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Identifying pupils with SEN

As a SENCO, get tips on best practice for identifying and assessing special educational needs (SEN). Help your teachers pass on any concerns with our template referral form.

Last reviewed on 1 May 2026
School types: All•School phases: All•Ref: 11349
Contents
  1. Set out your approach to identifying needs
  2. Share the definition of SEN with staff
  3. Provide regular staff training on SEND
  4. Encourage teachers to monitor pupils' progress and flag concerns
  5. Ask teachers to share concerns using our referral form
  6. Formally assess pupils for SEN
  7. Keep parents and carers informed
  8. Follow the graduated approach to plan, do and review SEN support

Set out your approach to identifying needs

Schools need to quickly and accurately identify the needs of pupils with SEN. This is because early identification of needs can lead to effective provision, which can improve long-term outcomes. 

This is explained in paragraph 6.14 of the SEND Code of Practice.

Teachers should:

  • Assess pupils' progress in class
  • Identify pupils who are making less than expected progress given their age and individual circumstances (this covers attainment and other areas such as wider development, behaviour or social needs)
  • Respond with high-quality teaching and other aspects of inclusive practice as part of the school’s universal provision
  • Speak to the pupils and their parents/carers to understand the:
    • Pupil's areas of strength/difficulty
    • Parents/carers' concerns
    • Desired outcomes for the pupil
  • Work with the SENCO to assess pupils for SEN

This is the responsibility of the early years practitioner in an EYFS setting.

Observing the