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The SEND Code of Practice
Comprehensive guidance on SEND law, inclusion, safeguarding, and practical responsibilities across education settings nationwide.
Build confidence supporting children and young people through inclusive practice and compliant decision-making approaches.
Designed for professionals seeking clarity, confidence, and consistency when implementing the SEND Code effectively.
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Learning Outcome
- Explain legal duties, principles, and responsibilities within the SEND Code of Practice across education settings national frameworks.
- Understand the legal framework and key legislation governing SEND education in the UK.
- Identify the roles and responsibilities of educators and support staff in SEND provision.
- Examine the core principles of the SEND Code of Practice and their educational implications.
- Understand the Education, Health, and Care (EHC) assessment process and support strategies.
- Learn how to create and implement effective EHC Plans for children with SEND.
- Develop strategies for building partnerships with parents and professionals to support SEND students.
- Apply SEND Code of Practice principles to ensure inclusive and effective support for SEND students.
Course Overview
The SEND Code of Practice is a comprehensive and practical course designed to equip education and childcare professionals with a clear, confident understanding of supporting children and young people with Special Educational Needs and Disabilities (SEND). Grounded in UK legislation and best practice, this course explores SEND from birth to 25 years, ensuring learners understand both statutory responsibilities and real-world application across educational settings.
The course begins by establishing a strong foundation in SEND, examining key legal frameworks, models of disability, and the four broad areas of need. Learners develop a clear understanding of how effective partnerships between educators, families, and professionals play a vital role in delivering meaningful support. It then explores the principles of the SEND Code of Practice, clarifying roles, responsibilities, and expectations for educators, schools, and supporting agencies.
Inclusive practice is examined in depth, with a strong focus on early years, childcare, and school environments. Learners will critically compare inclusive and non-inclusive approaches, understand their impact, and explore how inclusive education aligns with UK legislation. Practical guidance is provided on creating inclusive learning environments that promote participation, dignity, and equal opportunity.
Safeguarding is addressed through a SEND-specific lens, recognising why children and young people with SEND may be more vulnerable. The course covers identification of risk, referral pathways, professional guidance, and national safeguarding strategies, ensuring learners can act confidently and appropriately. Health and safety legislation, reasonable adjustments, moving and handling, sustainable school travel, and emergency procedures are also covered, including PEEPs and fire safety responsibilities.
The course concludes by extending SEND inclusion principles to international school contexts, examining how local laws influence practice and how schools can champion inclusive education globally. Realistic case studies reinforce learning, enabling participants to translate knowledge into confident, compliant, and compassionate practice.
Who This Course Is For:
- Special education teachers and teaching assistants
- School leadership teams and administrators
- Social workers working with SEND children and young people
- Healthcare professionals involved in SEND education
- Parents and caregivers of children with SEND
- SENCOs (Special Educational Needs Coordinators)
- Support staff in schools working with SEND students
- Education policymakers and advocates for SEND
Requirements:
- No prior experience with SEND or the SEND Code of Practice required.
- Basic understanding of education practices and child development is helpful but not mandatory.
- A willingness to learn and enhance your approach to supporting SEND students.
Course Instructor
Learndrive Courses
Learndrive Courses is exceptionally well positioned to deliver a course on the SEND Code of Practice due to its strong focus on compliance-led, learner-centred education. This course requires precision, clarity, and sensitivity — qualities that align directly with Learndrive’s instructional design philosophy. The SEND Code of Practice spans legislation, safeguarding, inclusion, health and safety, and multi-agency collaboration, all of which demand structured, carefully sequenced learning to avoid confusion or cognitive overload.
Learndrive’s expertise in developing compliance and education-focused training ensures complex legal and ethical concepts are broken down into clear, practical learning experiences. The organisation’s emphasis on evidence-based instructional methodologies means learners are not simply presented with information, but guided towards meaningful understanding and confident application. Interactive modules support long-term retention, while real-world scenarios encourage reflective and practical thinking.
Backed by experienced instructional designers, Learndrive ensures that this course supports educators at every stage of their professional journey. The result is a learning experience that empowers professionals to meet statutory responsibilities while fostering inclusive, safe, and supportive environments for children and young people with SEND.
Accreditation
This course is accredited by CPDQE. The demand for professionals to engage in Continuing Professional Development is escalating, irrespective of the industry, career stage, or job function. CPD serves as an impactful mechanism for skill enhancement, maintaining the relevance of academic credentials, and strategically advancing one’s career.
This CPDQE Certified Course will ensure that you have obtained the required CPD trainings for your professional development.
What Students say about us
The courses on the website are well designed, very clear and you can learn a lot of useful skills from them. A very
Enjoying the course at my pace, repeating what I did not understand and learning
Frequently Asked Questions
By adapting teaching methods, providing equal access to resources, supporting diverse learning needs, and fostering a culture of respect and participation for all students.
Inclusion in SEND (Special Educational Needs and Disabilities) ensures children with additional needs learn alongside peers in mainstream settings with appropriate support.
Equity, participation, respect for diversity, and providing necessary support to ensure all learners can access education.
Participation, accessibility, equity, collaboration, respect for diversity, removing barriers, and promoting a sense of belonging.
Through differentiated instruction, positive classroom culture, reasonable adjustments, peer support, and promoting awareness of diversity.
A classroom where students of all abilities learn together, with tailored resources, accessible teaching, and supportive peer and teacher interaction.
By providing support staff, adaptive resources, teacher training on diversity, anti-bullying policies, and celebrating differences through school activities.
By ensuring every child participates, offering targeted support, adapting lessons, and encouraging peer collaboration and mutual respect.
Differentiated teaching, collaborative learning, and use of assistive technology to support diverse learning needs.
A supportive environment where all students feel valued, have access to learning opportunities, and are included in all aspects of school life.
Inclusion ensures every child, regardless of ability or background, can fully participate in education with equal opportunities.
Encourage respect, use varied teaching methods, provide support for all learning needs, and celebrate achievements of every student.
A setting where students with SEND access the curriculum alongside peers, with adjustments, support, and inclusive teaching strategies.
Provide differentiated tasks, one-to-one support if needed, visual aids, adaptive technology, and foster peer collaboration.
Model respect, encourage cooperative learning, address bullying, celebrate diversity, and ensure activities are accessible to all.
By fostering empathy, offering differentiated support, collaborating with colleagues, and actively including every student in learning.
Course Curriculum
| We Will Start With The Basics | |||
| We will Start with the Basics | 00:01:00 | ||
| Section 01: Understanding SEND | |||
| Understanding SEND | 00:05:00 | ||
| The LAW and SEND | 00:04:00 | ||
| The Different Models of Disability | 00:03:00 | ||
| The Different Areas of Needs | 00:05:00 | ||
| Developing Partnership to Help Support Children with SEND | 00:04:00 | ||
| Section 02: The SEND Code of Practice: 0 to 25 Years | |||
| The Principles of the SEND Code of Practice (UK) | 00:05:00 | ||
| Roles and Responsibilities | 00:05:00 | ||
| What Must Educators Do for Children and Young People with SEND | 00:03:00 | ||
| Support for Children and Young People | 00:05:00 | ||
| Education, Health and Care (EHC) Assessments | 00:04:00 | ||
| EHC Plans | 00:05:00 | ||
| Section 03: Inclusive Practice in Early Years | |||
| Non-Inclusive Practice | 00:04:00 | ||
| Inclusive Practice | 00:05:00 | ||
| Difference Between Inclusive and Non-Inclusive Practice | 00:02:00 | ||
| Inclusive Practice in Early Years | 00:04:00 | ||
| Inclusive Practice in Child Care | 00:02:00 | ||
| Inclusive Education and UK Legislation | 00:02:00 | ||
| Creating an Inclusive Learning Environment in Schools | 00:06:00 | ||
| Section 04: Safeguarding Children with SEND | |||
| Safeguarding Children and Young People with SEND | 00:04:00 | ||
| Who are Children or Young People with SEND | 00:01:00 | ||
| Why do Children with SEND Need Special Care | 00:02:00 | ||
| Spotting the Signs | 00:04:00 | ||
| Purpose of Guidance | 00:02:00 | ||
| Practice Guidance for All Professionals | 00:04:00 | ||
| Sex & Relationship Education | 00:01:00 | ||
| Initial Contact And Referral | 00:02:00 | ||
| National Strategy | 00:06:00 | ||
| Section 05: Health & Safety Legislation and Guidance | |||
| Health and Safety at Work etc. Act 1974 | 00:04:00 | ||
| Manual Handling Regulations 1992 | 00:03:00 | ||
| Equality Act 2010 | 00:02:00 | ||
| Children and Families Act 2014 | 00:03:00 | ||
| Special Education Needs (SEN) Code of Practice | 00:04:00 | ||
| Remember to Take Notes | |||
| Remember to Take Notes | 00:00:14 | ||
| Section 06:Reasonable adjustments | |||
| Reasonable Adjustment | 00:06:00 | ||
| Moving and Handling Policy | 00:03:00 | ||
| Health and Safety Requirements | 00:03:00 | ||
| Section 07: Sustainable School Travel | |||
| Sustainable School Travel | 00:03:00 | ||
| Audit of Infrastructure to Support School Travel | 00:03:00 | ||
| Provision of Travel Arrangements and Eligibilities | 00:04:00 | ||
| Bus Safety Considerations | 00:03:00 | ||
| Section 08: Emergency procedures | |||
| Personal Emergency Evacuation Plans (PEEPs) | 00:03:00 | ||
| The Fire Safety Act 2021 | 00:02:00 | ||
| Fire Safety Management of Mobility-Impaired Persons | 00:02:00 | ||
| Building Safety Act 2022 | 00:02:00 | ||
| Key Roles and Responsibilities | 00:05:00 | ||
| Section 09: Promoting SEND Inclusion for International Schools | |||
| Why Promote SEND Inclusion | 00:05:00 | ||
| The Role of International Schools in Promoting SEND Inclusion | 00:04:00 | ||
| How Local Law Affects The Issue of Promoting SEND Inclusion for International Schools | 00:04:00 | ||
| How Schools Can Contribute Towards Promoting SEND Inclusion | 00:03:00 | ||
| Roles and Responsibilities of Responsible Persons | 00:03:00 | ||
| Approaches to Educating Children | 00:03:00 | ||
| Case Studies – The SEND Code of Practice | 00:07:00 | ||
| Mission Passed | |||
| Mission Passed | 00:00:21 | ||
| Order Your CPDQE Certificate | |||
| Order Your CPDQE Certificate | 00:01:00 | ||
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