Terminology guide for the SEND Local Offer

16-19 academies

These are state-funded, non-fee-paying schools, independent of local authorities, that cater to pupils aged 16-19.

Academy

A state-funded school in England that is directly funded by the Department for Education using the formula applied to locally maintained schools. Academies are self-governing and independent of local authority control. Academies are often grouped together in multi-academy trusts (MATs).

Adult community education providers

Adult community education providers include local authorities, institutes for adult learning (previously known as specialist designated institution), and further and higher Education providers (colleges and universities). Its provisions are diverse in character and aim to meet the needs and interests of a wide range of communities. 

It includes: 

• courses that lead to a qualification
• programmes leading to qualifications while in employment, such as apprenticeships
• provision for informal adult learning
• provision for social and personal development

Access to work

An Access to Work grant from the Department for Work and Pensions helps pay for practical support for young people and adults with a disability, health or mental health condition, so they can start work, stay in work, or start their own business. It can pay for things like special equipment, fares to work if public transport is not practical, a support worker or coach in the workplace or a communicator at a job interview.  

Adult Community Education Providers

Adult community education providers include local authorities, institutes for adult learning (previously known as specialist designated institution), and further and higher Education providers (colleges and universities). Its provisions are diverse in character and aim to meet the needs and interests of a wide range of communities. It includes: courses that lead to a qualification, programmes leading to qualifications while in employment, such as apprenticeships, and informal adult learning provision for social and personal development.

Adult Social Care

Care and support for people aged 18 and over who need extra help to manage their lives and be independent.

Advocate

Someone who can help ensure that a person is heard and listened to, and their rights, concerns and needs are acted upon.

Age Weighted Pupil Unit (AWPU)

The AWPU is the funding a maintained mainstream school receives for every pupil on their school roll. The AWPU amount varies by key stage.

Alternative provision

Refers to education provided by the local authority or a school for children who cannot, for some reason, attend a mainstream setting (and do not attend a special school). This is sometimes full-time and sometimes provided on a part-time basis alongside some attendance at the mainstream setting.

Annual Review

The reviewing and updating of an education, health and care plan (EHCP), which a local authority must carry out within 12 months of finalising the EHCP and thereafter at least annually. The annual review meeting is part of this process.

Appeal

The process by which a decision made by a school or the local authority can be challenged. For example, a school's permanent exclusion or a local authority's decision on an EHCP.

Appointee

Someone who is registered with the Department for Work and Pensions (DWP) or the local authority to manage a person's benefits if they lack the capacity to do this themselves.

Assess Plan Do Review (APDR), also known as the Graduated Approach

Assess Plan Do Review (APDR) cycle in the SEND Code of Practice 0-25 is used to meet the needs of children and young people. The plan involves parents and the child/young person and is used to assess, plan and review progress.

Assessment

The gathering of information about an individual’s areas of strengths and challenges to determine what help they need.

Attendance

Parents have a legal obligation to provide education for their child. Most parents send their children to school. The local authority monitors attendance and if necessary, will take legal action to ensure the child is receiving an education.

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is a neurodevelopmental condition where the brain works differently from that of most people. Children and young people with ADHD may have trouble with things like concentrating and sitting still. It can present differently in boys and girls.

Auditory Processing Disorder (APD)

Auditory processing disorder is a hearing condition in which the brain has difficulty processing sounds, affecting how an individual understands speech and other environmental sounds. It is not a form of hearing loss but rather a disruption in how the brain interprets auditory information.

Autism Spectrum Condition and Autism Spectrum Disorder

(ASC / ASD) A lifelong neurodivergent condition that affects a child's experience of the world. Children may have difficulty in certain areas, including communication, social interaction and understanding the world around them.

However, as Autism is a spectrum, every autistic person is different and has a unique combination of strengths and challenges. It can present differently in boys and girls.

Banding framework

The SEND banding framework is a system used by some local authorities to allocate additional resources to schools for children and young people with special educational needs and disabilities (SEND). It helps identify the level of need and determines the appropriate level of funding or assistance.

Behaviour Inclusion Team

This team provides advice to schools when a young person is struggling to manage in a mainstream classroom setting. Behaviour inclusion officers work closely with schools and local authority colleagues to provide advice on: 

• practical strategies that cultivate an inclusive climate within the classroom to make learning accessible to all
• bespoke strategies to support a young person to be better equipped to manage within a mainstream setting
• support to develop trauma-informed relational practice in school
• strategies that support the young person and key adults to build a relationship based on mutual respect
• next steps that will support the young person to experience success in school

Next steps for accessing any other appropriate external support available.

Benefits

Payments from the government that you may receive because of your age, disability, income or caring responsibilities. Some benefits are not means-tested. You can claim them regardless of your income. 

Others are means-tested, and you are only able to claim them if your income or savings fall below a certain level.

BOB ICB

NHS Buckinghamshire, Oxfordshire and Berkshire West Integrated Care Board.

Brokerage

Brokerage is about exploring placement options for a child or young person who is not in a mainstream school.

Brokerage Team

The team within the council who source and identifies care and support arrangements for children and adults.

Care and Education Treatment Review

It is a meeting that brings together the child/young person and their family with the people who commission and provide services (such as nurses, social workers, commissioners and other health, education and social care professionals) to ensure that appropriate care and support are being provided.

Care Quality Commission (CQC)

The Care Quality Commission is the independent regulator of health and adult social care in England. Ofsted and CQC jointly inspect local area partnerships to see how well they fulfil their responsibilities for children and young people with special educational needs and/or disabilities (SEND).

Carers Assessment

Carers assessments are for adult carers of adults (over 18 years) and work out whether you qualify for support from the council because of your caring responsibilities as an unpaid carer.

Child and Adolescent Mental Health Services (CAMHS)

These services assess and treat children and young people with emotional, behavioural or mental health difficulties. They range from basic pastoral care, such as identifying mental health problems, to specialist' tier 4’ CAMHS, which provide in-patient care for those who are severely mentally ill.

Child in Need

A child in need has been assessed under Section 17 of the Children Act 1989 and is defined as ‘a child who is unlikely to achieve or maintain a reasonable level of health or development, or whose health and development is likely to be significantly or further impaired, without the provision of services; or a child who is disabled’.

Child Protection

An assessment under Section 47 of the Children Act 1989, whereby a child who is believed to be at risk of significant harm can be placed on a child protection plan. All children subject to a child protection plan will have social work oversight.

Child's Needs Assessment (CNA)

A child's needs assessment is the process social services use to assess the needs of a child who is approaching the age of 18, if it looks like they will need care and support from adult social care.

Childcare Providers

Childcare providers care for at least one individual child (who is not their own child) for a total of more than 2 hours in any one day. This is not necessarily a continuous period. 

They must register on the CCR (Compulsory Childcare Register) to care for children under 8, though there may be exceptions. They can register on the VCR (Voluntary Childcare Register) to care for older children.

Childminders

A childminder is a person who is registered to look after one or more children, to whom they are not related, for reward. Childminders work on domestic premises alongside no more than 2 other childminders or assistants. They must register if they care for children under the age of 8, and can choose to register if they care for older children. They care for:

• children on domestic premises that are not usually the home of one of the children, unless they care for
• children from more than 2 families, wholly or mainly in the homes of the families
• at least one individual child for a total of more than 2 hours in any day (not necessarily a continuous period). 

Children and Families Act

The Children and Families Act 2014 sets out the key SEND legislation.

Children and Young People (CYP)

The Children and Families Act 2014 gives young people significant new rights once they reach the end of compulsory school age (the end of the academic year in which they turn 16). 

When a young person reaches the end of compulsory school age, local authorities and other agencies should normally engage directly with the young person rather than their parent, ensuring that, as part of the planning process, they identify the relevant people who should be involved and how to involve them. 

A person is no longer of compulsory school age after the last day of the summer term during the year in which they become 16. This distinction is important because once a child becomes a young person, they are entitled to make decisions under the Act on their own behalf, rather than have their parents make them for them. 

This is subject to a young person having the capacity to make a decision under the Mental Capacity Act 2005. The local authority continues to have a responsibility for children and young people with an EHCP until they are 25 years old.

Child’s Needs Assessment (CNA)

A child's needs assessment is the process social services use to assess the needs of a child who is approaching the age of 18, if it looks like they will need care and support from adult social care.

Circle of Support

A group of people who will support and help a person to say what they want and plan what they want to do.

Citizens Advice

Specialise in providing information and advice, including what benefits to claim, as well as support to fill in benefit forms

Client Contribution

The amount someone may need to pay towards the cost of social care services they receive. Whether they pay and how much depends on the local council's charging policy. Residential care charges are set nationally.

Co-production

The process in which providers, professionals, and stakeholders share a whole-life responsibility for the creation and delivery of products, services, or knowledge. Co-production is underpinned by the principles of equality, diversity, access and reciprocity.

Code of Practice (CoP)

Guidance for local authorities and schools in supporting young people, aged 0-25 years, with SEND. This statutory code contains details of legal requirements that must be followed without exception, and statutory guidance.

Cognition and Learning

Cognition and Learning is one of the four areas of SEND identified in the Code of Practice. Children with this type of need will learn at a slower pace than their peers and it covers children with moderate learning difficulties through to those with profound and multiple learning difficulties.

Commissioner

A person who plans the services that are needed by the people who live in the area and ensures that services are available.

Commissioning

To formally choose someone to do a specific piece of paid work, or to ask for a specific service from an organisation formally.

Communication and Interaction

Children and young people with speech, language and communication needs can have difficulty in communicating with others. 

This may be because they have difficulty saying what they want, understanding what is being said to them, or not understanding or using social communication rules. 

Every child's profile is different, and their needs may change over time. They may have difficulty with one, some, or all aspects of speech, language, or social communication at different times in their lives. 

Communication and interaction needs could include:

• difficulties with producing or responding to expressive or receptive language
• difficulties in uttering speech sounds
• difficulties understanding spoken and other communications from others

Difficulties with understanding age-related social conventions of interaction, such as turn-taking during conversations or the appropriate level of physical contact during play

Community paediatrician

A community paediatrician is a child health doctor trained in both hospital and community settings. They have a special interest in child public health and population paediatrics, behavioural and developmental paediatrics, neuro disability, social paediatrics and child protection, and ambulatory paediatrics. 

They work with families and as part of a team to assess children and coordinate services for those with disabilities, chronic illnesses, and other special needs.

Complex medical needs

Complex medical needs refer to health needs that require a high and persistent level of supervision and individualised health care support. These needs can arise from birth, illness, or injury.

Connect to Work

This is a work programme in England and Wales to help disabled people, people with health conditions, and those with complex barriers to employment find sustainable work.

Compulsory School Age (also known as statutory school age)

A child is of compulsory school age from the beginning of the term following their 5th birthday until the last Friday of June in the year in which they become 16, provided that their 16th birthday falls before the start of the next school year.

Consultation

The process of requesting feedback from several stakeholders on a proposal or set of questions at a given time through focus groups or surveys.

Countywide Admissions Panel (CAP)

This panel considers applications for admission to Oxfordshire special schools and resource bases. It also considers whether consultations with independent non-maintained special schools or out-of-county special schools are appropriate.

Court of Protection – Deputy

Someone who is appointed by the court to act on behalf of a person who lacks the mental capacity to make their own decisions regarding financial and personal welfare issues – this is usually a family member.

Delegated funding

All state-funded schools (maintained schools and academies) receive funding to run. This includes a small amount for children and young people with SEND. Schools can decide how to spend this money. Additional funding is given to schools to support pupils with EHCPs.

Department for Education (DfE)

In England, the DfE oversees children's services and education policy. Their responsibilities include: early years, schools, higher and further education policy, apprenticeships, and wider skills.

Department for Work and Pensions (DWP)

A government organisation that is responsible for administering a range of working-age, disability, and ill-health benefits.

Deprivation

The index of multiple deprivation ranks each small area in England from most to least deprived based on a combination of seven different factors, including: 

• income
• employment
• education
• health crime
• barriers to housing services
• living environment

Designated Clinical Officer (DCO)

The designated clinical officer plays a key role in supporting joined-up working between health services, local authorities, and other SEND partners to ensure that children and young people aged 0-25 with SEND have the right health support to achieve the best possible outcomes.

Designated Safeguarding Lead (DSL)

The Designated Safeguarding Lead (DSL) is the person appointed to take responsibility for safeguarding and child protection (including online safety) in early years settings and schools. They make sure that education settings and schools adhere to their statutory safeguarding policies and duties.

Developmental Coordination Disorder (aka Dyspraxia)

Dyspraxia, also known as Developmental Coordination Disorder (DCD), is a lifelong neurological condition that starts in childhood and affects a person's ability to plan and coordinate movements.

It can impact both gross and fine motor skills, and may also influence cognitive functions such as memory, perception, and information processing. 

Around 1 in 20 primary school‑aged children are affected. Support usually involves a tailored plan that may include occupational therapy, physiotherapy, educational psychology, and paediatric input.

Disability

A physical or mental condition that limits a person's movements, senses, or activities.

Disabled Student Allowance (DSA)

DSA is a grant that you don't need to repay. These funds will support a young person in succeeding in higher education by breaking down barriers you may otherwise face, whether related to your studies, physical access, or wellbeing. To qualify, the young person must:

• be an undergraduate or postgraduate student (including Open University or distance learning)
• qualify for student finance from Student Finance England
• be studying on a course that lasts at least a year

Dispute resolution

Local authorities must provide arrangements to help prevent or resolve disagreements between parents whose children have special educational needs and the local authority or school. Using this service does not affect parents' right to appeal to the SEN tribunal. SENDIASS can inform parent carers and schools about the range of support available for dispute resolution.

Draft Education, Health and Care Plan (EHCP)

The draft EHCP is sent to parents/carers by the local authority for comments following a needs assessment or an annual review. Following this, parents/carers can request amendments to the EHCP within 15 days before the EHCP is finalised. 

Part I (name of setting) is left blank for parent/carers to express their preference for a school or setting as part of this process.

Dynamic Support Register (DSR)

A dynamic support register is a list of people with a learning disability and autistic people who need support and are at risk of going into hospital if they do not get appropriate support.

Dyscalculia

Dyscalculia is a specific and persistent difficulty in understanding numbers that can lead to a range of difficulties in Mathematics. 

Dyscalculia does not mean that a young person lacks Mathematical intelligence, and tailored support can help them succeed with the subject.

Dysgraphia

Dysgraphia is a neurological condition and learning difference in which someone has difficulty with writing for their age level. This can range from issues with the physical act of writing to issues with translating thoughts into written words. Dysgraphia is manageable with interventions that support learning new writing strategies.

Dyslexia

Dyslexia is a common and specific learning difficulty that can affect learning and primarily causes problems with reading, writing, and spelling.

Early Help

Early help can make the most difference when family support is provided before problems escalate. Early help or early intervention reflects the widespread understanding that it is better to identify and resolve problems early, rather than respond when difficulties have become unmanageable, and action is needed by more expensive and specialist services.

Early Intervention

This refers to addressing issues as soon as possible so the child gets the right support at the right time.

Early Support

Our Early Support Service coordinates health, education and social care support for the parents and carers of disabled children under the age of 5. A key worker is assigned to each family that joins the programme.

Early Years Foundation Stage (EYFS)

The foundation stage begins when children reach the age of three in an education setting. The foundation stage continues until the end of the Reception Year. It prepares children for learning in Year 1, when programmes of study for Key Stage 1 are taught.

Early Years Provider

A provider of early education places for children under five years of age. This can include state-funded and private nurseries as well as child minders.

Early Years SEND Inclusion Teachers (EYSENIT)

Early years SEN inclusion teachers work with children under 5 years who are either known to or awaiting a community paediatrician. 

These children need specialist support with their development and learning, and the EYSENIT will provide support and advice to the children's parents, carers, family and early years settings.

Early Years Settings

All pre-school education provision, such as nursery classes and schools, day nurseries, playgroups, and childminders.

Early years’ settings

All pre-school education provision, such as nursery classes and schools, day nurseries, playgroups, and childminders.

Edge of Care

Children and young people who are at risk of entering care, but who have not entered care. Their entry into care has been considered by the local authority, on a voluntary basis or through legal proceedings, but a decision has been made to support the family through alternative services.

Education Other Than at School (EOTAS)

EOTAS stands for education outside the school setting. It is a form of education funded by the local authority for those children or young people who are unable to attend an educational setting, and where the local authority is satisfied that it would be inappropriate for some, or all, of the provision to be made in a special setting.

Education, Employment, Training (EET)

Young people aged 16-18 are entitled to education, employment or training. This supports them in accessing further education, apprenticeships, employment, and other training. Most young people in Oxfordshire remain in education until they are 18.

Education, Health and Care Plan (EHCP)

A legal document for children and young people aged 0- 25 who need more support than is available through special educational needs (SEN) support. EHC Plans identify educational, health and social needs and set out additional provisions to meet those needs. EHC Plans are issued and maintained by the local authority following a formal EHC needs assessment.

Education, Health and Care Plan (EHCP) Case Work Team

The EHCP Casework Team is responsible for delivering the statutory duties in relation to SEND legislation (Children and Families Act 2014 and SEND Code of Practice 2015), and for putting in place and monitoring the delivery of the provision stated in the EHCP.

Educational Psychologist (EP)

Provides psychological advice to schools, early years settings and other education providers; carrying out assessments on behalf of the local authority, for children and young people with complex educational needs and contributing to a child's EHCP.

EHC needs assessment (EHCNA), also referred to as the statutory assessment

A local authority must carry out an EHCNA if a child or young person has, or may have, SEND that will require support through an EHCP. 

The assessment is a detailed look at the special educational needs that the child or young person has and what help they may need to learn. It is sometimes called a statutory assessment. An EHCNA requires a formal application.

Elective Home Education (EHE) (also known as home schooling)

Elective Home Education (EHE) refers to a decision made by parents to provide education for their children at home or in an alternative way, rather than sending them to school full-time. Unlike education provided by a local authority (such as for children who are too ill to attend school), EHE allows parents to take direct responsibility for their child’s schooling. The parent should ensure appropriate education provision is made for the child, including exams and assessments.

Eligibility

When a person's needs meet the council's criteria for council-funded care and support. The local council decides who should get support, based on their level of need and the resources available in the area. The eligibility threshold is the level at which an individual’s needs are such that their council will provide funding. A person will not qualify if the council assesses their needs and decides they fall below this threshold.

Emotional Based School Avoidance (EBSA)

EBSA is a broad term used to describe the behaviours of a child or young person who shows persistent worries about school-related issues, struggles significantly in attending school or being in class, due to heightened levels of emotions such as anxiety. EBSA is not a diagnostic term.

Enhanced Pathways (to be known as Enhanced Provisions in the future)

In Oxfordshire, enhanced provisions have been created within some mainstream schools to provide a teacher-led space to support some of the most vulnerable SEND pupils. They offer a bespoke, specialised curriculum to meet the pupils' social, emotional, communication, sensory, and academic needs whilst enabling them to remain at their local mainstream school.

Equalities Act

The Equality Act 2010 legally protects people from discrimination in the workplace and in wider society. 

The Equality Act 2010 says schools cannot unlawfully discriminate against pupils because of their disability. 

Schools must remove barriers that pupils face because of their disability so that they can access and participate in education in the same way, as far as possible, as someone who is not disabled. 

This responsibility applies to practices or rules that the school has and the need to provide an aid to a pupil who reasonably needs it. The Equality Act calls this the duty to make 'reasonable adjustments'.

Exclusion

Exclusion in education refers to the removal of a child from school. On a temporary basis, this is known as a ‘suspension’, on a permanent basis, it is known as a ‘permanent exclusion’ or ‘pex'.

Exclusion and Re-Integration Team

If a school is considering permanent exclusion for a pupil, the school must contact the local authority’s Exclusion and Reintegration Officer. Exclusion and Reintegration Officers (EROs) work closely with schools, governors, parents and local authority colleagues to provide advice on: 

• preventing exclusions
• ensuring DfE guidance and procedures are followed correctly for suspensions and permanent exclusions
• pupils receiving alternative education provision

Fair Access Protocols (FAP)

The FAP is a mechanism developed by the local authority in partnership with all schools in their area. Its aim is to ensure that vulnerable children and those having difficulty securing a school place in-year are allocated a school place as quickly as possible.

Family group conference

A family group conference is a family-led decision-making process in which the family and friends network come together to plan for a child. 

The process is supported by an independent coordinator who helps the family prepare for the family group conference. 

Children are usually involved in their own family group conference, often with support from an advocate. 

It is a voluntary process, and families cannot be forced into one.

Free School Meals (FSM)

All children in reception, Year 1 or Year 2 at a state-funded school will automatically get free school meals; in addition, there is a duty on all maintained schools, academies and free schools to provide free school meals to pupils of all ages if they are eligible.

Funding Agency (ESFA)

Responsible for planning and funding education, apprenticeships and training for children, young people and adults (excluding higher education).

Further Education (FE)

Includes any study after secondary education that's not part of higher education (not taken as part of an undergraduate or graduate degree). Courses range from basic English and Maths to higher national diplomas.

Graduated Approach

When a child or young person is identified as having special needs, schools are expected to use the graduated approach to support them.  

This is a process based on a four-step cycle:

1. Assess – analyse the child or young person’s special educational needs
2. Plan - identify the additional and different support needed
3. Do – put the support in place
4. Review – regularly check how well it is working so that they can change the amount or kind of support needed

 Some children and young people will make progress and no longer need SEN support.

Health Action Plan

A health action plan identifies an individual's health needs and outlines what they need to do to keep healthy, including what services and support they need to live a healthy life.

Health and Wellbeing Board

A Health and Wellbeing Board acts as a forum where local commissioners across the NHS, social care and public health work together to improve the health and wellbeing of their local population and reduce health inequalities. 

The boards are intended to increase residents' views into strategic decisions about health and wellbeing services, strengthen working relationships between health and social care, and encourage joined-up development of health and social care services.

Health Professional

Someone who is regulated by a relevant health professional regulator. They may work for a community provider, acute trust or a mental health trust, in paediatrics or adult services.

Healthy Child Programme

The Healthy Child Programme covers pregnancy and the first five years of a child’s life, focusing on a universal preventative service that provides families with a programme of screening, immunisation, health and development reviews, supplemented by advice around health, wellbeing and parenting.

High Needs Block funding

High Needs Block is a central government grant that funds Local Authorities for SEND.  It includes: 

• place funding for special schools and top-up funding for all schools
• services for pupils with send delivered directly by the local authority or under a separate funding agreement with institutions.

Higher education

Higher education is undertaken after students leave secondary school and sixth form college, usually at the age of 18, but also by mature students older than this. It usually involves studying at the undergraduate or postgraduate level to earn a degree from a university.

Holiday Activities and Food Programme (HAF)

The Holiday Activities and Food Programme offers families of children aged 4 to 16 who are eligible for benefits-related free school meals opportunities to access a range of free activities during the Easter, Summer and Christmas school holidays. 

Each programme will provide a range of exciting activities, games and new experiences for children, along with a healthy main meal. 

Children will have the chance to try new sports or creative activities and to make new friends. There will also be opportunities for families to share ideas about how to source high-quality, healthy food cheaply, creative ways to encourage a healthy diet and fun ways to cook as a family.

Home-to-school transport

An integral part of the school system. It ensures no child of compulsory school age is prevented from accessing education because of a lack of transport or the cost of transport. Children may be eligible if they meet the distance criteria or have an EHCP.

Inclusion

Inclusion refers to an approach to ensuring that all children from the local community can be educated in a mainstream school, where appropriate.

Independent and non-maintained

Independent special schools are usually privately run for profit. Non-maintained special schools are usually managed by charitable organisations and are not profit-making. Neither type of school is overseen by local authorities. Not all independent schools are special schools.

Independent Support

Support provided by an individual independent of the local authority who is trained to provide advice and support for families with a child/young person with SEND going through the statutory assessment and EHCP process.

Integrated Care Board (ICB)

ICBs were legally established on 1 July 2022. They are the statutory NHS organisations responsible for planning and arranging health services for their local population. There are currently 42 ICBs in England. The local ICB is often called ‘BOB’ as it covers Buckinghamshire, Oxfordshire and Berkshire West.

Integrated Therapies / Children’s Integrated Therapies (CIT)

Also referred to as Children's Integrated Therapies (CIT) which include Occupational Therapy, Physiotherapy and Speech and Language Therapy. Referrals to the service are made through health professionals, education professionals and social care professionals.

Job Centre Plus

Part of the DWP whose purpose is to help people of working age (16+) find work and provide financial support.

Joint Strategic Needs Assessment (JSNA)

Analyse the health needs of populations to inform and guide commissioning of health, wellbeing and social care services within local authority areas. The JSNA's main role is to act as the primary evidence base for health and wellbeing boards to decide on key local health priorities.

Key Performance Indicators (KPIs)

A set of proposed outcomes by which the success of a project can be measured.

Key stages

Educational stages that schools split year groups into:

• early years (up to the end of reception class – ages 3 – 5)
• key stage 1 (years 1 and 2 – ages 5 – 7)
• key stage 2 (years 3, 4, 5 and 6 – ages 7 to 11)
• key stage 3 (years 7, 8 and 9 – ages 11 – 14)
• key stage 4 (years 10 and 11 – ages 14 – 16)
• key stage 5 (years 12 and 13 – ages 16 – 18)

Learning difficulties

A child is considered to have a learning difficulty if they have significantly greater difficulty in learning than their peers.

Learning disability

A significantly reduced ability to understand new or complex information, to learn new skills (impaired intelligence), with a reduced ability to cope independently (impaired social functioning), which started before adulthood.

Legal duties

Legislation passed by parliament often imposes legal requirements on local authorities. These are called legal duties. 

The SEND Code of Practice 2014 set out several duties for local authorities. 

Other duties are contained in other acts of parliament such as the Children and Families Act 2014, Equality Act 2010, Care Act and several Education Acts (1996, 2002, 2008, 2011).

Local area

The geographical area of the local authority. This includes the local authority, ICB, Public Health, NHS England for Specialist Services, early years settings, schools and further education providers. The responsibility of the local area for children and young people who have SEND extends to those who are residents of the local area but attend educational establishments or receive services outside the Local Authority's boundaries.

Local area leaders

The term' leaders’ refers to those responsible for the strategic planning, commissioning, management, delivery and evaluation of services to children and young people with SEND.

Local Area Nominated Officer (LANO)

The LANO will act on behalf of those involved in the strategic planning, commissioning, delivery, oversight, and evaluation of alternative provision arrangements for children and young people living in the local area, linking with the ICB.

Local Area Partnership (LAP)

The LAP includes Oxfordshire County Council, Buckinghamshire, Oxfordshire and Berkshire West Integrated Care Board, and Schools, and the Parent Carer Forum. In Oxfordshire, young people are represented on the partnership through the SEND Youth Forum.

Local Authority (LA)

Local Authorities are administrative offices that provide services within their local areas. There are 152 across England that have statutory SEND responsibilities.

Local Community Support Services (LCSS)

The LCSS is part of the early help service and offers advice and support to professional partners in the community to deliver early help.

Local Offer

The local offer is published by the local authority to give children and young people with special educational needs or disabilities and their families information about what education, health and care provision is available in their local area. It also gives information about training, employment, and independent living for young people with special educational needs and/or disabilities.

Looked after child (LAC) also Children looked after (CLA) (section 20)

Section 20 of the Children Act 1989 refers to a child who is looked after. This is with the consent of those with parental responsibility for the child. It is also known as a voluntary agreement. For short breaks, the child is only looked after while attending the short-break provision.

Looked After Children Review

A statutory meeting that brings together those people who are closely concerned with the child/young person to ensure that the care and support needed is provided and kept up to date. They should be integrated with transition reviews.

Maintained school

A school funded and maintained by the local authority.

Managed move

A managed move initiates a process leading to a pupil's permanent transfer to another mainstream school. Managed moves should be voluntary and agreed upon by all parties involved, including the parents and the new school's admission authority.

Mediation

This is a statutory service commissioned by local authorities, designed to help resolve disagreements between parents or young people and the local authority over EHC needs assessments and EHC plans. 

Parents and young people can use mediation before deciding whether to appeal to the first-tier tribunal about decisions on assessment or the special educational element of a plan. 

Mediation can cover any one or all three elements of an EHC plan and must be offered to the parent or young person when the final plan is issued, but they cannot appeal to the tribunal about the health and social care aspects of the plan.

Mental Capacity Assessment

An evaluation carried out to see if someone can make decisions about their welfare.

Moderate Learning Difficulties (MLD)

People with greater difficulty than their peers in developing basic literacy and numeracy skills and in understanding concepts. They may also have associated speech and language delays, low self-esteem, low concentration levels, and underdeveloped social skills.

Multi-agency quality assurance (MAQA)

Part of the process that local area partners in Oxfordshire use to monitor the quality of EHCPs.

Multi-academy trust (MAT)

A MAT is a non-profit organisation responsible for running a group of academies in partnership. Funding is received directly from the Department for Education (rather than via Local Councils).

Multi-agency panel (MAP)

This panel considers: 

• requests for EHCNAs and decides whether to proceed to a statutory assessment
• requests for reassessments for children and young people with EHCPs.
• whether or not it is necessary for special educational provision to be made in accordance with an EHCP following an EHCNA, including making recommendations on resources attached to the EHCP and consideration of whether exploration of provision other than mainstream is appropriate
• requests for children and young people with EHCPs to be educated outside of the chronological year group (also known as offsetting)
• requests for exploration of provision other than mainstream following an annual review

Multi-agency safeguarding hub (MASH)

MASH is a multi-agency framework that is designed to identify and protect children and vulnerable adults from abuse and exploitation.

Multi-agency team

Professionals from different specialisms (health/education/ social care/voluntary organisations) work together in the best interest of your child.

Multi-disciplinary

Involving professionals from a range of disciplines (usually education, social care and health).

Neurodevelopmental Diagnostic Clinic (NDC)

One of the specialist CAMHS services offering diagnostic assessment of Autism and Attention Deficit Hyperactivity Disorder (ADHD) as well as other neuro-developmental conditions.

NHS continuing care

NHS continuing care is support provided for children and young people under 18 who need a tailored package of care because of their disability, an accident or illness. It can be provided in any setting, for example, in the home or in a residential care home. It is provided when someone's need for day-to-day support is mostly due to health care, rather than social care.

No longer looked after

This refers to children who have ceased to be looked after in care. They may have returned to live with their parents or another family member, become subject to a special guardianship order or been adopted.

Non-maintained Special School

These are schools in England that have been approved by the Secretary of State under Section 342 of the Education Act 1996 as special schools and are not funded by the state but charge fees on a not-for-profit basis. Most non-maintained special schools are run by major charities or charitable trusts.

Non-statutory services

Non-statutory public services are not required by law.

Not in Education, Employment or Training (NEET)

NEET is a term used to describe 16–25-year-olds who have an EHCP and are not taking part in education, employment or training. For young people without an EHCP, the age range is 16-18.

OCC

Oxfordshire County Council

OCCG (Oxfordshire Clinical Commissioning Group)

The OCCG is a group of healthcare providers in Oxfordshire that work together to commission and manage primary and secondary care services.

Occupational Therapist (OT)

A healthcare professional who specialises in helping people with physical, developmental or emotional challenges to improve their ability to carry out activities by providing therapeutic techniques. This support can help a child access a physical and academic curriculum.

Ofsted

Office for Standards in Education, Children's Services and Skills is a non-ministerial government department that has responsibility for the inspection of schools, children's services, and local SEND provision in England.

Ordinarily Available Toolkit (OAT), also referred to as Ordinarily Available Send Provision (OASP)

It is a set of recommendations bringing together best practices from across Oxfordshire schools. The document provides guidance on the SEND provision that mainstream schools need to make for children and young people with special educational needs and/or disabilities in Oxfordshire. It outlines what children and young people with SEND and their families can expect to be normally, or ‘ordinarily’, available to them without specialist support.

Outcome

An outcome is a benefit or difference for an individual resulting from an intervention. This refers to what a child or young person will be able to do because of the support provided.

Outreach Services

Support services provided to schools or pupils by specialist professionals, for example, providing support for communication or behaviour difficulties, or learning how to do day-to-day activities.

Oxfordshire Parent Carers Forum (OxPCF)

Oxfordshire Parent Carers Forum (OxPCF) is an independent group enabling the voices of parent carers of children and young people with SEND across Oxfordshire to be heard. This representative local group works alongside local authorities, education, health and other service providers to ensure that the services they plan, commission, deliver and monitor meet the needs of children and families.

Oxfordshire Way

Our approach to supporting people to live well and independently within their communities, remaining fit and healthy for as long as possible.

Paediatrician

A doctor specialising in the needs of babies and children.

Parent Carer

A parent carer is a parent or guardian who provides substantial care and support to a child with special needs, disabilities, or chronic illnesses. This role often involves managing medical appointments, therapies, education plans, and daily activities to ensure the child's well-being and development. Parent carers navigate various support systems and advocate for their child's needs.

Parent Carer Forum (PCF)

A Parent Carer Forum is an independent collective group of parents of children and young people with special educational needs and disabilities (SEND). They provide a platform for the parent carers to share their experiences and work together to influence local services. By collaborating with local authorities, healthcare providers, and educational institutions, parent carer forums aim to improve the quality and accessibility of services and outcomes for children with send and their families.

Parental Responsibility

Parental responsibility is defined under Section 3 (1) of The Children Act 1989 as meaning all the duties, rights, powers, responsibilities and authority which parents have with respect to their children and their children's property. 

Under Section 2 of The Children Act 1989, parental responsibility falls upon: 

• all mothers and fathers who were married to each other at the time of the child's birth (including those who have since separated or divorced)
• mothers who were not married to the father at the time of the child's birth
• fathers who were not married to the mother at the time of the child's birth, but who have obtained parental responsibility either by agreement with the child’s mother or through a court order

Under Section 12 of The Children Act 1989, where a court makes a residence order in favour of any person who is not the parent or guardian of the child, that person has parental responsibility for the child while the residence order remains in force.

Partnerships

Partnership is often about agencies working together, but it can also be about agencies working with families.

Pensions (DWP)

A government organisation that is responsible for administering a range of working-age, disability and ill health benefits

Person Centred

A way of working that ensures a child or young person is central to and involved in all aspects of planning and decision-making, with the professionals and services working with them.

Person Centred Planning

Person-centred planning puts the person at the centre of planning and focuses on their needs and wishes. It is about families and professionals making plans with a young person and not for them.

Personal Assistant

Someone whom the person chooses to employ to provide the support they need in the way that suits them best. This may include cooking, cleaning, help with personal care, or getting out and about. A personal assistant can be paid through direct payments or a personal budget.

Personal budget

A personal budget is the amount of money your local council will pay towards any social care and support you need.  The money in your personal budget can be paid to you, to help you make more informed decisions about how it is spent.  

This is known as a direct payment. Processes are in place to ensure the budget is spent on the purposes for which it is allocated. By having a personal budget, you are responsible for putting in place and ensuring the quality of any support.

Personal Budget / Direct Payments

A personal budget is the amount of money your local council will pay towards any social care and support you need. The money in your personal budget can be paid to you, to help you make more informed decisions about how it is spent. This is known as a direct payment. Processes are in place to ensure the budget is spent on what it is allocated for. By having a personal budget, you are responsible for organising and managing your care and ensuring the quality of any support you choose.

Personal Education Plan (PEP)

An element of a care plan maintained by a local authority in respect of a looked-after child, which sets out the education needs of the child. If a looked-after child has an EHCP, the regular reviews of the EHCP should, where possible, coincide with reviews of the Personal Education Plan.

Preparation for Adulthood (PFA)

A section in the Code of Practice that outlines the need for local authorities and their partners to work with young people to help them achieve long-term success.

Primary care

The part of the NHS that is the first point of contact for patients. This includes GPs, community nurses, pharmacists and dentists.

Priority action plan (PAP)

A local area partnership is required to create a plan outlining how it will address failings or areas of concern identified by a local area SEND inspection.

Profound and Multiple Learning Difficulties (PMLD)

In addition to very severe learning difficulties, pupils with PMLD have other significant difficulties, such as physical disabilities, sensory impairment or a severe medical condition. Pupils require a high level of adult support, both for their learning needs and for their personal care.

Pupil Premium (PP)

State funded schools in England get extra funding from the government to help them improve the attainment of their disadvantaged pupils.

Pupil Referral Unit (PRU)

PRUs teach children who cannot attend school and may not otherwise receive a suitable education. This could be because they have a short- or long-term illness, have been excluded, or are a new starter waiting for a mainstream school place.

Quality First Teaching

Quality First Teaching is an approach that emphasises high-quality, inclusive teaching for all students in a classroom. It focuses on: whole-class teaching, ensuring every student has access to key skills and knowledge, personalised teaching, recognising individual needs and abilities scaffolded learning and strategies to support students with additional needs

Quality Improvement Framework (QIF)

The QIF is being developed as part of the SEND Transformation Programme, with a specific focus on the quality and timeliness of EHCPs, and will ensure that education, health and social Care input into EHCPs is of a high, consistent standard.

Reintegration Timetables

A reintegration timetable can be used in exceptional circumstances where a reduction in education may be in the child's interests, on a fixed-term basis only. We remain committed to all children's entitlement to a full-time education offer and make clear the requirement that a re-integration timetable cannot be implemented without written agreement from parent/carer (and where appropriate the virtual school where a child is ‘looked after’, youth offending worker when the child is on a court order, social worker where a child protection, team around the family or child in need plan is in place or SEN team at the local authority where appropriate).

Reasonable Adjustments

Under the Equality Act 2010, organisations are required to make changes in their approach or provision to ensure that services are accessible to disabled people as well as to everybody else.

Relational Practice Model

Relational practice focuses on restorative approaches to addressing behaviour issues rather than punishment. We are currently running a pilot relational schools project for headteachers, which started in July 2023.

Residential Care

Care in a care home with or without nursing for older people or people with learning disabilities who require 24-hour care.

Residential Holiday Schemes for Disabled Children

A residential holiday scheme for disabled children provides care and accommodation entirely or mainly for disabled children for a specified period for the purposes of a holiday, or for recreational, sporting, cultural or educational purposes. Ofsted inspects these schemes under the Care Standards Act 2000, Part 2 (Extension of the Application of Part 2 to Holiday Schemes for Disabled Children) (England) Regulations 2013.

Residential special schools

Residential special schools are defined in Section 59 of the Safeguarding Vulnerable Groups Act 2006. They vary in size and nature. 

The sector includes large non-maintained special schools, which make provision for very specific needs and take children as full boarders from all over the country, to smaller, more local providers, which cater for children with a range of different special needs and disabilities who may be resident at the school only during the week. 

There are also a small number of independent residential special schools that also tend to cater for children with very specialist needs.

Resource Allocation System

A system used by the council to decide how much money people get for their support.

Resource base

A resource base is a classroom or area for enhanced support based within a mainstream school that provides support for pupils with a range of complex needs. Resource bases are for children with EHCPs and must be named in the EHCP.

Restorative Practice

A term used to describe principles, behaviours and approaches that build and maintain healthy relationships and a sense of community. They can resolve difficulties and repair harm caused by conflict. For more  Learn more about restorative practice in schools.

Review

A review is when an individual and the people in their life assess whether the services they are receiving are meeting their needs and helping them achieve their outcomes.

Risk Assessment

An assessment of a person's health, safety, wellbeing and ability to manage their essential daily routines. Sometimes the term' risk enablement’ may be used, which is a means of empowering individuals to take carefully considered risks, promoting independence and overall wellbeing.

Secondary care

Secondary care includes planned or elective surgeries, urgent and emergency care (such as 999 and 111 services), ambulances, out-of-hour GP services and mental health care.

Self-Advocacy

Speaking up for yourself and putting across your views.

Self-Directed Support

A different way of organising social care, that puts a person who receives services at the centre of the support planning process and enable them to take as much control as possible of their lives and make choices about the support they receive.

Self-Funding

Self-funding is when you arrange and pay for your own care services and do not receive financial help from the council.

SEN (Special Educational Needs)

A child or young person has a special need if they have a learning difficulty or learning disability that requires special educational provision.

SEN Support

Help given to a pupil/student that is additional to or different from the help routinely provided as part of the school's usual curriculum. This may include the education setting receiving advice or support from outside specialists. SEN support in schools is arranged from their own resources and focuses on providing the right support at the right time. It involves the school evaluating the child's needs and following the 'graduated approach'. Children on SEN support will have a SEN support (provision) plan.

SEN Support Provision Plan or SEN Support Plan

A SEN support provision plan is a document that schools can complete over time as part of the graduated approach for pupils with a range of needs or a high level of need in a specific area. It details the main areas of need, the provision the school intends to put in place, and the agencies responsible for supporting the provision. Where necessary, schools can use this document to access additional funding to support pupils with complex needs in their setting or to support an application for a statutory assessment. This may be called different things in different schools.

SENCO

A SENCO is a qualified teacher in a school or maintained nursery school who has responsibility for co-ordinating SEN provision. In a small school, the headteacher or deputy may take on this role. In larger schools there may be a team of SENCOs. Other early years settings in group provision arrangements are expected to identify an individual to perform the role of SENCO.

SEND Code of Practice

The SEND Code of Practice is statutory guidance for local authorities and schools that sets out the duties and responsibilities of supporting young people, ages 0-25, with SEND. It contains details of the legal requirements that must be followed without exception.

SEND Information, Advice and Support Service (IAS or SENDIASS)

Every local authority must have an IAS service to provide free advice, support and impartial information to parent carers of children and young people with SEND 0-25 and to young people.

SEND transformation programme

The SEND transformation programme is taking place across Oxfordshire in response to the last Ofsted/CQC inspection.

SENDCO helpdesk

The SENDCO helpdesk is an early advice service. It is run by specialist SENCOs who can: 

• support SENDCOs to deliver a comprehensive graduated response within their schools/settings.
• answer queries and problem-solve
• signpost and consider the next steps
• raise awareness of our Local Offer

SENDIST (Special Educational Needs Disability Tribunal)

An independent body that hears parents' appeals against LA decisions on EHC assessments and parents’ claims of unlawful disability discrimination.

Sensory Integration (SI)

Sensory integration, sometimes called sensory processing, refers to the processes in the brain that make sense of the information coming in from our senses, giving us information about what is happening outside and inside our bodies.

Severe Learning Difficulties (SLD)

Pupils with Severe Learning Difficulties have significant intellectual or cognitive impairments. They may also have difficulties in mobility and co-ordination, communication and perception and in learning self-help skills. Pupils with Severe Learning Difficulties will need support in all areas of the curriculum.

Short Breaks

These are breaks for carers, sometimes called respite. The local authority has a duty to provide short-break services for disabled children and to make clear how families can access them. Access to the service may be through a children's services assessment of need. The purpose of short breaks is to give carers a break, as well as to give children a change of scene and a chance to have fun.

Short-break-only homes

Short-break-only homes provide breaks for carers of disabled children to support them in continuing to care for their children at home. Homes often provide these breaks as part of a wider support package. 

They provide care to children in need (as directed under Section 17 of the Children Act 1989) and children looked after/in care (as directed under Section 20 of the Children Act 1989). 

Unlike in other children's homes, most children are residents for a few agreed days at a time, though some can stay longer. The children in these homes live with their parents for most of the year. 

Single point of access (SPA)

Organisations can be very complex. Sometimes it is useful to have one person in the organisation to talk to who can liaise with others on your behalf. This person would be your SPA.

Single Point of Request for Involvement (SPORFI)

A Single Point of Request for Involvement is a multiagency form used to request support from various educational and health teams for children under 5 with special educational needs and/or disabilities. It can include support services such as EYESENIT, Speech and Language Therapists, Physiotherapy and Occupational Therapy. The SENSS team are most appropriate to request support to avoid duplication.

Sixth-form colleges

A sixth-form college is an educational institution where students aged 16 to 18 typically study for advanced school-level qualifications, such as A-Levels, T-Levels, and Vocational Courses, or school-level qualifications such as GCSEs.

Social Worker

A professional who works with individual people and families to help improve their lives by arranging to put in place the support they need. Many are employed by the councils in adult social care teams; others work in the NHS or independent organisations.

Social, Emotional and Mental Health difficulties (SEMH)

Social, Emotional and Mental Health Difficulties (SEMH) are a type of SEND. Children and young people with SEMH have severe difficulties in managing their emotions and behaviours, which are often caused by unmet needs. They often show inappropriate responses and feelings to situations. ADHD is included under this category.

Special Educational Needs and Disabilities (SEND)

A child or young person has special educational needs and disabilities (SEND) if they have a learning difficulty or disability that means they need additional support with their health or education. 

The SEND Code of Practice (2014) and the Children and Families Act (2014) set out how education, health and social care services must work together to ensure these children and young people receive the right support. 

If you, or a child you care for, need extra help with health or education, you can apply to your local council for an Education, Health and Care Plan (EHCP).

Special educational needs co-ordinator (SENCO)

A qualified teacher in a school or maintained nursery school who has responsibility for coordinating SEN provision. In a small school, the headteacher or deputy may take on this role. In larger schools, there may be a team of SENCOs. Early years settings in group provision arrangements (that is, where several settings are part of one group) are expected to identify an individual to perform the role of SENCO, and childminders are encouraged to do so, possibly sharing the role between them where they are registered with an agency. This is a duty under the SEND Code of Practice.

Special educational needs support services (SENSS)

The SEN support service is responsible for early intervention and statutory SEN duties. SENSS supports and empowers children and young people, their schools, settings and families, sharing good practice in relation to different needs.

Special educational provision

Special educational provision means any educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age.

Special guardianship order

Special guardianship is an order made by the family court that places a child or young person to live with someone other than their parents on a long-term basis. Those who have a child placed will become the child's special guardians.

Special School

A school specially organised to make special educational provision for pupils with special educational needs and education, health and care plans, whose needs cannot be met in a mainstream school.

Specialist College

A college where young people with learning difficulties and/or disabilities can go for further education, either as a boarder or a day pupil, if the local colleges do not offer the support they need.

Specific learning difficulty (SPLD)

A specific learning difficulty is a neurodevelopmental disorder that may affect an individual's ability to receive, process and recall information. It is a difference or difficulty with particular aspects of learning. The term SPLD refers to a range of learning difficulties.

Speech and language therapist (SALT)

Help children with speech, language, and communication difficulties, as well as those with eating and drinking difficulties. Schools can refer to local NHS services for assessments.

Speech, language and communication needs (SLCN)

Stands for speech, language and communication needs – pupils may have difficulties with expressive language or receptive language and/or processing difficulties.

State-funded school (state school)

All children in England aged 5 to 16 are entitled to a free place at a state-funded school. State schools receive funding through the local authority (if they are locally maintained) or directly from the government (if they are an academy). There are both mainstream and special state-funded schools.

Statutory guidance

Statutory guidance is guidance that local authorities and other local bodies are legally required to follow.

Statutory services

Statutory public services are required under legislation.

Strategic Improvement and Assurance Board (SIAB)

Oxfordshire SEND Strategic Improvement and Assurance Board is made up of senior leaders from across the local area partnership and members of the PCF. Its purpose is to oversee and drive the action required to deliver better services for SEND children, young people and their families in Oxfordshire.

Strategy

A strategy is a high-level document outlining an organisation's vision for where it wants to be and the steps it will take to get there.

Strengths and Needs Assessment

A Strengths and Needs Assessment of a child and their family is designed to identify needs at an early stage and enable suitable interventions to be put in place to support the family.

Support Plan

A written plan after an assessment by a social worker, which sets out what a person's care and support needs are, how they will be met, what services they will receive and how the personal budget will be spent.

Supported internship

A study programme specifically aimed at young people aged 16 to 24 who have an EHC plan and want to move into employment, and need extra support to do so.

Suspension

A suspension is an exclusion (removal from the school roll) for a fixed period.

Teaching Assistant (TA)

An assistant providing in-school support for pupils, including those with special educational needs or disabilities. A TA works under the direction of a class teacher as considered appropriate.

Team Around the Child (TAC)

Team Around the Child is a group of people, including the child, family members, and professionals, who come together to support the child and family with additional needs. The TAC is based on the principle of collective action and an all-encompassing view of the child and family. The TAC develops and implements an action plan that covers the child's and family's health, education, development, and welfare.

Team Around the Family (TAF)

The aim of the Team Around the Family (TAF) is to work with you and those around you, to help understand what is going on and to decide and agree on the best way forward. A TAF meeting will be held to complete the TAF plan, which should address each identified concern and outline the actions needed to support positive change.

Threshold of needs

The threshold of needs is a structured approach used by safeguarding and social care. It provides a clear framework for assessing both a child's level of need and any associated risks, thereby determining the most appropriate support and service.

Transition

Transition or Preparing for Adulthood (as it is also known) is the period between 14 – 25 years and is a term used by services to describe the change from being a teenager to becoming an adult.

Transition Plan

A document developed during a transition or move from one key stage to another. It is created by young people with their parents, schools, and other agencies, and it outlines their needs and choices now and in the future. It includes what they want to achieve and what support they will need to live as independently as possible. It should cover every aspect of their life, including education, employment, housing, health, transport and leisure activities.

Transition Review Meeting

A meeting to look at the transition plan and make any changes needed. This should start in Year 9 and continue every year the young person is in education.

Tribunal

An independent body that hears the appeals against SEN decisions made by the local authority from parents/carers or from a young person aged 16-25 years.

Unpaid carers

An unpaid carer is a person of any age who provides unpaid help and support to a wife, husband, partner, son, daughter, parent, relative, friend, or neighbour who cannot manage without the carer's help.

Virtual school

Supports children in care to achieve better academic outcomes by monitoring progress and attendance, regardless of the school they attend. It also helps to advise schools on cases of children who are not in care but are on child in need and child protection plans.

Virtual School Head (VSH)

The Virtual School Head (VSH) is an officer of a local authority who leads a virtual school team that tracks the progress of children cared for by the authority, as if they were attending a single school. The Children and Families Act 2014 requires every local authority to appoint an officer to carry out this role.

Young Person

A person over compulsory school age (the end of the academic year in which they turn 16). From this point the right to make decisions about matters covered by the Children and Families Act 2014 applies to the young person directly, rather than to their parents, if the young person has the capacity to do so.

Youth Justice Board (YJB)

The Youth Justice Board for England and Wales is an executive non-departmental public body. Its board members are appointed by the Secretary of State for Justice. The YJB oversees the youth justice system in England and Wales, works to prevent offending and reoffending by children and young people under the age of 18 and ensures that custody for them is safe, secure and addresses the causes of their offending behaviour.

Youth offending team (YOT)

Youth offending teams are part of local authorities and are separate from the police and the justice system. They work with local agencies including the police, probation officers, health, children's services, schools and the local community to run local crime prevention programmes, help young people at the police station if they're arrested, help young people and their families at court, supervise young people serving a community sentence and stay in touch with a young person if they’re sentenced to custody.