Understanding the SEND Code of Practice

Here you'll find a SEND Code of Practice summary, including who it's aimed at, the responsibilities it outlines for stakeholders and key points taken from the code of practice. You’ll also find additional resources and support to help you, and your school provide the best outcomes for any children or young people with SEND.

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Teachers stood with their SEND students looking at a giant checkboard

What is the SEND Code of Practice?

The SEND Code of Practice was created by the Department of Education in England, to provide statutory guidance for local authorities, schools and early years educational providers to follow when supporting those with special educational needs and disabilities (SEND) aged 0-25 years old.

Special educational needs, as defined in the code of conduct, are: ‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

The key principles outlined in the code of practice are:

  • Parents, children and young people should be involved in decision-making 

  • Greater choice and control for parents over support

  • Early intervention in identifying children and young people with SEND

  • Bring together education, health and care teams to support the best outcomes

  • High-quality teaching to meet the needs of those with SEND

Why is it so important?

The Children and Families Act 2014 provides the legal framework, while the SEND Code of Practice offers statutory guidance on how to meet these legal requirements.

This statutory guidance ensures there’s a consistent approach, so that regardless of where a child is located in England, they will receive the same support. This is important as it prevents SEND support from becoming dictated by a student's postcode and ensures all children with SEND can achieve happy and fulfilled lives.

The SEND Code of Practice places the child or young person at the centre of the decision-making around their education, giving them or their parent/carer a stronger voice in terms of the support provided.

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Who is the SEND Code of Practice for?

The policy is relevant to all roles in maintained schools, academies and free schools listed below:

  • Headteachers

  • Governors

  • Teachers

  • Early education providers

  • Special Education Needs Coordinators (SENCOs)

  • Teaching Assistants (TAs)

  • Local Authorities

  • Health and social services staff

  • Educational settings

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Images of all the teaching staff SEND Code of Practice is for

Four broad areas within the SEND Code of Practice:

  • Cognition and learning

    Children with SEND may have low levels of attainment across all assessments. They may find it difficult to acquire skills in literacy or numeracy. Examples of specific learning difficulties are: dyslexia, dysgraphia, dyspraxia.

  • Communication and interaction

    This could include children who have speech delays, impairments, and specific learning difficulties such as dyslexia, dysgraphia, dyspraxia, hearing impairment and autism spectrum disorder.

  • Physical and sensory

    Children who have physical or sensory problems that hinder accessing the classroom setting and negatively impact their learning. Examples include: visual or hearing impairments, cerebral palsy, congenital conditions etc.

  • Social, emotional and mental health

    Children or young people with SEN may have problems managing their behaviour and emotions. They may have disorders such as ADHD, anxiety, or autism spectrum disorder (ASD).

The SEND Code of Practice key points:

All children regardless of their needs and abilities have the right to an appropriate education.

To support this, schools must:

  • Identify SEND pupils and provide the support they need quickly

  • Access students’ skills and attainment on entry

  • Identify SEND children on the SEN register with provision mapping in place

  • Keep a designated teacher e.g. SENCO who is responsible for coordinating the SEND provision

  • Keep parents informed about special educational provisions for their children

  • The aspirations of children and young people with SEND will be raised

  • Greater collaboration between education, health and social care services

  • Training must be provided to help staff identify and support children with SEND

  • Publish a SEND report on their website including information about identifying, assessing and making provisions for children with SEND

  • Take steps to ensure parents and young people are actively supported in contributing towards the EHC plans

To support this, Local Authorities must:

  • Outline the educational, health and social care provision available in the area in the ‘Local Offer’ which it will publish

  • Provide EHC assessments and provide ECH plans where appropriate

  • Ensure the provision outlined in the ECHPs is available

  • Ensure parents and young people are involved in discussions and decisions about the support

Read the full SEND Code of Practice on the Department of Education’s website.

Roles and responsibilities outlined within the SEND Code of Practice

  • Schools will:

    • Provide annual reports published on their website detailing the SEND provision provided

    • Make reasonable adjustments for disabled children and young people

    • Inform parents of the SEND provision

    • Work with the Local Authority

    • Work with Ofsted

  • Special Educational Needs Coordinator (SENCO) will:

    • Coordinate the SEND provision 

    • Make referrals and deal with external professionals 

    • Manage the SEN budget and resources required 

    • Provide updates regularly on SEND pupils' progress

  • The class teacher will:

    • Be responsible for the progress and development of all pupils in their class

    • Direct support from TAs and specialist staff for pupils with SEND

    • Access pupils' level of attainment and skills on entry

    • Provide regular assessments of pupil progress

  • TAs will:

    • Support the class teacher with high-quality teaching

    • Support in providing interventions

  • Parents/Carers/Guardians will:

    • Work in partnership with local authorities and schools

How we can help

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