Communication and interaction needs at 11+

The first of the four areas of need in the SEND Code of Practice covers speech, language and communication needs (SLCN) and autistic spectrum conditions. This page describes what these labels cover and what to discuss with an independent school during the 11+ process.

What this area covers

The Code of Practice groups two related sets of needs here. They are distinct from each other but share the underlying theme of how a child communicates and engages with others.

Speech, language and communication needs (SLCN)

Difficulties with understanding language, using language to express themselves, or both. SLCN may be developmental — a child still catching up — or persistent. Some children have specific language impairment that affects only language, with other areas of cognition unaffected. Others have language difficulties as part of a wider picture.

Autistic spectrum conditions

Autistic children may experience differences in social communication, flexibility of thinking, sensory processing, or all three. The spectrum is broad. Some autistic children present mainly with differences in social communication; others have significant co-occurring needs. The Equality Act 2010 covers autism as a disability, which means schools are required to make reasonable adjustments.

What this looks like at 11+

Children with communication and interaction needs vary enormously. For some, the 11+ written papers are no harder than for anyone else — sometimes easier, particularly the maths and non-verbal reasoning sections. The interview, with its unscripted social-language demands, is often where difficulties surface.

Where schools can adjust:

• The interviewer can give the child slightly more processing time and avoid open, ambiguous prompts.
• Questions can be phrased concretely rather than abstractly.
• Anxiety-reducing changes — a quieter waiting area, an early or late slot, advance notice of the room and the interviewer's name.
• Additional time on the written papers if language processing is the issue.

What to ask the school

• How does the SENCo support pupils with SLCN or autism in lessons day to day?
• What does the social side of Year 7 look like for a child who finds unstructured time hard? Is there a structured lunchtime option, for example a club or library?
• How do staff communicate with parents about how the school day is going? Especially in the first term.
• What happens if a pupil becomes overwhelmed? Where do they go? Who do they speak to?
• How is information about pupils with SEN shared with subject teachers?

Evidence to bring

Schools assess reasonable adjustments on evidence. Useful documents typically include:

• A clinical diagnosis letter (autism, language disorder, or similar) — usually from CAMHS, a paediatrician, or a private clinician.
• A recent speech and language therapy report.
• Recent educational-psychologist assessment, if one has been done.
• The current school's SEN support plan or one-page profile.
• For pupils with an EHC plan, the plan itself.

Provide this information early in the application process, ideally at registration. It gives the school time to consider provision properly rather than improvising at the last moment.

Resources

• National Autistic Society — guidance and parent resources.
• Speech and Language UK — formerly I CAN — information on SLCN.
• SEND Code of Practice — chapter on the four areas of need.

See also: SEN overview for the wider framework and reasonable-adjustments process.