Areas of Need

The SEND Code of Practice (2015, 6.30) explains that support for learning differences may be required when learners make less than the expected rate of progress over time despite implementing appropriate adaptations.

Short code	Description
Cognition and Learning	Provision and strategies known to be effective for leaners with cognition and learning needs.
Communication & Interaction	The SEND Code of Practice (2015) 6.28 Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
Social, Emotional and Mental Health	6.32 Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Physical and/or sensory	6.34 Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. This includes children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) or physical difficulty.