The Special Educational Needs (SEN) code of practice says that:
- most children with special educational needs will be able to have their needs met in mainstream schools as outlined in the Inclusive Schooling Guidance (DfE)
- there is a wide range of special educational needs and a wide variety of ways to meet those needs
- children with special educational needs should have a broad and balanced education
- education authorities, schools and other services such as health should work together to be aware of children with special educational needs
- some very young children may have special educational needs and may need early support from education and health services
- parents and carers should be fully involved in their child's education.
The code of practice recommends that all schools should:
- make provision for children with special educational needs
- have a policy on special educational needs
- have a named teacher with responsibility for co-ordinating arrangements – the SENCO (special educational needs co-ordinator)
- use a 'graduated approach' to identifying, assessing and planning for children with special educational needs
- work with parents and carers and keep them informed about what they are doing to help pupils with special educational needs.
The code of practice and other guidance says that education authorities should:
- have a special educational needs policy
- have agreed ways to work with schools to monitor provision for children with special educational needs
- work closely with health and social services to co-ordinate arrangements for children with special educational needs
- have a policy about how extra support and support services are provided for children and schools
- for a very small number of children with severe and complex needs, arrange a statutory assessment and decide whether to make a statement of special educational needs.
You can download the current Special Educational Needs and Disability code of practice: 0 to 25 years.
Tel: 01629 536539
Special Educational Needs Administrative Section