Springfield Infant School and Nursery

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A-Z Jargon buster


A-Z Jargonbuster

ADD/ADHD- attention deficit (and hyperactivity) disorder

 Annual Review- a meeting held annually to review a pupil’s education and health care plan.

ASD/ASC-Autistic spectrum disorder or condition

Auditory discrimination- The ability to listen to sounds and detect similarities and differences between them

Auditory Memory- The ability to recall information that has been given orally

Auditory sequential memory- The ability to recall sounds, spoken words and information in the sequence they were heard.

Barriers to learning- Difficulties experienced by learners within their everyday environment that may impede their learning (hence as a barrier).

BESD- behavioural, emotional and social difficulties

BESTs-behaviour and education support teams

BSP (also known as a individual behaviour management plan IPB)- behaviour support plan for an individual child


BSL- British Sign Language

CAF- Common assessment framework

CAMHS- Child and Adolescent Mental Health Service

Care Order- A court order that places a child in the care of the local authority.

Care Plan- A care plan is drawn up when a child becomes subject to proceedings in which a care order might be made.

Children with additional needs- A general term used to describe any child who at any point may require extra support from education, health or social services.

CIR-County Inclusive resource

Cognition- The process of knowing, thinking and reasoning

Cognitive ability- The intellectual ability to know, think, recall and reason

CoP- Code of Practice

CP- Child protection, every school must have a named person (designated person).

Springfield’s designated persons are:

Mrs Head- Headteacher

Mrs Broom- Deputy headteacher

Mrs O’Neill- Special educational needs co-ordinator

Differentiation- adaptations to the curriculum to met individual’s needs.

Dyslexia (SpLD)- specific learning difficulty where individuals typically have difficulties with learning to read, spell, write, manipulate numbers and developing organisational and coordination skills.

Dyspraxia (also known as developmental coordination disorder) - A specific learning difficulty affecting motor coordination. Children may appear clumsy in their general movement, writing or pronunciation.

EHCP- Education and health care plan will replace what was previously known as a statement of special educational needs/disability

ELS- Early language support

Encoding skills- listening to sounds in words and then deciding which phonemes to use when spelling

EP-Education Psychologist

EWO- Education welfare officer

Expressive language- Difficulties in using language to express oneself

Fine motor skills- ability to use smaller muscles in the body for precise tasks i.e. writing

FFT Wave 3 - Fischer family trust wave 3 literacy intervention

FLO- family liaison officer

Graduated approach- an approach that recognises that there is a continuum of special educational needs and that specialist action and intervention should be based on the degree of need/difficulty. It is basically responding to the need of the individual child.

Gross motor skills- The ability to use larger muscles in the body for activities i.e. jumping.

HTFN- High tariff needs funding

Inclusion- creating an appropriate learning environment for all children.

LA- Local authority

Makaton- An adapted form of BSL

MLD- Moderate learning difficulties

MSI-Multi sensory impairment

NHS- National Health Service

OCD-obsessive compulsive disorder

ODD-opposition defiance disorder

One page profile (OPP)-Individual plan that outlines an individual’s areas of needs, barriers to learning, strengths, targets and progress. This is a working document to be shared with both parents/carers, individual child and professionals.

OT- Occupational therapist/therapy

P scales- A series of differentiated performance criteria describing a pupil’s attainment that falls below National Curriculum level 1.

PRU- Pupil referral unit

SALT- Speech and language therapy

SBS- School based support

SBS+ -School based support plus

SEN CoP- The document published by the government in September 2014. This was previously published in 2001.

SENCo- special educational needs coordinator

SEND- Special educational need and/or disability

SLCN- speech language and communication needs

SLD- severe learning difficulty       

SLT- Speech and language therapist

Special school- a school specially organised and designed to support children with an EHCP.

SSC- special support centre (a list can be found on the Suffolk County Council website).

TA- Teaching assistant

Transition Plan- a plan that is devised to support an individual with specific transitions i.e. between different classes or schools

VAK- refers to different learning styles of visual, auditory or kinaesthetic

VIG- video interactive guidance

Visual discrimination- ability to detect similarities or differences between pictorial images or symbols

Visual memory- ability to recall information that has been presented visually

Waves model- teaching and intervention to support pupils who are at risk of underachieving

Wave 1- inclusion of all pupils within the classroom met through quality first teaching and appropriate classroom differentiation

Wave 2- Wave 1 plus any additional interventions to support pupils

Wave 3- Wave 1 plus additional interventions that have been specifically personalised to that child, this will typically involve pupils at a SBS+ or EHCP level of need.

Word finding skills- ability to access and recall vocabulary form the long-term memory