effectively with teachers, parents, and external specialists.

Within the wider subject of learning support, this certificate provides the foundational principles that underpin effective SEND practice. It bridges theory and practice, ensuring that support is evidence-based and compliant with current legislation. Mastery of this content enables practitioners to create inclusive environments where all students can thrive academically and socially.

Key Concepts

Core ideas you must understand for this topic

→The four broad areas of need as defined in the SEND Code of Practice: communication and interaction, cognition and learning, social, emotional and mental health difficulties, and sensory and/or physical needs.
→The graduated approach to SEND support: Assess, Plan, Do, Review – a cyclical model for identifying and meeting individual needs.
→Person-centred planning: involving the child, young person, and their family in all decisions about their support, ensuring their views are central.
→The legal duties under the Equality Act 2010, including the requirement to make reasonable adjustments and prevent discrimination.
→Multi-agency working: collaboration between education, health, and social care services to provide holistic support.

Learning Objectives

What you need to know and understand

1. Know the potential impact of disability, special requirements (additional needs) and attitudes on positive conclusions for children and young people.2. Know the importance and value of diversity, equality and inclusion in advocating positive outcomes for children and young people.3. Know how collaboration between multi-agencies influence positive results for children and young people.4. Know the legal obligations when recording, sharing and storing information.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for accurately describing at least three distinct support services (e.g., educational psychology, speech and language therapy, social care) and explaining their specific contributions to positive outcomes.
Look for clear links between the social and attitudinal barriers faced by disabled children and how support services actively challenge these through inclusive practice.
Expect demonstration of how multi-agency working is operationalised, including reference to models like the Team Around the Child (TAC) and the use of shared assessment frameworks.
Credit must be given for explicit reference to legal responsibilities under the Data Protection Act 2018 and GDPR when discussing recording, sharing, and storing information.

Assessment Guidance

Guidance for achieving higher grades

💡When discussing support services, always link their purpose directly to improved outcomes: state how the service reduces barriers, promotes independence, or enhances well-being.
💡Use concrete examples from the local authority or health service to illustrate multi-agency collaboration, such as an Education, Health and Care (EHC) plan meeting.
💡For legal obligations, structure your answer around the cycle: secure recording, lawful sharing (with consent or public interest), and safe storage, referencing Caldicott principles where relevant.
💡Show higher-order thinking by evaluating how consistency of support across settings (home, school, community) is critical to sustaining positive outcomes.
💡When answering questions about the SEND Code of Practice, always refer to specific principles such as 'involving children and parents in decision-making' or 'ensuring high aspirations for every child'. This shows deeper understanding.
💡Use real or plausible examples to illustrate how the graduated approach works in practice. For instance, describe a student with communication difficulties and how you would assess, plan, do, and review support.
💡Remember to link legal requirements (Equality Act 2010, Children and Families Act 2014) to practical strategies. Examiners look for evidence that you can apply legislation to classroom scenarios.

Common Mistakes

Common errors to avoid in your coursework

Confusing the range of universal services (e.g., all school pupils) with targeted or specialist support, leading to a superficial understanding of what makes a service 'available' and appropriate.
Assuming information sharing is always permissible without considering consent, capacity, or the necessity tests mandated by data protection legislation.
Overlooking the impact of negative attitudes or low expectations from professionals as a barrier to accessing services, thus failing to link theory to practice.
Describing multi-agency collaboration as merely co-location of services rather than integrated working with joint planning, assessment, and review.
Misconception: SEND support is only for students with a formal diagnosis or an Education, Health and Care (EHC) plan. Correction: Many students with SEND do not have an EHC plan; support is based on need, not diagnosis, and schools must use their 'best endeavours' to meet those needs.
Misconception: The graduated approach is a one-time process. Correction: It is a continuous cycle of assessment and intervention; each step informs the next, and support should be regularly reviewed and adjusted.
Misconception: Reasonable adjustments always require significant resources. Correction: Many adjustments are low-cost or no-cost, such as changing seating arrangements, providing visual timetables, or offering extra time for tasks.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•A basic understanding of the UK education system, including the roles of teachers, teaching assistants, and other support staff.
•Familiarity with child development milestones and typical patterns of learning, as this helps in identifying when a child may need additional support.
•An awareness of the principles of inclusive education and the importance of valuing diversity in the classroom.

Key Terminology

Essential terms to know

1. Know the potential impact of disability, special requirements (additional needs) and attitudes on positive conclusions for children and young people.2. Know the importance and value of diversity, equality and inclusion in advocating positive outcomes for children and young people.3. Know how collaboration between multi-agencies influence positive results for children and young people.4. Know the legal obligations when recording, sharing and storing information.

Ready to learn?

AI-powered learning tailored to this unit

Available Support Services for Disabled Children and Young People

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

Ready to learn?

Related Topics in SEG AWARDS vocational Learning Support