QTS SEND Code of Practice 3 — Questions and Answers
Question 1: What is 'dyslexia' in the context of the SEND framework?
- A specific learning difficulty primarily affecting reading, writing, and spelling, under the cognition and learning area of need (Correct answer)
- A condition affecting hearing only
- A form of autism spectrum disorder
- A mental health condition
Correct answer: A specific learning difficulty primarily affecting reading, writing, and spelling, under the cognition and learning area of need
Dyslexia is a specific learning difficulty (SpLD) characterised by difficulties with accurate and fluent reading, spelling, and phonological processing — it falls under the cognition and learning area.
Question 2: Under the SEND Code, what are 'reasonable adjustments' a school must make for a pupil with ADHD in the classroom?
- Seating near the front, breaking tasks into steps, and providing movement breaks — adjustments that do not cause disproportionate burden (Correct answer)
- Providing a full-time one-to-one support assistant in all lessons
- Reducing all curriculum content for the pupil
- Separating the pupil from peers for all activities
Correct answer: Seating near the front, breaking tasks into steps, and providing movement breaks — adjustments that do not cause disproportionate burden
Reasonable adjustments for ADHD might include flexible seating, chunked tasks, sensory breaks, and clear routines — they must be proportionate and not impose disproportionate burden on the school.
Question 3: What is the role of a Teaching Assistant (TA) in supporting pupils with SEND?
- To support pupils' learning under the direction of the teacher, not to replace teacher contact (Correct answer)
- To take over full responsibility for the pupil's education
- To write the pupil's EHCP
- To make SEND diagnoses
Correct answer: To support pupils' learning under the direction of the teacher, not to replace teacher contact
TAs support learning under teacher direction — research (e.g., the Education Endowment Foundation) warns that over-reliance on TAs can reduce teacher interaction with SEND pupils, undermining outcomes.
Question 4: What does 'autism spectrum disorder' (ASD) fall under in the SEND four areas of need?
- Communication and interaction (Correct answer)
- Social, emotional and mental health
- Cognition and learning
- Sensory and physical needs
Correct answer: Communication and interaction
ASD primarily falls under the communication and interaction area, as it is characterised by differences in social communication, interaction, and often sensory processing.
Question 5: Under the SEND Code of Practice, what is a 'local offer'?
- Information published by local authorities about the services and support available for children and young people with SEND in the area (Correct answer)
- A school's curriculum offer for SEND pupils
- A funding package for individual pupils
- A list of special schools in the area
Correct answer: Information published by local authorities about the services and support available for children and young people with SEND in the area
Local authorities are required to publish a 'local offer' — a clear, accessible online resource detailing what SEND support and services are available locally across education, health, and social care.
Question 6: What is 'Developmental Language Disorder' (DLD) and which area of need does it fall under?
- A persistent language difficulty that affects listening, speaking, reading and writing — under communication and interaction (Correct answer)
- A temporary speech delay — under physical needs
- A condition caused by hearing loss — under sensory needs
- A cognitive difficulty — under cognition and learning
Correct answer: A persistent language difficulty that affects listening, speaking, reading and writing — under communication and interaction
DLD is a recognised SEND condition involving persistent difficulties with language that affect communication in all settings — it falls under the communication and interaction area of need.
QTS SEND Code of Practice 3
What is 'dyslexia' in the context of the SEND framework?