A Critical Guide to the SEND Code of Practice 0-25 Years (2015)

Janet Goepel was a teacher for many years, working with a range of children with the label of SEN. She moved to working in higher education teaching inclusion and special educational needs after completing her Masters. Her doctoral thesis is concerned with the professionalism of doctors and teachers in working together to support children with special educational needs. She is currently a senior lecturer in primary education at Sheffield Hallam University and teaches inclusion and special educational needs on both the undergraduate and postgraduate initial teacher training courses. She is the leader for the PCGE award in Special Educational Needs Coordination and also the National Priority Lead for Special Educational Needs and Disability (SEND) for all primary and early years teacher education courses within the university.  Jackie Scruton qualified as an NNEB and spent the next 14 years working in a variety of settings including a residential boarding school for boys with emotional and behavourial difficulties, an inner city family centre, a special school and further education colleges. She has an MA in SEN, now teaches in HE, and is a specialist member of the Special Educational Needs and Disability Tribunal (SENDIST). Caroline Wheatley taught for many years within the primary age phase. She became a SENCO and subsequently trained as a specialist teacher in dyslexia and literacy. She managed a local authority learning support service, and is now service leader for a group of 7 inclusion services which together address all four of the main areas of SEND. This current role enables her to see the graduated response to need at all levels in action on a daily basis, from the perspectives of children, young people and their families, as well as from colleagues in education, health and social care.

PART ONE: Introduction



1. Context



2. Working together - joint outcomes



3. Local Offer



PART TWO: Knowing the child / young person





Early identification - universal provision
Providing support - targeted provision
Extending support - bespoke provision


PART THREE: Education, Health and Care Plans





Understanding the EHCP process and plan
The parent and child/young people's journey
The education practitioner's responsibility
The health practitioner's responsibility
The social care practitioner's responsibility
Implementing the EHC plan
The review process