The SEND Code of Practice is a legal requirement for any organisations that work and support children and young individuals with special educational requirements needs and disabilities. Every educational environment should consider this guidance when making choices concerning students with SEN or disabilities.

This course is separated into five modules of learning:

Module One: The SEND Code of Practice 2014
This module delves into the SEND Code of Practice 2014, breaking down key messages and implications for everyday quality teaching in the classroom. Participants will explore the relevance of any 2015 updates and understand how to implement the Code effectively within their educational setting.

Module Two: The Four Broad Areas of SEN
Module Two examines the four broad areas of special educational needs (SEN) as outlined in the SEND Code of Practice. Participants will explore behaviors and needs associated with each area to better categorize SEN within their school population accurately.

Module Three: SEN Provision - The Graduated Approach, Roles and Responsibilities
In this module, the graduated approach for 'SEN Support' in schools is explored, focusing on the assess, plan, do, review cycle and Education, Health, and Care Plans (EHCPs). The roles and responsibilities of class teachers and Special Educational Needs Coordinators (SENCOs) are also discussed.

Module Four: Policies, Practice, and Procedures
Module Four covers the policies, practices, and procedures related to SEND, outlining what schools must publish online. Topics include admissions, provision for pupils with SEN or disabilities, inclusion, reasonable adjustments, staffing requirements, and parental engagement. Legal requirements for online publication, such as policy details, local offer, accessibility plans, and the SEND Information Report, are also discussed.

Module Five: Implications and Expectations for Pupils with Autism
This module focuses on the Autism-specific expectations outlined in the SEN code and their implications for pupils with autism in the classroom. Practical suggestions for implementing these expectations on a day-to-day basis are provided to support teachers in creating an inclusive learning environment for students with autism.