Scribd
Upload
47 views4 pages

SEND Code of Practice Overview 0-25

Uploaded by

shambhavi
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
47 views4 pages

SEND Code of Practice Overview 0-25

Uploaded by

shambhavi
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Special Educational Needs and Disability Code of Practice: 0 to 25 years

To support schools, settings, local authorities and other organisations to implement the SEN
legislation, the government introduced the SEND Code of Practice. All maintained schools,
including Academies and Free Schools, started following the code from 1st September 2014.

The Code of Practice provides statutory guidance and advice on how to identify, assess and
make provision for children and young people’s SEN. It includes guidance on the following:

• How education, health and social care should be working together

• Action that early years settings, schools and further education providers should be
taking to meet the needs of children and young people with SEN

• Support to prepare children and young people for adulthood

• Education, Health and Care Plans and personal budgets

• Resolving disagreements

All children have a right to an education that enables them to make progress so that they
achieve their best, become confident individuals and live fulfilling lives. The Code of
Practice outlines what schools, early years providers, further education colleges, local
authorities and other organisations should be doing to help children and young people to
achieve these goals.

Definition of SEN

The term 'special educational need' (SEN) has a legal definition that is outlined in the SEND
Code of Practice. Children and young people with SEN all have learning difficulties or
disabilities that make it harder for them to learn than most children and young people of
the same age. For children affected by HHUGS, their condition can potentially result in a
range of learning difficulties. Children and young people with such conditions may need
extra or different help from that given to others.

The Code of Practice sets out four broad areas of SEN:

1. Communication and interaction e.g. speech, language and communication difficulties


(SLCN) and Autistic Spectrum Disorder (ASD)

2. Cognition and learning e.g. moderate learning difficulties (MLD), severe learning
difficulties (SLD) and specific learning difficulties (SpLD) such as dyslexia.

3. Social, emotional and mental health difficulties e.g. Attention Hyperactivity Disorder
(ADHD), social isolation, depression and self-harming.
4. Sensory and/or physical needs e.g. visual or hearing impairments and physical difficulties.

Some children and young people may have needs that cover more than one of these areas.
A child affected by HHUGS, for example, may have some difficulties within all four areas.

Support from schools, early years providers and further education colleges

The SEND Code of Practice states that schools and other settings must use their ‘best
endeavours’ to ensure the right provision is made for pupils with SEN. In practice, this
means doing everything they can to meet needs through having a whole school approach to
the following:

1. Ensuring any decisions made about SEN provision are informed by the views of
pupils and parents

2. Having high ambitions and setting challenging targets for pupils with SEN

3. Carefully tracking progress towards these targets and long term outcomes

4. Reviewing the impact of any special educational provision on pupil progress

5. Promoting personal and social development.

Schools must have a Special Educational Needs Coordinator (SENCO), to take responsibility
for coordinating provision for pupils with SEN. The school must tell you if they are making
special educational provision for your child. However, if you have any concerns about your
child’s SEN, you can contact either the SENCO or their class teacher directly to discuss your
concerns.

The graduated approach to support

The SEN Code of Practice recommends that all schools, including mainstream schools, adopt
a model known as the graduated approach in order to match provision to children's SEN.
When your child is identified with a need, they are provided with ‘SEN support’. SEN support
replaces the previous system of school action and school action plus. There are four stages
to SEN support:

1. Assess - Your child’s difficulties will be assessed so that the right support can be
provided. This should include looking at progress records, discussions with you and your
child, getting information from their class teacher and talking to other professionals who
work with your child.

2. Plan – You, your child and professionals from the school will agree on how your child
will benefit from the support they receive (the outcomes) and what provision is required to
help them meet their needs. Provision through SEN support can take different forms,
depending on the needs of your child, and may include:

• Working in a small group

• Peer support

• Differentiated materials or additional resources

• Extra help form an adult

• Specialist programmes or interventions

• Physical or personal care support

• Special arrangements for tests and exams

3. Do - The school will put the planned support into place. The teacher remains
responsible for working with your child on a daily basis, but the SENCO and any other staff
involved in providing support should also work closely with them to track your child’s
progress.

4. Review - The plan of support will be reviewed at an agreed time by everyone


involved in supporting your child. You can decide together what difference the support is
making and any changes that need to happen.

Where your child is receiving SEN support, it may be appropriate at times to involve other
professionals. Specialists who might work with children and young people affected by
HHUGS include educational psychologists, speech and language therapists, physiotherapists
and general practitioners. The specialist can give assessment advice and provide guidance
on effective teaching approaches, resources and interventions. As a parent, you should
always be part of any decisions to involve specialists.

Where SEN support has been provided for your child but the complexity of your child’s
condition means that the school alone cannot meet their needs, it may be appropriate to
consider an EHC assessment, as outlined above.

Preparing for adulthood

As your child approaches young adulthood, they are likely to need support in preparing for
their next steps. This involves making decisions about whether to move on to further
education, training or employment. It is also about supporting them to live independently,
become involved in the community and lead a healthy life. The Code of Practice notes that
schools should be supporting young people with SEN in the following ways:

• Discussing preparation for adulthood in planning and review meetings

• Providing guidance on options available after they have finished their studies

• Helping them to prepare for employment and securing any available support

• Helping to prepare for independent living e.g. information on housing options

• Understanding how to keep healthy e.g. medical support, healthy eating

• Participating in the community e.g. accessing local activities, using transport

If your child chooses to go into further education, the further education provider must also
follow the recommendations within the SEND Code of Practice by adopting the graduated
approach to SEN support.

Further information

The following websites will provide further detail on the above information:

• The Children and Families Act 2014 (Part 3):


[Link]

• The SEND Code of Practice: 0 to 25 years:


[Link]

• The National Network of Parent Carer Forums (Provide information on local


authority Parent Carer Forums): [Link]

• Information, Advice and Support Services Network (supports and promotes the work
of IAS Services across England): [Link]

Natalie Packer

Educational Consultant

Common questions

Powered by AI

Schools are advised to track progress using a continuous assessment method that reviews the impact of special educational provisions. This involves setting challenging targets for SEN pupils, monitoring their progress towards these goals, and ensuring any provisions or interventions are adapted based on outcomes. Regular reviews and adjustments ensure that support remains effective, fostering an environment of continual progress and achievement .

The graduated approach involves four stages: Assess, Plan, Do, and Review. This approach starts with assessing the child's difficulties to provide the correct support, followed by planning with input from parents and professionals to tailor the provision to meet the needs of the child. Implementation of these plans is closely monitored, and regular reviews ensure that the support is effective and can be adjusted as needed. This structured and continuous cycle facilitates a more nuanced response to each child’s unique set of needs .

The SEND Code of Practice facilitates collaboration among the education, health, and social care sectors by providing statutory guidance on how these sectors should work together to meet the needs of children and young people with SEN. It outlines the responsibilities and actions each sector should undertake, emphasizing the importance of education, health, and care plans and personal budgets. Additionally, the code promotes a holistic approach to resolving disagreements and preparing individuals for adulthood .

During the planning stage, the school, along with parents and professionals, agrees on the outcomes expected from the support the child will receive. This involves deciding on the forms of provision that suit the child’s needs, such as small group work, differentiated materials, specialist programs, and any necessary physical or personal care support. The plan specifies details on how these interventions will be implemented and the resources required, setting the stage for effective intervention .

A whole school approach ensures that every aspect of the school's environment and every member of staff contribute to the support of children with SEN. This inclusive strategy promotes consistent support, shared responsibility, and a culture of high expectations for all students. It ensures that the SEN provisions are integrated into the school ethos and curriculum, enabling a more supportive learning atmosphere where all children can succeed .

The SEND Code of Practice categorizes special educational needs into four broad areas: communication and interaction, cognition and learning, social, emotional and mental health difficulties, and sensory and/or physical needs. Recognizing these categories is crucial because they help to identify specific needs and tailor appropriate interventions and support. Understanding the diverse nature of these needs ensures that educational provisions are accurately targeted to facilitate effective learning and development for individuals affected by SEN .

The Code of Practice outlines strategies for preparing young people for adulthood by discussing future plans during review meetings, providing information on further education, training, or employment, and supporting independent living and community involvement. It emphasizes helping these individuals understand health maintenance and community participation, ensuring a complete transition that incorporates social, educational, and personal development aspects .

Parental involvement is emphasized because parents provide valuable insights into their child's needs and experiences, contributing to more informed and tailored interventions. Involving parents ensures that decisions reflect the child’s best interests and fosters a collaborative approach, which can improve trust and the overall efficacy of the support provided. It also ensures that the provision is aligned with family perspectives and expectations, which is key in achieving comprehensive support .

Key considerations include maintaining a collaborative dialogue with parents and pupils, ensuring transparency in decision-making processes, and employing impartial mediation services when necessary. It is crucial to focus on the child or young person's best interests and resolve differences by seeking consensus on educational goals and strategies for intervention. By fostering an environment of openness and mutual respect, schools can effectively address concerns and maintain positive relationships .

The main responsibilities of a Special Educational Needs Coordinator (SENCO) include coordinating the provision for pupils with SEN within schools. This involves ensuring that decisions about SEN provisioning are informed by the views of pupils and parents, setting high ambitions and challenging targets for pupils, tracking progress towards these targets, and reviewing the impact of any special educational provision on pupil progress .

You might also like