SEN Code of Practice

WHAT IS THE SEN CODE OF PRACTICE?

The SEN Code of Practice was last revised in 2001 and gives guidance on how to identify and assess children with SEN.

When dealing with children who have SEN all LEAs, early education settings and maintained schools (both primary and secondary) must take account of the Code as must the local Health Authority and Social Services when assisting LEAs. Schools must particularly consider what the Code says when they are preparing their policies to take account of children with SEN.

WHAT IS IN THE SEN CODE OF PRACTICE?

There are 10 chapters in the Code. Within each chapter there are various sub-headings, including but not limited to the information provided below.

Chapter 1: Principles and Policies

• Definitions of Special Educational Needs
• Fundamental Principles
• Role of LEA
• Roles and Responsibilities of Schools

Chapter 2: Working in Partnership with Parents

• Defining Parental Responsibility
• Supporting Parents During Statutory Assessment
• LEAs Working in Partnership with Parents
• Parent Partnership Services

Chapter 3: Pupil Participation

• Pupils and Parents
• Involving Pupils in Assessment and Decision Making
• LEA's Role in Pupil Participation

Chapter 4: Identification, Assessment and Provision in Early Education Settings

• Provision in the Early Years
• The Role of the SENCO
• Individual Records
• IEPs
• Early Years Action and Early Years Action Plus
• Request for Statutory Assessment
• Criteria for Statutory Assessment of Children under Compulsory School Age and Over Two.

Chapter 5: Identification, Assessment and Provision in the Primary Phase

• Provision in Primary Schools
• National Curriculum
• Record Keeping
• The Role of the SENCO
• Monitoring Progress
• IEPs
• School Action and School Action Plus
• School Request for a Statutory Assessment
• Annual Review

Chapter 6: Identification, Assessment and Provision in the Secondary Sector

• Provision in Secondary Schools
• National Curriculum
• Record Keeping
• The Role of the SENCO
• Monitoring Progress
• IEPs
• Request for Statutory Assessment
• Annual Review

Chapter 7: Statutory Assessment of SEN

• Routes for Referral
• Evidence to be Provided
• Notice that an LEA is Considering Whether to Make a Statutory Assessment
• Request by a Parent
• Communication and Interaction
• Cognition and Learning
• Behavioural, Emotional and Social Development
• Sensory and/or Physical needs
• Deciding that a Statutory Assessment is Necessary
• Time Limits for Making Assessments
• Views of Child

Chapter 8: Statements of SEN

• Criteria for Deciding to Draw Up a Statement
• Note in Lieu
• Writing a Statement
• Speech and Language Therapy
• Proposed Statement
• Naming a School
• Residential Placements
• Education Otherwise than at School
• Parental Representations about Proposed Statement
• Final Statement
• Maintenance of a Statement
• Ceasing to Maintain a Statement
• Amending an Existing Statement

Chapter 9: Annual Review

• Purpose of Annual Review
• Seeking Written Advice
• The Annual Review Meeting
• Conduct of Review Meeting
• Submitting the Report
• The Role of the LEA after Receiving the Review Report.
• Annual Review for Children with Statements Whose Education is Otherwise than at School
• A Change of School
• The Annual Review in Year 9
• The Transition Plan
• Students without Statements but with SEN

Chapter 10: Working in Partnership with Other Agencies

• Principles of Inter Agency Working for Children with SEN
• LEA Support Services
• The Connexions Service
• Learning and Skills Councils
• Child and Adolescent Mental Health Services (CAMHS)
• Social Services
• Looked After Children

You can download a copy of the SEN Code of Practice by clicking here

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Please note that every care is taken to ensure that the information included on this webpage is accurate. However, should you discover any information which you believe to be inaccurate please Contact Us as soon as possible.

Although the information we have provided here is meant to be helpful to you, Douglas Silas Solicitors cannot be held responsible for any damage or loss caused by any inaccuracy or reliance placed upon it. If you have any concerns about your child, you should seek professional educational or healthcare advice as soon as possible.