This Glossary of Terms contains abbreviations and acronyms as well as definitions of terms used by Education, Health, Social Services, both locally and nationally, and other agencies associated with The Children and Young People’s Strategic Partnership.
It is designed for public and professional use.
This glossary is not exhaustive. Please forward your suggestions and amendments by e-mail to:
| “ECM – Next Steps” | “Every Child Matters – Next Steps” Published in March 2004, this document outlines the plans toward a programme of change for children and young people. This document also explains how the new Children Bill creates the “legislative spine” for better services focuses around the needs of children, young people and families. | |
| ABCs | Acceptable behaviour contracts are written agreements between unruly neighbours, typically teenagers, and the police and other public agencies banning antisocial behaviour. The contracts are not legally binding but if breached they can lead to tougher sanctions which are. The contracts are used as more moderate alternatives to the tougher antisocial behaviour orders. | |
| ABE | Adult Basic Education | |
| Absconded | A child who has gone missing from public care provision. | |
| Accommodated | Children who are looked-after by their Local Authority, but are not subject to Care Orders. | |
| ACE | Accessing Children in Education | |
| ACE | Advisory Centre for Education | |
| ACET | Adult Continuing Education and Training | |
| ACL | Adult and Community Learning | |
| ACPC | Area Child Protection Committee is a non-statutory committee made up of staff from all agencies concerned with children and families and with responsibility for child protection. The ACPC has a key role in evaluating and reviewing services, developing inter-agency training, raising awareness and conducting case reviews. To be replaced by statutory Local Safeguarding Children Boards. | |
| ACPI | Audit Commission Performance Indicator | |
| ACS | Adult Care Services | |
| ACS | Average Class Size | |
| ACU | The Active Communities Unit Government body located in the Home Office tasked to create a "change in culture, in which being active in your community is a usual and everyday thing." It works to create local infrastructures for people to become more involved, including improving opportunities for volunteering, training and mentoring Inside the Home Office. | |
| Acute Paediatrics | Hospital care of sick children provided by NHS Trusts. | |
| Acute Services | Medical and surgical treatment provided mainly in hospitals. Acute Trusts are management units in charge of hospitals providing these services. | |
| ADCE | Advanced Diploma in Children’s Care and Education | |
| ADD | Attention Deficit Disorder is a developmental problem people experience, which usually begins at an early age and can be severe. People with ADD find it extremely difficult concentrating, are overactive and impulsive. People who are also hyperactive may be diagnosed with ADHD, Attention Deficit Hyperactive Disorder. | |
| ADHD | Attention Deficit and Hyperactivity Disorder (see ADD) | |
| Adoption | This is the process by which all parental rights and responsibilities for a child are permanently transferred to an adoptive parent by a court. As a result the child legally becomes part of the adoptive family. | |
| Advocacy | Advocates support and argue the case for a service user or help them to put across their point of view. They are usually employed in social care to support disadvantaged groups such as the mentally ill and disabled individuals. | |
| AE | Adult Education | |
| AE | Advanced Extension | |
| AEN | Additional Educational Needs | |
| AEP | Association of Educational Psychologists | |
| AF | Admissions Forum | |
| AHA | Area-Health Authority | |
| AHFAS | Association of Heads of Foundation and Aided Schools | |
| ALF | Activity-led Funding | |
| ALI | Adult Learning Inspectorate | |
| Allocated Case | A case that has been made the responsibility of a named social worker or other key worker until the case is closed, transferred or managed in another way so that the named worker is no longer responsible for it. | |
| ALS | Additional Literacy Support | |
| AMP | Asset Management Plan | |
| Annual Review | The review of a statement of special educational needs which an LEA must make within 12 months of making the statement or, as the case may be, of the previous review. | |
| AoT | Adults other than Teachers | |
| APEL | Accreditation of Prior Experiential Learning | |
| APIR | Assessment, Planning, Implementation and Review (Connexions) structure to underpin the work of Personal Advisers. It provides a methodology and supporting materials through which a young person supported by their Personal Adviser can develop and implement a personal action plan for realising their goals based on a holistic assessment of their needs. | |
| APL | Accreditation of Prior Learning | |
| APM | Annual Parents' Meeting - meeting of the Governing Body with parents. | |
| APT&C | Administrative, Professional, Technical and Clerical Grades | |
| ARP | Additional Responsibility Points (for teachers) | |
| AS | Advanced Subsidiary Examination | |
| ASB | Aggregated Schools Budget | |
| ASBO | An anti-social behaviour order is a community based order akin to an injunction. It can be applied for by the police or local authority against an individual who acts in an anti-social manner - that is, a manner which causes harassment, alarm or distress to one or more people in a different household to the defendant Home Office Guide to Anti-Social Behaviour Orders and Acceptable Behaviour Contracts. | |
| ASD | Autistic spectrum disorder is a relatively new term which recognises that there are a number of sub-groups within the spectrum of autism. Pupils with autistic spectrum disorder find it difficult to: | |
| ASDAN | Award Scheme Development and Accreditation Network | |
| ASE | Association for Science Education | |
| Asperger’s Syndrome | See ASD (Autistic Spectrum Disorder) | |
| Aspire | National Children’s Homes service delivery model for systemic service delivery. Used by Sure Start. | |
| Assessment of need | | |
| Assessment/ | This is a pre-arranged meeting between a person that believes they may benefit from help from Social Services and usually (though not always) a member of the Social Services team. At the meeting, which is normally at your home, you will agree what help would be appropriate to meet your needs. People often feel that they would like a friend or advocate at the meeting. All assessments are free of charge. They can be arranged through your GP or hospital, or you can contact your local Social Services office independently and ask for an assessment. | |
| AST | Advanced Skills Teacher | |
| ASW | Approved Social Worker’s are qualified social workers in England and Wales trained to carry out a range of statutory duties in mental health services. | |
| AT | Advisory Teacher | |
| AT | Attainment Target | |
| ATL | Association of Teachers and Lecturers | |
| ATO | Approved Training Organisation | |
| AVA | Audio Visual Aids | |
| AVCE | Advanced Vocational Certificate of Education | |
| AWPU | Age-Weighted Pupil Unit | |
| B | | |
| BBC | Bournemouth Borough Council | |
| BC | Borough Council | |
| BCA | Basic Credit Approval | |
| BCCA | Bournemouth Centre for Community Arts | |
| BDA | British Dyslexia Association | |
| BECTa | British Educational Communications and Technology agency | |
| BEDC | Bournemouth Education Development Centre | |
| Behaviour Support Teacher | A specialist teacher with experience in dealing with pupils exhibiting emotional and behavioural difficulties. | |
| BELMAS | British Educational Leadership, Management and Administration Society | |
| BEM | Business Excellence Model | |
| BEMS | Building Energy Maintenance Systems | |
| BESD | Behavioural, Emotional and Social Difficulties is a category of Special Educational Need. | |
| BEST | Behaviour and Education Support Team | |
| Best-Value Inspection Service | Inspects local government service, giving them two marks of between zero and three – first for their performance and second for their likelihood of improving. Also responsible for producing annual league tables of overall council performance. Part of the audit commission. | |
| BIC | Bournemouth International Centre | |
| BIP | Behaviour Improvement Programme | |
| Block Contract | A block contract is a contract which guarantees a given volume of business with the service provider. This has the benefit that the contractor obtains a reduction in the unit cost of the service provided. | |
| BLSC | Bournemouth Learning Support Centre | |
| BME | Black and Minority Ethnic | |
| BN | Basic Need | |
| BP | Bournemouth Partnership | |
| BSA | Basic Skills Agency | |
| BSP | Behaviour Support Plans | |
| BTEC | Business and Technology Education Council | |
| BTiE | Bournemouth Theatre in Education | |
| BTPCT | Bournemouth Teaching Primary Care Trust | |
| BV | Best Value | |
| BVPI | Best Value Performance Indicator | |
| BVR | The Best Value Review is a regime that aims to continuously improve local government performance through a programme of reviews and inspections. Councils must examine their services according to four-guiding principles. They must challenge how, why and by whom a service is provided; compare its performance with that of other authorities; consult service users; and use competition to get the best service available. | |
| Cabinet | A way of running Local Authorities based on the Westminster model of cabinet government. Up to 10 councillors are chosen to take on the day-to-day running of a Local Authority – they are either appointed by a directly-elected mayor or elected by their fellow local politicians. | |
| CAF | Common Assessment Framework | |
| CAFCASS | Children & Family Court Advisory & Support Service this brings together the family court welfare service, the Guardians ad litem – now called children’s guardians – and the children’s branch of the official solicitor’s department. | |
| CAMHS | Child and Adolescent Mental Health Service are multi-disciplinary teams made up of a mix of psychiatrists, social workers, community psychiatric nurses, psychologists and therapists. They provide assessment, treatment and care outside hospitals or within hospital schools for children and young people with severe mental health problems. | |
| Care Coordination | Is the term used to describe effective, person-centred assessments of need and care planning arrangements in mental health services. | |
| Care Management | This term, introduced in the NHS and Community Care Act 1990, refers to the management of the care of anyone in receipt of a care plan. | |
| Care Order | A court order, provided under Paragraph VI of the Children Act 1989, that directs that a child be placed in the care of a specific Local Authority, and gives shared parental responsibility to that council. It is granted when a court decides that a child is suffering or might suffer significant physical or emotional harm or educational problems as a result of receiving poor care at home. A Care Order stops when an Adoption Order is made or lapses when a young person reaches 18. | |
| Care Package | A collective name for the service(s) arranged for someone, following assessment. For example, this could be simply one service such as help with preparing meals, or a combination of services. | |
| Care Pathway | The co-ordination of a patient’s care through the healthcare system. | |
| Care Plan | A plan to provide care services to an individual. The plan should follow an assessment at a case conference or review and involve service users, carers and their families, as well as all the relevant professionals. | |
| Care Trust | Care Trusts are local bodies responsible for delivering primary healthcare, community health services and social care for older people. Ministers believe Care Trusts will firmly integrate joint-working between health and social care. The first trusts – developed from existing Primary Care Trusts – were established in April 2002. | |
| Carer | A person who provides care on a regular basis who is not employed to do so by an agency or an organisation. A carer is usually a friend or relative looking after someone who is frail or ill at home. | |
| Caring for People Forum | Aimed at protecting those who are vulnerable in society and to improve safety, welfare and health (Bournemouth Partnership). | |
| Case Closed (closed case) | A current case that appears on Social Services Department’s records but for which there is no intention for further action unless a referral is made. | |
| Case Current (current case) | A case that requires action to be taken by Social Services. The initiative required can range from intensive casework and the provision of care to a decision and the administrative steps to close the case. | |
| CAT | Cognitive Ability Test | |
| CBD | Common Basic Dataset | |
| CC | County Council | |
| CCCG | Children Causing Concern Group (Bournemouth) | |
| CCT | Compulsory Competitive Tendering | |
| CCTA | City College for the Technology of the Arts | |
| CDC | Curriculum Development Centre | |
| CDL | Career Development Loan | |
| CEC | Catholic Education Commission | |
| CEG | Careers Education and Guidance | |
| Centil Chart | Graph recording a child’s physical development, e.g., height and weight. | |
| CEO | Chief Education Officer | |
| CER | Community Education and Regeneration | |
| CES | Catholic Education Service | |
| CF | Challenge Funding | |
| CFE | College of Further Education | |
| CFF | Common Funding Formula | |
| CFP Forum | Caring for People Forum (Bournemouth) | |
| CHE | College of Higher Education | |
| CHI | Commission for Health Improvement is a national body set up in April 2000 to support and oversee the quality of governance and clinical services; to investigate falling trusts; produce an annual report of the state of the NHS, and publish NHS “star rating” performance system. | |
| Child Protection | As outlined in the Children Act 1989, Child Protection involves adults as much as children; parental responsibility and the appointment of guardians are key issues. Child Protection covers residential and day care, Supervision Orders, children in care and foster homes. | |
| Child Protection Case Conference | This is a formal, inter-agency meeting (with a social worker, health visitor, nursery worker, teacher, GP and police officer, etc). It follows an inquiry under section 47 of the Children Act, to decide whether a child is at continuing risk of significant harm and should be placed on the Child Protection Register. | |
| Child Protection Plan | A detailed inter-agency plan setting out what must be done to protect a child from further harm, to promote the child’s health and development and, if it is in the best interests of the child, to support the family to promote the child’s welfare. The plan is agreed in outline at the first Child Protection Conference and developed by the key worker, core professionals, and where possible, the child and family. | |
| Child Protection Register | A case conference can decide to place a child on the register and make a Child Protection Plan where there is concern for that child’s physical and emotion well-being. This is a confidential list – held by Social and Caring Services – of every child in a Local Authority about whom there is serious concern of abuse or neglect. Registration aims to ensure that children and families are receiving necessary help, but it does not affect a parent’s or guardian’s legal responsibility towards their child. | |
| Child Protection Review Case Conference | A Review Case Conference is held within six months of a child being placed on the Child Protection Register. The meeting should review the work being done with children and their family, and consider any developments, which may have decreased any risk to the children. The Conference can recommend that the child’s name be removed from the register if it is decided that he or she faces no further serious risk. | |
| Child Psychiatrist | Specialist doctor trained to treat mental health problems of children and young people. | |
| Child-held Record | Record of health of child held by health professionals. | |
| Childminders | People paid by parents to care for children in their own home for more than 2 hours a day. Childminders are registered and annually inspected by local authority inspectors under the Children Act 1989. | |
| Children Act 1989 | This act gives every child the right to protection from abuse and exploitation and the right to have inquiries made to safeguard their welfare. Its central tenet it that children are best looked after within their family, with both parents playing a full role and without having to resort to legal proceedings. Children should always be consulted about what will happen to them and their family should, where possible, continue to be part of their lives. The Children Act came into force in England and Wales in 1991. | |
| Children in Public Care | Children who are subject to a Care Order, or who are accommodated by the Local Authority. | |
| Children’s Guardians | An adult – but not a solicitor – appointed by a court to act on behalf of a child or young person in legal proceedings. Formerly known as Guardians ad litem. | |
| Children’s Trust | Children’s Trusts are new organisations that will be piloted from late 2003 to plan, commission and finance children’s services. They will bring together Education, Health and Social and Caring Services under the control of Local Authorities, which will either run them directly or contract them out to public interest companies. These trusts will be modelled loosely on Care Trusts, which provide integrated health and social services for older people and/or those with learning disabilities or mental health problems. | |
| Children-In-Need | Under section 17 of The Children Act 1989, these are children who are disabled, or because of their vulnerability (due to abuse, neglect, domestic violence, homelessness, etc…) are unlikely to reach or maintain a satisfactory level of health and development. The term also covers children whose health and development will be significantly impaired without the provision of support services. | |
| CIF | Common Inspection Framework (for post-16 Education and Training) | |
| CIS | Children’s Information Service - Local CISs provide face-to-face or phone advice on all aspects of childcare. | |
| Clinic Psychologist | Specialist doctor trained in treatment of emotional and behavioural problems of children and young people. | |
| CM | Command Paper | |
| CMHT | The Community Mental Health Team is a group of multi-disciplinary teams made up of a mix of psychiatrists, social workers, community psychiatric nurses, psychologists and therapists. Provide assessment, treatment and care outside hospitals for individuals with severe and enduring mental health problems. | |
| CoA | Certificate of Achievement (MEG/OCR) | |
| Code of Practice for Special Educational Needs (Re | Sets out guidance for schools and LEAs on how to address and manage special educational needs. | |
| Commissioning | The process by which the needs of the local population are identified, priorities set, then appropriate services are purchased and evaluated. | |
| Community Care | The provision of services and support to people who are affected by problems such as ageing, mental health, learning disabilities, or physical or sensory disability, and who need such services to be able to live independently in their own homes, or in homely surroundings in the community (including residential and nursing homes). | |
| Community Children’s Nurse | A nurse trained both in the care of sick and healthy children and care in the community. They usually work at home or in schools with children who have complex medical or nursing needs. They often carry out training with schools, foster carers, link families etc… | |
| Community Dentist | A dentist who provides comprehensive dental care for children who have special needs. | |
| Community Mental Health Team | See CMHT | |
| Community Nurses | Nurses working with patients in the community. | |
| Community Paediatricians | Children’s doctor working in the community. | |
| Community Psychiatric Nurses | Specialist nurses working with children and young people with mental health problems. | |
| Community Strategy | Plans councils must draw up for improving the quality of life for local people. They must be completed with the help of businesses, voluntary groups and citizens. | |
| Community Treatment Orders | Psychiatric patients released into the community who fail to take their medication face compulsory readmission to hospital under proposals unveiled in a government white paper to reform the 1983 Mental Health Act. Patients discharged from hospital would receive a compulsory care and treatment order specifying where they live and a care plan. | |
| Connexions | All-encompassing youth service launched in April 2001 to replace the careers service and other statutory youth services. Aimed at giving 13 to 19 year-olds “the best transition to adulthood.” Involves personal advisers going into schools, colleges and communities to steer young people towards goals and guide them to relevant services. | |
| Contact | Arrangements made for parents who are not looking after children to have agreed meetings with them. Formerly known as access. | |
| Continuing Care | Healthcare that is provided over a long period of time or for an uncertain period of time. This healthcare can be provided in hospital, or a person can be supported by health services in their own homes, or in residential or nursing homes. Both the NHS and Social Services have responsibilities for meeting the complete set of Health and Social care needs they have identified. | |
| CONVOY | Countrywide Consultation Database | |
| COOS | Children-out-of-School | |
| CoP | Code of Practice | |
| Core Funding | The money required for operational, management and day-to-day costs of a charity. | |
| Corporate Governance | A framework through which organisations are accountable for standards in conduction corporate business, including meeting statutory financial duties. | |
| Corporate Governance Inspection | A ‘whole council’ inspection that aims to tackle problems at the political and managerial centre of a council. The majority of local government Best Value inspections focus on groups of services. | |
| COSHH | Control of Substances Hazardous to Health | |
| COVE | Centre(s) of Vocational Excellence | |
| CPA | Comprehensive Performance Assessment | |
| CPC | Child Protection Committee | |
| CPD | Continual Professional Development | |
| CPG | Core Project Group | |
| CPS | Common Pay Spine (for teachers) | |
| CPU | The Child Protection Unit is a police unit that provides 24 hour service aimed at protecting life and preventing crime and has responsibility for investigating crimes against children under the age of 16, particularly those within the family. They can undertake the emergency protection of abused or neglected children and can use the powers of entry and removal where necessary. | |
| CQSW | Certificate of Qualification in Social Work | |
| CRAC | Children’s Rights and Changes | |
| CRB | Criminal Records Bureau | |
| CRE | Commission for Racial Equality | |
| CSF | Children, Schools and Families | |
| CSIE | Centre for Studies on Inclusive Education | |
| CSP | Children’s Service Plan | |
| CSP | Critical Skills Programme | |
| CSR | Continuous Student Record | |
| CSS | Children Support Services | |
| CST | Curriculum Support Teachers | |
| CTC | City Technology College | |
| CUREE | Centre for the Use of Research and Evidence in Education | |
| Curfew Order | A Youth Court can impose a curfew order on a young person, requiring him or her to remain at-home during certain hours. | |
| CVS | Council for Voluntary Service is a local umbrella body for voluntary organisations, charities and campaign groups in a particular area. | |
| CWD | Children with Disabilities | |
| CYPSP | Children and Young People’s Strategic Partnership were formed in 2001 following guidance from the Government, and is responsible for producing a strategic plan setting out a local preventative strategy for vulnerable children. Its members are drawn from all the agencies that provide local services for children. | |
| D | | |
| DAAT | Drug and Alcohol Action Team is a local multi-agency partnership that operated the government’s drugs strategy at a local level. Usually includes Police, Social Services, Health and voluntary sector groups. | |
| DAT | Drug Action Team | |
| DATA | Design and Technology Association | |
| Day Care (or day services) | Daytime care provided in a centre away from a service user’s home, covering a wide range of services from social and educational activities to training, therapy and personal care. | |
| DBFO | Design Build Finance Operate | |
| DCD | Developmental Coordination Disorder | |
| DCMASG | Disabled Children’s Multi-Agency Steering Group (Bournemouth) | |
| DCTC Forum | Developing Communities and Tackling Crime Forum (Bournemouth) | |
| DDA | Disability Discrimination Act (1995) this provides minimum standards so that public buildings and private companies, providing a public service, make their service available to disabled people. It also holds legislation to prevent discrimination against job candidates based on their disability. | |
| DE | Discretionary Exception | |
| Department for Work and Pensions (Benefits Agency) | This department used to be known as the Department of Social Security. It is a Government organisation that provides financial assistance, such as Income Support or Family Credit, to people in need. | |
| Developing Communities and Tackling Crime Forum | Dorset Police, Fire and Rescue Service and Voluntary organisations working in partnership to develop a safer community (Bournemouth Partnership). | |
| Developmental Assessment | An assessment of the developmental difficulties experienced by a child and the planning of action to ensure these problems are addressed. | |
| DF | Devolved Funding | |
| DfES | Department for Education and Skills | |
| DFF | Devolved Formula Funding | |
| DFS | Devolved Funding Scheme | |
| DHA | District Health Authority | |
| DHN | The Democratic Health Network | |
| DipSW | Diploma in Social Work | |
| Direct Payments | Money given to individuals to pay for care services on the basis of a community carer needs assessment. | |
| Disability | A person has a disability if he or she has a physical or mental impairment that has substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities. | |
| Disability Discrimination Act 1995 | Sets minimum standards so that public buildings and private companies providing a public service make their service available to disabled people. Also contains legislation to prevent discrimination against job candidates based on their disability. | |
| Disability Rights Commission | Independent body set up by the government to help secure civil rights for disabled people. Advises the government as well as campaigning to encourage good practice, eliminate discrimination and promote equality. | |
| Disapplication | Removal or lifting of a programme of study, attainment target, assessment, or any other component of the National Curriculum, or any combination of these, including entire subjects or the entire National Curriculum. | |
| DoH | Department of Health | |
| Domiciliary Care | Services provided to people at home, to assist them in living independently within the community, e.g. meals on wheels, community nursing, and home help. | |
| DPA | Data Protection Act | |
| DRTF | Disability Rights Task Force | |
| DSO | Direct Service Organisation | |
| DT | Design and Technology | |
| DTTOs | Drug Testing and Treatment Orders is a scheme introduced in 2000 that requires criminals to undertake drug treatment as an alternative to a prison sentence. | |
| Dual Diagnosis | Cases where someone with a mental illness is subsequently diagnosed with an addition that aggravates their condition, such as cannabis use on top of schizophrenia. Conversely, it may refer to someone whose drug addiction leads to a mental illness, as may happen with the long-term use of amphetamines or cocaine. | |
| Duty Officer | A social worker or occupational therapist who can be contacted by the public during normal office hours. | |
| Dyscalculia | Pupils with dyscalculia have difficulty in acquiring mathematical skills. Pupils may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures. | |
| Dyslexia | Pupils with dyslexia have a marked and persistent difficulty in learning to read, write and spell, despite progress in other areas. Pupils may have poor reading comprehension, handwriting and punctuation. They may also have difficulties in concentration and organisation and in remembering sequences of words. They may mispronounce common words or reverse letters and sounds in words. | |
| Dyspraxia | Pupils with dyspraxia are affected by an impairment or immaturity of the organisation of movement, often appearing clumsy. Gross and fine motor skills are hard to learn and difficult to retain and generalise. Pupils may have poor balance and co-ordination and may be hesitant in many actions (running, skipping, hopping, holding a pencil, doing jigsaws, etc). Their articulation may also be immature and their language late to develop. They may also have poor awareness of body position and poor social skills | |
| E | | |
| E2L | English as a Second Language | |
| EAF | Education Action Forums | |
| EAG | Equalities Action Group | |
| EAL | English as an Additional Language | |
| EAZ | Education Achievement Zone | |
| EAZ | Education Action Zones are local clusters of schools working in partnership with the LEA, parents, businesses and others to encourage innovative approaches to tackling disaffection and raising attainment in schools | |
| EBN | Exceptional Basic Need | |
| EBP | Education Business Partnership | |
| ECDL | European Computer Driving Licence | |
| ECM | “Every Child Matters” - Green Paper published in September 2003 outlining the Government’s strategy for achieving the following outcomes for children and young people: Being Healthy; Staying Safe; Enjoying and Achieving; Making a Positive Contribution; Economic Well-Being. | |
| ECYPPC | Education of Children and Young People in Public Care | |
| EDI | Electronic Data Interchange | |
| EDI | Employee Development Interviews | |
| EDP | Education Development Plan sets out the Local Education Authority’s priorities and plans for a specified period. In Bournemouth, from 2005, EDP will be replaced by a Single Education Plan (SEP) which will encompass a number of existing plans, including the EDP and the Behaviour Support Plan. | |
| EDSI | Education Departments’ Superhighways Initiative | |
| EDT | Education Development Target | |
| Education and Lifelong Learning Forum | Aim to deliver the highest possible educational standards in schools and other centres of learning (Bournemouth Partnership). | |
| Education Lead Officer | Every LEA must nominate a lead officer with responsibility for co-ordinating policy and action on child protection across schools and non-school services maintained by the Authority | |
| Education Supervision Order | An order that LEAs, under section 36 of the Children Act 1989, can apply for to put a child of statutory school age, who is not being properly educated under the supervision of the LEA, with the intention of ensuring that he or she receives efficient full-time education suited to his or her age, aptitude, ability and any special educational needs, and that sufficient support, advice and guidance are provided to the parents. | |
| EEC | Early Excellence Centres | |
| EFL | English as a Foreign Language | |
| EFQM | European Framework for Quality Management | |
| e-GIF | e-Government Interoperability Framework | |
| EiC | Excellence in Cities | |
| EIP | Early Intervention Programme | |
| ELG | Early Learning Goals | |
| ELLL Forum | Education and Lifelong Learning Forum (Bournemouth) | |
| ELVIS | Electronic Virtual Information Systems for Schools | |
| EMA | Education Maintenance Allowance | |
| EMAG | Ethnic Minority Achievement Grant | |
| EMAS | Ethnic Minority Achievement Strategy | |
| Emergency Protection Order | A court order granted under Section 44 of the Children Act 1989 on the grounds that a child will suffer significant harm unless they are removed to council accommodation or moved from where they are currently living. | |
| EMIE | Education Management Information Exchange | |
| Empowerment | Enabling people to take responsibility for themselves and helping them to make decisions about their own lives. | |
| EMTAS | Ethnic Minority and Traveller Achievement Service | |
| ENTO | Employers National Training Organisation | |
| EO | Education Officer | |
| EO | Equal Opportunities | |
| EOTAS | Education Other Than At School is a team to provide, monitor and manage the education of pupils who are unable to attend school, for example through: | |
| EP | Educational Psychologists help gather information for teachers and parents when students have academic or behavioural problems. They assist by evaluating students' thinking abilities and assessing individual strengths and weaknesses. Together, the parents, teachers, and educational psychologist formulate plans to help students learn more effectively. | |
| EPF | Earmarked Pupil Funding | |
| EPS | Educational Psychological Service | |
| ERA | Education Reform Act 1988 | |
| ESC | Education Support Centres | |
| ESL | English as a Second Language | |
| ESO | Education Supervision Order | |
| ESOL | English for Speakers of Other Languages | |
| ESS | Education Standard Spending | |
| ESW | Educational Social Worker | |
| EWO | Education Welfare Officer is a person employed by an LEA to help parents and LEAs meet their respective statutory obligations in relation to school attendance. Education Welfare Officers also carry out related functions such as negotiating alternative educational provision for excluded pupils. | |
| EWS | The role of Education Welfare Service is to ensure that children and young persons of school age receive the opportunity for appropriate education in relation to their age and abilities and attend school | |
| Extended Schools | An extended school is one that provides a range of services and activities often beyond the school day to help meet the needs of its pupils, their families and the wider community. | |
| EY | Early Years | |
| EYDCP | Early Years Development and Childcare Plan oversees and promotes early years education and childcare. The partnership is made up of representatives of organisations linked to all the different areas of early years education and childcare | |
| EYDP | Early Years Development Partnership | |
| EYU | Early Years Unit | |
| FAME | Framework for multi-agency working will develop information sharing systems to manage a number of local and national need from youth offending, acute care, elderly and chidren amongst other uses. It is part of the Government’s agenda to modernise public services. | |
| Family Assessment Service | Specialist Family Assessment Workers who provide intensive work with families where there are child protection concerns. Work undertaken with families to assess the child/children's needs and the ability of the parent/s to care for them and protect them from potential dangers and risks. | |
| Family Centre and Satellites | A therapeutic setting where one or both parents attend with their children as part of a family support strategy to help a family under stress stay together. Support is available at the Family Centre and a number of other locations throughout Bournemouth. | |
| Family Placement Team | Social services teams responsible for organising adoption and fostering. | |
| Family Support Workers | Social Services team responsible for preventative working in the family home to promote the well-being of the child/children. Staff provide emotional and practical support to the family and undertake work relating to Child Protection. | |
| FE | Forms of Entry | |
| FE | Further Education | |
| FENTO | Further Education National Training Organisation | |
| FIS | Financial Information Systems | |
| Foundation Stage | Stage of education before Key Stage 1, with its own curriculum and early learning goals, for children aged three to the end of reception year. The foundation stage curriculum can be delivered in a range of nursery education settings by foundation stage practitioners | |
| FPC | Family Proceedings Court | |
| FPS | Family Placement Service | |
| Framework for the Assessment of Children in Need a | A framework that has been developed which provides a systematic way of analysing, understanding and recording what is happening to children and young people within their families and the wider context of the community in which they live. Effective collaborative work between staff from different disciplines and agencies assessing children in need and their families requires a common language to understand the needs of children, shared values about what is in their best interests and a joint commitment to improving outcomes for children. The Framework underpins this approach. | |
| FSM | Free-School Meals | |
| FSP | Foundation Stage Profile | |
| FTE | Full-Time Equivalent | |
| FTET | Full-Time Education and Training | |
| Full Council | A meeting of every Councillor on a Local Authority to vote on council decisions. Has to ratify policy frameworks and decide on budgets. | |
| Funding Authority | The Education Act 1993 provides for the establishment of two funding authorities: in England, the Funding Agency for Schools (FAS), which was established on 1 April 1994; and in Wales, the Schools Funding Council for Wales (SFCW), which the Act empowers the Secretary of State for Wales to set up by Order. No Order has yet been made. | |
| GAAP | Generally Accepted Accounting Principles | |
| GAL | Guardian Ad Litem | |
| GCSE | General Certificate of Secondary Education | |
| General Practitioner | Doctor working in the community. | |
| GF | General Fund (of a Local Education Authority) | |
| GIS | Geographic Information Systems | |
| GM | Grant Maintained | |
| GMC | General Medical Council is a regulatory body that licences doctors to practice medicine in the UK. | |
| GMS | Grant-Maintained School | |
| GNVQ | General National Vocational Qualification | |
| GO | Government Office (for a given city or region) established in 1994 to bring together the regional outposts of various government departments. Responsible for spending government money at the regional level and the coordination of regeneration programmes. | |
| GOSW | Government Office of the South West | |
| GP | General Practitioner | |
| Grants | Sums of money given to a charity, organisation or individual, usually from some kind of grant-making body such as a charitable foundation or government department. A grant is different to a donation in that it is usually applied for along strict criteria drawn up by the grant maker that the applicant must adhere to in order to receive the money. | |
| GRE | Grant-Related Expenditure | |
| Green Paper | A consultation document that sets out the government’s views on a policy area – such as planning or the NHS – and invites discussion. The first step in a policy-making process that usually leads to legislation. | |
| GRTP | Graduate and Registered Teacher Programme | |
| GSB | General Schools Budget | |
| GSCC | The General Social Care Council is the independent regulatory body responsible for overseeing social care training. Its aim is to raise standards of conduct and practice by setting requirements for training, qualifications and professional development, as well as registering social workers and other social care staff. | |
| GTC | General Teaching Council | |
| H&S | Health and Safety | |
| HA | Health Authority Strategic planning of healthcare in an area. Purchaser of health care through NHS Trusts. | |
| HAD | Hyperactivity Disorder | |
| Hague Convention | An international agreement that aims to establish safeguards to protect the best interests of the child and put in place a system of co-operation between countries to prevent the abduction of, sale of, or traffic of children. Ratified by the UK 1 June 03 | |
| HAS | Home School Agreement - School governors have a duty to develop a home-school agreement through consultation with parents and, where possible, pupils. It sets out the responsibilities of parents, pupils and schools and what they can expect of each other. It is not legally binding and cannot be used as part of an admissions procedure or a parent’s refusal to sign as a reason to exclude pupils. It should be linked to other relevant schools policies and procedures, such as Behaviour and Homework Policies. | |
| HAZ | Health Action Zone | |
| HE | Higher Education | |
| HEADLAMP | Head Teachers’ Leadership and Management Programme | |
| Health Action Zone | Partnerships between the NHS, Local Authorities, community groups and the voluntary and business sectors in areas of high deprivation, aimed at tackling health inequalities and poor health. | |
| Health Assessment | An assessment of a child/young person’s health status and needs by a qualified medical or nursing practitioner | |
| Health Care Plan | A plan concerning investigation, assessment, diagnosis, treatment, rehabilitation and health promotion. Setting out the work needed to meet a child’s health needs as identified in the Health Assessment. | |
| Health Inequality | The gap in health status, and in access to Health Services, between different social classes and ethnic groups and between populations in different geographical areas. | |
| Health Visitors | Specialist nurses working with parents, young children, families and communities to promote health. Usually based at GP surgery. | |
| HI | Hearing Impaired pupils with a range from those with a mild hearing loss to those who are profoundly deaf. They cover the whole ability range. For educational purposes, pupils are regarded as having a hearing impairment if they require hearing aids, adaptations to their environment and/or particular teaching strategies in order to access the concepts and language of the curriculum. A number of pupils with a hearing impairment also have an additional disability or learning difficulty. Hearing loss may be because of conductive or sensory-neural problems and can be measured on a decibel scale. Four categories are generally used: mild, moderate, severe and profound. Some pupils with a significant loss, communicate through sign instead of, or as well as, speech. | |
| HIMP | Health Improvement and Modernisation Plan is a local plan to improve health and healthcare drawn up by primary health professionals working in conjunction with other agencies, such as Local Authorities and the voluntary sector. | |
| HKD | Hyperkinetic Disorder | |
| HLTA | Higher-Level Teaching Assistant | |
| HMI | Her Majesty’s Inspector of Schools | |
| HNC | Higher National Certificate | |
| HND | Higher National Diploma | |
| Home help | Home helps are people employed by Social Services and paid to care for you in your own home. Social Services may arrange home help for you, for personal care, following an assessment of need. Other people paid to care for you at home are often called Care Assistants; they can be employed independently by you through various organisation and agencies. See also Direct Payments | |
| HRD | Human Resources Development | |
| HRM | Human Resources Management | |
| HTP | Headship Training Plan | |
| Human Rights Act 1998 | Legislates for personal human rights that can be defended in court, including the right to life, the right to liberty, freedom from inhuman treatment and the right to a family. | |
| HV | Health Visitor(s) | |
| I&A | Inclusion and Achievement Business Unit (Bournemouth Education Directorate) | |
| I&DEA | Improvement and Development Agency | |
| IAL | Indicated Admissions Limit | |
| IAP | Individual Action Plan | |
| IB | International Baccalaureate | |
| ICS | Information Classification System (DfES) | |
| ICS | Integrated Children’s System (Dept. of Health) aims to bring together electronic and manual recording systems for the Assessment Framework for Children in Need and the Looked After Children documentation | |
| ICSP | Infant Class Size Plan | |
| ICT | Information and Communication Technology | |
| IEA | Independent External Adjudicator | |
| IEP | The Individual Education Plan is set up for pupils who have Special Educational Needs, detailing objectives, targets, provision and review. | |
| IIE | Investors in Excellence | |
| IIP | Investors in People | |
| ILA | Individual Learning Accounts | |
| ILR | Individual Learner Record | |
| ILS | Integrated Learning Systems | |
| ILT | Information and Learning Technology (FE) | |
| IMS | Information Management Strategy | |
| Inclusion & Achievement Business Unit | Education service supporting performance and inclusion in schools. Key areas of delivery are Special Education Needs, Educational Psychology, Education Welfare, Behaviour Support and Learning Support (Bournemouth Education Directorate). | |
| Independent school | A school neither maintained by a local education authority, nor a grant-maintained school, and which is registered under section 70 of the Education Act 1944. Section 189 of the Education Act 1993 sets out the conditions under which an independent school may be approved by the Secretary of State as being suitable for the admission of children with statements of special educational needs. | |
| Index of Deprivation | An official measure used by the government to target regeneration policies to the most deprived areas. | |
| Individual Behaviour Plan | This refers to a strategic plan that LEAs are required to produce by the DfES which outlines the arrangements that are made for children and young people with behaviour, emotional and social difficulties (BESD) in their area. | |
| INSET | In-Service Education and Training is professional development for teachers, undertaken alongside their usual teaching responsibilities. This sometimes takes place within the school but also can be received from the Local Education Authority Advisory Service or an external provider. | |
| Integrated Working | Joined-up working between agencies, in particular local authorities and health organisations, that leads to the effective integration of services for the benefit of service users and carers. This is often described as collaborative, partnership and joint working. | |
| Integration | Educating children with special educational needs together with children without special educational needs in mainstream schools wherever possible, and ensuring that children with special educational needs engage in the activities of the school together with children who do not have special educational needs | |
| Inter-Agency Communication | Information sharing between agencies – formal and informal, written or oral. | |
| Inter-Agency Working | When more than one agency work together in a planned and purposeful way. | |
| Interim Care Order | This may be made by the court to protect a child while waiting for a final hearing. It gives time to gather more details about the child’s welfare before making a decision whether to grant further Care Orders. | |
| IPAS | Independent ICT Procurement Advice Service | |
| IPS | Independent Parental Supporter | |
| IRT | Identification, Referral and Tracking, now referred to as Information Sharing and Assessment | |
| ISA | Independent Schools Association | |
| ISA | Information Sharing and Assessment | |
| ISB | Individual Schools Budget | |
| ISC | Independent Schools Council | |
| ISCG | Institute for School and College Governors | |
| ISI | Independent Schools Inspectorate | |
| ISP | Integrated Service Plan | |
| ISR | Individual School Range | |
| IT | Information Technology covers a range of microcomputers, both portable and desktop; generic or integrated software packages, such as word processors, spreadsheets, databases and communication programmes; input devices such as keyboards, overlay keyboards, specialised access switches and touch screens; output devices such as monitors, printers and plotters; storage devices such as CD-ROM, and microelectronics controlled devices such as a floor turtle. | |
| ITE | Initial Teacher Education | |
| ITT | Initial Teacher Training | |
| JIP | Joint Investment Plan is jointly agreed between health and social services for specific areas of care. | |
| Joined-Up | Deliberate and coordinated planning and working which take account of different policies and varying agency practices and values. This can refer to thinking or to practice or policy development. | |
| Joint Funding | When organisations such as councils, hospitals and schools work together to solve local problems. | |
| Joint Working | Professionals from more than one agency working directly together on a project, for example, teachers and social work staff offering joint-group work. School-based inter-agency meetings may involve joint planning, which reflects joined-up thinking. | |
| JRS | Judgement Recording Statement | |
| JV | Joint Venture | |
| Key Stages 1,2,3,4 | The periods in each pupil’s education to which the elements of the National Curriculum apply. There are 4 Key Stages, related to the age of the pupils: | |
| Key Worker | This could mean a variety of different personnel, for example, child-care practitioner, social worker. | |
| KIT | Keeping in Touch (with teaching) | |
| KS | Key Stage | |
| KS1, etc. | Key Stage 1, etc. | |
| L | | |
| LA | Local Authority | |
| LAC | Looked-After Children is a term which refers to a child or children who are either in care (subject to a Care Order) or accommodated by a Local Authority. Children become Looked-After if, for example, their birth parents are temporarily unable to care for them, or they have been neglected or abused. Social Services, and voluntary agencies, arrange alternative care arrangements with the children’s birth family or in a foster family or a residential children’s home. | |
| LAC Support Team | A LAC support team oversee and advocates for the education of Looked-After Children. See link for details to Bournemouth LAC Support Team. | |
| LDD | Learning Difficulties and Disabilities is a term describing people who have barriers to learning and who therefore may find activities that involve thinking and understanding difficult. They may need help and support with their everyday lives and education. Some people with a learning disability may also have an additional impairment such as sensory impairment or a physical disability. | |
| LEA | Local Education Authority Council department is responsible for delivering primary and secondary education. England’s 149 LEAs have a duty to improve school performance and tackle failure, delegate funding to schools, ensure excluded children are educated and provide enough school places for local children. | |
| Learning Support Services | A team of specialist teachers who work with schools to identify and support pupils with Specific Learning Difficulties and Language and Communication difficulties. | |
| LEAWARDS | Local Education Authority Award System | |
| LES | Local Education Strategy | |
| LGA | Local Government Association | |
| LGIP | Local Government Improvement Project | |
| LIFE | Learning Is For Everyone | |
| Lifelong Learning Business Unit | Promote social inclusion to those who are not in school through the Youth and Adult Education services. Involved in the development of childcare through the Early Years Childcare and Development Partnership and in cross-cutting initiatives such as Sure Start and Neighbourhood renewal, as well as outdoor, environmental and arts support to schools (Bournemouth Education Directorate). | |
| LIG | Leadership Incentive Grant | |
| LIP | Leadership Incentive Programme | |
| LL | Lifelong Learning Business Unit (Bournemouth Education Directorate) | |
| LLDD | Learners with Learning Difficulties and/or Disabilities, see also SLDD | |
| LLDP | Lifelong Learning Development Plan | |
| LMCE | Local Management in Community Education | |
| LMI | Labour Market Information | |
| LMS | Local Management of Schools is a system by which schools manage their own finances through the Governing Body. | |
| LMSS | Local Management of Special Schools | |
| Local Government Act 1999 | Legislation that introduced Best Value. Placed a duty on councils to continuously improve services and replaced the compulsory competitive tendering (CCT) regime. | |
| Local Government Act 2000 | Legislation that introduced directly elected mayors and cabinet-style government. | |
| LPSA | A Local Public Service Agreement (Local PSA) is a voluntary agreement negotiated between an individual local authority and the Government. The overall aim of Local PSAs is to improve performance in the delivery of local public services by focusing on targeted outcomes with support from government. | |
| LPSH | Leadership Programme for Schools and Head Teachers | |
| LPSH | Leadership Programme for Serving Heads | |
| LSA | Learning Support Assistant staff are employed in a variety of functions in support of teachers and what they do varies between schools. Some support individual pupils with special needs, others support the whole class or groups within the class, especially with literacy and numeracy | |
| LSB | Local Schools Budget | |
| LSC | Learning and Skills Council | |
| LSDA | Learning and Skills Development Agency | |
| LSP | Local Strategic Partnerships is an initiative to ensure cooperation between public agencies, voluntary groups and businesses in the regeneration of deprived neighbourhoods. | |
| LSS | Learning Support Services | |
| M | | |
| M&E | Monitoring and Evaluation | |
| Maintained school | Any county school, grant-maintained school, grant-maintained special school, voluntary school or maintained special school. | |
| MAP | Multi-agency Project | |
| MAT | Most Able and Talented | |
| MAT | Multi-Agency Team | |
| MCI | Management Charter Initiative | |
| MDA | Mid-day Assistant | |
| ME | Mandatory Exceptions | |
| MECSS | Minority Ethnic Curriculum Support Service | |
| Mental Health | As well as acute and chronic conditions, such as schizophrenia and clinical depression, it includes dementia, and other mental health problems of older people, and problems arising from misuse of drugs, alcohol or other substances. | |
| Mental Health Act Commission | This watchdog, consisting of doctors, psychiatrists, social workers and lawyers, is a special health authority, fully independent of mental health service providers. Its main function is to review the operation of the Mental Health Act 1983 in relation to detained patients. | |
| MFL | Modern Foreign Languages | |
| MHRT | Mental Health Review Tribunal is the Mental Health Review Tribunal safeguards the rights of patients detained under the Mental Health Act 1983. The draft Mental Health Bill will reform the Tribunal System if implemented. | |
| MI | Management Information | |
| MIND | National Association for Mental Health | |
| MIS | Management Information System(s) | |
| MISE | Management Information Systems in Education | |
| MLD | Moderate Learning Difficulty is for pupils with moderate learning difficulties will have attainments significantly below expected levels in most areas of the curriculum, despite appropriate interventions. Their needs will not be able to be met by normal differentiation and the flexibilities of the National Curriculum. They should only be recorded as MLD if additional educational provision is being made to help them to access the curriculum. Pupils with moderate learning difficulties have much greater difficulty than their peers in acquiring basic literacy and numeracy skills and in understanding concepts. They may also have associated speech and language delay, low self-esteem, low levels of concentration and under-developed social skills. | |
| MNSI | Multi-needs sensory impairment | |
| Modification | Amendment or alteration of a programme of study, attainment target, assessment or any other component of the National Curriculum in order to give the child access to that area of the Curriculum. | |
| MOE | More Open Enrolment | |
| MPA | Multi-Professional Assessment | |
| MSI | Multi-Sensory Impairment: individuals with MSI are sometimes referred to as deafblind but may have some residual sight and/or hearing. Many also have additional disabilities but their complex needs mean that it may be difficult to ascertain their intellectual abilities. Pupils with multi-sensory impairment have much greater difficulties in accessing the curriculum and the environment than those with a single sensory impairment. | |
| Multi-Agency Working | More than one agency working with a young person, with a family or on a project (but not necessarily jointly). | |
| Multi-disciplinary Team | A team or group consisting of representatives from several different professional backgrounds who all have different areas of expertise. For example, a community mental health team. | |
| Multi-Profession Assessment | A multi-professional (statutory) assessment to determine a child’s special educational needs prior to making a decision about issuing a statement. | |
| Multi-Professional Working | The working together of staff with different professional backgrounds and training. | |
| NACE | National Association for Able Children in Education | |
| NACVS | National Association of Councils for Voluntary Service is an umbrella body of more than 280 local councils for voluntary service (CVS). Local CVS provide support, advice and information for local voluntary organisations, and the NACVS provides training, services and a national voice. | |
| NAEIAC | National Association of Education Inspectors, Advisers and Consultants | |
| NAGC | National Association for Gifted Children | |
| NAGM | National Association of Governors and Managers | |
| NAHT | National Association of Head Teachers | |
| NAI | Non-Accidental Injury | |
| Named LEA Officer | The person from the LEA who liaises with the parents over all the arrangements relating to statutory assessment and the making of a statement. LEAs will inform parents of the identity of the Named Officer when they issue a notice of a proposal to make a statutory assessment of a child. | |
| Named Person | The person whom the LEA must identify when sending the parents a final version of a statement. The Named Person, who should usually be identified in cooperation with the parents, must be someone who can give the parents information and advice about their child's special educational needs. He or she may be appointed at the start of the assessment process and can then attend meetings with parents and encourage parental participation throughout that process. The Named Person should normally be independent of the LEA and may be someone from a voluntary organisation or parent partnership scheme. | |
| NAPE | National Association for Primary Education | |
| NAS | National Autistic Society | |
| NAS/UWT | National Association of Schoolmasters/Union of Women Teachers | |
| NATECLA | National Association for Teachers of English and Community Languages | |
| National Assessment Tests | Tests designed to provide a common assessment experience for all pupils at or near the end of a key stage. These tests are taken in the core subjects of English, Mathematics and Science. | |
| National Childcare Strategy | Strategy introduced with the aim of ensuring good quality, affordable childcare for children aged 0 to 14 in every neighbourhood and delivered by the Early Years Development and Childcare Partnerships (EYDCPs). This includes formal childcare, such as playgroups, out of school clubs and childminders and informal childcare, for example relatives or friends looking after children. The strategy is detailed in the Green Paper, Meeting the Childcare Challenge | |
| National Health Service Trust | Local body responsible for commissioning health services within its area within the strategy of the local Healthy Authority. | |
| NC | The programmes of study laid down by law for all pupils aged from 5 to 16 in state schools. The cores subjects are English, maths and science together will foundation subjects of technology, history, geography, art, music and PE at KS1 and KS2, with the addition of a modern foreign language at KS3. At KS4 the National Curriculum must include the core subjects together with PE, technology and a modern foreign language. | |
| NCB | National Children’s Bureau | |
| NCH | National Children’s Homes | |
| NCS | National Childcare Strategy | |
| NCT | National Curriculum Tests | |
| NCT | Non-contact Time | |
| NCVO | National Council for Voluntary Organisations is a national umbrella body for voluntary organisations and charities in England. Represents more than 1,000 organisation in negotiations with the government over service levels, charity law and consultation. Also provides support and services to organisation. See also: National Association of Councils for Voluntary Service (NACVS). | |
| NCVQ | National Council for Vocational Qualifications | |
| NDPB | Non-Departmental Public Body | |
| NDS | New Deal for Schools | |
| Need | This refers to a person’s requirement for service, which has been accepted by the body responsible for providing it. | |
| NEET | Not in Education, Employment, or Training | |
| NEG | Nursery Education Grant | |
| NERS | National Exclusions Reporting System | |
| NfER | National Foundation for Educational Research | |
| NGC | National Council for Governing Bodies | |
| NGfL | National Grid for Learning | |
| NHS Direct | Telephone helpline and website that gives 24-hour nurse advice and health information. | |
| NICE | National Institute for Clinical Excellence is a body set up in April 1999 to decide which health treatments and technologies – from drugs to artificial hips – should be available on the NHS in England and Wales. | |
| NIMHE | The National Institute for Mental Health in England was set up to provide research and expertise to help the NHS implement the National Service Framework on Mental Health. The institute started coordinating and disseminating research and good practice, facilitating training and improving mental health services from spring 2003. | |
| NLGN | New Local Government Network | |
| NLP | National Literacy Project | |
| NLS | National Literacy Strategy | |
| NNEB | National Nursery Examination Board | |
| NO | Named Officer | |
| NOF | New Opportunities Fund | |
| Non-maintained special school | Schools in England approved by the Secretary of State as special schools which are not maintained by the state but charge fees on a non-profit-making basis. Most non-maintained special schools are run by major charities or charitable trusts. | |
| NOR | Number-on-Roll | |
| Normalisation | A policy that enables someone with a physical or mental disability to live as-full-a-life as possible and to have access to all public services. | |
| Note in lieu | A note issued to the child's parents and school when, following a statutory assessment, the LEA decide not to make a statement. The note should describe the child's special educational needs, explain why the LEA will not make a statement and make recommendations about appropriate provision for the child. All the advice received during the assessment should be attached to the note sent to the parents and, with their consent, should also be sent to the child's school. | |
| NP | Named Person (see also IPS) | |
| NPP | National Partnership Protocol | |
| NPQ | National Professional Qualification | |
| NPQH | National Professional Qualification for Headship | |
| NPQSL | National Professional Qualifications for Subject Leaders | |
| NQF | New Opportunities Fund | |
| NQT | Newly Qualified Teacher | |
| NRA | National Records of Achievement | |
| NRF | Neighbourhood Renewal Fund | |
| NRS | Neighbourhood Renewal Scheme | |
| NSF | National Service Framework (Health) was introduced in 1998, NSFs establish a set of minimum national standards of clinical quality and access to services in a series of major care areas and disease groups (including, so far, mental health, diabetes, older people and coronary heart disease). The aim is to drive up performance and decrease geographical variations in care standards. The NSF for Children, Young People and Maternity Services will set evidence-based standards for health and social care services for children young people and pregnant women. | |
| NSPCC | National Society for the Prevention of Cruelty to Children | |
| NSSEN | Non-Statemented Special Educational Needs | |
| NSTS | The National Strategic Tracing Service is a national (England and Wales) database of people, places and NHS organisations. The NHS Strategic Tracing Service sits at the heart of the modern healthcare agenda as a vital tool for sharing information within the National Health Service. NHS staff will, subject to the stringent security procedures, be able to access their patients 'demographic; name, address, date of birth, GP name and address details to obtain their NHS number and a range of up-to-date administrative information.' | |
| NTA | National Training Award | |
| NTA | Non-Teaching Assistant is no longer used. Referred to adult who is not a teacher who works in class. Now known as a Teaching Assistant or TA. | |
| NTDP | National Training Development Plan | |
| NTO | National Training Organisation | |
| Nursery Nurse | Nursery Nurses are trained in the care and development of children up to the age of eight-years old. They can receive further training to look after sick children and some work in teams in the hospital and the community. | |
| NVQ | National Vocational Qualification | |
| NWPU | Needs Weighted Pupil Unit | |
| O2E | Opportunity to Excel | |
| OCR | Oxford Cambridge and RSA Examinations | |
| Office of the Deputy Prime Minister | Formerly the Department for Transport, Local Government and the Regions. The Department no longer handles transport, but is responsible for housing, regeneration and elections. | |
| OfSTED | Office for Standards in Education was created in 1992, OfSTED inspects schools and local education authorities in England. OfSTED and other inspectorates will be consulting on an integrated inspection framework (April 2004). | |
| OLA | Outer London Allowance | |
| OMR | Optical Mark Reader | |
| OPM | Office of Public Management | |
| ORACLE | Computerised Integrated Referral and Database System | |
| OSCI | Out-of-School Childcare Initiatives | |
| OSHL | Out-of-School Hours Learning | |
| OT | Occupational Therapists | |
| Outpatient | A patient who attends hospital for treatment, consultation and advice, but does not require a stay in hospital. | |
| P&R | Planning and Resources Business Unit (Bournemouth Education Directorate) | |
| P&R | Planning and Resources Business Unit (Bournemouth) | |
| PA | Police Authority | |
| PAF | Performance Assessment Framework are performance indicators are published for all 150 council-run services departments in England. The indicators are known collectively as the Personal Social Services Performance Assessment Framework (PAF). | |
| PAL | Planned Admission Level | |
| PAL | Published Admissions Limit | |
| PALS | Patient Advice and Liaison Services or Pals provide “on the spot” help and guidance about NHS services to patients. This could be how to access services, complain, or how to contact local medical conditions support groups. Pals are based in each Acute Trust and Primary Care Trust. | |
| PANDA | Performance and Assessment (Report) | |
| Parental Preference | Parents must express a preference for the school that they want their child to attend but this does not mean a place in that school will automatically be provided. The request will be considered against the admissions criteria for that school and a place offered if possible. In cases where the child has special educational needs the LEA must be certain that the school can meet the needs of that child. | |
| Parental Responsibility | “All the rights, duties, powers, responsibility and authority which by law a parent of a child has in relation to the child and his property” – Children Act 1989 section 3 (1). A Care Order grants parental responsibility to a Local Authority but does not remove it from a child’s parents. | |
| PAT | Professional Association of Teachers | |
| PATA | Parent and Toddler Association | |
| Pathway Plan | Under the Children (Leaving Care) Act 2000, all Looked-After children should have a Pathway Plan set up by their 16th birthday. The plan should set out the support that the young person will receive in transition to independent life, and should cover the period up to the age of 18 or when they are living independently. | |
| Patient Forums | Following abolishment of community health councils, Patient Forums were created as the key public representative body in Acute Trusts and Primary Care Trusts (PCTs). Their role will be to monitor the range and effectiveness of services provided by their host organisation, to seek out patients’ views, and oversee the trust’s patient advice and liaison committee. They will report their findings to the Trust and other stakeholders. A member of the patient forum will have a seat on the trust executive boards. PCT Patient Forums will have additional responsibilities to work with other local Patient Forums to provide an area-wide strategic view of service-user issues and promote public involvement in health matters. | |
| PCG | Forerunners of Primary Care Trusts, Primary Care Groups are voluntary GP-led groups with a range of duties from advising the Local Health Authority on commissioning care for their local population, to commissioning care themselves. All PCGs are expected to become PCTs by April 2004. | |
| PCHR | A personal child health record (in a red book) of a child aged 0-5 years which is retained by the prime carer but is the property of the secretary of State for Health | |
| PCT | Primary Care Trust evolved from PCGs, PCTs are free-standing statutory bodies that provide primary and community services and commission secondary (hospital) care on behalf of their local population. By April 2004, all PCGs are expected to be PCTs, which will commission 75% of the NHS budget. | |
| PD | There are a wide range of physical disabilities and pupils cover the whole ability range. Some pupils are able to access the curriculum and learn effectively without additional educational provision. They have a disability but do not have a special educational need. For others, the impact on their education may be severe. | |
| PDP | Personal Development Plan | |
| PDPR | Personal Development and Performance Review | |
| PE | Physical Education | |
| PEACH | Parents for the Early Intervention of Autism in Children | |
| PEO | Principal Education Officer | |
| PEP | Personal Education Plan is for any pupil in school or similar setting, for example for a Looked After Child (LAC), including input from the child, education and social and caring services and the LAC’s team | |
| Peripatetic teacher (or specialist, advisory, or s | A teacher with specific expertise who travels from school to school and is employed by the LEA to give appropriate specialist advice and support to the child and the school. Often he or she will also teach children with special educational needs on a sessional basis, usually when an individual school does not justify the services of a full-time teacher for the purpose. | |
| Permanent Exclusion | A permanent exclusions if for very serious offences or breaches of the school behaviour policy when a wide-range of strategies have been tried and failed. It means that the pupil will not be accepted back in the school and will have to continue his or her education elsewhere. A permanent exclusion is not expected to be used for a first offence. The parent or carer has a right of appeal and should be notified of their rights in writing. | |
| PFI | Private Finance Initiative(s) | |
| PGCE | Postgraduate Certificate in Education | |
| PI | Performance Indicators | |
| PIAP | Post-Inspection Action Plan | |
| PICSI | Pre-Inspection Context and School Indicator | |
| PIN | Parents Information Network | |
| PIP | Performance Improvement Plan | |
| Placements | Arrangements made by Social Services for a person to be placed in foster, residential or nursing care on a short or long-term basis. | |
| Planning and Resources Business Unit | Support front-line services including financial control, planning, schools admissions, asset management, governor support, personnel strategy and the One-Stop Information Service (Bournemouth Education Directorate). | |
| PLASC | Pupil Level Annual School Census | |
| Playgroups | Sessional Playgroup: a group registered as sessional facilities or services, offering sessional care and education for children, mainly aged three to five, cared for with or without parents, no single session lasting more than four hours and no main meal being provided by the group. Such groups are known under a variety of names, but they are all registered as playgroups. Full and extended day care playgroup: a group that accepts children under the age of five, without their parents, for more than four hours in any day. Opportunity playgroup: a group that is set up primarily to provide for children with disabilities or learning difficulties alongside other children. The children often start at an earlier age than in a regular playgroup and staff usually have more specialised training in this field. Parent and Toddler playgroup: a group of parents or carers with children under school age, most of the children below the age of three. These groups provide for both children and adults. | |
| PMLD | Profound and Multiple Learning Difficulties for pupils with profound and multiple learning difficulties have complex learning needs. In addition to very severe learning difficulties, pupils have other significant difficulties, such as physical disabilities, sensory impairment or a severe medical condition. Pupils require a high level of adult support, both for their learning needs and also for their personal care. They are likely to need sensory stimulation and a curriculum broken down into very small steps. Some pupils communicate by gesture, eye pointing or symbols, others by very simple language. Their attainments are likely to remain in the early P scale range (P1-P4) throughout their school careers (that is below level 1 of the National Curriculum). (Further information about P scales can be found in Supporting the Target Setting Process, DfES Guidance March 2001. Ref: DfEE 0065/2001). | |
| Police Protection | Police have power to take a child “into Police protection” if there is a risk of significant harm. The parents and the Local Authority must be notified as-soon-as-possible. The order may last up to 72 hours. | |
| Portage | A planned approach to home-based pre-school education for children with developmental delay, disabilities or any other special educational needs. Portage began in Portage, Wisconsin, USA, and there is now an extensive Portage network in the UK, which is overseen by the National Portage Association. | |
| POS | Programme of Study | |
| Post Care and Youth Support Services | Youth Support section works with young people in-need who are over the age of 14 to provide comprehensive support and information when they leave care. | |
| PPA | Pre-School Playgroups Association | |
| PPI | Public Performance Indicator | |
| PPP | Public Private Partnership | |
| PPS | Parent Partnership Scheme | |
| PQ | Post Qualifying Training | |
| PR | Public Relations | |
| PRC | Pupil Referral Centre | |
| PRG | Pupil Retention Grants | |
| Primary Care | Services provided by family doctors, dentists, nurses, midwives, health visitors, pharmacists, optometrists and ophthalmic medical practitioners. | |
| Providers | Any person, group of people or organisation supplying a community care service. Providers may be in either statutory or non-statutory sector services. | |
| PRU | Pupil Referral Unit is an education facility for pupils who have very specific needs and are unable to attend school. Usually either part-time or temporary placements, often following several exclusions from school, but also to include children with mental health problems. | |
| PS | Partially-sighted | |
| PSA | Parent School Association | |
| PSA | Public Service Agreement | |
| PSE | Personal and Social Education | |
| PSHE | Personal, Social and Health Education is a school subject, usually in the secondary curriculum, addressing all personal development areas. | |
| PSP | Pastoral Support Programme is a plan put in place for pupils at a high risk of imminent exclusion from school. The school brings together the pupil, parents or carers, and other agencies to develop and implement a time-specific plan to support the child’s continuing attendance. | |
| PSS | Personal Social Services | |
| PT | Part-time | |
| PTA | Parent-Teacher Association | |
| PTR | Pupil Teacher Ratio | |
| PULSE | Pupil Level Data for School Effectiveness | |
| Purchaser | A budget-holder who contracts to buy a service from a provider. | |
| QCA | Qualifications and Curriculum Authority | |
| QT | Qualified Teacher | |
| QTS | Qualified Teacher Status | |
| Quality Protects | Launched in 1998, aims to transform children’s services by 2004. Local Authorities must show they are meeting 11 key objectives that cover children in need, Looked-After Children and children-in-need of protection. Each council must produce an annual management action plan outlining their strategy for transforming their services in order to receive a share of the children’s service grant – worth £885m over five years – that supports the initiative. Councils must work in partnership with the NHS and the voluntary sector. | |
| R | | |
| R&R | Recruitment and Retention | |
| Race Relations (Amendment) Act 2000 | Deals with racism in the public sector by requiring bodies such as councils, hospitals and schools to take steps to promote good race relations. | |
| RAMP | Regional Accreditation and Moderation Panels (for Youth Service Training) | |
| RDA | Regional Development Agency | |
| RE | Religious Education | |
| REACH | Record of Achievement | |
| Reading Age (RA) | Measured in years or as a standardised score | |
| REE | Register of Educational Establishments | |
| Referral | A request for help for someone in need of assessment, usually written down in brief notes. A third party usually makes these on behalf of someone else, for example, a social worker for a service user; a GP for a patient. A self-referral is a request for services by the service user directly. | |
| Regional Organisations Expert in Information Techn | The Aids to Communication (ACE) centres in Oxford and Oldham, the Centre for Micro-Assisted Communication at Charlton Park School, London SE7 and Communication Aids Centres funded under the NHS. Further information on these centres and on information technology for children with special educational needs may be obtained from the National Council for Educational Technology (NCET), Milburn Hill Road, Science Park, Coventry, CV4 7JJ. Telephone: 0203 416994. | |
| Reparation | This is the act of trying to repair the harm done. It may take many forms. It may consist of payment of money as compensation to the victim, or if the victim wishes, to a charitable organisation. It may take the form of work for the victim (especially when the victim is an organisation such as a small business or a school) community reparation/payback- usually for a charitable organisation. Not to be confused with community service. Ideally these placements should be the wishes of the victim, offence related and or based on the skills/interests of the offender. This will increase the success rate for completion and reintegrates offenders. It is important that placements are not degrading or demeaning. | |
| Reparation order | Part of a range of options open to the courts as a result of the Crime and Disorder Act 1998. With Action Plan Orders they would normally used for second and subsequent offences. The use of contracts as part of referral orders for those pleading guilty would normally occur first. | |
| Residential Family Centre | A centre in which a family lives for a set period. Children remain under their parent’s care whilst living in the centre. | |
| Residential Home | A category of home that provides personal care and other services and whose work has to be monitored by Local Authority Registration and Inspection Units. | |
| Respite Care | Care provided by a day or residential unit or by a family as much for the benefit of the carers as for the person concerned. | |
| Responsible Person | The head teacher or the appropriate governor, that is the chairman of the governing body unless the governing body have designated another governor for the purpose. In the case of a nursery school, the responsible person is the head teacher. The responsible person must be informed by the LEA when they conclude that a pupil at a school has special educational needs. The responsible person must then ensure that all those who will teach the child know about his or her special educational needs. | |
| Restraint | Control to prevent a person from harming themselves or other people. This can be applied by either physical means, mechanical means or medication. | |
| RI or RGI | Registered Inspector | |
| RISE | The Research in Information on State Education Trust | |
| ROA | Record of Achievement | |
| Routine Health Care | Health Care offered to all the population. | |
| RSG | Revenue Support Grant | |
| RSI | Repetitive Strain Injury | |
| RSM | Recruitment Strategy Manager | |
| RSW | Social work provides a range of services critical to the welfare of a large number of the most vulnerable members of our society. Residential social workers add an extra dimension to this responsibility – having to live with those at risk and with special needs on a full or part time basis. | |
| RYOGENS | Reducing Youth Offending Generic National Solution | |
| SA | Special Agreement | |
| SAI | Schools Access Initiative | |
| Salamanca | Salamanca Statement 1994 – UNESCO statement of the right of ever child to an appropriate education. | |
| SALC | Sports, Art, Leisure and Culture | |
| SAO | School Attendance Order | |
| SAT | Standard Assessment Task (or Test) | |
| SCA | Supplementary Credit Approval | |
| SCC | Schools Causing Concern | |
| SCD | Severe Communication Difficulties | |
| SCEA | The Service Children’s Education Authority. The SCEA oversees the education of UK service children abroad. It is funded by the Ministry of Defence and operates its own schools as well as providing advice to parents on SCEA and UK schools. | |
| School Nurses | Specialist Nurses working with school-age children | |
| Schools Action | When a school gives extra or different help for a child because that child has special educational needs. The extra or different help could be a different way of teaching certain things, some help from an extra adult, perhaps in a small group, or the use of particular equipment like a computer or a desk with a sloping top. | |
| Schools Action Plus | If a child does not make enough progress within Schools Action, the teacher or the Special Educational Needs Co-ordinator (SENCO) will talk to the parents about asking for advice from other people outside the school. They might want to ask for help from, for example, a specialist teacher, an educational psychologist, a speech and language therapist or other health professionals. | |
| SCIE | Social Care Institute for Excellence or SCIE – pronounced ‘sky’ – is charged with reviewing research and practice in social care. It will produce best practice guidelines for staff and services, setting out which methods do not work as well as effective ones. | |
| Scrutiny Committee | Group of councillors that reviews and investigates Local Authority services and other issues, monitors the work of a mayor or cabinet and holds members of the Executive to account for their decisions. Introduced by the Local Government Act 2000. | |
| SDF | Service Development Fund | |
| SDP | School Development Plan | |
| Secondary Care | Specialist care, typically provided in a hospital setting or following referral from a primary of community health care professional. | |
| Section 17 | Under Section 17 of the Children Act 1989, Local Authorities have a duty to safeguard and promote the welfare of children in need in their area. | |
| Section 47 | Under Section 47 of the Children Act 1989, Local Authorities must make inquiries about children suspected of being at-risk, so they can decide whether they need to take further action to protect and promote the child’s welfare. | |
| Sectioned | Refers to powers in the Mental Health Act 1983 that allows the detention of people who are suffering from mental disorders. Initially, an approved social worker or close relative can apply to have a person detained for assessment based on the recommendations of two doctors, one of whom must be a qualified psychiatrist. The grounds for the application are set out under different Sections of the act. Under Section 2, the doctors must confirm that the person is suffering from a mental disorder to a degree that warrants medical care and attention. They must be satisfied that the patient should be detained for their own health and safety, or to protect others. Section 2 allows detention for up to 28 days. Section 3 allows patients to be held for six months at first, and then for a year-a-time. Under this section, the mental disorder that the patient is suffering from must be specified, as well as any treatment proposed. Section 4 covers emergency cases and enables one doctor to orde | |
| SEED Challenge | A source of matched funding from the DfES. Any school can apply for this grant to go toward capital funding. SEED Challenge funding ends in April 2005. | |
| Self-Assessment | A means by which people set out their own estimation of their needs for support, usually on a standardised form. | |
| Self-help Group | A group of people with similar problems who get together for mutual support and to campaign for improved services. | |
| SEN | Special Educational Needs | |
| SENCO | Special Educational Needs Coordinator is a teacher who has responsibility for the day-to-day management of special educational needs in a school. This is a statutory position – all schools must have a named person to co-ordinate special educational needs by whatever name they are called. A SENCO often has practical and professional experience of teaching children with special educational needs. | |
| SEND | Special Educational Needs and Discrimination Act | |
| SENDA | Special Educational Needs and Disability Act 2002 – brought the requirements of the Disability Discrimination Act 1995 to education, linked with the Revised Code of Practice for Special Educational Needs 2001. | |
| SENDIST | Special Education Needs and Disability Tribunal - An independent tribunal set up by Act of Parliament for determining appeals by parents against Local Education Authorities (LEAs) about children's special educational needs, where parents cannot reach agreement with the LEA. SENDIST also considers parents' claims of disability discrimination in schools | |
| SENIMS | Special Education Needs in Mainstream Schools | |
| SENSS | Special Education Needs Support Service | |
| SENT | Special Education Needs Tribunal | |
| Service User / Person who uses Services | An individual, who uses, requests, applies for or benefits from health or local authority services. They may also be referred to as a client, patient or consumer. | |
| SEU | Social Exclusion Unit (Cabinet Office) | |
| SEU | Standards and Effectiveness Unit (DfES) | |
| SF | Standards Fund | |
| SFCC | Schools Facing Challenging Circumstances | |
| SFM | Standard Figure of Maintenance | |
| SHA | Secondary Heads Association | |
| SIAS | School Improvement and Advisory Service | |
| Significant Harm | Harm to a child which meets the criteria for an application to court under section 31 of the Children Act 1989. Harm means ill-treatment, or impairment of physical or mental health, or physical, intellectual, emotional, social or behavioural development | |
| SILO | Schools Industry Liaison Officer | |
| SIMS | Schools Information and Management System | |
| Single-Agency Working | Where only one agency is involved. This may still be the consequence of inter-agency decision making and therefore may be part of a joined-up plan. | |
| SIP | School Improvement Plan | |
| SIPS | School Inclusion: Pupil Support | |
| SKILL | National Bureau for Students with Disabilities | |
| SLA | Service Legal Agreement | |
| SLD | Severe Learning Difficulties is for pupils with severe learning difficulties have significant intellectual or cognitive impairments. This has a major effect on their ability to participate in the school curriculum without support. They may also have difficulties in mobility and co-ordination, communication and perception and the acquisition of self-help skills. Pupils with severe learning difficulties will need support in all areas of the curriculum. They may also require teaching of self-help, independence and social skills. Some pupils may use sign and symbols but most will be able to hold simple conversations. Their attainments may be within the upper P scale range (P4-P8) for much of their school careers (that is below level 1 of the National Curriculum). (Further information about P scales can be found in Supporting the Target Setting Process, DfES Guidance March 2001. Ref: DfEE 0065/2001). | |
| SLDD | Student with Learning Difficulty and/or Disability see also LLDD | |
| SLS | School Library Service | |
| SLT | Speech and Language Therapy | |
| SN | Special Needs | |
| SN | Standard Number | |
| SNA | Special Needs Assistant | |
| SNIP | Special Needs Improvement Plan | |
| Social and Caring Services Departments | These are the Local Authority Departments in England and Wales responsible for the provision of personal social services. Established under the Local Authority Social Services Act 1970, they combined the former Children’s, Health and Welfare Departments. The services they provide include social work, home care and community care. | |
| Social Exclusion | This term is used to describe people or areas that suffer from a combination of factors that include unemployment, high crime, low incomes and poor housing. The government’s approach to regeneration is based on tackling the problems posed by social exclusion as a whole, rather than simply focussing on its individual elements. Work is co-ordinated by the Social Exclusion Unit. | |
| Social Inclusion | A shorthand name for strategies designed to assist individuals, groups or areas to overcome the linked problems of deprivation including unemployment, poor skills, low incomes, poor housing, high crime rates, bad health and family breakdown | |
| Social Regeneration | Process of tackling the social problems that lead to deprivation, such as crime and drugs. The process is different from physical regeneration, which tackles run-down buildings and communal areas, and economic regeneration, which is aimed at creating jobs and wealth. | |
| Social Work | The provision of personal help to resolve a range of social and economic difficulties. The term was first adopted by social theorists in the early 1900s and began to be used more widely in the 1970s following the establishment of social services departments and the British Association of Social Workers. | |
| Social Worker | Social Workers have a wide role in supporting people who are considered “at-risk.” In the case of children who are looked-after, the child’s Social Worker manages their care. This includes visiting the placement at set intervals and ensuring that the child is cared for safely. Plans for health, education and contact are also carried out. In cases of child protection, Social Workers are involved in initial investigations and lead core assessments of registered children, acting as “key worker”. | |
| SOEC Forum | Strengthening our Economy Forum (Bournemouth) | |
| SOEN Forum | Sustaining our Environment Forum (Bournemouth) | |
| SOP | School Organisation Plan | |
| Special School | A school which is specially organised to make special educational provision for pupils with special educational needs and is for the time being approved by the Secretary of State under section 188 of the Education Act 1993 | |
| Speech and Language Therapist | Health Service professional specialising in communication | |
| SpLD | Specific Learning Difficulty | |
| SRCF | Schools Renewal Challenge Fund | |
| SRE | Sex and Relationship Education | |
| SSD | Social Services Department | |
| SSF | School Standards Fund | |
| SSFA | School Standards and Framework Act | |
| SSG | Schools Standards Grant | |
| SSI | Social Services Inspectorate is part of the social care group in the Department of Health, the SSI advises ministers and government departments on all matters relating to personal social services. It also assists Local Authorities, voluntary organisations and private agencies in the planning and delivery of effective and efficient social care services; runs a national programme of inspection, evaluating the quality of services provided, and monitors the implementation of government policy on social services. | |
| STA | Specialist Teaching Assistant | |
| Stakeholders | People who have an interest in an organisation, its activities and its achievements, including customers, partners, employees, shareholders, owners and government regulators. Modern consultation is usually “stakeholder-focused”. | |
| Standards Funding | Project funding received from Government. | |
| STAR | Specialist Teacher Assistants Record | |
| Statutory Authority | An organisation that is required by law to provide public services and receives central or local government funding, for example Health Authorities and Local Authorities. | |
| Statutory Services | Refers to service provided by the Local Authority as a matter of course. Examples of statutory services include benefits, social services, hospital treatment on the NHS and schools. | |
| STO | Statutory Transfer Order | |
| Strategic Health Authority | Unveiled in the Shifting of the Balance of Power reforms announced in April 2001, the 28 authorities (created from the 95-odd District Health Authorities) have provided from April 2002 strategic management support for Primary Care Trusts and hospitals in improving NHS performance. | |
| Strengthening our Economy Forum | Aim to support and develop local employment opportunities and businesses and attract new employment-related investment to the town (Bournemouth Partnership). | |
| Substance Abuse / Misuse | The use of a mood-altering substance in such a way that it is either socially unacceptable or impairs, social, medical and/or occupational functioning. | |
| Support for Disabled People: A New Contract for We | Publication released in October 1998, setting out the government’s intended reforms to services, benefits and legislation affecting disabled people. | |
| Supported Housing | Catch-all term for accommodation for vulnerable people with care needs. Examples include sheltered housing for older people, homeless hostels, and accommodation for people with learning difficulties and mental health problems. | |
| Supporting People | New regime for funding the running costs of housing for vulnerable people, such as rough sleepers, older people and those with special needs. The money will be paid directly by Local Authorities to housing associations and other supported housing agencies. It replaced the former system under which supported housing was funded by a combination of housing benefit and grant from the housing corporation. | |
| Sure Start Local Programme | Sure Start is a cornerstone of the government’s drive to eradicate child poverty in 20 years, and to halve it within 10. It aims to improve children’s life opportunities by working with parents and parents-to-be in deprived areas and providing better access to family support, advising on nurturing, health services and early learning. There are already more than 500 Local Sure Start programmes across England and Wales. | |
| Sure Start Unit | The Sure Start Unit is an integral part of the Government’s newly formed Children, Young People and Families Directorate. The Sure Start Unit works with local authorities, Primary Care Trusts, Jobcentre Plus, local communities and voluntary and private sector organisations. | |
| Sustaining our Environment Forum | Aim to protect, maintain and improve the natural and built environment; raise awareness of environmental issues; and consult with local people about development (Bournemouth Partnership). | |
| TA | Teaching Assistant is an adult who is not a teacher who assists in class. They may have a range of qualifications, experience and expertise and often support pupils with special educational needs and/or behavioural difficulties. | |
| TCAG | Traveller Children’s Attainment Grant | |
| TEC | Training and Enterprise Council | |
| TEFL | Teaching of English as a Foreign Language | |
| TEN | The Education Network | |
| TES | Times Educational Supplement | |
| TES | Traveller Education Service | |
| TESOL | Teaching English to Speakers of Other Languages | |
| Test | test | |
| TIDP | Teachers International Development Programme | |
| TQ | Teaching Qualification | |
| TQM | Total Quality Management | |
| TRACKA | Achievement Data Handling Package (focused at primary schools) | |
| Transition Plan | A plan which should form part of the first annual review after the child's 14th birthday, and any subsequent annual review. The purpose of the plan is to draw together information from a range of individuals within and beyond the school, in order to plan coherently for the young person's transition to adult life. | |
| Transitional arrangements | Legal provisions which provide for a smooth change-over from the legal regime established by the Education Act 1981 and the Education (Special Educational Needs) Regulations 1983, to that established under the Education Act 1993 and the Education (Special Educational Needs) Regulations 1994. | |
| TSI | Technology Schools Initiative | |
| TSN | Targeting Social Need | |
| TTA | Teacher Training Agency | |
| UA | Unitary Authority | |
| UCAS | University and College Admissions Services | |
| UCF | Unified Casework Framework | |
| UCLES | University of Cambridge Local Examinations Systems | |
| UFA | University of the First Age | |
| UfI | University for Industry | |
| Unallocated Case | A case that requires the attention of a named social worker or other key worker but has no allocated worker, most likely due to staff shortages. | |
| UPN | Unique Pupil Number | |
| URN | Unique Reference Number | |
| VA | Voluntary Aided | |
| VC | Voluntary Controlled | |
| VCT | Voluntary Collective Tendering | |
| VFM | Value for Money | |
| VI | Visually Impaired | |
| Victoria Climbié Enquiry | This Public Enquiry, set up by the Health Secretary, was charged with finding out why Child Protection Services failed to prevent the murder of 8-year-old Victoria Climbié. It was led by former Chief Inspector of Social and Caring Services, Lord Herbert Laming. The recommendations were published in February 2002. This was the first “tripartite” inquiry into the death of an abused child in Britain, as it has investigated the role of Social and Caring Services, the NHS and the Police with regards to the Children’s Act, the NHS Act and the Police Act. It is also known as the Laming Inquiry. | |
| Viewpoint | A computer-based software programme that seeks to obtain the views of children about aspects of their lives. This has included specific programmes for looked-after children. | |
| VIPER | Video Identification Parade Electronic Recording | |
| Visual Impairment | Any impairment to a person physically which restricts their vision to less than that available to most healthy adults. The term began to replace the more cumbersome 'blind and partially sighted' in the last quarter of the twentieth century | |
| Voluntary Sector | Organisations, often registered as charities, which operate on a non profit-making basis, to provide help and support to the group of people they exist to serve. They may be local or national, and they may employ staff, or depend entirely on volunteers. | |
| Volunteer | Usually refers to a person who gives a portion of their time, or a period of time in a year, to an organisation as a worker or helper without payment. | |
| VRQ | Verbal Reasoning Quotient | |
| VTC | Virtual Teacher Centre | |
| Vulnerable Children | Disadvantaged children who would benefit from extra help from public agencies to allow them to make the most of their opportunities in life. | |
| WAGM | Workforce Agreement Monitoring Group | |
| Walk-in Centres | Nurse-led drop-in centres managed by the NHS that provide minor treatments, self-help advice and information on the NHS, Social and Caring Services, and other local Healthcare organisations. | |
| White Paper | Statement of policy issued by the government. White Papers often form the basis of new legislation, and are usually preceded by a consultative Green Paper. | |
| XML | Extensible Metaphoric Language | |
| YCMAP | Young Carers Management Action Plan | |
| YIP | Youth Inclusion Programme | |
| YISP | Youth Inclusion Support Panel | |
| YMCA | Young Men’s Christian Association | |
| YOT | The Youth Offending Team First was first introduced in 1999, Youth Offending Teams bring together staff from Social Services, the Police, Probation, Education and Health Authorities to work together to keep young people aged 10 to 17 out of custody. The teams are monitored and coordinated nationally by the Youth Justice Board, and are accountable to council’s Chief Executives. | |
| Young Carers | Young carers are children or young people who have someone in their family with a long-term illness, a disability or problems with drink or drugs. Often young carers have to do jobs around the home, look after younger brothers or sisters or help care for someone else. Young Carers’ Support Workers can offer help, advice and support. | |
| Youth Court | A Magistrate’s Court sitting for the purpose of holding trials for children and young people other than those relating to the most serious offences. | |
| Youth Justice Board | Set up under the Crime and Disorder Act 1998, the Youth Justice Board advises the Home Secretary on the operation and performance of the youth justice system. Its work includes monitoring the Youth Court, Youth Offending Teams and secure accommodation, and disseminating good practice. | |
| Youth Work, Detached | Youth Workers will work in 'hot spots' where young people's behaviour is causing concern. Their role is to identify the cause and to endeavour to facilitate a resolution | |
| Youth Work, Outreach | Youth Workers, normally based in Youth Centres, move out to meet with young people at their local meeting points, either to give information and advice or to engage them in specific projects. | |
| YPSMP | Young People’s Substance Misuse Plan | |
| YPU | Youth Programmes Unit | |
| YSS | Youth Support Service | |
| YT | Youth Training | |
| YTS | Youth Training Scheme | |