How to review your SEND policy and SEN information report

After receiving some feedback from some of our experts, we decided to split up our SEND policy and SEN information report models. This means we can show you examples of best practices which are more tailored to their particular job. The difference is:

• The SEN information report is aimed at parents, and needs to be really accessible
• The SEND policy is aimed at staff and is more process driven

Don't worry if your school's SEND policy and SEN information report are combined in a single document. You're still meeting the statutory requirements, and you can still use this article to help you monitor them.

If you need to brush up on the key terms, take a look at our SEND glossary. 

Checklist for the SEND policy

Your school’s SEND policy should cover:

• Your school’s values, vision and broader aims around SEN
• How the policy was developed
• Who’s responsible for developing and implementing the policy
• Information on how pupils with SEN will be identified and how their needs will be assessed
• What training will be available to staff 
• When the policy was approved and who approved it 

Our checklist sets out in more detail everything that your policy should cover: 

KeyDoc: SEND policy checklist

Checklist for the SEN information report

The SEN information report must contain information on your school's SEN provision, such as: 

• Arrangements for consulting parents and pupils with SEN and involving parents in their child's education
• Details on identifying pupils with SEN and assessing their needs
• Support available in different areas for pupils with SEN 
• How your school is implementing its SEN policy 

The report can be included in your SEN policy, or presented as a separate document.

It should also be easily accessible to both pupils and parents, and set out the information in clear, straightforward language. This is explained in paragraph 6.81 of the SEND Code of Practice.

Our checklist contains the full list of everything that needs to be included in your school's information report:

KeyDoc: SEN information report – checklist

Key questions to challenge the policy and report

1. How were the policy and information report developed? 

They should both be developed in line with the SEND Code of Practice and fulfil the statutory requirements as listed above.

Your headteacher and designated SENCO are responsible for reviewing and implementing the policy and they should be able to show how they do this.

2. Does the policy promote equality and inclusion?

Your school has a responsibility to promote disability equality and inclusion.

It must make reasonable adjustments for disabled students so they're not put at a substantial disadvantage in school. 

These responsibilities are anticipatory, requiring thought to be given in advance as to what disabled children and young people might require in order to access learning.

Your SENCO should show how your school prevents discrimination and promotes equality of opportunity. They should also give evidence of how young people with SEN can engage in school activities alongside pupils who don't have SEN.

3. How will you know if the policy is working?

Your SENCO should be able to demonstrate how the policy is meeting the needs of pupils with SEN. They should explain how they track and measure the progress of pupils with SEN, and the impact of your school’s SEN policy on pupil progress. 

Your school must help and support pupils with SEN to achieve their best. Your SENCO may give examples of how your school:

• Has a clear approach to identifying and responding to SEN
• Gives pupils with SEN access to a broad and balanced curriculum 
• Provides careers guidance
• Supports pupils’ transitions between phases of education and preparation for adult life
• Provides extra support when pupils make less than expected progress, such as involving specialists
  

4. Are staff receiving enough support to provide SEN provision?

Your SENCO should tell you what training is available for staff. They should also show how staff are supported to teach pupils with SEN in their own classes, and any feedback from staff. 

The DfE states that its SEN guidance can be delivered most effectively where there is a good level of knowledge across all staff of different types of SEN, and suitable teaching approaches and interventions.

 

Further questions

See more questions to ask your SENCO. We also have guidance on general questions you can ask when reviewing any policy.

Model SEND policy

Choose the document that's right for you below.

If you're on a local governing body (LGB) it's likely your trust has set this policy across your trust. 

Model SEN information report

Our model report isn't meant as a guide for writing it, as that's your school leaders' job, but you can use to see what a good SEN information report looks like. It's approved by Forbes Solicitors and takes account of relevant requirements and good practice. 

Model SEN information report

SEND policy examples from schools and trusts

Schools

• Harmood School, a community special school in Camden
• Colmers School and Sixth Form College, a foundation secondary school in Birmingham
• Langdon Park School, a community secondary school in Tower Hamlets
• Mountjoy School, a community special school in Dorset
• Sebert Wood Community Primary School, a community primary school in Suffolk
• St Gregory's Catholic Primary School, a primary academy in Sandwell

Trusts

• The Consortium Multi-Academy Trust, a trust of 11 primary schools, publishes its SEND policy on its website, which its academies link to on their websites
• Eastern Multi Academy Trust, which has 14 schools, has an overarching SEND policy on its trust policies page
• The White Horse Federation, which has 31 schools, has a trust-wide SEND policy. Schools in the trust, such as Mountford Manor, link to the trust-wide SEND policy, and publish their own SEN information reports

SEN information report examples from schools

• Mandeville School, a community special school in Ealing
• St Christophers Academy, a primary academy in Bedfordshire 
• St John Bosco Arts College, a voluntary-aided secondary school in Liverpool
• Swanwick School and Sports College, a community special school in Derbyshire (hover over the 3 lines at the top of the page, select the drop down titled 'Key Info' and you'll find all the relevant information under 'SEN information report')
• Worlingworth Church of England Voluntary Controlled Primary School, a voluntary-controlled primary school in Suffolk