Special Educational Needs (SEN) policy
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A pupil is defined as having Special Educational Needs (SEN) if he or she has a learning difficulty which requires special educational provision to be made for him or her. All pupils with SEN must have those needs addressed, via a broad and balanced education. In most cases, it is the pupil's mainstream school that will make this provision.
Head teachers should ensure that pupils with SEN engage in all the regular activities of the school, so far as is reasonably practicable and is compatible with:
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the pupil receiving the special educational provision which his learning difficulty calls for
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the provision of efficient education for the pupils with whom he or she will be educated
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the efficient use of resources
In meeting these responsibilities, schools must have regard to the SEN Code of Practice.
SEN Code of Practice
The guidance in the SEN Code of Practice covers in detail:
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school-based assessments and interventions for SEN pupils
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statutory assessments of special educational needs
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statements of special educational needs
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assessments and statements for those in early education settings
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annual reviews
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transition planning.
SEN policy
Maintained schools must publish information about their SEN policy in the governing body's annual report. This must describe principles on allocating resources among SEN pupils, and should be accessible to the whole school community.
SEN Co-ordinator (SENCO)
All mainstream schools must appoint a designated teacher; the Special Educational Needs Co-ordinator (SENCO), who is responsible for the day-to-day operation of the schools SEN policy. He or she will co-ordinate provision for pupils with SEN and liaise with parents, staff and external agencies.
Head teachers should take practical steps to ensure that SENCOs have the time and resources they need for this demanding role.
National standards produced by the Teacher Training Agency include a definition of the context in which the co-ordination of SEN provision within a school is likely to be effective and set out the additional knowledge, understanding, skills, attributes and expertise required by those co-ordinating SEN provision in a school.
Main text
Legislation
Key documents
Best practice
Further information
