SEND Code of Practice: What It Is and What It Means for Your Child
If you have heard the term "SEND code of practice" and are not quite sure what it means, you are not alone. It sounds complicated, but the idea behind it is simple: it is the rulebook that schools, nurseries, colleges and councils in England must follow when supporting children and young people with special educational needs and disabilities (SEND). This guide breaks it down in plain terms, so you know exactly what the code covers, what rights it gives you as a parent, and where to go if you need extra help.
What is the SEND code of practice?
The SEND Code of Practice is official guidance from the government. Its full name is the "Special educational needs and disability code of practice: 0 to 25 years", and it explains how organisations should identify, support and review the needs of children and young people with SEND, from birth right through to age 25.
It is sometimes mistyped as the "SEND code of conduct", but that is not quite right. A code of conduct usually sets out how people should behave. The SEND code of practice is different. It sets out what schools, councils and health services must actually do to support a child with additional needs, and it is based on a law called the Children and Families Act 2014.
You can read the full official document on the government website: SEND Code of Practice: 0 to 25 years.
Who does the SEND Code of Practice apply to?
The code applies to:
- mainstream and special schools
- nurseries and other early years settings
- colleges and other further education providers
- local councils
- health services, such as speech and language therapy or occupational therapy
It covers every child and young person aged 0 to 25 who has special educational needs or a disability, whether that need is mild, moderate or severe.
The four broad areas of need
The code of practice groups SEND into four broad areas. A child can have needs in more than one area, and every child is different, so this is only a guide rather than a strict set of boxes.
Area of need | What it means | Examples |
Communication and interaction | Difficulty understanding language, or talking and listening to others | Autism, speech and language difficulties |
Cognition and learning | Learning at a slower pace than other children the same age | Dyslexia, dyspraxia, moderate learning difficulties |
Social, emotional and mental health | Difficulty managing feelings or behaviour, or building relationships with others | Anxiety, ADHD, attachment difficulties |
Sensory and/or physical needs | A disability that makes it harder to access the same opportunities as other children | Visual or hearing impairment, physical disability |
The graduated approach: Assess, Plan, Do, Review
Schools do not have to wait for a diagnosis before offering support. The code of practice sets out a four-step cycle called the graduated approach:
- Assess the child's needs, usually with input from teachers, parents and the child themselves.
- Plan the support that will be put in place and what outcomes are expected.
- Do put the plan into action in the classroom.
- Review how well it worked, and adjust the plan if needed.
This cycle repeats as many times as necessary. A member of staff called the SENCO (Special Educational Needs Coordinator) is responsible for organising this in every school.
How the code of practice links to EHCPs
For most children, support through the graduated approach at school, known as SEN Support, is enough. But if a child's needs are more complex and cannot be met from the school's usual resources, they may need an Education, Health and Care Plan. Our guide to what an EHCP is explains this legal document in more detail, including what it covers and who is responsible for providing it.
If you think your child might need one, our step-by-step guide to applying for an EHCP walks you through the process, from the first request to the final decision.
What rights does the code of practice give parents?
The SEND Code of Practice puts children, young people and parents at the centre of every decision. It says organisations must:
- listen to your views and take them seriously
- involve you in setting outcomes and reviewing progress
- give you clear information about your child's needs and the support on offer
- consider a request for an EHC needs assessment if you make one
- explain your right to appeal decisions you disagree with, including to the SEND Tribunal
Knowing these rights can make a real difference when you are trying to get the right support for your child.
Getting help with the SEND Code of Practice
Reading the code of practice yourself can feel overwhelming, especially while you are also trying to support your child day to day. That is exactly why ACE-SEN exists. Our EHCP support service helps families understand what the code of practice means for them, gather the right evidence, and get the support their child is entitled to, with a free 30-minute consultation to start.
FAQ:
What is the SEND code of practice?
It is government guidance that tells schools, councils and health services how to identify, support and review children and young people with special educational needs and disabilities, from birth to age 25.
Is it the same as the "SEND code of conduct"?
No. "SEND code of conduct" is a common misspelling of "SEND code of practice". There is no separate document by that name.
Does every child with SEN need an EHCP?
No. Most children get the support they need through SEN Support at school. An EHCP is only needed when a child's needs are more complex and require extra help that the school cannot provide on its own.
Is the SEND Code of Practice a law?
Not exactly. It is statutory guidance, which means schools and councils must follow it unless they have a very good reason not to. It is based on the Children and Families Act 2014.
Wondering what this means for your child?
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