SEND Glossary — Definitions for SENDCos and parents
Plain-English definitions of the terms used in UK SEND provision. ISP, EHCP, APDR, SENDCo, EP, SALT, OT and the rest.
UK SEND has a lot of acronyms. This glossary defines the ones you'll meet most often, in the order you'll typically encounter them. It's written for SENDCos who want a reference, parents who want to follow what's being said, and anyone new to the field who's trying to keep up.
The core acronyms
SEND
Special Educational Needs and Disabilities. The umbrella term used in UK education for any pupil who needs additional or different provision to access learning. Approximately 1.7 million pupils in England are identified as having SEND, of which around 576,000 hold an EHCP and the rest are on SEN Support.
SEN
Special Educational Needs. Older term, still used in some legislation. Often used interchangeably with SEND. The "D" (disabilities) was added to bring the term in line with the Equality Act 2010.
SEN Support
The first tier of formal SEND provision. Pupils on SEN Support receive additional or different help that's logged in a structured plan (currently an IEP, becoming an ISP from September 2029). Around 1.1 million pupils in England are on SEN Support.
EHCP
Education, Health and Care Plan. The highest tier of statutory SEND plan, held by the local authority. EHCPs are for pupils whose needs cannot be met through SEN Support alone. Around 576,000 pupils in England hold an EHCP. The plan is legally binding, particularly Section F (special educational provision), and follows the pupil between schools.
ISP
Individual Support Plan. The new statutory plan introduced by the SEND Reform White Paper (February 2026), replacing IEPs as the standard SEN Support plan. ISPs become statutory in September 2029 for every pupil on SEN Support. They have five sections: strengths and needs, barriers, provision, outcomes, review.
IEP
Individual Education Plan. The traditional non-statutory plan used in UK schools since the 1990s. Being replaced by ISPs ahead of September 2029.
APDR
Assess, Plan, Do, Review. The four-stage cycle that underpins the graduated approach to SEND provision in the SEND Code of Practice. Best practice is termly cycles; minimum statutory expectation is annual.
The roles
SENDCo (or SENCo)
Special Educational Needs and Disabilities Coordinator. The qualified teacher in a school responsible for the day-to-day running of SEND provision. Statutory role under the Children and Families Act 2014. Must hold or be working towards the National Award for SEN Coordination.
The spelling has shifted over time. "SENCo" was the older form; "SENDCo" reflects the addition of "D" for disabilities and is the form used in the new White Paper.
DSL
Designated Safeguarding Lead. The named member of school staff with primary responsibility for safeguarding. Distinct from the SENDCo role, though the two often work closely together.
EP
Educational Psychologist. A registered psychologist (HCPC) who works with schools, families and local authorities to assess and support children with learning, emotional or behavioural difficulties. EPs typically conduct formal assessments that contribute to EHCP applications.
SALT (or SLT)
Speech and Language Therapist. A registered allied health professional who assesses and treats communication difficulties. SALTs are involved in many SEND cases, particularly for pupils with autism, hearing impairment, or developmental language disorders.
OT
Occupational Therapist. A registered allied health professional who supports pupils with sensory processing, fine motor skills, and daily living tasks. Often involved with autistic pupils, those with physical disabilities, and those with sensory processing differences.
CAMHS
Child and Adolescent Mental Health Services. NHS-provided mental health services for children and young people. CAMHS involvement is part of EHCP evidence for many pupils with SEMH (social, emotional and mental health) needs.
LSA / TA
Learning Support Assistant / Teaching Assistant. Non-teaching staff who support pupils in lessons, often delivering interventions or providing 1-to-1 support. The terms are used interchangeably in many schools.
The legal and regulatory bodies
LA
Local Authority. The local government body responsible for education in a particular area. LAs hold and write EHCPs, fund high-needs SEND provision, and oversee SEND services across schools in their patch. There are 152 LAs in England.
DfE
Department for Education. The UK government department responsible for education policy. Publishes the SEND Code of Practice and the SEND Reform White Paper.
Ofsted
Office for Standards in Education, Children's Services and Skills. The non-ministerial government department that inspects schools and other education and care settings. Ofsted's updated SEND framework will inspect schools against the new ISP standard from autumn 2026 onwards.
ICO
Information Commissioner's Office. The UK's data protection regulator. Schools and SEND software providers must register with the ICO and comply with UK GDPR.
CQC
Care Quality Commission. The independent regulator of health and social care in England. Co-inspects EHCP processes alongside Ofsted under the SEND inspection framework.
SENDIST
Special Educational Needs and Disability Tribunal. The body that hears appeals against LA decisions on EHCPs. Now part of HM Courts and Tribunals Service, called the First-tier Tribunal (Special Educational Needs and Disability) in formal usage.
The four areas of need
The SEND Code of Practice categorises needs into four areas:
Communication and interaction
Includes autism spectrum condition, developmental language disorder, speech sound disorders, and other difficulties with verbal or non-verbal communication.
Cognition and learning
Includes specific learning difficulties (dyslexia, dyscalculia, dyspraxia), moderate learning difficulties, severe learning difficulties, and profound and multiple learning difficulties.
Social, emotional and mental health (SEMH)
Includes anxiety, depression, attachment difficulties, trauma responses, ADHD, and behaviour that may indicate underlying need.
Sensory and/or physical
Includes vision impairment, hearing impairment, multi-sensory impairment, and physical disability.
The systems and tools
MIS
Management Information System. The school's main pupil database. SIMS, Arbor, Bromcom, iSAMS, ScholarPack and Integris are the main UK MIS providers.
Wonde
A UK-based middleware platform that connects schools' MIS systems to third-party education software (including SENDCo View). Used by ~28,000 UK schools.
GIAS
Get Information About Schools. The DfE's public database of all schools in England, with their URN, address, type, and basic statistics. URN means Unique Reference Number — every school has one.
UPN
Unique Pupil Number. The DfE's identifier for each pupil in England, assigned at school entry and following the pupil throughout their school career. Also seen as "UPI" in some MIS systems.
SEN2
The annual SEN return that LAs make to the DfE, summarising the SEND population and EHCP statistics. Replaced by national-level reporting under the new framework, but still in use as of 2026.
The funding terms
High needs funding
LA-controlled funding for pupils with the most significant SEND. Funds top-up arrangements above the £6,000 SEN Support threshold, EHCP provision, and special school placements. Total high needs funding for England was around £10.7bn in 2024 and is increasing under the SEND reforms.
Notional SEN budget
The portion of a school's main budget designated for SEND provision. Schools are expected to fund the first £6,000 of additional support per pupil from this budget.
£6,000 threshold
The amount of additional SEND support a school is expected to fund per pupil per year before LA top-up funding kicks in. Set in the SEND Code of Practice; under review under the SEND reforms.
Inclusive Mainstream Fund
The £1.6bn fund introduced in the SEND Reform White Paper (February 2026) to support inclusive mainstream provision. Paid into school budgets in addition to existing SEN funding. Schools must track and report on how it's spent.
EHCNA
Education, Health and Care Needs Assessment. The formal assessment process the LA conducts before deciding whether to issue an EHCP. Triggered by a request from the school, the parent, or (for older pupils) the young person themselves.
Annual review
The statutory annual review of an EHCP. Held by the school, attended by the parent and any involved professionals, and reported to the LA. Different from the termly APDR cycle (which is best practice but not statutory).
The newer terms
Co-production
The principle that SEND plans must be written with parents and pupils, not just for them. Required for EHCPs since 2014; required for ISPs from September 2029.
Graduated approach
The four-stage cycle (Assess, Plan, Do, Review) that the SEND Code of Practice expects schools to apply for any pupil on SEN Support. Visible documentation of the graduated approach is now an inspection criterion.
SEND Reform White Paper
Every Child Achieving and Thriving, published by the DfE in February 2026. The major SEND reform of the late 2020s. Introduces statutory ISPs, mandates co-production, and overhauls funding.
National schema (for ISPs and EHCPs)
The DfE's plan to publish a consistent national data structure for ISPs and EHCPs, so plans are portable between schools and LAs. Being developed through 2027.
Article 28 processor
A data processor under Article 28 of UK GDPR. SEND software providers (including SENDCo View) operate as Article 28 processors on behalf of schools.
Found a term that should be here?
If there's a term you think we should add, let us know. This glossary is updated as the SEND reforms progress and as the language evolves.