In Bury, we advocate for a broad definition of SEND. If children and young people need adjustments to be made in order to be included or make progress over time, then consideration should be given to them having SEND. We also recognise that identifying SEND and being responsive to individual needs early can have a positive impact on outcomes for children and young people in the longer term.

The SEND Code of Practice sets out guidance and expectations about identifying, assessing and providing for children and young people with special educational needs. It tells us in relation to identification:

A child/ young person has a learning difficulty or disability if he or she:

• ‘has a significantly greater difficulty in learning than the majority of others of the same age'; or

• 'has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions’.

(SEND Code of Practice, 2015, pg. 15).

The Code of Practice and Children and Families Act makes it clear that settings must meet the needs of all children and young people with SEND, including those who do not have an Education, Health and Care Plan (EHCP).

All settings are required to use their SEN Notional Funding as part of a graduated approach to meeting children and young people's needs.