Overview
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SEN Framework (2001)

The SEN and Disability Act 2001 (SENDA)

The Act is in two parts:

Part 1 – amends Part IV of the Education Act 1996 – SEN

Part 2 – amends Part IV of the Disability Discrimination Act 1995

Part 1 of the Act (a Framework for Inclusion) came into force form January 2002 and Part 2 of the Act came into force in September 2002.

School statutory duties for SEN

• Secure appropriate provision for any pupil identified as having SEN
• Make sure that all staff who are likely to teach the pupil are aware of the pupil’s special educational needs
• Ensure that teachers in school are aware of the importance of identifying and providing for pupils with special educational needs
• Inform parents of a decision made by the school that their child has special educational needs
• Ensure that pupils with special educational needs are able to join in activities of the school, together with pupils who don’t have SEN
• To report each year to parents on their policy for pupils with special educational needs.

Special Educational Needs and Disability Tribunal (SENDIST)

This is an independent body that hears and decides parents’ appeals about children’s special educational needs and claims of disability discrimination.

Links

1. The ‘SEN toolkit’ contains practical advice on how to implement the Code of Practice. Booklet 9 focuses on preparing for and conducting Annual Reviews and is very helpful.

• www.teachernet.gov.uk/wholeschool/sen/sentoolkit/  

2. The ‘SEN Code of Practice’ gives guidance on the Act and is useful for reference. It includes a definition of SEN, states that all teachers are teachers of pupils with SEN, lists what must be included in an SEN Policy, explains the graduated response and contains information about Statutory Assessment. There are separate chapters on primary and secondary schools.

• www.teachernet.gov.uk/wholeschool/sen/sencodeinto/ 

3. Provides more detailed explanation of the definition of special educational needs.

• www.teachernet.gov.uk/wholeschool/sen

4. "Inclusive Schooling: Children with Special Educational Needs’’ provides examples of reasonable steps that schools could take to meet the needs of pupils.

• www.teachernet.gov.uk/

5. ‘Removing Barriers to Achievement’ The government’s vision for SEN published in 2004. It emphasises the four key areas that will need to be focused on in order to bring about improvements in outcomes for children and young people with special educational needs. It contains a definition of personalised learning.

• www.teachernet.gov.uk/wholeschool/sen/senstrategy/