SEND Profile of Need
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Formal Diagnosis (add more rows as needed):
Professional Involvement (add more rows as needed):
SEND Mainstream Funding Cluster Model Request
Nature of request:
Additional evidence available (please mark all applicable):
Please only send information relevant to the request
Parent/Carer Consent
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Profile of Need
This document is designed to give a clearer indication of an individual’s needs to all relevant stakeholders and should be used alongside more formal assessments.
Statements in each area should be considered and relevant ones highlighted to demonstrate an individual’s presentation.
The choice of statements to highlight is subjective and therefore this should not be considered as a formal assessment.
Each case is unique, so use this only as a ‘best fit’ for the child/young person.
The highlighted statements in each area will provide an overview of strengths and needs and therefore the provision that may be required as follows:
| Level | Needs | Strategies |
|---|---|---|
| 0 |
No needs in this area |
Working well in response to the Quality First Teaching in place. |
| 1 |
Potential barrier |
Quality First Teaching - Universal services. Support expected from within existing resources. |
| 2 |
Low level barrier |
Universal Service / Special Educational Needs Support intervention; needs met from within own and delegated resources. |
| 3 |
High level of barrier |
SEN Support needs met from own and /or delegated resources and Ordinarily Available Provision, with support from outside agencies. |
| 4 |
Significant barrier |
Additional needs identify longer term support required to ensure full access to learning; needs may be beyond school’s own and delegated resources; may require support from outside agencies. |
| 5 |
Profound barrier |
Provision likely beyond school’s own and delegated resources; complex, long-term needs that would reasonably be met through High Needs funding; likely to require support from outside agencies. |
Profile completed by (add more rows as needed):
Communication and Interaction SHOW
Play and interaction
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Is able to interact socially with familiar people (e.g. appropriate eye contact, reciprocal conversation / interaction, facial expression and body language).
Able to initiate and make requests using verbal and nonverbal means.
Play skills appropriate to age and/or developmental level (e.g. demonstrates imaginative, role play scenarios, shares and extends play ideas with peers, can wait and take turns).
Needs Point 1
Some difficulties with forming relationships and social interaction skills, play and imagination skills and behaviours (e.g. shows some inappropriate responses in social situations and/or some difficulties in interacting with peers).
Receptive to social skills prompting and engages well with intervention work.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Some difficulty initiating interactions independently beyond own interests.
Some difficulty engaging consistently in a two-way reciprocal social interaction in a variety of settings.
Has one or two peers as friends.
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Significant difficulties with forming and maintaining relationships; social interaction and play skills are mainly on own terms.
Range of interests and imaginative skills are narrow.
Shows some anxious responses when experiencing changes in routine/transition. Requires individualised timetable and visual and concrete resources to support change and transition.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Can be absorbed in own thoughts and world and find it difficult to move onto adult agenda and demonstrates occasional social interaction skills, play and imagination skills with familiar adults and peers.
Difficulty accepting transition and changes in the environment despite visual and concrete resources to support this… anxiously driven behaviour can become more challenging… coping with changes in routine / environment.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Observed as solitary in play during less structured times.
Appears absorbed in own world and thoughts the majority of the time.
Can be unresponsive or resistant to peer and adult initiated interaction.
Requires a combined approach of adult reassurance, prewarning and visual and concrete resources to support transition and changes in routine.
Speech, Language and Communication (SLC)
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Speech and language skills within expected range.
Fluent and able to clearly articulate own thoughts, opinions and needs with appropriate grammar and vocabulary.
Needs Point 1
Speech and language beyond own interests appears immature and similar to expectations for a child 1 year younger (e.g., Yr3 child like a Yr2 child).
Mild delay in receptive and / or expressive language or mild disorder in speech sound production (e.g., difficulties learning new words, using sophisticated grammar, following longer instructions and articulating consonant clusters such as ‘sp,st,sk’ and approximants such as ‘r,w,l’).
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Moderate delay in receptive and / or expressive language (e.g., difficulties learning new words, using age-appropriate grammar, following longer instructions and using consonant clusters such as ‘sp,st,sk’ and approximants such as ‘ r,w,l’).
Typically two years below chronological age.
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Assessed by a Speech and Language Therapist (SaLT) to have moderate to severe language delay.
Difficulty following a one-step instructions without the use of visuals.
Typically one key stage below chronological age (e.g., a 10-year-old who understands and uses language of a seven-year-old).
Requires small group targeted Speech and Language Therapy intervention.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Relies on, alternative and augmentative communication systems to make needs / choices known (e.g., symbols, signs, high tech aids).
Assessed by a Speech and Language Therapist (SaLT) to have severe language disorder or diagnosed verbal dyspraxia.
Relies on concrete resources to follow a one-step instruction.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Pre-verbal, communication through facial expression, whole body movements and vocalisations to express basis needs.
Relies on the consistent use of objects of reference to transition from one activity to another.
Expressive Language
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Can clearly express their ideas and thoughts independently.
Uses a range of subject specific vocabulary.
Needs Point 1
Can speak using short stories / recounts and paragraph.
May need support to organise their thoughts when speaking.
Has difficulty using language to communicate relevant information.
Has some difficulty independently retaining and recalling curriculum-specific vocabulary.
Some difficulties with retrieval of specific vocabulary.
Experiences some difficulties in conveying more abstract and complex thoughts.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Can speak using sentences.
Demonstrates areas of delay in speech sound acquisition as identified through assessment (such as Speech Link assessment).
Needs support to use language for a range of purposes such as questioning, negotiating, seeking information and expressing views.
Needs support to organise ideas, talk about what they are doing, things they have learnt and previous experiences.
Reluctant to comment in group situations, even when in a known area of interest.
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Can speak using short sentences or phrases.
Has difficulty in expressing ideas through language for example word finding and sequencing.
Is unable to organise language to describe events.
Difficulties with structuring and organising ideas result in below expected levels of progress.
Speech and Language Therapy assessment and Intervention in place.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Can speak using two-word or single words.
Exhibits frustration and anger due to lack of language required to express emotions and feelings.
Speech intelligibility breaks down in connected speech.
Difficulties with retrieval of specific vocabulary impacts upon progress in all areas of the curriculum.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Communicates mainly through body language, eye gaze and tone of speech sounds.
Severely reduced speech/sound systems.Severe language impairment involving more than one component of language as assessed by a Speech and Language Therapist (SaLT).
Is unable to copy single speech sounds.
Severe language impairment involving more than one component of language as assessed by a Speech and Language Therapist (SaLT).
Social Communication
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Age-appropriate social communication skills; is able to follow the lead and understand the perspective of others.
Can independently interact and communicate with peers and is able to sustain a wide range of friendships.
Needs Point 1
Not always aware of the listener’s needs.
Requires sensitive prompting to sustain topic maintenance.
Can have some difficulty taking turns and sharing in learning and social situations independently.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Wants to have friends but experiences some difficulties in playing and talking with peers beyond their own agenda.
Can struggle to engage appropriately in reciprocal conversations some of the time.
Unable to infer information in a social context (e.g., when someone says they like something but really does not which may be said with sarcasm).
Does not always recognise the need to vary speaking style dependent on audience or situation.
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Difficulty in interaction with peers appropriately impacts on their social activity – often engaging in solitary play at unstructured times.
Can have difficulties independently understanding the perspective of others with a range of partners, including peers.
Needs around the above can impact feelings of self-confidence in social situations.
Needs around the above can impact feelings of self-confidence in social situations.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Communicates with others mainly to have own needs met.
Narrow range of interests and anxiety around moving away from them prevents meaningful engagement with learning and social interactions.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Significant difficulties in perspective taking and understanding the needs of others.
Prefers own company and not motivated to sustain friendships.
Significant receptive and/ or expressive language needs can cause confusion and/ or distress.
Anxiously driven behaviours can be challenging when expected to move from own agenda and/or a less structured environment.
Anxiously driven behaviours can be challenging when expected to move from own agenda and/or a less structured environment.
Receptive Language
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Understands a range of everyday and curriculum specific vocabulary.
Can follow tasks and instructions at an age appropriate level.
Receptive to most instructions provided.
Needs Point 1
Understands a good range of everyday vocabulary, but is less confident with curriculum specific words.
Needs some prompting and tends to follow peers as an additional cue, rather than verbal instructions.
Needs time to process and respond to verbal information.
Difficulties with understanding vocabulary, grammar and sequence.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Demonstrates areas of delay on language understanding as identified through assessments (such as Language Link assessment).
Has difficulty understanding inference.
Can only process part of sequence of instructions (e.g. the last sentence).
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
To be able to follow simple, verbal instructions they must be presented by a familiar adult, in a clear context with no distractions.
Difficulties with following complex directions.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Receptive language skills are limited to familiar contexts and routines.
Experiences difficulty hearing the difference between sounds.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Difficulties understanding verbal information in various contexts significantly impacts on all areas of learning and progress.
Difficulties with working memory results in the need for close adult support.
Cognition and Learning SHOW
Attention and Listening
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Able to focus on most learning tasks.
Needs Point 1
Some difficulty with dual channelled attention e.g. listening to the teacher whilst performing another activity.
Difficulty maintaining attention during whole class teaching sessions.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Difficulty with shifting attention to and from tasks without adult support.
Requires support to maintain attention to, or shift attention from, a topic.
Finds it difficult to sustain attention for an adult directed activity.
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Requires frequent support to sustain attention in most contexts.
Difficulties in maintaining attention impacts upon progress in all areas of curriculum.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Difficulties in maintaining attention results in off task behaviour.
Frequently unable to respond to and follow instructions provided.
Requires high level of differentiated learning, with tasks planned to take account of attention needs and movement breaks planned in.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Requires personalised timetable with short activities interspersed with motivating tasks and movement breaks.
Requires intensive interaction strategies implemented regularly.
Cognitive Ability
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Working at Age Related Expectations (AREs) across most of the curriculum.
Needs Point 1
May have developed a strategy for reading (e.g., phonics, sight or vocabulary and/or numeracy) but is not achieving expected rate of progress despite quality first teaching and some targeted differentiation.
Difficulties cannot be accounted for by English as an Additional Language (EAL), Speech, Language and Communication Needs (SCLN) medical needs or Social, Emotional and Mental Health (SEMH) needs.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Difficulties with reading, spelling and writing and/or numeracy skills, accessing written material or recording ideas and / or difficulties in understanding in relation early number concepts but making some progress with high levels of differentiation and targeted support using evidence-based interventions and guidance from external professionals.
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Consistently and significantly below age related expectations throughout educational history.
Requires access to alternative ways of accessing print and recording work.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Significant and persistent difficulties with reading, spelling and writing and/or numeracy skills, accessing written material and /or in relation to early number concepts despite long term evidence-based interventions.
Totally reliant on alternative ways of accessing print and recording work.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Persistent and profound difficulties with reading, spelling and writing, accessing written materials or recording work and/or difficulties in understanding in relation early number concepts ideas despite long term evidence-based interventions by the end of Key Stage 2.
Assessments indicate significantly lower than Age Related Expectations (AREs) for literacy and/or numeracy skills below age.
Core Literacy and Numeracy Skills
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Working within age related expectations for reading, writing and numeracy.
Needs Point 1
May have developed a strategy for reading (e.g., phonics, sight or vocabulary and/or numeracy) but is not achieving expected rate of progress despite quality first teaching and some targeted differentiation.
Difficulties cannot be accounted for by English as an Additional Language (EAL), Speech, Language and Communication Needs (SCLN) medical needs or Social, Emotional and Mental Health (SEMH) needs.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Difficulties with reading, spelling and writing and/or numeracy skills, accessing written material or recording ideas and / or difficulties in understanding in relation early number concepts but making some progress with high levels of differentiation and targeted support using evidence-based interventions and guidance from external professionals.
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Consistently and significantly below age related expectations throughout educational history.
Requires access to alternative ways of accessing print and recording work.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Significant and persistent difficulties with reading, spelling and writing and/or numeracy skills, accessing written material and /or in relation to early number concepts despite long term evidence-based interventions.
Totally reliant on alternative ways of accessing print and recording work.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Persistent and profound difficulties with reading, spelling and writing, accessing written materials or recording work and/or difficulties in understanding in relation early number concepts ideas despite long term evidence-based interventions by the end of Key Stage 2.
Effective Learner Behaviours
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Able to use effective metacognitive strategies to help themselves with their learning including organisational skills.
Seeks help when needed and is receptive to help when it is offered to support them with their learning and is accepting of praise (i.e., for effort and strategies tried) when given.
Sees themselves as a capable learner demonstrated through a Growth Mind-set approach to tasks (e.g., willing to try and views mistakes as learning opportunities).
Motivated to learn for self-betterment demonstrated through consistently engaging in tasks, persistency when things are tricky and seeing their own learning develop.
Takes responsibility for their own learning demonstrated through employing high effort, focus and organisation.
Needs Point 1
Some difficulties with forming relationships and social interaction skills, play and imagination skills and behaviours (e.g. shows some inappropriate responses in social situations and/or some difficulties in interacting with peers).
Generally receptive to help and praise with some refusal / denial that help is needed / acceptance of feedback.
Generally engages with tasks and accepting of mistakes with some prompting to think about what can be learnt and changed as a result of the learning.
Generally motivated to learn shown through engagement in tasks the majority of the time and can mostly keep going when things are tricky with some prompting.
Generally organised for and focused on tasks independently with some help needed at times.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Requires support to both develop metacognitive skills and use them including frequent prompting and modelling.
Requires frequent encouragement to accept help and understand and act on feedback appropriately.
Requires frequent prompting to see mistakes as learning opportunities.
Engages in tasks about half the time independently and half the time with encouragement; tends to disengage from work quickly when tasks become difficult.
Tends to compare their work with the work of others and make negative comments about their work; needs frequent support to see strengths and skills.
Requires frequent help to ensure they have the right equipment for a task and maintain focus; can prefer to wait for adult support before starting / continuing with work.
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Some metacognitive skills present and used; can sometimes engage with / accept help when offered.
Generally dislikes receiving feedback and sees mistakes negatively (these may be triggers for emotional dysregulation and a fight / flight / freeze response might be seen).
Can engage in some aspects of tasks but more often refuses / withdraws or disengages (e.g., about 70% of the time).
Generally makes negative comments about their abilities, comparing self to the work and abilities of others.
Generally disorganised with tasks needing support to get the correct equipment, start and continue in a task and know how to organise their work appropriately but does not always accept help.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Limited metacognitive skills present and used; limited engagement with / acceptance of help when offered.
Feedback and sees mistakes negatively with both frequently triggering emotional dysregulation and a fight / flight / freeze response.
Higher rate of engagement with self-directed tasks than tasks provided; adults directed tasks trigger withdrawal / disengagement most of the time (e.g., 90%).
Frequently talks about self and abilities in a negative way seeing themselves as less skilled than peers.
Frequently disorganised and unprepared for tasks whether adult of self-directed, refusing help when offered.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Denies the need for help and support from adults; refuses to accept help.
Does not have a bank of metacognitive strategies to draw on to achieve self-help.
Feedback and mistakes both trigger a dysregulated emotional response with fight / flight / freeze behaviours enacted most of the time.
Prefers to avoid tasks and will follow own agenda most of the time – linked to feeling safe as chosen activities are less cognitively, socially and emotionally demanding.
Refers to self and abilities in a negative way; continually compares self and skills to the abilities of others.
Disorganised and unprepared for tasks – both adult and self-directed – and unresponsive to offers of help.
Social, Emotional and Mental Health SHOW
Managing Social Contexts and Interactions
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Is able to understand and respond in social situations including when there are changes to the topic of conversation / interaction.
Interacts socially with familiar people, both initiating and responding to interactions.
Adapts easily to changes in routines and social interactions.
Adapts easily when encountering new social situations and unfamiliar people.
Understands their actions have consequences and can impact others / the environment and vice-versa.
Can assess and manage risk, keeping themselves safe and regulated during social situations and activities.
Needs Point 1
Can experience some difficulty with understanding and accepting boundaries, routines and requests.
Can experience some difficulty regulating own actions / behaviour and understanding the impact of these on others / the environment.
Can experience some difficulty relating to unfamiliar people and new social situations.
Can experience some difficulty interacting positively with peers and/or avoids peers.
Can experience some difficulty adapting to change in systems and routines and displays signs of anxiety around unplanned change.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Can display behaviours in class or group settings which can interrupt the progress of the activity or lesson, indicating anxiety about these situations.
Can experience difficulty distinguishing between fact and fiction.
Finds group learning situations in a variety of situations difficult.
Difficulties in engaging consistently in two way reciprocal social interaction in a variety of settings.
All of the above behaviours may be communicating feelings of anxiety or overwhelm.
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Difficulties in forming and maintaining positive relationships, which also prevents being able to cooperate / work in a group with other peers and adults and impedes functioning in learning tasks.
Displays actions that can impact the learning and progress of others. Can display aggressive interactions with peers.
Finds it very difficult to cope with most learning situations as an individual or as part of a group.
All of the above behaviours may be communicating feelings of anxiety or overwhelm.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Displays anxiety through a range of behaviours which could include self-soothing or ritualistic behaviours.
Demonstrates over preoccupation with certain activities for example, tidying up, organising despite discouragement and distraction; expresses overt anxiety when not able to perform these tasks.
Damages or destroys own achievements, those of others and the learning environment.
Engages in behaviours which could be interpreted as bearing a grudge or seeking revenge in relation to past interactions or events.
Damages or destroys own achievements, those of others and the learning environment.
Engages in behaviours which could be interpreted as bearing a grudge or seeking revenge in relation to past interactions or events.
Frequently avoids social interaction in different contexts.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Displays anxiety through a range of behaviours for most of the time which can include presenting as withdrawn in social situations across different contexts.
Demonstrates a significant raised need for control, attention or connection.
Seeks out ‘higher’ authorities and has over inflated perception of self and abilities.
Consistently seeks out other vulnerable children, either to look after or to exert power over.
Obsesses over small insignificant injuries (bruises, tiny cuts), but shrugs off significant injuries or incidents, or shows neurotic behaviours.
Emotional Recognition and Regulation
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Can recognise their own emotions and demonstrate this by using appropriate vocabulary to share with others how they are feeling.
Can recognise how they experience different emotions cognitively and physically demonstrated through describing to others what is happening / what has occurred when a certain emotion has been triggered.
Can regulate their own emotions using appropriate and effective strategies that are helpful to them.
Needs Point 1
Can recognise their own emotions the majority of the time and demonstrate this by mostly using appropriate vocabulary to share with others how they are feeling.
Can mostly recognise how they experience different emotions cognitively and physically which they demonstrate through describing to others what is happening / what has occurred when a certain emotion has been triggered the majority of the time.
Can mostly regulate their own emotions using strategies that are generally appropriate and effective for them but will use fight / flight / freeze behaviours occasionally to communicate an emotional need requiring adult support to regulate.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Can recognise their own emotions approximately 50% of the time demonstrated by using some appropriate vocabulary to share with others how they are feeling.
Can recognise about 50% of the time how they experience different emotions cognitively and physically which they demonstrate through sometimes describing what is happening / what has occurred when a certain emotion has been triggered.
Can regulate their emotions about 50% of the time using some strategies that are appropriate and effective for them while at other times, use using fight / flight / freeze behaviours that carry risk and are ineffective to communicate an emotional need requiring adult support to regulate.
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Communicates heightened emotions through displaying fight, flight or freeze behaviours (e.g., throwing something / hitting out, running or hiding) on a regular basis (e.g., 70% of the time).
Recognising their own emotions is difficult and they are mostly dependent on adult interpretation of their actions to share their feelings; they have begun to use some feelings words / cards to share emotions but these are neither not yet consistent nor are they directed to anyone.
Mostly dependent on adults to help them calm when emotionally heightened; they have begun to show use of some emotional regulation strategies (e.g., taking themselves to a quiet area) these are not yet consistently used.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Recognising their own emotions is difficult and they are mostly dependent on adult interpretation of their actions to share their feelings; they have begun to use some feelings words / cards to share how they are feeling but these are neither not yet consistent nor are they directed to anyone.
Dependent on adults to help them calm when emotionally heightened the majority of the time with very occasional attempts to use self-calming strategies that are not particularly effective and carry risk.
When they are emotionally heightened, there is a high level of impact on their engagement with activities and social situations; participation is beginning to increase.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Predominantly functioning in a heightened emotional state, communicating these through displaying fight, flight or freeze behaviours (e.g., throwing something / hitting out, running or hiding) which is significantly impacting on engagement with activities and social situations.
Recognising their own emotions is very challenging and they are dependent on adult interpretation of their actions to share their feelings.
Has not yet developed effective regulation strategies for managing emotions and is dependent on adults to help them calm when emotionally heightened.
Emotionally Based School Absence (EBSA)
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Full attendance at school which consistently stays above 98%.
An understanding that all children and young people (CYP) and families can experience school/college-based anxiety in relation to certain situations (e.g., returning to school/college after a period of absence or transition to a new school/college) and in response to certain triggers (e.g., social pressures and academic demands) – the CYP can respond well to the school universal offer of support here.
Needs Point 1
Occasional absence from certain times of the school day due to school related stressors such as: transition times, busy environments, break/lunch times, the school bus.
A pattern of arriving late to school may be emerging.
May display some disruptive classroom behaviour communicating a need for more predictability in school and more structured teaching tasks.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Occasional absence from lessons or less structured times of the day due to school related stressors e.g. specific teachers, answering questions in class, exams, P.E. activities, eating in the dining hall; individualised timetable in place.
Requires support to integrate socially and develop a sense of belonging at school.
May have a low academic self-concept and a need for a tailored curriculum to meet emotional needs above cognitive potential.
Pattern of sleep disruption could compound attendance levels at school.
Difficulties transitioning to school in the mornings and separating from parents (separation anxiety).
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Sporadic absence from school – school attendance dropping by approximately 1 day a week due to emotional factors.
Attending school on a different start and finish time to ease transitions.
CYP may be experiencing physiological symptoms of anxiety (e.g. nausea, vomiting, headaches, shaking, sweating); this may start the night before or even a few days before school.
May have a pull towards home due to familial stressors and worries about parents/siblings at home (e.g. young carer, domestic violence, parent mental health needs).
May have learning needs and struggle with low self-esteem and academic confidence.
May have friendship issues and at risk of social isolation/bullying.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Persistent absence – below 80% absence from school – a clear pattern of EBSA is emerging.
CYP has significant concerns about bullying, fear of other pupils or other threats to safety.
The cycle of EBSA is maintained due to secondary (consequential) factors related to persistent school absence such as:
- Falling behind in schoolwork (gap widening)
- Loss of friends and increased social isolation
- Increased anxiety about school
- Less demanding activities at home are acting as a strong pull factor
- Decrease in motivation
Excessive anxiety about attended school. The parent/carer is struggling to get the CYP to get ready for school, leave the house, etc.
May be safeguarding concerns due to lack of engagement with school and other agencies (e.g., Child and Adolescent Mental Health Service - CAMHS).
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Prolonged absence from school due to social and emotional challenges including high levels of anxiety and despite support made through Universal offer and targeted approaches.
Anxieties are generalised beyond school (e.g., difficulty leaving the home for other reasons beyond school such as shops, daytrips, eating out, etc.).
Safeguarding concerns due to CYP remaining mostly within the home and level of anxiety significantly interfering with everyday functioning.
Decline in mental health.
Multiagency collaboration towards a support plan is required.
Social world shrinking to family only and perhaps online ‘friends’.
Sensory and / or Physical SHOW
Physical Development (PD)
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
No needs in this area, physical development within expected range.
Needs Point 1
Shows mild difficulties with fine and/or gross co-ordination skills.
Independently mobile without the use of aids, etc.
Occasional difficulty with routine / self-care skill.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Moderate limitations on independence.
Has moderate difficulty with fine and / or gross motor skills (e.g., not capable of running and jumping; can sit on their own with at most limited external support; mobile with the use of walking aids, etc.).
Has difficulty managing and accessing physical learning environment without adaptations.
Has difficulty with some aspects of self-care.
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Significantly restricted independence in accessing the physical learning environment; wheelchair dependent.
Significant fine and/or gross motor skills which have a considerable impact on accessing key aspects of the curriculum and/or building skills (e.g., recording skills).
Exhibits fatigue, lack of concentration or motivation due to their condition, which is having a marked effect on classroom performance and curriculum access over time.
Can sit when supported. Significant difficulty managing most self-care needs.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Impaired motor functions, affecting dexterity or mobility within school, which would without intervention, directly obstruct or hamper access to the curriculum.
Needs specialist input to comply with health and safety legislation (e.g., to access learning in the classroom for personal care needs, at break and lunch time).
Assessed by a relevant Health Professional (e.g. OT) as needing increased use of alternative methods for extended recording (e.g., scribe, predictive text software, low/high tech AAC including access to specialist switching / mounting, etc.)
Adult assistance to access the curriculum, manage their condition or move safely around the environment.
Significant difficulty performing physical skills and meeting all self-care needs.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Life-long learning difficulties or disabilities, across several areas of development, and will require very targeted and specialist intervention.
Limited or no independence skills.
Pupil can at best participate with a simple movement in specific situations; severe limitations in head and trunk control.
Reliant on adult carers for all aspects of self-care.
Ongoing management of physical needs overseen by Health Professional such as OT, Physio, etc
Hearing (HI)
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Hearing within normal limits/ranges.
Needs Point 1
Mild hearing loss (e.g. conductive or unilateral hearing loss).
Can hear voice without amplification.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Moderate hearing loss, uses post-aural aids, could be using non-verbal cues for communication.
Reduced social integration as a result of difficulties in following.
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Severe hearing loss needs aids (e.g., radio aids / sound filed systems for curriculum access).
May use signing as aid to communication.
Language levels may show some delay and may require targeted support from Teacher of the Deaf and Speech and Language Therapist.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Profound or subtotal hearing loss; may have a Cochlear Implant.
Reduced social integration as a result of difficulties in following speech in a group and a lack of awareness of social situations.
May make less progress than expected due to difficulties associated with their language / communication levels.
May use signing / Picture Exchange Communication System (PECS) / Makaton as the primary communication route.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Severe or profound sensori–neural hearing impairment which is permanent.
They may have an additional or separate diagnosis of Auditory Neuropathy Spectrum Disorder.
Language levels will show significant delay: typically 2 or 3 years below their chronological age and will require targeted support from Teacher of the Deaf and Speech and Language Therapist (SaLT).
May make slow progress and be well below age appropriate NC expectation due to difficulties associated with their language levels.
Vision (VI)
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Vision within normal range, including when corrected by glasses visual acuity 6/6-6/12.
Needs Point 1
Mild impairment; mild bilateral field loss or adapted to monocular vision.
Wears patch during the school day.
Poor use of functional vision skills such as discrimination, scanning and general visual processing of learning.
Colour blind.
Navigates safely.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Needs enlarged print with some modifications and adaptation of visual material with functional vision within partial sight range.
Moderate bilateral field loss.
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Great variation in functional use of vision.
Has safe navigable vision in familiar areas.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Needs enlarged print with modifications and adaptation of visual material with functional vision at the lower end of partial sight/severe sight impaired.
Has limited navigable vision in unfamiliar areas.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Severe and profound vision impairments.
Little or no functional vision for learning and primarily uses Braille, audio and tactile aids or IT solutions to access curriculum: unable to access learning through print.
Needs adult support for safe navigation.
Multi-sensory Impairment
Needs Point 0
Needs Point 1
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Auditory and visual modalities functioning is within expected range.
Needs Point 1
Mild loss in both hearing and sight and making good use of at least one modality (hearing or sight); hearing aids and / or low vision aids might be in place.
Non-progressive condition.
Slower pace of working but has good compensatory strategies.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Low level of support needed to manage equipment / aids.
Additional learning needs.
Medical diagnoses present including but not limited to:
- Auditory processing disorder
- Auditory Neuropathy
- Cerebral Visual Impairment
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Moderate loss in both modalities (hearing and sight).
Additional language and / or learning needs associated with multi-sensory impairment.
Difficulties accessing incidental learning, including signed and verbal communication which is visually enhanced.
Generally presenting with a slower pace of learning.
Difficulties with attention, concentration.
Difficulties with the development of independence and social skills.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Delayed development in some areas of learning and difficulties generalising learning and transferring skills.
Difficulties coping with new experiences and under-developed independence and self-help skills.
Limited communication and interaction skills with peers and adults.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Severe / profound loss in one modality and moderate in the other or has a late diagnosed or recently acquired multi-sensory impairment as assessed by relevant Health Professionals; ongoing management of needs overseen by health professional.
Significant difficulties in accessing incidental learning and the curriculum.
Significant difficulties with attention, concentration, confidence and class participation.
Unable to access learning and social interactions independently and to develop life-skills.
Sensory Responses
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Is able to interact and respond without interfering with normal functioning.
Is able to manage sensory preferences in line with other children.
Needs Point 1
Some minor adverse responses to particular stimuli (e.g., certain foods, clothing, loud noises, etc.).
Has independent redress to appropriate coping / tolerance skills / strategies.
Some sensory seeking/avoiding behaviour that may occasionally affect routine (e.g., around eating, light, movement).
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Specific difficulties with attention requiring identified low level supports (e.g., fiddle toys, ear defenders, wobble cushions).
Adult support required to meet sensory preferences (e.g., sensory based strategies, coping/tolerance strategies).
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Responses to sensory environment repeatedly interferes with accessing learning in the expected way though this can be managed through individualised environment/task adjustments (e.g., messy play, dinner hall, uniform adjustments etc.).
Needs require individualised/ specialist input to develop targeted provision (e.g., Occupational Therapy advised interventions).
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Significant and consistent adverse responses to sensory inputs which impact on learning and accessing routine despite change to the environment / activity, and / or implementation of specialist advice.
Sensory preferences have a significant impact on their daily routine (e.g., unable to brush teeth, wash hair, eating).
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Extreme and persistent adverse response to avoiding/indulging in particular sensory stimuli (e.g., inconsolable when faced with certain stimuli, puts self in danger attempting to avoid / access stimuli).
Self-care
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
Regard for self-care is at a level expected given age, cultural background and experience.
Needs Point 1
Can often demonstrate limited awareness of or interest in own physical presentation over time, particularly in the presence of activities of greater interest/motivation.
Is responsive to skill building interventions (following APDR), which are embedded in context and supported visually.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Has slow assimilation and poor application of life skills needed to keep self-safe despite teaching and reinforcement of these in curriculum (for example road crossing).
Has slow assimilation and poor application of life skills which contribute to development of good functioning in social situations impacting on dignity and self-worth (for example poor understanding of how to eat with cutlery).
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Significant difficulties understanding potentially high-risk situations.
Does not demonstrate fear or pain in line with expectations.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Despite ongoing, targeted support over time, progress in increasing independence and personal care skills is limited.
Delayed development of hygiene and self-care i.e. regular soiling, that is not related to sensory or medical condition and is affected by significant contextual events (i.e., abuse or in response to transitions).
Requires adult support to manage almost all aspects of self-care across home and school.
Reliant on adult vigilant to ensure safety.
Inappropriate relationship with food or addictive substances.
Evidence of self-harming behaviours.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
A very high level of adult support needed for increasing independence and personal care skill.
Health / Medical / Nursing SHOW
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
No needs in this area; general health good.
Needs Point 1
Mild health need (e.g., allergies, asthma).
Manageable with reasonable adjustments.
May require administration of regular medication in setting Individual Health Care Plan considered.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Moderate health needs (e.g., more complex allergies, asthma, diabetes, etc.
Individual Health Care Plan in place.
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Severe health needs (e.g., anaphylaxis, epilepsy, cystic fibrosis, or other chronic physical conditions).
Learning frequently affected by health problems and hospital visits.
Individual Health Care Plan in place.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Severe and complex health needs which may impact on a child’s ability to access education.
Possible periods of acute illness requiring inpatient stays and frequent specialist team involvement.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Life limiting or life threatening health needs.
Balance is required between educational, medical and therapeutic needs and interventions.
Social Care SHOW
Needs Point 0
Needs Point 1
Needs Point 2
Needs Point 3
Needs Point 4
Needs Point 5
No needs in this area.
Needs Point 1
Strong stable family background but needs of child / young person or life events / changes likely to add pressure.
Needs Point 2 - Meets most of Needs Point 1 in addition to:
Risk factors in family present including but not limited to:
- Single parent
- Financial pressure
- Family bereavement
- Health of parent(s)
Needs Point 3 - Meets most of Needs Point 1 and 2 in addition to:
Risk factors in family and needs of child combined likely to add considerable pressure.
Needs Point 4 - Meets most of Needs Point 1 to 3 in addition to:
Chaotic family life – including multiple adults living in the house – impacting on engagement with support services and missed appointments where there may be a Child in Need (CiN) Plan present.
Needs Point 5 - Meets most of Needs Point 1 to 4 in addition to:
Child Protection (CP) Plan in place.
Your SEN Profile of Need report
Child / young person's name:
Date of birth:
Setting:
Year group:
Attendance level (most recent 2-3 terms):
Date completed:
Details of any formal diagnoses and date confirmed:
Professional involvement, with dates:
Nature of request:
Outcome:
Evidence:
Completed by:
Communication and Interaction: Play and Interaction
Communication and Interaction: Speech, Language and Communication (SLC)
Communication and Interaction: Expressive Language
Communication and Interaction: Social Communication
Communication and Interaction: Receptive Language
Cognition and Learning: Attention and Listening
Cognition and Learning: Cognitive Ability
Cognition and Learning: Core Literacy and Numeracy Skills
Cognition and Learning: Effective Learner Behaviours
Social, Emotional and Mental Health: Managing Social Contexts and Interactions
Social, Emotional and Mental Health: Emotional Recognition and Regulation
Social, Emotional and Mental Health: Emotionally Based School Absence (EBSA)
Sensory and / or Physical: Physical Development (PD)
Sensory and / or Physical: Hearing (HI)
Sensory and / or Physical: Vision (VI)
Sensory and / or Physical: Multi-sensory Impairment
Sensory and / or Physical: Sensory Responses
Sensory and / or Physical: Self-care
Health / Medical / Nursing
Social Care
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