Statutory guidance

All schools must publish a SEND information report on their website. This report must explain:

• how the school identifies and assesses pupils with SEND
• how needs are met through provision, intervention, and support
• how the school involves parents, carers, and young people in decision‑making
• arrangements for transitions, accessibility, and the involvement of outside agencies
• how the school evaluates the effectiveness of its SEND provision
• contact details for the SENCo

Early years providers must publish a SEND policy, outlining their approach to early identification, support, staff training, and partnership with families.

Guidance for early years can be found in the Early years foundation stage (EYFS) statutory framework.

A wide range of statutory and recommended documents guide SEND practice.

Schools should maintain and regularly review their:

• SEND policy
• accessibility plan
• behaviour or relationships policy
• equality information and objectives
• supporting pupils with medical conditions policy
• safeguarding and child protection policies

SENCos must understand the legal framework underpinning their work. The SEND code of practice shapes how SEND provision operates in England.

Part 3 of The Children and Families Act (2014) provides the legal foundation for SEND systems, including:

• education, health and care (EHC) needs assessments
• EHC Plans
• joint commissioning between education, health, and social care
• duties around information sharing, co‑production, and person‑centred practice

The Act works alongside the Equality Act 2010, ensuring pupils with SEND are protected from discrimination.

The key principles of the Act are:

• that children, young people, and families must be at the centre of decision‑making
• strong partnership between education, health, and social care
• early identification of needs
• high‑quality, suitable provision
• the removal of barriers to learning and inclusive practice
• preparation for adulthood from the earliest stages

These principles guide strategic planning, everyday practice, and SENCO leadership roles.

Local authorities must:

• identify all children and young people with SEND or disabilities in their area
• publish local offer of services and provision
• have regard to the views, wishes, and feelings of families
• ensure access to suitable education and appropriate provision

Schools, academies, and early years providers must:

• publish a SEND information report
• designate a qualified SENCo
• inform parents and carers when SEN provision is made
• do everything they can to secure appropriate support for pupils with SEND
• work in partnership with parents and young people

The Act states the SENCo has a strategic and operational role, including:

• shaping and developing SEND policy
• leading and overseeing SEND provision
• advising colleagues and supporting high‑quality teaching
• coordinating support for pupils with or without an EHCP
• liaising with external professionals
• ensuring smooth transitions between classes, phases, and settings
• monitoring, reviewing, and reporting on progress and provision

Although not legally required to be part of the senior leadership team (SLT), the legislation makes clear that SENCos are most effective when they are.

Whole school SEND provides a free helpful guide on the effective deployment of SENCos.