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.