SEND support in schools

A school SEND team typical consists of these members:

Governing body/board of trustees

All governors share responsibility for SEND. They must consider the needs and progress of children and young people with SEND in all strategic monitoring, decision-making and evaluation.

SEND governor/trustee

Each governing board appoints a SEND Governor to provide strategic oversight of SEND. They work with SEND leaders to ensure an inclusive ethos and monitor provision, progress and compliance.

Senior leader for inclusion

Some schools appoint a senior leader (not always the SENCO) to oversee operational SEND systems, processes and planning. This role ensures SEND procedures are effective and aligned with whole‑school leadership.

SENCO

The SENCO coordinates day‑to‑day SEND provision and must hold (or be working towards) the National Award for SEN Coordination. Responsibilities include statutory compliance, transition planning, curriculum support, staff development, parent liaison and promoting an inclusive school culture.

Teaching and learning lead (T&L)

The SENCO and T&L lead should work collaboratively so SEND is embedded in CPD, quality assurance and curriculum design. This ensures teachers feel confident in adapting practice and delivering high‑quality first teaching for all learners.

Learning support team

Titles vary, but the team may include TAs, LSAs, HLTA roles, therapists, counsellors and admin support. A well‑trained, valued team ensures SEND support is consistent and impactful.

Teaching staff

All teachers are teachers of SEND. They must deliver high‑quality first teaching and work with leaders to adapt approaches for all learners. CPD should build staff confidence and expertise in inclusive practice.

Multi agency team

Depending on need, a pupil may be supported by a range of external professionals (for example, educational psychologist, speech and language therapist, CAMHS, specialist teachers, local authority PRO). Collaboration strengthens assessment and provision.

Parents, carers and families

Families are essential partners in SEND. Schools should gather and respond to their views and maintain transparent communication. Co‑production enhances inclusion and shared decision-making.

Children and young people

The voices of children and young people are central to effective SEND practice. Schools should actively seek, value and act upon their views when planning support, shaping provision and reviewing progress. CYP should be supported to express their thoughts in accessible ways, feel listened to, and see the impact of their contributions. Meaningful participation promotes independence, strengthens self‑advocacy and ensures provision is genuinely personalised.

The graduated approach: assess – plan – do – review

SEND support follows a cyclical process:

assess needs
plan targeted support
do deliver provision
review impact

Provision becomes more targeted as understanding develops. Details appear in the school’s SEND policy and information report.

You can find out more on our homepage.

The SEND Register

This record lists all learners requiring additional SEND support.

Pupils are coded:

E – EHCP
K – SEND support

The SENCO monitors and updates the register and ensures all staff understand each pupil’s needs.

K code (SEND support)

A K code identifies pupils with additional needs who require support through the graduated approach. They usually have an Individual Education Plan (IEP) or equivalent, reviewed regularly with families and external professionals.

EHCP

An education, health and care plan is a statutory document for pupils with more specialist needs requiring provision beyond what is available through high quality teaching and school based interventions. The SENCO reviews progress and leads an annual review.

What a governor should notice in an excellent inclusive school

What you might notice in a fully inclusive school as a governor

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