Chapter 6 of the SEND Code of Practice says that where a pupil is identified as having SEN, the school should remove barriers to learning and put effective special educational provision in place. This is SEN support. It takes the form of a cycle of assess, plan, do, review, revisited with more detail, more frequent reviews and more specialist input as needed: the graduated approach (paragraph 6.44).
Key points from the Code:
- High-quality teaching, adapted for individual pupils, is the first step. Extra support doesn't replace it (paragraph 6.37).
- The class or subject teacher, working with the SENCO, carries out the assessment, drawing on the pupil's progress, parents' concerns and the pupil's own views (paragraph 6.45).
- Parents must be formally told when the school decides to provide SEN support, and should be involved in planning it (paragraph 6.48).
- Slow progress or low attainment doesn't on its own mean a child has SEN (paragraph 6.23).
If a child isn't making expected progress despite relevant and purposeful action, the school or parents may ask for an EHC needs assessment.
In 2026: the SEND reform proposals would introduce Individual Support Plans and new layers of support, but they are only proposals. SEN support and the graduated approach work as before. Recording what you tried and what difference it made also helps the DSL see the whole picture of a child.