SEN and the 11+ — a parent guide to inclusive provision

Special Educational Needs (SEN) are a normal part of childhood, not an exception to it. About one in six children of school age in England has SEN. This page covers how SEN is defined in the current legal framework, what to expect at independent schools, and how to navigate the four areas of need recognised by the SEND Code of Practice.

A note on the 2026 reforms. The Department for Education has published proposals for SEND reform as part of the 2026 Schools White Paper, with parts of the framework currently at consultation. This guide describes the position under the existing law — the Children and Families Act 2014 and the SEND Code of Practice (2015). Where the law changes, we will update these pages.

The four areas of need

The SEND Code of Practice (2015) groups SEN into four broad areas. Most children with SEN have needs across more than one area, but the framework gives families a shared vocabulary for discussing what support looks like.

Communication and interaction — including speech, language and communication needs (SLCN) and autistic spectrum conditions.
Cognition and learning — specific learning difficulties (dyslexia, dyscalculia, dyspraxia) and moderate or severe learning difficulties.
Social, emotional and mental health — anxiety, attention difficulties (including ADHD), attachment and conduct difficulties.
Sensory and physical — visual or hearing impairment, physical disability and sensory processing differences.

SEN support and Education, Health and Care plans

Under current law, schools provide support for children with SEN through one of two routes:

SEN support — the standard route for most children with SEN. The school identifies needs, plans support, implements it, and reviews. The cycle is sometimes called "assess, plan, do, review". A formal plan is not required.
Education, Health and Care (EHC) plan — a legal document for children whose needs require provision beyond what mainstream SEN support can provide. EHC plans are issued by the local authority after a statutory assessment.

Independent schools sit outside the local-authority maintained system, which means a few things are different in practice — but the SEND Code of Practice still applies to them. Independent schools are subject to the Equality Act 2010 and must make reasonable adjustments for pupils with disabilities. Many independent schools accept EHC-planned pupils and work with the local authority that issued the plan.

What to ask each school directly

The three schools we cover — Dulwich, Trinity and Whitgift — all publish information on inclusion and accessibility, and all have a Special Educational Needs Coordinator (SENCo) or equivalent named member of staff. Before applying, contact that person and ask:

How do you support pupils with [the specific area of need]?
What reasonable adjustments can you make for the 11+ assessment process — additional time, separate room, breaks, scribe?
What does ongoing support look like in lessons and around school?
How is the SENCo's caseload structured and how often does the school review provision?
For EHC plan families: does the school accept the plan, and how do you work with the local authority?

Reasonable adjustments to the assessment

Independent schools can make reasonable adjustments to the 11+ assessment process when a pupil has a documented need. Common adjustments include:

Additional time on written papers (typically 25 per cent).
A separate room — useful for pupils whose anxiety or sensory needs make a large room difficult.
Rest breaks at agreed intervals.
Use of a laptop for written sections (rare at 11+, but possible).
A reader or scribe in specific cases.

Adjustments are decided on the basis of evidence — usually a recent educational-psychologist report, a clinical diagnosis, or detailed SENCo records from the current school. Provide that evidence early in the application process, not at the last minute.

Things to avoid in the conversation

Disclosing only what you have to. Schools want to support pupils well, and that requires information. A pupil who arrives without the school knowing about their needs is poorly served.
Assuming an EHC plan is the goal. EHC plans are a legal tool for children whose needs require statutory provision. For many children with SEN, good SEN support without a plan is the right route.
Treating the diagnosis as the whole story. Two children with the same diagnosis can need very different things. The conversation should be about what your child needs, not about the label.

Where to learn more

SEND Code of Practice (0 to 25) — the current statutory guidance.
gov.uk — Children with special educational needs — accessible parent-facing summary.
Contact — charity supporting families of disabled children.
IPSEA — independent legal advice on SEN and EHC plans.