SEND

SEND
Special Educational Needs and Disabilities
Healthy Lives
Children and Young People
ADHD
Autism Spectrum Disorder
Dyslexia
Disability
Childrens Social Emotional and Mental Health
Education Health and Care Plan
Learning Disability
Neurodiversity

introduction Introduction

The term Special Educational Needs and Disabilities (SEND), refers to children and young people who have learning difficulties or disabilities that make it harder for them to learn compared to their peers. Specific areas of need include cognition and learning, speech language and communication, social emotional and mental health and sensory and/or physical disabilities. Children and young people with SEND may require extra or different support in some areas to help them reach their full potential.

The degree and impact of special educational need and disability between individuals with SEND can be wide ranging. Those with mild SEND may have some specific challenges but generally cope well with everyday tasks.At the other end of the spectrum are individuals with severe and profound needs that require extensive and specialised support.

Definition of SEND

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  • has a significantly greater difficulty in learning than most others of the same age, or
  • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

A child under compulsory school age has special educational needs if he or she is likely to fall within the definition above when they reach compulsory school age or would do so if special educational provision was not made for them.


There is a wide spectrum of SEND, and a child with SEND may or may not be diagnosed with a medical condition or a disability. SEND cohorts are often defined in data in the following ways:

  • SEN support (previously known as SEN without a statement): children whose support is additional to, or different from, the support generally made for other children of the same age in a school. It is provided for pupils who are identified as having a learning difficulty or a disability that requires extra or different help to that normally provided as part of the school’s usual curriculum offer. A pupil receiving SEN support will not have an education, health and care plan.
  • Children with an Education, Health and Care Plan EHCP (previously known as SEN with a statement): An EHC plan is a legally binding document outlining the special educational, health and care needs. A local authority may issue an EHCP for a pupil who needs more support than is available through SEN support. This will follow a statutory assessment process whereby the local authority considers the pupil’s special educational needs and any relevant health and social care needs; sets out long term outcomes and specifies provision which will deliver additional support to meet those needs.
  • A disability is described in the Equality Act 2010 as “a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities.” Children with a disability do not necessarily have Special Education Needs, but there is significant overlap between disabled children and young people and those with SEN, and where a child or young person with a disability requires special educational provision then they will also be included within the SEN definition.

The SEND system covers individuals from birth up to the age of 25.

why is it important to population health Why is it important to Population Health?

Children and young people with SEND can be at risk of social exclusion and inequality in educational attainment, employment opportunities and overall wellbeing that persist throughout their life course.  These inequalities can be further compounded by other factors such as poverty, ethnicity and cultural factors.

Key challenges include:

Health inequalities: A much lower proportion of those aged 0-24 in Derbyshire who are disabled under the Equality Act reported their health to be good compared to those who are not disabled under the Equality Act.1 National evidence suggests that adults with learning disabilities die much earlier than the rest of the population, and that a large proportion of these deaths are preventable.2,3

Impact on services: some children and young people with SEND require additional support from education, health and social care services. This can put strain on resources. Provision of appropriate and timely support can improve outcomes and therefore reduce costs and support needs over the longer term.

Impact on parents and carers: caring responsibilities can impact the physical, emotional, social and financial wellbeing or parents and carers.

Economic consequences: those with SEND tend to achieve poorer educational outcomes than those without SEND and this can lead to poorer employment outcomes in adulthood and the economic consequences that result from this. Parents and carers of children and young people with SEND can also face economic disadvantage. For example, the need to attend frequent medical appointments and difficulties accessing suitable wraparound childcare can affect employment and family finances. These economic consequences affect individuals and the wider economy.

Social exclusion: stigma and discrimination against individuals with SEND can significantly impact their well-being, education, and social inclusion. Stigma and direct or indirect discrimination can also create barriers to accessing appropriate support and services. 

To improve outcomes and reduce inequalities for children with SEND a multi-faceted approach is needed. This includes early identification, assessment and access to resources and support alongside high-quality and inclusive teaching and learning. Effective identification and support also reduce long-term health, social care and economic costs to government.

At a population level public health can tackle inequalities by promoting inclusive environments and addressing inequities in access to information and services.

the derbyshire population approach The Derbyshire Population Health Approach

The Derbyshire Population Health Approach focuses on prevention, population health, evidence-informed practices, causes, and collaboration. It emphasises proactive measures to prevent health issues, tailors interventions to specific populations, incorporates evidence-informed practices, addresses underlying causes, and promotes collaboration for effective action.

When considering the topic of SEND within The Derbyshire Population Health Approach:

• Prevention Prevention

There are lots of reasons for a child to have SEND and we do not always know why a child has SEND. Some factors influencing SEND are not modifiable. Other factors may be modifiable and population health approaches can be utilised to help reduce risk.

Certain parental behaviours during and leading up to pregnancy including smoking, drinking alcohol or taking substances can negatively impact child development. Factors such as parental mental ill health, exposure to trauma or abuse, high parental stress and insecure parent-infant attachment can also negatively impact child development. A complex range of social, economic and environmental factors influence parental behaviours. It is important that these factors are considered when developing prevention strategies, focussing on systemic support and avoiding individual blame.  A preventive approach, including access to parenting support and accessible information and support for parental health and wellbeing, will not only reduce the numbers of children and young people with SEND, but also ensure children with SEND reach their full potential.

Early identification of SEND is crucial as it allows support to be put into place sooner, before gaps in progress and development become too wide. Early identification of SEND can be via newborn screening programmes; developmental screenings during early childhood undertaken by the 0-19 public health nursing service and by early years settings; and through regular progress monitoring during school. Parent/carer input is also essential as they are often the first to notice potential developmental delay or difficulties.

Where developmental delays are observed in the early years, information and advice regarding child development and creating an effective home learning environment can be provided by the 0-19 public health nursing service or a child’s early years education setting. Evidence based interventions and frameworks such as the Solihull Approach4 and Every Child a Talker (ECAT)5 can also be utilised where it has been identified that additional support is required.

Educational settings use a range of strategies to minimise gaps in development and educational progress. The creation of inclusive learning environments is central to this and involves using teaching methods, resources and activities that accommodate different learning styles and paces and address barriers to learning. Other strategies including individualised support and assistive technology can also be beneficial.

While some factors influencing SEND are non modifiable, population health approaches can help reduce risk through supportive, evidence based strategies. Focusing on systemic support rather than individual blame.

• Population Population

In January 2024, 15.3% (n = 17,227) of Derbyshire pupils were receiving SEN support. Social, Emotional and Mental Health was the most common primary reason among pupils with SEN Support in Derbyshire in 2023/24. Followed by Moderate Learning Difficulty and then Speech, Language and Communications.

In 2023-24, 4.2% (n = 1525) of Derbyshire pupils had an EHCP. Autism Spectrum Disorder is the most common primary need for pupils with an EHCP in Derbyshire. The second most common reason is for Social, Emotional and Mental Health. Followed by Speech, Language and Communications needs.

The 2021 Census collected data on people living with disability and this provides a broader measure of disability compared to school-based SEND registers, which rely on educational assessments and school reporting rather than self-reported or household-reported disability status. 9.2% (n= 18,552) of 0–24-year-olds in Derbyshire were living with a disability as defined by the Equality Act.

Demographic variation amongst children and young people with SEN

Poverty: National evidence shows a strong link between poverty and SEND. Children from low-income families are more likely than their peers to be born with inherited SEND, are more likely to develop some forms of SEND in childhood and are less likely to move out of SEND categories while at school.6

Gender: SEN is more prevalent in males than females in both Derbyshire and nationally. The proportion of children and young people in Derbyshire with SEN that are male has however been gradually decreasing in recent years, this is also the case nationally. Local and national census data also shows that a higher percentage of males age 0-24 years (9.7%) are disabled than females (8.7%).

Ethnicity: Local data indicates that White British children and young people may be overrepresented in the SEN system however additional analysis would be required before robust conclusions can be drawn about this. National evidence also highlights variation in provision of support for special educational needs by ethnicity with pupils of Gypsy/Roma and Irish Traveller heritage being the most likely to have an EHC plan or receive SEN support.7

• Evidence Evidence

The SEND Code of Practice8 provides guidance to local authorities, schools, health and social care services, and other organisations involved in supporting children and young people with SEND.  It sets out a vision that children with special educational needs and disabilities achieve well in their early years, at school and in college, and lead happy and fulfilled lives.  

This statutory guidance sets out how local authorities and health must work together to identify special educational needs and disabilities at the earliest point, put support in place quickly, and ensure that families know what services they can reasonably expect to be provided and are involved in decisions about their support.  

The right support will enable individuals with SEND to achieve their potential and lead fulfilling lives.  A systematic process known as the graduated approach is used to identify and offer the most appropriate support to children and young people when SEND has been identified.  This process is outlined in the SEND Code of Practice and ensures a gradual increase in support as needed, starting with universal provision such as inclusive teaching practices, and progressing to more specialist interventions. Regular assessment is used to monitor progress and identify whether further support may be needed in some areas. Where a child’s needs are more complex or significant than can be met through universal provision more specialist provision would be put in place. This may include

  • Specialist educational provision to help minimise gaps in progress
  • Support with social integration to help create a more positive experience and sense of belonging at school and in the wider community
  • Support with emotional health and wellbeing and relationships
  • Specialised therapies, technology and equipment
  • Support with decision making and independence and transition planning
  • Support with physical health and wellbeing

The creation of inclusive environments and tackling stigma and discriminations towards those with SEND will also support positive outcomes and a reduction in inequalities.

• Causes Causes

Causes of SEND

We do not always know why a child has SEND. Sometimes it is because their brain development is affected, either before they are born, during their birth or in early childhood. This can be caused by things such as: 

  • the mother becoming ill in pregnancy
  • problems during the birth that stop enough oxygen getting to the brain
  • the unborn baby having some genes passed on from its parents that make having a learning disability more likely
  • illness, such as meningitis, or injury in early childhood

There are some health conditions where an individual may be more likely to have a learning disability. For example, everyone with Down’s Syndrome has some level of learning disability, and so do many people with cerebral palsy.

There is a strong link between SEND and poverty, but the causal relationship is complex. Factors such as such as smoking or drinking alcohol during pregnancy, parental stress, exposure to trauma or abuse and insecure parent-infant attachment are all associated with poverty and can also contribute to the likelihood of a child developing certain types of SEND.9 The effects of poverty may also be conflated with SEND in schools. Low educational attainment and challenging behaviours may be identified as SEND but could be the result of poorer home learning environments and challenging family circumstances (both of which are associated with living in poverty) rather than any underlying disorder.10

Physical disabilities can stem from several factors, including congenital conditions, injuries, illnesses, and environmental factors. 

Causes of inequalities relating to SEND

Children and young people with SEND often have poorer educational, employment and wellbeing outcomes compared with their peers that persist throughout life. Multiple, inter-related factors contribute to these poorer outcomes including:

  • Poverty: Children with SEND from low-income families face multiple disadvantages and increased vulnerability from the very start of their lives. Poverty is a causal factor for SEND but can also often be a consequence of SEND. Multiple factors associated with SEND increase the likelihood of poverty including parents needing to take time out of work to provide care; family stress and breakdown leading to a higher prevalence of children and young people with SEND in single-parent households; and lower educational attainment leading to worse employment outcomes. The two-way causal relationship between SEND and poverty can perpetuate an intergenerational cycle.
  • Barriers to accessing information and services: Children and young people with SEND may have physical, emotional, social or behavioural challenges that make accessing services more difficult. Reasonable adjustments, consideration of health literacy levels and inclusive practices can reduce the barriers faced. There are also often particular challenges faced by children, young people and their families during transition from child to adult services.11
  • Health behaviours: Physical, emotional, social and behavioural challenges associated with SEND can also make adopting and maintaining positive health behaviours more difficult. This may include eating a balanced diet, being physically active and maintaining oral hygiene. Local survey data suggests that children and young people with SEND are also more likely to engage in health risky behaviours such as smoking, consuming alcohol and other substances and unsafe sex.12
  • Education and employment: Pupils with SEND in Derbyshire and nationally have lower rates of attainment throughout education, higher rates of permanent exclusion and fixed term suspension and are more likely to be persistent school absentees compared with pupils with no identified SEND. Education plays an important role in shaping people’s health by influencing factors such as income and employment. In turn, these provide the resources people need to maintain good health, such as access to nutritious food and safe housing. Education can also support better health literacy, making it easier for people to understand health information and allow more informed health choices as a result.
  • Stigma, discrimination and social exclusion: Children and young people with SEND may also experience stigma, discrimination and social exclusion.  This can directly impact social, emotional and educational outcomes and is a driver of inequality. Stigma can be addressed by challenging negative stereotypes and by promoting a culture of understanding, acceptance and inclusion. 
• Collaboration Collaboration

The SEND Code of Practice emphasises the duty to work jointly across education, health, and care for children and young people with SEND. This means that professionals in these areas should collaborate to achieve the best possible outcomes for individuals. This collaboration extends to jointly commissioning local services.

The Code of Practice also emphasises the importance of involving children and their families in the assessment and planning process to ensure their needs and preferences are considered. 

latest derbyshire data Latest Derbyshire Data

EHCPs and SEN Support by ethnicity in Derbyshire, 2023-24
Ethnicity EHCP SEN Support
Asian, Asian British or Asian Welsh % 1.4 1.2
Black, Black British, Black Welsh, Caribbean or African % 0.6 0.6
Ethnicity unclassified or not known % 2.4 1.3
Mixed or multiple ethnic groups % 3.5 3.3
Other Ethnic Group % 0.3 0.2
White English, Welsh, Scottish, Northern Irish or British % 91.5 93.1
White Gypsy or Irish traveller, Roma or other white % 0.3 0.2
White Irish % 0.1 0.1
Source: Department for Education, Ethnicity grouped using ONS ethnic group classification 8a

Trend Data

Pupils with EHCPs by ethnicity in Derbyshire
Indicator 2018-19 2019-20 2020-21 2021-22 2022-23 2023-24
Pupils in school (4-19 years) 107,902 108,378 108,826 109,231 109,404 109,000
Number with EHCPs 2,619 2,704 2,932 3,155 3,384 4,201
Asian, Asian British or Asian Welsh % 1.3 1.3 1.3 1.5 1.6 1.4
Black, Black British, Black Welsh, Caribbean or African % 0.5 0.4 0.3 0.4 0.7 0.6
Mixed or multiple ethnic groups % 2.3 1.8 1.7 1.9 2.6 2.4
White English, Welsh, Scottish, Northern Irish or British % 2.7 3.0 3.1 3.2 3.3 3.5
White Irish % 0.2 0.2 0.3 0.4 0.3 0.3
White Gypsy or Irish traveller, Roma or other white % 92.7 93.0 92.9 92.2 91.1 91.5
Other Ethnic Group % 0.2 0.2 0.2 0.3 0.3 0.3
Ethnicity unclassified or not known % 0.1 0.1 0.1 0.1 0.1 0.1
Source: Department for Education, Ethnicity grouped using ONS ethnic group classification 8a
Pupils with SEN Support by ethnicity in Derbyshire
Indicator 2018-19 2019-20 2020-21 2021-22 2022-23 2023-24
Pupils in school (4-19 years) 107,902 108,378 108,826 109,231 109,404 109,000
Number with SEN support 13,279 13,878 14,088 14,952 16,319 16,665
Asian, Asian British or Asian Welsh % 0.9 0.8 0.8 0.9 1.1 1.2
Black, Black British, Black Welsh, Caribbean or African % 0.3 0.2 0.3 0.3 0.5 0.6
Mixed or multiple ethnic groups % 1.2 1.2 1.3 1.0 1.4 1.3
White English, Welsh, Scottish, Northern Irish or British % 2.5 2.7 2.8 3.0 3.1 3.3
White Irish % 0.3 0.2 0.2 0.2 0.2 0.2
White Gypsy or Irish traveller, Roma or other white % 94.5 94.5 94.2 94.2 93.4 93.1
Other Ethnic Group % 0.3 0.3 0.2 0.2 0.2 0.2
Ethnicity unclassified or not known % 0.1 0.1 0.1 0.1 0.1 0.1
Source: Department for Education, Ethnicity grouped using ONS ethnic group classification 8a

Derbyshire Quilt

Prevalence Maps of Derbyshire

The maps below illustrate various geographies for Derbyshire. LSOAs and MSOAs are geographical divisions used for statistical purposes, allowing for more detailed analysis of local data. In these maps, you can explore various health indicators and data for Derbyshire, providing valuable insights into the area’s health and wellbeing.

Map Data Not Available

No matching data for selected indicators/area.

Districts Data Not Available

Data for this geography is not yet available. Please check back later.

In the top right of the map, you’ll find the ‘Layer Control’ icon. This is an easy way to customise what you see on the map visualisation. Click the ‘Layer Control’ to choose which information is displayed on the map. Pick the indicator that interests you the most, and the map will transform accordingly.

further analysis and assessments Further Analysis & Assessments

Derbyshire Joint Strategic Needs Assessment (JSNA) involves a thorough examination of a specific health problem, exploring its causes, consequences, and underlying factors. It combines various data sources, collaboration with stakeholders, and rigorous analysis to generate insights for evidence-informed interventions and policy changes.

more information and resources More Information & Resources

Here is a list of useful resources and information to help prevent issues related to SEND. These materials are meant to provide individuals, healthcare professionals, and communities with the knowledge and tools they need as part of efforts to support those with SEND.

Contributors

Jess Wilson, Group Manager, Public Health

Last rendered: 2026-02-19 00:23:02
Last data fetch: 2026-02-18 21:27:17