Students who do not make adequate progress may be identified as having special educational needs (SEN). The student is placed on the school SEN register. This should be done with the knowledge and agreement of parents and the child. There are varying levels of intervention which can be implemented. A graduated approach to intervention enables a wide range of strategies to be applied to the diverse needs on the SEN continuum. School‐based interventions are known as School Action and School Action Plus. At School Action teachers identify students who need support that is different from, and in addition to, the normal strategies for differentiation and support already in place. A lack of adequate progress might trigger the input from other professionals, and at this stage the student moves to School Action Plus on the register. If students still do not make adequate progress after having had interventions at both these stages, it may be necessary to request a statutory assessment, which may or may not result in a statement of special educational needs being issued.
Department for Education and Skills Code of Practice for Special Educational Needs (Revised) DfES/581/2001 (DfES, 2001).