The Early Career Framework states that teachers should learn how to... Develop an understanding of different pupil needs, by using the SEND Code of Practice, which provides additional guidance on supporting pupils with SEND effectively. Adaptive Teaching (Standard 5 – Adapt teaching).
In today’s inclusive classrooms, understanding and supporting pupils with Special Educational Needs and Disabilities (SEND) is essential for fostering a positive and effective learning environment. The SEND Code of Practice offers teachers a framework for identifying, assessing, and meeting the needs of these pupils, ensuring they receive the support necessary to thrive both academically and socially. By familiarising themselves with the principles and guidelines of the SEND Code, teachers can develop a deeper understanding of their pupils’ needs and implement strategies that promote equity, engagement, and success. This post explores how the SEND Code of Practice can guide teachers in supporting pupils with SEND and provide practical strategies for its application in the classroom.
The Purpose and Principles of the SEND Code of Practice
The SEND Code of Practice is a statutory document that outlines the legal requirements and best practices for supporting children and young people with SEND. Introduced in 2014 and updated in 2015, the Code emphasises a person-centred approach to learning, aiming to empower pupils, involve parents and carers in the support process, and ensure that every child has access to quality education. By following the Code, teachers and schools commit to recognising individual differences and adopting strategies that cater to diverse learning needs.
The Code’s central principle is that every child with SEND should be supported to achieve their potential and become confident, self-reliant learners. It encourages a graduated approach to supporting pupils, often summarised as “Assess, Plan, Do, Review.” This process allows teachers to make evidence-based adjustments to their teaching practices, ensuring that interventions are responsive to each pupil’s unique needs. By implementing this cycle, teachers can monitor progress, adapt strategies as necessary, and provide a tailored support framework for pupils with SEND.
Using the Graduated Approach to Identify and Support Needs
The graduated approach outlined in the SEND Code of Practice provides teachers with a structured method for identifying, planning, and implementing support. This approach begins with Assessing the pupil’s needs, which can be done through observations, assessments, and discussions with the pupil, their parents, and other relevant professionals. For example, a teacher might notice that a pupil is consistently struggling with reading comprehension. Through the assessment stage, the teacher can identify specific challenges, such as difficulties with decoding or memory, that may be affecting the pupil’s progress. This assessment often involves the SENCO, who can offer additional expertise and resources for understanding the pupil’s learning profile.
Following the assessment, teachers Plan appropriate support strategies tailored to the pupil’s needs. This planning stage includes setting specific, measurable goals that align with the pupil’s current abilities. For instance, if a pupil has dyslexia, the plan might include strategies such as using coloured overlays, providing extra time for reading tasks, or integrating assistive technology like text-to-speech software. Importantly, this planning stage involves collaboration with parents or carers, who can provide valuable insights into the pupil’s learning experiences outside the classroom.
Once the plan is established, teachers move into the Do stage, where they implement the agreed strategies in the classroom. This stage is where teachers bring the support plan to life, incorporating the strategies into daily lessons and interactions. Consistency is key, as pupils with SEND often benefit from routine and predictable support. For example, a teacher might consistently provide structured instructions, visual aids, and scaffolding to help a pupil with autism feel more comfortable and engaged in the classroom.
Finally, the Review stage allows teachers to evaluate the effectiveness of the support provided, discussing progress with the SENCO, parents, and the pupil themselves. If a pupil has shown improvement, the teacher and SENCO may decide to maintain or adjust the current approach. However, if progress has been limited, they may need to re-assess and modify strategies to better align with the pupil’s needs. The cyclical nature of the graduated approach ensures that support is dynamic and responsive, adapting to the pupil’s development over time.
Differentiation and Accessibility as Outlined in the Code of Practice
The SEND Code of Practice places significant emphasis on differentiation and accessibility, encouraging teachers to provide a flexible learning environment that accommodates all pupils. Differentiation involves adapting teaching methods, materials, and assessment techniques to suit various learning styles and abilities. For pupils with SEND, this might include using multisensory teaching approaches, which integrate visual, auditory, and kinaesthetic elements to enhance engagement. For example, in a science lesson, a teacher might use physical models, visual diagrams, and verbal explanations to help a pupil with processing difficulties understand complex concepts.
Accessibility is another critical component, as it ensures that pupils with SEND have equal access to the curriculum. According to the Code, schools should make reasonable adjustments to support students with disabilities, which may involve modifying the physical classroom environment or providing specialised equipment. For instance, a pupil with sensory sensitivities may benefit from noise-cancelling headphones or access to a quiet area where they can take breaks. By making the classroom environment more accessible, teachers help pupils feel comfortable and ready to engage with learning.
The Code also encourages teachers to work closely with pupils to understand their preferences, strengths, and challenges. This person-centred approach means that differentiation and accessibility are not just about modifying content but about understanding each pupil’s individual learning experience. For example, if a pupil with ADHD finds it challenging to remain focused during long instructions, a teacher might break instructions into smaller steps or provide visual reminders to support attention.
The Importance of Collaborative Support and Involving Parents
The SEND Code of Practice highlights the importance of collaboration between teachers, SENCOs, and parents or carers in supporting pupils with SEND. By involving parents in the planning and review stages, teachers gain valuable insights into the pupil’s experiences outside of school, which can inform more holistic support strategies. This partnership also empowers parents, giving them a voice in their child’s education and ensuring that support is consistent across school and home settings.
Regular communication with the SENCO is equally essential. SENCOs play a key role in coordinating resources, advising on interventions, and liaising with external specialists, such as educational psychologists or occupational therapists. By consulting the SENCO, teachers can develop a more comprehensive understanding of each pupil’s needs, receiving guidance on strategies that may require specialised knowledge or resources. For example, a teacher may work with the SENCO to access speech and language therapy for a pupil struggling with expressive language, integrating targeted strategies into their classroom practice.
Furthermore, the Code advocates for involving pupils in decision-making about their support whenever appropriate. Encouraging pupils to set their own learning goals, identify preferences, and communicate their challenges helps them become active participants in their education. This approach not only supports pupil engagement but also fosters independence and self-advocacy, which are critical skills for pupils with SEND. By respecting pupils’ voices, teachers build a supportive, collaborative environment where every student feels valued.
Monitoring and Reviewing Progress
Monitoring and reviewing progress is a cornerstone of the SEND Code of Practice. Teachers are encouraged to set clear, measurable goals for pupils with SEND and regularly assess their progress against these objectives. Tracking progress allows teachers to adjust support as necessary, ensuring that interventions remain relevant and effective. This process is not limited to academic outcomes but includes social and emotional development, as many pupils with SEND benefit from support in these areas as well.
The Code recommends using a variety of assessment methods to gain a comprehensive view of each pupil’s progress. Formative assessments, such as quizzes, exit tickets, and observational assessments, can help teachers identify areas of improvement or emerging challenges. Summative assessments, though valuable, should be interpreted with caution, as some pupils with SEND may require alternative methods to demonstrate their understanding. For example, a pupil with dyspraxia may struggle with handwriting-based assessments but excel in oral presentations, allowing them to showcase their knowledge more effectively.
Involving parents and pupils in the review process ensures transparency and reinforces the importance of shared responsibility. By discussing progress with parents and asking pupils for feedback on their experiences, teachers can make informed adjustments that reflect the pupil’s evolving needs. This review process is an opportunity to celebrate progress, reinforce successful strategies, and plan for future growth, aligning with the Code’s goal of supporting pupils as they develop independence and confidence.
The Benefits of Using the SEND Code of Practice to Understand Pupil Needs
The SEND Code of Practice provides a clear framework that empowers teachers to understand and support pupils with SEND in a structured and compassionate way. By adopting the Code’s guidance, teachers can build an inclusive classroom that accommodates each pupil’s needs, allowing them to participate fully in learning and school life. Research by Norwich and Lewis (2001) suggests that a structured, inclusive approach to supporting SEND students enhances engagement and achievement by ensuring that pupils feel understood and valued.
Moreover, using the Code’s guidance helps prevent misunderstandings and challenges that may arise when pupils’ needs are not adequately addressed. By following a person-centred approach, teachers create an environment that respects pupils’ individuality, promotes well-being, and strengthens relationships. Ultimately, the SEND Code of Practice fosters a classroom culture where pupils with SEND are supported in reaching their potential, not only academically but socially and emotionally as well.
Addressing Challenges in Implementing the SEND Code of Practice
Implementing the SEND Code of Practice can present challenges, particularly when resources are limited or time constraints make it difficult to carry out individualised support plans. Schools can support teachers by providing access to SEND training, offering professional development opportunities that focus on differentiation, accessibility, and person-centred planning. Additionally, establishing collaborative routines, such as regular check-ins with the SENCO or opportunities to observe specialist-led interventions, can enhance teachers’ confidence and effectiveness in supporting pupils with SEND.
Balancing the needs of the entire class while meeting the individual requirements of pupils with SEND can also be demanding. To address this, teachers can integrate inclusive practices into whole-class teaching. For example, using visual aids, breaking down instructions, and incorporating movement breaks benefit all students, creating a supportive classroom environment that meets diverse needs without isolating any particular student. By implementing these inclusive practices as standard, teachers create a classroom culture that naturally accommodates a wide range of abilities.
Conclusion
The SEND Code of Practice is a valuable resource for teachers aiming to understand and support the diverse needs of their pupils. By following the principles and guidance of the Code, teachers can implement a person-centred, graduated approach to learning, ensuring that pupils with SEND receive the support they need to thrive. From assessing and planning to doing and reviewing, the Code provides a structured pathway for developing effective support strategies that are responsive, collaborative, and inclusive.
In summary, the SEND Code of Practice empowers teachers to create an environment where every pupil feels valued, supported, and capable of achieving their best. By working closely with the SENCO, involving parents and pupils, and implementing differentiated, accessible practices, teachers can foster a classroom culture that celebrates diversity and encourages every student to succeed.
References
Department for Education and Department of Health. (2015). Special Educational Needs and Disability Code of Practice: 0 to 25 Years. HM Government.
Florian, L., & Black-Hawkins, K. (2011). Exploring Inclusive Pedagogy. Cambridge Journal of Education, 41(2), 177-194.
Norwich, B., & Lewis, A. (2001). Mapping a Pedagogy for Special Educational Needs. British Educational Research Journal, 27(3), 313-329.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.
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