Unit 1: Revisiting the underlying principles of the SEND Code of Practice

It is now more than nine years since the SEND Code of Practice was introduced. Schools in England must have a special educational needs policy and review it annually. Although you will be familiar with the ways in which it is reflected in policy and practice in your setting, we will start by revisiting the Code of Practice and some of its underlying themes to set the context for the units that follow.

It will be over a number of years that the government’s Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan, published in March 2023, will address issues identified in its green paper and subsequent consultation with children and families, professionals in education, health and social care, local government and the voluntary and community sectors. Like the Code of Practice, the plan aims to enable children and young people with SEND to achieve their potential. In addition, it seeks to create a financially sustainable system across education, health and social care, which parents can navigate easily.

Meanwhile, the focus of this course is on practice, on ways in which teachers and teaching assistants (TAs) can develop their knowledge and understanding of the needs of some of the children and young people they work with and how they can meet those needs effectively.

• Remind yourself of what the Code of Practice seeks to achieve.
• Reflect on your learning needs and practice.
• Consider what you currently do in relation to the graduated approach and changes you might want to make to your practice.