*2.1.1 Legal frameworks*

Frameworks for supporting young people with SEN in England were updated in 2014 [16]. Formerly, the tiered system of support categorized young people's needs by the amount/type of additional or specialized input they received in

#### *Between Home and School: Exploring Parents' Experiences of Educating in a Pandemic DOI: http://dx.doi.org/10.5772/intechopen.101408*

school [17]. The current framework does not differentiate between young people's levels of need when considering non-statutory support/intervention. However, where statutory provision is in place, young people's EHCPs detail their needs and the provision which must be in place. Dyslexia and other SpLD are the principal need for many young people: 14.85 of young people with non-statutory provision and 3.8% of those with EHCPs [18]. Few young people with SpLD have an EHCP, as it is expected within policy that their needs are met in mainstream settings, through high quality teaching and school-based intervention packages. The nature of the package or support program for young people largely depends on the school. There is a paucity of robust evidence detailing what works to support learners with SpLDs [19]. Policy stipulates that young people and their families should be meaningfully engaged in support processes. However, this is not always the case [20, 21], particularly for young people who do not have statutory protection for their provision.
