New SEND Code of Practice: Information and Links

Links to government documents on mental health, medical conditions and The Equality Act 2010. Guidelines for publishing your school's SEN policy on your website, and discussion facility for past delegates and those with an SEN role

This page contains information and links relating to our New SEND Code of Practice course.  Past delegates and anyone with an interest in SEN provision are welcome to use the comments section at the bottom of the page to share reflections on the course, ideas on best practice, and links to other resources.

Links

Mental health and behaviour in schools: Departmental advice for school staff June 2014

The Equality Act 2010 and schools: Departmental advice for school leaders, school staff, governing bodies and local authorities June 2014

Supporting pupils at school with medical conditions: Statutory guidance for governing bodies of maintained schools and proprietors of academies in England June 2014

Publishing SEN Information on Your Website

Taken from sections 6.79 - 6.83 of The SEND Code of Practice, June 2014, the following is a guideline to ensuring that your school website meets the guidelines for the publshing of SEN information.

The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools must publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN.

The information published should be updated annually and any changes to the information occurring during the year must be updated as soon as possible.

The information required is set out in the SEND Regulations 2014 and must include information about:

  •  the kinds of special educational needs that are provided for
  • policies for identifying children and young people with SEN and assessing their needs, including the name and contact details of the SENCO (mainstream schools)
  • arrangements for consulting parents of children with SEN and involving them in their child’s education
  • arrangements for consulting young people with SEN and involving them in their education
  • arrangements for assessing and reviewing children and young people’s progress towards outcomes, including the opportunities available to work with parents and young people as part of this assessment and review
  • arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society
  • the approach to teaching children and young people with SEN
  • how adaptations are made to the curriculum and the learning environment of children and young people with SEN
  • the expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured
  • evaluating the effectiveness of the provision made for children and young people with SEN
  • how children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN
  • support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying
  • how the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families
  • arrangements for handling complaints from parents of children with SEN about the provision made at the school

It should also include arrangements for supporting children and young people who are looked after by the LA and have SEN.

Schools should also ensure that the information is easily accessible by young people and parents and is set out in clear, straightforward language.

It should include information on the school’s SEN policy and named contacts within the school for situations where young people or parents have concerns.

It should also give details of the school’s contribution to the Local offer and must include information on where the local authority’s Local Offer is published.

In setting out details of the broad and balanced curriculum provided in each year, schools should include details of how the curriculum is adapted or made accessible for pupils with SEN