The identification of special educational needs can lead to a range of educational provision.

Provision that is made for children with special educational needs can be made in a number of ways, depending on the type and extent of the learning difficulties.

Special educational provision refers to provision that is additional to or different from that made for all children.

• If a child does not have English as a first language, then any problems that this may cause do not count as a learning difficulty under the SEN Code of Practice. Other resources are available to schools to assist children in learning English.
  
  

• Schools are expected to adopt a graduated response to provide for children, with a range of teaching strategies available.
  
  
• Within schools, special educational provision can be made at School Action and School Action Plus levels, or with a Statement of special educational needs.
  
  
• Action taken to meet learning difficulties can mean that a child’s needs can be resolved. In some cases, a continuing lack of progress may require additional action to be taken.
  
  
• School Action and School Action Plus are not necessarily steps on the way to a Statutory Assessment. Neither are they hurdles to cross before obtaining a Statement.
  
  
• Special educational provision should be made to match the nature of a child’s learning difficulties.
  
  
• In order to ensure that the most appropriate provision is made for a child, it is essential that there be regular recording of a child’s educational needs, action taken and outcomes.
  
  
• The early identification and assessment of learning difficulties can lead to early provision, in the form of Early Years Action, Early Years Action Plus and Statements of special educational needs.