1. Purpose of This Policy

This policy explains the non-diagnostic nature of screening, reports, and advisory work provided by The SENDNest. It exists to ensure clarity and transparency for: Parents and carers, Children and young people, Schools and education professionals and Local authorities and partner services. The policy protects families, schools, and The SENDNest by clearly setting out how screening tools and reports should and should not be used.

2. Non-Diagnostic Position of The SENDNest

The SENDNest is a non-clinical SEND advocacy and consultancy service. The SENDNest does not diagnose Autism, ADHD, or any other medical or mental health condition. All screening and report work is informative and needs-led, not diagnostic. This approach aligns with the needs-led principles of the SEND Code of Practice, which makes clear that support should be based on identified needs rather than the presence or absence of a diagnosis.

3. Purpose of Screeners and Reports

Screeners and reports provided by The SENDNest are designed to:

Explore patterns of need and functioning

Identify strengths and areas where support may be required

Describe the impact of difficulties on learning and access

Support SEN Support planning and reasonable adjustments

Inform discussions between families, schools, and professionals

They are intended to support understanding and practical action rather than assign labels.

4. What Screeners and Reports Are Not

SENDNest screeners and reports:

Are not clinical assessments

Do not confirm or rule out diagnoses

Do not meet diagnostic thresholds

Do not replace NHS or private assessments

Do not guarantee access to services or statutory plans

They must not be presented or interpreted as diagnostic evidence.

5. Language and Interpretation

All SENDNest reports:

Use neutral, functional, and needs-focused language

Avoid clinical thresholds or diagnostic conclusions

Describe patterns commonly associated with neurodevelopmental profiles where appropriate

Focus on impact in educational contexts

Interpretation is professional and evidence-informed but remains non-diagnostic.

6. Use of Reports in Educational Settings

SENDNest reports may be used by schools to:

Inform SEN Support plans

Guide reasonable adjustments

Support graduated response approaches

Improve shared understanding of need

Reports should be considered alongside:

Teacher observations

School-based evidence

Progress and attainment data

Pastoral information

Final decisions remain the responsibility of the school.

7. Exams and Access Arrangements

SENDNest reports cannot be used as sole evidence for exam access arrangements.

In line with guidance from the Joint Council for Qualifications:

Access arrangements must reflect the pupil’s normal way of working

Evidence must be gathered through routine classroom practice

Decisions remain the responsibility of the school

SENDNest reports may contribute to understanding need but do not replace required school-based evidence.

8. Relationship to Diagnostic Pathways

Where appropriate, The SENDNest may:

Support families to understand diagnostic pathways

Discuss whether further exploration may be helpful

The SENDNest does not:

Direct families toward diagnosis

Apply pressure to pursue assessment

Frame diagnosis as necessary for support

Decisions about assessment remain with families and relevant health services.

9. Ethical Safeguards

The SENDNest is committed to:

Avoiding fear-based or outcome-driven messaging

Supporting families without escalating unnecessarily

Respecting the child or young person’s dignity

Promoting inclusion through needs-led support

All screening and report work is carried out in the best interests of the child or young person.

10. Review of This Policy

This policy is reviewed regularly to ensure: Continued alignment with SEND guidance, clarity of scope and boundaries and ongoing ethical and lawful practice