Key Statements

High Expectations for All

The Code makes clear that all teachers are responsible for every pupil's progress and development, including those with SEND. Teachers must set high expectations for all learners, regardless of their previous attainment or needs.

What this means in practice:

All pupils with SEND should be supported to access the full curriculum and make good progress from their starting points
Having SEND is not an excuse for low expectations or limited ambition
Teachers should consider what the pupil can do and build on their strengths, rather than focusing only on difficulties
The focus should be on outcomes and removing barriers to learning, not on labels or diagnoses

Remember: The purpose of identification is to work out what action the school needs to take to support the pupil, not to fit them into a category.

The Participation of Children, Young People and Parents

The Code emphasises that children, young people, and their parents must be involved in discussions about support and aspirations. Their views should inform decision-making at every stage.

What this means in practice:

Pupils and parents should be involved in identifying needs and planning support
Discussions should focus on the pupil's strengths, interests, and what matters to them
Information should be presented in a way that pupils and parents can understand
Schools should actively seek the pupil's views through methods appropriate to their age and level of understanding
Pupils should be supported to participate as fully as possible in decisions that affect them

Example: A Year 5 teacher meets with a pupil and their parents to review the pupil's support plan. The teacher asks the pupil to talk about what has been working well and what they find difficult. Together they agree on new targets and the types of support the pupil finds most helpful. The pupil's views are recorded and shared with all staff who work with them.

Quality First Teaching and the Graduated Approach

The starting point for supporting all pupils, including those with SEND, is high-quality teaching differentiated for individual learners. Where this is not sufficient, schools should use the graduated approach to provide additional support.

What this means in practice:

All teachers are responsible for the progress of pupils with SEND in their class
Good differentiation and targeted teaching should be in place before identifying a pupil as having SEND
Use the assess, plan, do, review cycle to identify needs, plan support, implement it, and evaluate its effectiveness
Support should be reviewed regularly and adjusted based on the pupil's progress
The class teacher remains responsible for the pupil's learning, even when support is delivered by teaching assistants or specialists

Joint Working Between Services

The Code requires education, health, and social care services to work together to support children and young people with SEND and their families. This collaborative approach is essential for meeting complex needs.

What this means in practice:

Schools should seek advice from external specialists when needed (educational psychologists, speech and language therapists, occupational therapists, etc.)
Information should be shared appropriately between services (with consent) to ensure consistent support
Schools should work with health services to support pupils with medical needs and disabilities
When a pupil has an Education, Health and Care (EHC) plan, all services named in the plan should work together to deliver the agreed support
Schools should contribute to multi-agency meetings and assessments when requested

Removing Barriers to Learning

The Code emphasises that the focus of support should be on identifying and removing barriers that prevent pupils with SEND from learning and participating fully in school life.

What this means in practice:

Consider how the environment, teaching approach, or resources may be creating barriers to learning
Make reasonable adjustments to teaching methods, resources, and the physical environment
Provide appropriate equipment, aids, or technology to enable access to learning
Support social and emotional development as well as academic progress
Consider barriers to participation in wider school activities, including trips, clubs, and events

Example: A pupil with dyslexia is struggling with written tasks. Instead of reducing expectations, the teacher provides: overlays and alternative font on printed materials; pre-teaching of key vocabulary; audio recording option for longer answers; and additional time for writing tasks. The focus is on enabling the pupil to demonstrate their understanding, removing the barrier presented by their difficulty with written text.

Early Identification and Intervention

The Code highlights the importance of identifying needs as early as possible and providing timely, effective support. Early action can prevent difficulties from becoming entrenched.

What this means in practice:

Be alert to emerging difficulties and respond as soon as concerns are identified
Use a range of assessment information, including teacher observation, to identify needs
Do not wait for formal assessments or diagnoses before putting support in place
Intervention should be targeted at the area of difficulty and regularly reviewed for effectiveness
Early support may prevent the need for more intensive intervention later

Key message: Slow progress does not necessarily mean a pupil has SEND. Equally, progress in line with peers should not rule out SEND if there are clear barriers to learning or participation that require additional support.

Focus on Outcomes

The Code emphasises that support should be focused on achieving clear outcomes for children and young people. These outcomes should be specific, measurable, and focused on what the pupil will be able to do as a result of the support.

What this means in practice:

When planning support, identify specific, achievable outcomes (not just activities or inputs)
Outcomes should be focused on the pupil's development and progress, not just on the support being provided
For older pupils, outcomes should prepare them for adulthood, including employment, independent living, and participation in society
Review whether outcomes have been achieved and use this to inform next steps
Outcomes may relate to academic progress, communication skills, social development, physical development, or preparing for next steps

Example: Instead of writing "Pupil will receive 2 hours of phonics intervention per week," write an outcome such as: "By the end of term, the pupil will be able to decode CVC words with 80% accuracy and will read 10 high-frequency words on sight." This makes it clear what the pupil should achieve as a result of the intervention.

The Teacher's Responsibility

The Code is unequivocal that the class teacher has responsibility for the progress of all pupils in their class, including those receiving support from teaching assistants or specialist staff.

What this means in practice:

The class teacher should plan the pupil's learning and track their progress
Teaching assistants should work under the direction of the teacher to support learning
The teacher should regularly review the pupil's progress and adjust teaching accordingly
Even when external specialists are involved, the teacher remains responsible for the pupil's day-to-day learning
Teachers should not see SEND pupils as "the SENCO's responsibility," but as their own pupils who need good teaching

Final note: The principles in the SEND Code of Practice are designed to ensure that all children and young people with SEND receive the support they need to achieve their potential. By following these principles in daily practice, schools can create an inclusive environment where every pupil is valued and supported to succeed.