The SEND Code of Practice (England) Explained: A Calm, Parent-Friendly Guide to SEN Support, EHCPs, and Next Steps
The SEND Code of Practice (England) Explained: A Calm, Parent-Friendly Guide
SEN Support, EHCPs, and next steps — without the jargon
If You're Feeling Overwhelmed, You're Not Alone
If you've landed here because you're worried about your child, confused by the system, or exhausted from feeling like you have to fight to be heard — you're not alone. Many parents describe the SEND system as overwhelming, and the language can feel deliberately impenetrable.
This guide explains the SEND Code of Practice in plain English. It's not legal advice, but it should help you understand what support should look like, what you can ask for, and where to go next.
You Don't Have to Know the Jargon to Ask for Help
Pushing for support doesn't make you "difficult" — it makes you attentive. Your observations as a parent are valid evidence. Schools and local authorities have duties to you under the law, and understanding those duties can help you navigate conversations with more confidence.
What Many Parents Notice First
Before the meetings and paperwork, there are often quieter signs: increasing stress at home, school refusal building over time, escalating behaviour that doesn't match who your child usually is, or your own exhaustion from trying to hold everything together. These experiences are real and matter.
What the SEND Code of Practice Actually Is
The SEND Code of Practice (0-25 years) is the main statutory guidance document that sets out how children and young people with special educational needs and disabilities should be identified, assessed, and supported in England.
Published in 2015 (updated 2020), it replaced older systems and extended support from birth right through to age 25. It's the rulebook that schools, local authorities, and health services must follow.
What "Have Regard To" Means Day-to-Day
The Code has legal force. Schools and local authorities must "have regard to" it — meaning they can't simply ignore it. When the Code says "must", it's referring to law. When it says "should", there needs to be a good reason not to follow it.
For you as a parent, this means: the guidance isn't optional. If school isn't following it, you can ask why.
England Only: The SEND Code of Practice applies to England. Scotland, Wales, and Northern Ireland have their own frameworks. If you're outside England, the principles may be similar but the specific processes differ.
For a broader introduction to SEN terminology, see our guide on what SEN and SEND mean in the UK.
The Four Broad Areas of Need
The Code organises special educational needs into four broad areas. These help schools plan support — but they're categories, not labels. Many children sit across more than one area, and needs can change over time.
Communication & Interaction
Difficulties with speech, language, understanding, or social communication. Includes autism spectrum conditions.
Cognition & Learning
Specific learning difficulties (dyslexia, dyscalculia), moderate or severe learning difficulties affecting understanding and memory.
Social, Emotional & Mental Health
ADHD, anxiety, attachment difficulties, trauma responses, and emotional/behavioural difficulties that affect learning.
Sensory and/or Physical
Visual or hearing impairment, physical disabilities, and sensory processing differences affecting access to learning.
For a detailed exploration of each area, see our guide on the four broad areas of SEND needs.
SEN Support: Where Help Should Start
SEN Support is the first level of formal help. It means the school recognises your child has additional needs and is putting adjustments in place — without waiting for an EHCP.
Key Point: Support should be based on needs and barriers to learning, not on having a diagnosis. Schools can and should put help in place while any assessments are ongoing.
The Graduated Approach: Assess → Plan → Do → Review
The Code requires schools to follow a four-stage cycle called the graduated approach. This isn't a one-off process — it repeats, with each cycle refining what works for your child.
Assess
Gather a clear picture of needs: teacher observations, your insights, progress data, and any specialist input.
Plan
Agree outcomes, specific support strategies, who will deliver them, and when they'll be reviewed.
Do
The class teacher delivers the agreed strategies consistently, with support from the SENCO and any specialists.
Review
Check what's working, involve you and your child, and adjust the plan. Then the cycle repeats.
What "Review" Should Actually Look Like
A good review changes things. It's not a tick-box meeting that repeats the same plan. You should be asked:
- What's working well — and what isn't?
- What progress has been made toward the agreed outcomes?
- What do you and your child notice at home?
- What needs to adjust for next term?
Schools must meet with parents of children on SEN Support at least three times per year.
EHCPs: What They Are and When They're Considered
An Education, Health and Care Plan (EHCP) is a legal document for children and young people (0-25) who need support beyond what a school can normally provide from its own resources.
SEN Support vs EHCP: The Key Differences
Signs Support May Need to Escalate
Families often consider requesting an EHCP needs assessment when:
- A child is making little or no progress despite appropriate SEN Support
- Needs are complex and require coordinated provision across education, health, or care
- The support required goes beyond what school can reasonably provide
- A specialist placement may be needed
The 20-Week Timeline
EHCP Assessment Timeline
Request Received
LA decides within 6 weeks whether to assess
Assessment Phase
Advice gathered from school, health, parents, and specialists
Draft Plan
Issued within 16 weeks of assessment decision for comment
Final Plan
Issued within 20 weeks — names school and specifies provision
Note: Timescales can vary by area, and the system is under significant pressure. Keeping a written timeline of contacts and decisions can help.
Why Section F Matters
Section F: The Heart of an EHCP
Section F sets out the special educational provision required. This is the most critical section because everything specified in Section F must legally be provided. The Local Authority is responsible for making sure it happens.
Good Section F wording is "specific and quantified" — it should clearly state:
- What the provision is (not vague terms like "appropriate support")
- Why it's needed and what it aims to achieve
- Who will deliver it (e.g., speech therapist, 1:1 TA)
- How much and how often (e.g., "20 hours per week", "3 sessions weekly")
Vague wording is hard to enforce. Specific wording means clear accountability.
Parents' Rights and Support
Your Rights Under the Code
Parents have important rights built into the SEND framework. You're not just a bystander — you're meant to be a partner in decisions.
SENDIASS
Free, confidential, impartial advice for families navigating SEND
Mediation
Structured discussion to resolve disputes without tribunal
Tribunal
Right to appeal certain LA decisions to an independent panel
What Is SENDIASS?
SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service) provides free, confidential, and impartial guidance to children, young people, and families. Although funded by local authorities, SENDIASS services are intended to operate independently — meaning you can trust the advice isn't influenced by the LA's interests.
They can help with understanding processes, preparing for meetings, completing forms, and navigating disagreements.
What If You Disagree?
If you disagree with a SEND decision, you may be able to use:
- Disagreement resolution — quick, non-adversarial discussion
- Mediation — structured process with an independent mediator
- SEND Tribunal — for certain decisions (refusal to assess, contents of Section B/F/I, decision to cease a plan)
This is not legal advice — for individual guidance, speak to SENDIASS or a specialist adviser.
Common Misconceptions
Myths vs Reality
"You only get support if you have a diagnosis."
RealitySupport should be based on needs and barriers to learning, not a label. Schools can and should provide SEN Support without waiting for a formal diagnosis.
"An EHCP is the first step to getting help."
RealitySupport should start at SEN Support and be reviewed regularly. An EHCP is considered when needs are complex or progress remains limited despite appropriate support.
"Alternative provision is a last resort or punishment."
RealityFor some young people, the right alternative provision is a protective, stabilising step — a chance to re-engage with learning in an environment that works for them.
"Animal-based programmes are 'therapy'."
RealityThese are better described as education programmes using relationships, regulation, routine, and experiential learning. They're not clinical treatment — they're structured educational approaches.
Transitions: Why Change Can Feel Bigger for SEND Children
Transitions — between schools, key stages, or into alternative provision — often present greater challenges for children with SEND. The Code emphasises that transitions should be planned early and broken into predictable steps.
Practical Transition Supports Schools Can Plan
For more on how we approach transitions, see our transition support page.
School Refusal and SEND
School refusal (sometimes called EBSA — Emotionally Based School Avoidance) is often a sign that something is overwhelming. It's rarely "just behaviour". A good support plan should focus on understanding the triggers and reducing demand while rebuilding trust — not on forcing attendance at any cost.
How Changing Lives SEN Approaches Support
🐴 Relationship-Based, Structured, Safeguarding-Led
We support young people aged 11–18 who have found traditional education difficult — often due to anxiety, trauma, neurodivergence, or unmet SEMH needs. Our approach prioritises relationships, regulation, and routine before academic demand. Learn more about our admissions process or safeguarding approach.
Through Horses
Education using equine-assisted activities within robust planning
Through Dogs
Engagement and routine through canine-assisted learning
Small Animals
Calm, predictable interactions supporting regulation
Gentle Next Steps: What to Do This Week
Request a Meeting
Ask to meet with the SENCO. You don't need a diagnosis — just share your observations and concerns.
Document What You See
Keep a simple record of patterns, triggers, and what helps. Your observations are evidence.
Find Your SENDIASS
Search "[your area] SENDIASS" for free, impartial support navigating the system.
Notes to Take to Your Meeting with School
- What you notice at home (patterns, triggers, good days, hard days)
- What your child says about school (if anything)
- Questions: What support is in place? What's working? What's the plan?
- Ask for meeting notes in writing afterwards
- If you're considering an EHCP, ask what evidence would help
The System Is Under Strain: The SEND system faces significant funding pressures and delays. A Schools White Paper is expected in 2026. Families may experience inconsistency depending on local capacity. This guide explains what should happen — but navigating what does happen may require persistence and support.
Frequently Asked Questions
Common questions about the SEND Code of Practice, SEN Support, and EHCPs.
The SEND Code of Practice (0 to 25 years) is statutory guidance for how children and young people with special educational needs and disabilities should be identified, assessed, and supported in England. It explains the duties for schools, local authorities, and relevant services, and sets expectations for involving children, young people, and parents in decisions.
A diagnosis is not required for SEN Support. Support should be based on a child or young person's needs and the barriers they face in learning or accessing education. Schools can put adjustments and support in place while assessments are ongoing.
SEN Support is the help a setting provides through the graduated approach (Assess, Plan, Do, Review). An Education, Health and Care Plan (EHCP) is a legal plan for children and young people who need provision beyond what a setting can normally provide from its own resources. SEN Support often comes first, and an EHCP may be considered if progress remains limited despite appropriate support.
It usually involves gathering a clear picture of needs (Assess), agreeing outcomes and support with review dates (Plan), delivering the agreed strategies consistently (Do), and checking impact with the family and adjusting the plan if needed (Review). The cycle repeats so support becomes more accurate over time.
Families often consider requesting an EHCP needs assessment when a child is making little or no progress despite appropriate SEN Support, or when their needs are complex and require coordinated provision beyond what the setting can usually provide. It can help to gather evidence of needs, what has been tried, and the impact on learning and wellbeing.
The statutory process is commonly described as up to 20 weeks from the local authority's decision to assess through to issuing a final plan. Timescales and experiences can vary by area, so it can help to keep a written timeline of contacts, documents, and decisions.
SENDIASS stands for Special Educational Needs and Disabilities Information, Advice and Support Service. It provides free, impartial information and support to children, young people, and families about SEND processes. Although commissioned locally, it is intended to operate independently so families can get impartial guidance.
Section F sets out the special educational provision required. Good Section F wording is specific and clear about what support will be provided, why it is needed, who will deliver it, and how often or for how long (for example, hours per week). Clear detail helps everyone understand what must be put in place.
If you disagree with a SEND decision, you may be able to use local disagreement resolution or mediation, and in some cases appeal to the SEND Tribunal. It can help to seek impartial guidance from SENDIASS and keep copies of reports, correspondence, and notes from meetings. This is not legal advice, but a practical overview of common routes families use.
Transitions are often more successful when planned early and broken into small, predictable steps. Helpful supports can include extra visits, photos or virtual tours, a named trusted adult, visual schedules, gradual integration, and clear communication between settings and family about what helps the child feel safe and regulated.
Questions About SEN Support or Provision?
If you'd like to talk about your child's needs, explore whether we might be a good fit, or simply ask questions — our team is here. No pressure, no jargon, just honest conversations.
