Identification will be made through regular assessment of pupil progress by class and subject teachers. Special educational needs co-ordinators (SENCos) have a major role in advising and supporting class teachers in planning suitable strategies. The SEN Regulations list the information that must be made available in relation to SEN provision in the school. This includes policies regarding identification of and assessment and provision for pupils with special educational needs and disability (SEND), and arrangements for monitoring and reviewing the effectiveness of provision. Special needs assessment has traditionally used two models and purposes: the medical model and the curriculum model. Most children with SEN will be planned for through high-quality teaching. Children and young people experience a range of social and emotional difficulties that manifest themselves in different ways, including challenging behaviour, being withdrawn or self-harming. These behaviours may reflect underlying mental health difficulties such as anxiety or depression.