SEND core standards
About the core standards
(Please click on the diagram to access a larger PDF version)
Defining SEND
The statutory requirements are the things that an educational setting must do or must have in place in relation to children and young people with SEND who are currently in the setting or who may attend the setting in the future.
Core Standard One - Statutory Requirements/Duties
The statutory requirements are the things that an educational setting MUST DO or MUST HAVE IN PLACE in relation to children and young people with SEND who are currently in the setting or who may attend the setting in the future.
- Core Standard One - Statutory Requirements/Duties (PDF,526KB)
- Link governor for SEND HEP role profile (PDF, 93.2KB)
- SEN Information Report Checklist (PDF, 144KB)
- SEN information report audit tool (PDF, 83.7KB)
- Information on requirements of the accessibility plan for schools (PDF, 163KB)
- Accessibility plan template (PDF, 172KB)
- HEP SEND Grid for inspection (PDF, 153KB)
Core Standard Two - A Fully Inclusive Educational Setting
Being ‘fully inclusive’ is about every child or young person being part of an educational setting. For the purpose of this document, the focus is on the inclusion of children and young people with SEND.
- Core Standard Two - A Fully Inclusive Educational Setting (PDF, 229KB)
- 8. Inclusion V Integration diagram (PDF, 121KB)
- 9. Equality v Equity diagrams (PDF, 147KB)
Core Standard Three - High Quality Teaching
High Quality Teaching (HQT) also referred to as Quality First Teaching (QFT) is the vital first step in meeting the needs of all children and young people with SEND in any given educational setting.
Core Standard Four – Identifying Individual Needs
When a child /young person is not making expected progress academically, socially and /or emotionally given their age and individual circumstances, it is vital that educational settings takes action to quickly identify the reasons for this.
- Core standard Four - Identifying individual needs (PDF, 694KB)
- 10. Assess, plan, do, review cycle (PDF, 89.7KB)
- 11. Identifying need flow diagram A3 V 0.9 Final with key (PDF, 133KB)
- 12. KeyDoc-SEND register template (57KB)
- Initially Learning About Your Child Having Special Needs (PDF, 412KB).
Core Standard Five - Targeted Support and Interventions
When a child /young person is not making expected progress academically, socially and /or emotionally given their age and individual circumstances, it is vital that educational settings takes action to quickly identify the reasons for this.
- Core Standard Five - Targeted support and interventions (PDF, 346KB)
- Example of Excel Provision Map (10KB)
Core Standard Six – Education, Health and Care Plans
An education, health, and care plan (EHC) Plan is for children and young people aged up to 25 who need more support than is available through the settings ‘ordinarily available’ offer and targeted support and interventions. This is often referred to as ‘high needs’.
- Core Standard Six - Education, Health and Care Plans (PDF, 442KB)
- Person-Centred-Reviews-booklet (PDF, 832KB)
Core Standard Seven – Working Effectively with Additional Adults
An education, health, and care plan (EHC) Plan is for children and young people aged up to 25 who need more support than is available through the settings ‘ordinarily available’ offer and targeted support and interventions. This is often referred to as ‘high needs’.