Access to support should not be dependent on a child or young person having a diagnosis, and a diagnosis alone does not help a teacher know what strategies to use to support that child in the classroom.

The department is clear that teachers and educators should use plain English and commonly understood terms when communicating support for children and young people with special educational needs.

As part of our special educational needs and disabilities reforms, we will place a duty on settings to produce an Individual Support Plan (ISP) for any child or young person receiving targeted, targeted plus or specialist support. ISPs will be developed by settings together with parents and young people, giving every child or young person receiving targeted or specialist support a clear and consistent record of their needs and the help they receive.