# SEN information report

> iFairy working template — not official guidance. Built by reading the official documents listed under "Based on"; each requirement cites the document and section it comes from. Check the current official wording before you adopt it, and adapt it to your setting and your local authority or trust procedures.

- **Status:** Required by law or statutory guidance — Publishing the report is a legal duty under section 69 of the Children and Families Act 2014 and the Special Educational Needs and Disability Regulations 2014 for governing bodies of maintained schools and maintained nursery schools and academy proprietors, including special schools; the Code (para 6.79) says it 'must include' the listed items. Publishing the disability and accessibility information is also required (paras 4.35 and 6.2). Clear language and named contacts (para 6.81) are 'should'; signposting the Local Offer is a 'must'.
- **Applies to:** England; Early years (maintained nursery), Primary, Secondary, Special, All-through
- **Review:** At least annually (para 6.79), and as soon as possible whenever something in it changes during the year, such as a new SENCO.
- **Template last reviewed by iFairy:** 2026-10-04

## About this report

_Tell parents what the report is, who it is for and when it was last updated._

**Must include:**

- Governing bodies of maintained schools and maintained nursery schools and academy proprietors must publish on their websites information about how their SEN policy is implemented; it should be updated annually and in-year changes made as soon as possible. _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_
- The duty to publish an SEN information report also applies to special schools. _(SEND Code of Practice 0-25, Chapter 6, 'What this chapter covers')_
- The information can be part of the school's overall SEN policy rather than a separate document. _(Schools guide to SEND Code, SEN support in schools: 'SEN information report' (p. 18))_
- It should be easily accessible to young people and parents and set out in clear, straightforward language. _(SEND Code of Practice 0-25, Chapter 6, para 6.81)_

**Questions to answer:**

- Will this be a stand-alone report or a section of your SEN policy? Either is allowed; parents must be able to find it easily on the website.
- Who owns the annual update (SENCO, headteacher, SEN governor) and in which month will it happen?
- Do you need an easy-read, pupil-friendly or translated version?

This is [School name]'s SEN information report for [year]. It explains how we support children and young people with special educational needs (SEN) and disabilities. It was approved by [governing board / trust] on [date] and will be reviewed by [date]. If anything changes during the year we will update it straight away. You can ask for a paper copy, a larger-print version or a translation from [office contact]. Read it alongside our SEN policy ([link]) and accessibility plan ([link]).

## The kinds of SEN we provide for

_Describe the range of needs the school supports, in everyday language._

**Must include:**

- Required item: the kinds of SEN that are provided for. _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_
- The four broad areas of need (communication and interaction; cognition and learning; social, emotional and mental health; sensory and/or physical) give an overview of needs to plan for; identification is about what action to take, not labelling. _(SEND Code of Practice 0-25, Chapter 6, paras 6.27–6.35)_

**Questions to answer:**

- Which needs do you currently support, and are there any you have resourced provision or specialist staff for (e.g. a resourced base)?
- Avoid promising provision you cannot deliver; describe what you normally provide.

We are a mainstream [primary/secondary] school and we welcome pupils with a wide range of needs, including:
- communication and interaction, such as speech, language and communication needs and autism;
- cognition and learning, such as moderate learning difficulties and specific learning difficulties like dyslexia;
- social, emotional and mental health difficulties;
- sensory and physical needs, such as hearing or visual impairment and physical disability.
[Describe any specialist base or resourced provision.] We plan for each child as an individual; a label or diagnosis is not needed for us to start helping.

## How we identify and assess needs, and who the SENCO is

_Explain how a need is spotted, how parents are involved, and give the SENCO's name and contact details._

**Must include:**

- Required item: policies for identifying children and young people with SEN and assessing their needs, including the name and contact details of the SENCO (mainstream schools). _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_
- The class or subject teacher, working with the SENCO, analyses the pupil's needs, drawing on assessments, progress, the views of parents and the pupil, and outside advice; concerns raised by a parent should be taken seriously and recorded. _(SEND Code of Practice 0-25, Chapter 6, para 6.45)_
- Where it is decided to provide SEN support, parents must be formally notified. _(SEND Code of Practice 0-25, Chapter 6, para 6.48)_
- Mainstream maintained schools and academies must have a qualified teacher designated as SENCO, working at the school. _(SEND Code of Practice 0-25, Chapter 6, paras 6.84–6.85)_
- Since 1 September 2024 the mandatory qualification for newly appointed SENCOs is the NPQ for SENCOs, which replaced the National Award (NASENCO) and must be gained within 3 years of taking up post. _(Mandatory qualification for SENCOs, Summary and page introduction)_

**Questions to answer:**

- What is the first step if a parent is worried: class teacher, form tutor or SENCO?
- Does the SENCO hold the NPQ for SENCOs or NASENCO, or are they within their first 3 years?

If you are worried that your child may have SEN, talk first to [class teacher / form tutor]. They will discuss it with our SENCO and, with you, look at how your child is learning and developing, what you see at home and what your child tells us. If we decide your child needs SEN support, we will tell you formally and agree a plan with you.

Our SENCO is [name], [qualification, e.g. NPQ for SENCOs / National Award for SEN Co-ordination]. Contact: [email], [phone]. [He/She/They] work(s) [days] and is a member of the senior leadership team [if so].

## How we work with parents and carers

_Explain how parents are consulted and involved in their child's education._

**Must include:**

- Required item: arrangements for consulting parents of children with SEN and involving them in their child's education. _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_
- For pupils on SEN support, schools should talk to parents regularly to set outcomes and review progress, and meet them at least three times a year. _(SEND Code of Practice 0-25, Chapter 6, para 6.65)_
- A record of the outcomes, action and support agreed should be kept, shared with appropriate staff and given to the parents. _(SEND Code of Practice 0-25, Chapter 6, para 6.71)_

**Questions to answer:**

- How long are SEN review meetings, who leads them, and how do they fit with parents' evenings?
- How can parents who cannot attend in person take part (phone, video)?

If your child receives SEN support, we will meet you at least three times a year, usually with [class teacher / form tutor] and the SENCO when needed. Together we will agree outcomes for your child, the support we will give and what you can do at home, and we will review how it is going. You will receive a written note of what was agreed. You can ask to speak to the SENCO at any time.

## How we involve children and young people

_Explain how pupils' own views shape their support._

**Must include:**

- Required item: arrangements for consulting young people with SEN and involving them in their education. _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_
- The pupil's views should be included in review discussions, either by joining all or part of the meeting or by gathering their views beforehand. _(SEND Code of Practice 0-25, Chapter 6, para 6.70)_

**Questions to answer:**

- What methods suit your pupils (one-page profiles, pupil voice sessions, visual supports)?

We want every pupil to have a say in their own support. Before each review we ask your child, in a way that suits them [e.g. a one-page profile, a short conversation with a trusted adult, pictures], what is going well, what is hard and what helps. Older pupils are invited to join their review meetings.

## How we check progress: assess, plan, do, review

_Describe the graduated approach and how parents and pupils take part in reviewing progress._

**Must include:**

- Required item: arrangements for assessing and reviewing children and young people's progress towards outcomes, including opportunities to work with parents and young people as part of this. _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_
- SEN support follows a four-part cycle of assess, plan, do and review (the graduated approach), with a clear review date agreed with parents and the pupil. _(SEND Code of Practice 0-25, Chapter 6, paras 6.44–6.54)_
- Where a pupil has an EHC plan the local authority must review it at least every twelve months, and schools must co-operate with the review. _(SEND Code of Practice 0-25, Chapter 6, para 6.56)_

**Questions to answer:**

- How often do you review SEN support plans, and what tools do you use to measure progress beyond attainment?

We use a cycle called 'assess, plan, do, review'. We assess your child's needs; plan support with you and your child, with a review date; put the support in place; and then review how well it has worked, changing it if needed. If your child has an education, health and care (EHC) plan, there is also an annual review, which we usually hold on behalf of [local authority].

## Moving on: transitions and preparing for adulthood

_Explain support at joining, moving class or phase, and preparing for adult life._

**Must include:**

- Required item: arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood, with outcomes reflecting their ambitions, which could include higher education, employment, independent living and participation in society. _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_
- To support transition the school should share information with the next setting, agreeing with parents and pupils what is shared. _(SEND Code of Practice 0-25, Chapter 6, para 6.57)_

**Questions to answer:**

- What extra transition visits or information do you offer, and who arranges them?

When your child joins us, moves class or year, or leaves for a new school or college, we plan the move with you. This may include extra visits, photo books, meetings with the new staff and, with your agreement, sharing information about what helps your child. From Year 9 [secondary], reviews include planning for adult life, such as further study, work, independent living and being part of the community.

## Our approach to teaching pupils with SEN

_Describe high-quality teaching as the first response, and how extra support links to the classroom._

**Must include:**

- Required item: the approach to teaching children and young people with SEN. _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_
- High-quality teaching, differentiated for individual pupils, is the first step in responding to SEN; teachers remain responsible for pupils' progress, including when support comes from teaching assistants or specialists. _(SEND Code of Practice 0-25, Chapter 6, paras 6.36–6.37 and 6.52)_

**Questions to answer:**

- Which interventions do you commonly use, and how do you know they work?

All teachers are teachers of pupils with SEN. Our first response is high-quality teaching that is adapted for each pupil, for example [examples: pre-teaching vocabulary, visual timetables, chunked instructions]. Where a pupil needs more, we add targeted support such as [interventions], linked closely to classroom learning. The class or subject teacher remains responsible for your child's progress.

## How we adapt the curriculum and learning environment

_Explain adaptations to what is taught and to the physical and sensory environment._

**Must include:**

- Required item: how adaptations are made to the curriculum and the learning environment of children and young people with SEN. _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_
- When setting out the curriculum for each year, include how it is adapted or made accessible for pupils with SEN. _(SEND Code of Practice 0-25, Chapter 6, para 6.82)_
- Schools must make reasonable adjustments, including auxiliary aids and services, for disabled pupils; these duties are anticipatory. _(SEND Code of Practice 0-25, Chapter 6, para 6.9)_

**Questions to answer:**

- Link to your curriculum pages: do they say how each subject is made accessible?

We adapt how we teach and the spaces we teach in, for example [quiet workstations, sensory breaks, coloured overlays, adapted equipment, accessible toilets]. Our curriculum pages ([link]) explain how each subject is made accessible. We plan ahead for reasonable adjustments for disabled pupils rather than waiting for problems.

## Staff expertise and training

_Explain what training staff have and how specialist expertise is secured._

**Must include:**

- Required item: the expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured. _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_
- The school should ensure the SENCO has sufficient time and resources, including administrative support and time away from teaching. _(SEND Code of Practice 0-25, Chapter 6, para 6.91)_

**Questions to answer:**

- What training have staff had in the last 12 months, and what is planned?
- Which specialists can you call on (educational psychologist, speech and language therapist, outreach teams)?

All staff receive SEN training as part of [induction and our training programme]. In the last year this included [topics]. [Number] staff have specialist training in [areas]. We buy in or access specialist advice from [educational psychology service, speech and language therapy, local authority outreach].

## How we check our SEN provision works

_Explain how the school evaluates the impact of its SEN provision._

**Must include:**

- Required item: evaluating the effectiveness of the provision made for children and young people with SEN. _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_
- The impact and quality of support and interventions should be evaluated, including the views of the pupil and their parents. _(SEND Code of Practice 0-25, Chapter 6, para 6.54)_

**Questions to answer:**

- What evidence do you use (progress data, attendance, pupil and parent voice, provision maps), and who reports to governors?

We check how well our support works by reviewing each pupil's progress towards their outcomes, looking at [attendance, wellbeing and progress data], and asking pupils and parents what they think. The SENCO reports to governors [termly], and interventions that are not working are changed or stopped.

## Taking part in all school activities

_Explain how pupils with SEN join in clubs, trips and wider school life._

**Must include:**

- Required item: how children and young people with SEN are enabled to engage in activities available with those in the school who do not have SEN. _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_
- Mainstream schools must ensure that pupils with SEN engage in the activities of the school alongside pupils who do not have SEN. _(SEND Code of Practice 0-25, Chapter 6, para 6.2)_

**Questions to answer:**

- How do you plan trips and residentials so that pupils with SEN can take part?

Every pupil is welcome to take part in clubs, trips, residentials and events. We plan ahead with families, carry out risk assessments and make adjustments, such as [extra adult support, adapted transport, a quiet space], so your child can join in.

## Emotional and social development

_Describe pastoral support, listening to pupils and preventing bullying._

**Must include:**

- Required item: support for improving emotional and social development, including extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying. _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_

**Questions to answer:**

- Which pastoral and wellbeing support do you offer (key adults, ELSA, mental health support team)?
- How does your anti-bullying policy address pupils with SEN and disabilities?

We support pupils' emotional and social development through [PSHE, key adults, nurture groups, mental health support team]. Pupils with SEN can talk to [named role] at any time, and we check their views regularly. Our anti-bullying policy ([link]) explains how we prevent and respond to bullying, including bullying linked to SEN or disability.

## Working with other services

_Explain how the school involves health, social care, local authority and voluntary services._

**Must include:**

- Required item: how the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting SEN and supporting families. _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_
- A school should always involve a specialist where a pupil continues to make little or no progress despite evidence-based support, and parents should always be involved in that decision. _(SEND Code of Practice 0-25, Chapter 6, para 6.59)_
- Schools should tell children, parents and young people about the local authority's Information, Advice and Support Service. _(SEND Code of Practice 0-25, Chapter 6, para 6.39)_

**Questions to answer:**

- Which services do you work with most often, and how do parents get referred?
- What are the contact details of your local SEND Information, Advice and Support Service?

We work with [educational psychology, speech and language therapy, school nursing, CAMHS / mental health support team, social care, voluntary organisations]. We always talk to you before involving a specialist. Free, impartial advice for families is available from [local authority] SEND Information, Advice and Support Service: [contact].

## If you are unhappy: complaints

_Explain how parents can raise concerns and complain about SEN provision._

**Must include:**

- Required item: arrangements for handling complaints from parents of children with SEN about the provision made at the school. _(SEND Code of Practice 0-25, Chapter 6, para 6.79)_
- All state-funded schools are required to have and publish a complaints procedure; maintained school governing bodies should make sure complainants are treated fairly, given a written response with reasons and told of their appeal rights. _(SEND Code of Practice 0-25, Chapter 11, paras 11.69–11.71)_
- Parents of disabled children can make a disability discrimination claim to the First-tier Tribunal against a school. _(SEND Code of Practice 0-25, Chapter 11, para 11.53)_

**Questions to answer:**

- Where is your complaints procedure published, and who is the first contact for SEN concerns?

Please talk to us first: most worries can be sorted out quickly with [class teacher / SENCO]. If you are still unhappy, our complaints procedure ([link]) explains the next steps, including a formal complaint to [the headteacher / governors]. You will get a written response with the reasons for our decision. If you believe your child has been discriminated against because of a disability, you can also make a claim to the First-tier Tribunal (Special Educational Needs and Disability).

## Looked-after children with SEN

_Explain how support for looked-after pupils with SEN is co-ordinated._

**Must include:**

- The report should include arrangements for supporting children and young people who are looked after by the local authority and have SEN. _(SEND Code of Practice 0-25, Chapter 6, para 6.80)_
- All maintained schools and academies must appoint a Designated Teacher for looked-after children, who should work closely with the SENCO where they are different people. _(SEND Code of Practice 0-25, Chapter 10, para 10.3)_

Our designated teacher for looked-after and previously looked-after children is [name]. They work closely with the SENCO, the child's social worker, carers and the Virtual School to make sure the child's Personal Education Plan and SEN support fit together.

## Disabled pupils: admissions, access and our accessibility plan

_Publish the disability information required alongside the SEN information report._

**Must include:**

- Schools must also publish their arrangements for the admission of disabled pupils, the steps taken to prevent disabled pupils being treated less favourably than others, the facilities provided to help disabled pupils access the school, and their accessibility plan. _(SEND Code of Practice 0-25, Chapter 6, para 6.2; Chapter 4, para 4.35)_
- The accessibility plan should show how access will be improved progressively over time. _(Schools guide to SEND Code, Improving outcomes – high aspirations and expectations for children with SEN (pp. 10–11))_

**Questions to answer:**

- Where are your admissions arrangements and accessibility plan published?
- Which access facilities do you have (lift, ramps, hygiene room, hearing loop)?

Disabled pupils are admitted on the same basis as other pupils under our admissions arrangements ([link / local authority]). We take steps to make sure disabled pupils are not treated less favourably, including [examples]. Our facilities include [ramps, lift, accessible toilet, hygiene suite]. Our accessibility plan ([link]) sets out how we will improve access to the curriculum, the building and information over the next [three] years.

## The Local Offer and who to contact

_Signpost the local authority's Local Offer and give named contacts for concerns._

**Must include:**

- The report should include the school's SEN policy, named contacts for parents' or young people's concerns, and the school's contribution to the Local Offer, and must include where the local authority's Local Offer is published. _(SEND Code of Practice 0-25, Chapter 6, para 6.81)_

**Questions to answer:**

- What is the web address of your local authority's Local Offer, and has the school contributed its own entry?

[Local authority]'s Local Offer sets out the services available for children and young people with SEN and disabilities in our area. You can find it at [web address]. Our school's information in the Local Offer is at [link].

Who to contact:
- Day-to-day questions: [class teacher / form tutor]
- SENCO: [name, email, phone]
- Headteacher: [name]
- Governor responsible for SEN: [name, via the school office]

## Checklist

- [ ] Every item in para 6.79 has its own clearly headed section.
- [ ] SENCO's name and contact details are current (check after any staffing change).
- [ ] Link to the local authority's Local Offer works.
- [ ] Accessibility plan and disability information published and linked.
- [ ] Date of last update shown, and a date set for next year's review.
- [ ] SENCO's qualification status checked against the current requirement (NPQ for SENCOs for those appointed from September 2024).
- [ ] Read the report as a parent would: remove jargon and acronyms, or explain them.
- [ ] Governors have seen and approved the report, and the SEN governor knows it is published.

## Watch out

- The SEND Code of Practice in the catalogue is dated January 2015 and the schools guide September 2014. As of 4 October 2026, check GOV.UK for any revised Code of Practice or changed SEND regulations (SEND reform has been under consultation) before publishing.
- The Code (paras 6.85–6.86) still describes the National Award for SEN Co-ordination. Since 1 September 2024 the mandatory qualification is the NPQ for SENCOs; do not tell parents a new SENCO is working towards the National Award unless DfE's additional guidance on the transition (linked from the GOV.UK page) confirms that applies to them.
- Para 11.71 of the Code refers to the Education Funding Agency for academy complaints and to the 2010 Independent School Standards; these bodies and regulations have since changed. Check the current GOV.UK route for complaints about academies before naming one.
- The schools guide refers to the Data Protection Act 1998, which has been replaced by the UK GDPR and the Data Protection Act 2018.
- Common gaps: missing SENCO contact details, no Local Offer link, no mention of looked-after children, and no accessibility plan. Another is a report that has not been updated for over a year.
- Keep personal data out of the report. Describe provision in general terms, never individual pupils, especially in small schools where pupils could be identified.

## Based on

- SEND Code of Practice 0-25 — The required contents of the SEN information report (paras 6.79–6.83), the graduated approach, working with parents, SENCO role, complaints and looked-after children.
- Schools guide to SEND Code — Confirms the report can sit inside the SEN policy, and the disability and accessibility publishing duties.
- Mandatory qualification for SENCOs — The current mandatory SENCO qualification (NPQ for SENCOs from 1 September 2024), which supersedes the National Award described in the 2015 Code.

Source: UK Curriculum Digital Centre, iFairy CIC — /v2/templates/send-information-report