We hope this list of jargon and definitions provides a clear and accessible reference for staff, parents, and carers working with children and young people with special educational needs (SEN). The world of SEN includes many acronyms, professional terms, and frameworks that can sometimes feel overwhelming. This guide is designed to explain key terms and language you may come across within your journey throughout Lakeside in a more straight forward way, helping everyone understand the support, processes, and strategies involved in providing high-quality, personalised care and education for children with complex needs

Any method or tool used to support or replace speech, including communication boards, PECS, speech-generating devices, or sign language. It enables students with limited verbal ability to communicate effectively.

A neurodevelopmental disorder characterized by persistent patterns of inattention, distractibility, and difficulty focusing, without the hyperactivity component that is seen in ADHD. People with ADD may struggle with tasks requiring sustained attention and often forget important details or fail to complete tasks. Children with ADD may also find it difficult to engage in complex tasks, manage classroom routines, or retain information.

A more comprehensive term that includes both inattentive and hyperactive-impulsive symptoms. Individuals with ADHD may exhibit difficulty maintaining attention, staying on task, and following through with instructions. They may also show signs of hyperactivity (e.g., fidgeting, inability to sit still) and impulsivity (e.g., interrupting others, making hasty decisions). ADHD can be diagnosed in both children and adults and can affect academic and social functioning.

A broad term used to describe the additional support required by students who may not be achieving at the expected levels due to a range of factors. These can include learning disabilities, physical disabilities, emotional or behavioural difficulties, or other challenges that affect the student's ability to engage fully with the standard educational curriculum. AEN support aims to provide tailored teaching strategies, accommodations, and services to help these students succeed academically and socially.

Helps identify specific areas of strength and difficulty in their learning. AfL focuses on ongoing, formative assessments that provide immediate feedback to guide and adjust teaching methods.
At Lakeside we use a combination of formative and summative assessment, AfL could include:
• Frequent informal assessments, like observing how children respond to various learning activities through exploration.
• Personalized feedback that focuses on progress rather than just outcomes, reinforcing their learning journey.
• Adjusting instruction based on data from these assessments, ensuring that teaching methods and supports are continually fine-tuned to meet the child's needs.

Process of ensuring that the child’s EHCP continues to describe the child’s needs and how they should be met through a meeting held once a year.

“Autism influences how people experience and interact with the world. It is a lifelong neurodivergence and disability. Autistic people are different from each other, but for a diagnosis they must share differences from non-autistic people in how they think, feel and communicate.
Being autistic means you may feel things and react to them differently to non-autistic people. You may find socialising confusing or tiring, and you may become overwhelmed in loud or busy places. You may have intense interests, prefer order and routine, and use repeated movements or actions to calm yourself or express joy. You might mask your discomfort to fit in, which can lead to mental illness.” – ‘National Autistic Society website November 2025’.

Bamboozle is a theatre company founded in 1994 that provides immersive, multi-sensory theatre experiences for children and young people with learning disabilities, including those with autism and profound and multiple learning disabilities. The company creates accessible, interactive shows that tour the UK and internationally, and also delivers schools' projects and community workshops, with the goal of enabling these young people to find their voice through creative engagement. Lakeside work closely with Bamboozle and use their approach to enabled spaces in lots of learning within our school.

The assessment of a child’s aptitude and ability as they start School. It measures their current level of functioning, skills, or status. It establishes a reference point (“baseline”) against which future progress or changes can be measured.

Cause and effect is the understanding that one action or event (the cause) leads to another action or outcome (the effect). Teaching cause and effect helps students understand that their actions can produce results, which is foundational for learning, communication, and daily living skills.

A specialized service that provides assessment and treatment for children and young people with emotional, behavioral, or mental health difficulties. They work with schools and families to help children manage mental health challenges and improve overall well-being and educational participation.

A care plan is a documented, personalized plan that outlines the specific support, interventions, and goals for a student’s health, educational, or behavioral needs. It can include details on medical needs, communication strategies, therapy requirements, and behaviour support. It is regularly reviewed and updated based on the student’s progress or changing needs.

Child initiated Learning giving pupils the chance to decide act on their environment in their own chosen way and then working with this to develop it into functional and relevant skills. We work closely with a highly acclaimed special needs theatre group called Bamboozle to train our staff to become skilled at this approach.

Colourful Semantics is a structured language intervention approach that uses color-coded cues to teach sentence construction and improve expressive language skills. Helps students form sentences by identifying Who, What, Where, When, and How using colours as visual prompts. Makes abstract grammar concepts more concrete and easier to understand.
Example: “Karen Cat (Who would be Orange)     Eating (What/Action would be Yellow)       the mouse (What/Thing would be Green).

A communication board is a tool—often low-tech—with pictures, symbols, words, or letters that allows students to express their needs, choices, and thoughts without using speech. Used for students with limited or no verbal communication. Helps reduce frustration and promotes independence and participation. Can be personalized to include favourite activities, daily routines, or essential needs. Example: A board with symbols for “drink,” “toilet,” “play,” or “help.” The student points or exchanges the card to communicate.

A specialist health team that supports children and young people who have difficulties with bladder or bowel control. In SEN contexts, the continence team assesses individual needs, provides guidance on toileting programmes, recommends equipment (e.g., adapted seats, products), and works with families and schools to promote independence, dignity, and consistent care routines.

A child who requires additional support from local services to achieve or maintain a reasonable level of health, development, or safety. It ensures the child’s well-being, safety, and development are promoted with appropriate multi-agency support.

This term relates to a student’s ability to process information, solve problems, and apply knowledge to new situations. Students may have cognitive impairments or learning difficulties that require specialized teaching strategies, individualized support, and adapted resources.

A formal plan created by social services when a child is considered at risk of significant harm due to abuse or neglect. Schools must follow the plan closely to ensure the student is kept safe. Their purpose is to safeguard the child and prevent harm, ensuring a coordinated approach between school, family, and social services. The CPP will outline: Who is responsible for the child’s safety and care. Actions the school and other agencies must take. How the child’s welfare will be monitored.

When a child develops skills later than typical for their age in areas such as speech, movement, or cognition. May indicate a need for specialized support or interventions.

The DfE provides guidance, legislation, and funding frameworks for schools, including those supporting students with severe or complex needs. It sets curriculum requirements, safeguarding policies, and standards for special educational provision. It also ensures that schools meet statutory obligations to provide an inclusive, safe, and effective learning environment. It’s purpose is to ensure all children, including those with severe disabilities or additional needs, receive appropriate support and education.

A financial benefit in the UK provided to children under 16 who have a disability or health condition that affects their daily living or mobility. It is put in place to assist families in meeting the additional needs of children with disabilities, improving their quality of life and access to education and activities. Any award is based on the child’s care needs, not disability.

Money provided directly to parents or carers by a local authority so they can purchase care, support, or services for a child with special educational needs or disabilities. It gives families flexibility and choice in meeting their child’s specific needs and can be used for personal assistants, therapies, respite care, or specialized equipment. Parents or carers are responsible for managing the payment and arranging services. It’s purpose is to empower families to access tailored support that best suits the child’s educational, health, and care needs, especially for children with complex or severe disabilities.

Dysregulation refers to difficulties in managing or controlling emotions, behaviours, or physiological responses, often leading to intense reactions or unpredictable responses. It is common in students with autism, ADHD, or other neurodevelopmental conditions. It can affect learning, social interactions, daily functioning and may be triggered by sensory overload, changes in routine, frustration, or unmet needs. Interventions focus on supporting emotional regulation, coping strategies, and structured routines, enabling students to engage more effectively in learning and social situations.

EAL refers to students whose first language is not English and who are learning or using English in addition to their home language.

A legal document in the UK that sets out a child or young person’s educational, health, and social care needs and the support required to meet those needs. It is essential for students with complex learning difficulties or disabilities and guides schools, therapists, and families in providing tailored support and interventions. An EHCP is reviewed annually to track progress.

Refers to the period of a child’s education from birth up to the age of 5, before they enter compulsory schooling.

A statutory framework for learning, development, and care of children from birth to age 5 in England. It sets standards for education and childcare to ensure children are ready for school. Ensures that children with special educational needs or disabilities receive early support and inclusive learning opportunities. It focuses on play-based, child-centered learning, including strategies for differentiation and provides a structured, safe, and nurturing environment that promotes early learning, social skills, and emotional development, especially for children with developmental delays or additional needs.

Extended Curriculum or Extended Learning (ECL) refers to additional learning opportunities beyond the standard curriculum, designed to enhance knowledge, skills, or personal development. It provides tailored activities to meet the individual needs and abilities of students and may include life skills, social skills, work experience opportunities and enrichment activities. In our extended learning provision we are supporting holistic development and often bridging gaps in learning, building independence and providing practical experiences.

Further Education (FE) refers to education and training provided to students over the age of 16, including both academic and vocational qualifications. This includes colleges, work-based learning, and special education provision for students with SEN. To provide a pathway for young people with SEN to develop life skills, increase independence, and prepare for adulthood.

A government-funded program that provides free meals to students from families who meet certain income criteria. Eligibility for FSM may be linked to additional Pupil Premium funding for schools, providing extra support to disadvantaged students.

A professional who works with families to provide practical support, advice, and guidance, particularly for families of children with special educational needs or disabilities (SEND). To support families in managing day-to-day challenges, ensure children’s well-being and education needs are met, and help reduce family stress.

Global Developmental Delay (GDD) refers to a significant delay in multiple areas of development, such as motor skills, speech and language, cognitive functioning, and social/emotional skills. This delay is usually diagnosed in children under the age of 5, and can indicate a broader issue affecting overall development. GDD is not a specific condition, but a descriptor used when a child shows delays in at least two or more developmental domains.

Global Learning Delay (GLD) refers to a delay in learning abilities across several domains, including academic skills (reading, writing, math), communication, and problem-solving. Unlike GDD, which is more about developmental milestones, GLD specifically refers to delays in cognitive and academic learning.

A Health Visitor (HV) is a trained nurse who provides health advice, support, and early intervention for families with young children (0-5 years). They play an essential role in monitoring the physical, social, and emotional development of children and supporting parents in their role as caregivers. Their purpose includes ensuring early identification of health or developmental issues and provide support for families to promote healthy development.

Integrated Care Board (ICB) is a healthcare body responsible for planning and commissioning health services for a specific geographic area within the NHS in England. ICBs are focused on integrating services across health, social care, and other community-based services to improve outcomes for people. Providing coordinated, person-centered care, particularly for children with SEN or disabilities, and to improve the integration between health, education, and social care services. including those with special educational needs (SEN).

A plan that sets specific learning goals for a student and outlines teaching strategies, resources, and support. Often used for students with moderate to severe learning needs and helps teachers monitor progress and adapt instruction to individual abilities.

A teaching approach that focuses on developing communication, social, and emotional skills in children and adults with severe or profound learning difficulties or autism. It emphasizes building relationships through natural, face-to-face, interactive experiences. It involves responding to the child’s sounds, gestures, facial expressions, and body movements. Encourages turn-taking, shared attention, and joint enjoyment in interaction in a low-pressure, playful and motivating way, letting communication develop naturally and is often used with children who are non-verbal or have very limited speech.

Refers to professional development and training provided to teachers, teaching assistants, and school staff while they are employed, aimed at improving their knowledge, skills, and effectiveness in supporting pupils.

An Independent Review Panel is a formal group that reviews decisions made by a school or local authority regarding a child with special educational needs (SEN) or an Education, Health and Care (EHC) plan) when parents or carers disagree with the outcome. They will consider appeals about placement, support, or EHC plans. Panel members are independent of the local authority and school and can recommend changes, uphold decisions, or provide guidance. IRP ensure fairness, accountability, and that the child’s needs are properly met.

A designated professional—often a social worker or support staff—who acts as the main point of contact and coordinator for a child or young person with special educational needs (SEN) and/or disabilities. They are responsible for ensuring the child’s individual needs are understood, planned for, and met across services. The keyworker works closely with the child, family, school, therapists, and local authority services. Coordinates care and support plans, including health, education, and social care interventions. The keyworker ensures continuity of care and support, preventing children from falling through gaps in services and builds a trusted relationship so the child and family have a consistent point of contact. Facilitating communication between multiple agencies, ensuring a holistic approach.

The Local Authority is the government body responsible for providing education, social care, and support services to children and families in a specific area. The LA focus on assessing, maintaining, and funding EHC plans. They also coordinate specialist services, school placements, and support programs, ensuring legal compliance with SEN legislation.

A child who is in the care of the local authority, either through foster care, residential care, or other arrangements. Schools provide additional support and monitoring for academic and emotional needs. Often linked with personal education plans (PEPs) to track progress.

LDD is a broad term that refers to a range of conditions that impact a person’s ability to learn and process information. It encompasses both learning difficulties (which affect cognitive processes and academic skills) and learning disabilities (which are more severe, often related to neurodevelopmental disorders).

A Learning Support Assistant (LSA) is a specialized support staff member who works alongside teachers to help children, particularly those with special educational needs (SEN), achieve their learning goals. They provide individual or small group support and assist with classroom management, ensuring that the needs of students are met. To enable students with SEN to access the curriculum, providing personalized learning and additional support to help them succeed in school.

A Local Safeguarding Children Board (LSCB) is a statutory partnership made up of various organizations, including local authorities, health services, education providers, and the police. Its primary role is to ensure that children and young people are protected from harm and that safeguarding practices across services are coordinated and effective. LSCBs ensure that vulnerable children are protected, ensure effective safeguarding measures are in place, and promote multi-agency working to respond to safeguarding concerns.

LSS refer to a range of specialized services provided by schools or local authorities to support students with special educational needs. These services can include tutoring, therapy, learning assessments, and classroom accommodations to help students succeed in their educational environment. They aim to provide targeted support to children with SEN, helping them overcome barriers to learning and facilitating better educational outcomes.

Children with MLD generally require additional support to help them access the curriculum and achieve academic success. Their learning difficulties are not as severe as those experienced by individuals with more profound or severe learning disabilities, but they are still significant enough to require interventions and adaptations in the classroom.

MSI refers to individuals who experience dual sensory impairments, typically involving a combination of hearing and vision loss. This can be a severe condition where the combined sensory impairments create significant challenges in communication, learning, and interacting with the world.

Mutual regulation is the process in which two individuals—typically a child and caregiver or teacher—adjust their emotions, behaviours, or interactions in response to each other, creating a sense of emotional synchrony and co-regulation. Particularly important for children with autism, developmental delays, or sensory processing difficulties who may struggle with self-regulation. It involves adults responding sensitively to a child’s cues, helping the child manage emotions/behaviours and supports social, emotional, and learning development through structured, responsive interactions. It’s purpose is to build trust, emotional stability, and social skills, helping children learn to regulate themselves over time.

Refers to individuals whose neurological development and cognitive functioning are atypical. This term is often used to describe people with a variety of conditions, such as autism spectrum disorder (ASD), dyslexia, ADHD (Attention Deficit Hyperactivity Disorder), dyspraxia, dyscalculia, and other cognitive or developmental conditions. Neurodiversity embraces the idea that these variations in brain function are natural and should be respected as part of human diversity. Example: A neurodiverse child might have autism, which means they process sensory information, social cues, or communication differently from their neurotypical peers. The school would provide appropriate strategies and support (e.g., visual schedules, sensory breaks) to help the child thrive in the learning environment.

A Now, Next Board is a visual support tool commonly used in SEN education to help children understand the structure and sequencing of activities throughout their day. It helps children with autism or other learning difficulties who may struggle with transitions or need visual reminders of what is happening next. Importantly it provides structure and predictability, supports transitions and embeds independence and confidence. The board could use pictures or symbols, depending on the child’s understanding and needs. Some children may also benefit from using timers or visual countdowns to indicate the length of time left for the current activity.
• Now: The child sees the current activity they are engaged in (e.g., "maths" or "outside").
• Next: The child sees what is coming up next (e.g., "swimming" or "snack").

Neurotypical refers to individuals whose neurological development and cognitive functioning are typical or considered within the "normal" range for their age group. Essentially, neurotypical individuals do not have any cognitive or developmental conditions such as autism, ADHD, or dyslexia. Their brains are typically developed according to societal norms for cognitive, emotional, and social functioning.

A mental-health condition where a child or young person experiences intrusive, unwanted thoughts (obsessions) and feels driven to carry out repetitive actions or routines (compulsions). These behaviours can significantly affect daily functioning, learning, and wellbeing.

A behavioural condition characterised by frequent, persistent patterns of angry or irritable mood, argumentative or defiant behaviour, and sometimes vindictiveness. It can impact relationships, classroom behaviour, and a child’s ability to follow instructions.

The government body responsible for inspecting and regulating educational settings in England, including schools, nurseries and SEND provision. Its role is to ensure that education, safeguarding, and support for pupils—including those with Special Educational Needs (SEN)—meet required standards.

A professional who helps children and young people develop or improve the skills they need for daily life. In SEN settings, an OT might support fine and gross motor skills, sensory processing, coordination, independence in self-care, and access to learning activities.

Funding allocated to support a child or young person with Special Educational Needs and Disabilities (SEND). It forms part of an Education, Health and Care Plan (EHCP) and allows families to have more choice and control over how support is provided—such as therapies, equipment or specialist activities—so that provision meets the child’s individual needs.

A profile within the autism spectrum characterised by an extreme avoidance of everyday demands and expectations, often driven by high anxiety. Children and young people with PDA may use distraction, negotiation, or withdrawal to avoid tasks, and they typically need highly flexible, low-demand approaches and strong relationships to engage effectively in learning.

A communication system using pictures or symbols to teach students how to communicate wants, needs, and ideas. It supports students with limited verbal communication and is often used alongside other strategies like communication boards or speech therapy.

A brief written profile that summarises a child or young person’s strengths, needs, interests, communication styles and preferred ways of learning. In SEN contexts, it helps staff quickly understand how best to support the pupil both academically and socially. Every child at Lakeside School has a Pen Picture.

A method of teaching early reading by linking sounds (phonemes) to the letters or groups of letters (graphemes) that represent them. For pupils with SEN, phonics instruction may be adapted with multisensory approaches, repetition, and tailored pace

A long-term physical condition that affects a child or person’s mobility, coordination, or ability to carry out everyday tasks. This may require adaptations such as specialised equipment, accessible environments, and tailored support.

Significant cognitive impairments combined with additional physical, sensory, or health needs. Pupils with PMLD require highly personalised curricula, consistent routines, and intensive support to engage in learning and communication.

A professional who supports children and young people with emotional or mental-health needs, often working between schools, families, and health services. They help identify needs early, provide interventions, and guide staff on supporting wellbeing.

Additional government funding provided to schools to help disadvantaged pupils, including some with SEN, to close attainment gaps. Schools use it for targeted interventions, pastoral support, enrichment, or resources that improve outcomes.

A curriculum area that supports pupils to develop life skills such as emotional regulation, relationships, safety, and health. Often includes differentiated resources, practical activities, and explicit teaching of social understanding.

A type of therapy that uses trampolines to help individuals with special educational needs (SEN) improve physical, emotional, and sensory well-being. It focuses on using the bouncing action of the trampoline to enhance physical coordination, balance, movement, and sensory integration. This therapy is particularly effective for children and young people with a wide range of learning, physical, and sensory disabilities. Providing a calming effect for those with sensory processing issues or anxiety.

The measures taken to protect children from harm, abuse, or neglect, and to promote their welfare. Includes child protection, health and safety, mental health support, and supervision. All staff in a severe special needs school are trained to recognize and respond to safeguarding concerns.