All you need to know about recent SEND education legislation in the UK
If you’re working in education — especially in learning support or inclusion roles — you’ll know how important it is to get your head around the laws and responsibilities that shape how we support students with Special Educational Needs and Disabilities (SEND). I’ll be moving into a new role soon, so needed to brush up on my knowledge. So, as a result, I wanted to share what I’ve learned about SEND legislation and the idea of reasonable adjustments in UK education.
⚖️ Key Foundational Legislation
- The Human Rights Act 1998
Reinforces the rights of young people to access education and support fairly and with dignity.
2. Equality Act 2010
This one was a game-changer. It pulled together a lot of anti-discrimination laws and made it crystal clear that schools, colleges, and other institutions have a legal duty to make sure no one is left behind just because they have a disability. The idea of reasonable adjustments became front and centre — more on that below.
3. Children and Families Act 2014
This act totally reshaped the SEND landscape. Out went the old Statements of SEN, and in came Education, Health and Care Plans (EHCPs). These plans look at the whole person, combining education, health, and social care needs into one coordinated approach for young people up to the age of 25. It also gave families and young people a stronger voice in shaping their own support.
4. The Care Act 2014 (for post-18 learners)
Ensures continuity of care and smooth transitions from children’s to adult services. While more focused on adult care, this law is relevant if you support students transitioning into adulthood. It helps ensure that support doesn’t just drop off once someone turns 18.
📘 SEND Code of Practice (2015) – Key Points
This is basically the manual we all refer to in practice. The SEND Code of Practice gives statutory guidance on duties for organisations working with children and young people (0–25) with special educational needs and disabilities (SEND).
🔑 Core Principles
- Person-centred: Focus on the child/young person and their aspirations, interests, and outcomes.
- Early identification: Needs should be identified and addressed early.
- Graduated approach: Assess → Plan → Do → Review cycle used to monitor and adapt support.
- Inclusive practice: High expectations for all, with support in mainstream settings wherever possible.
- Collaboration: Between education, health, social care, families, and young people.
🧩 Four Broad Areas of Need
- Communication and Interaction – e.g., autism spectrum conditions, speech and language difficulties
- Cognition and Learning – e.g., dyslexia, dyscalculia, moderate to severe learning difficulties
- Social, Emotional and Mental Health (SEMH) – e.g., anxiety, attachment issues, ADHD
- Sensory and/or Physical Needs – e.g., visual/hearing impairments, mobility issues
📄 Education, Health, and Care Plans (EHCPs)
- Legally binding documents for learners with more complex needs.
- Sets out the child’s needs, desired outcomes, and provision required across education, health, and care.
- Reviewed annually.
📘Recent Updates – SEND and AP Improvement Plan (2023)
One of the most important recent developments is the SEND and Alternative Provision (AP) Improvement Plan published in 2023. This plan came about in response to widespread concerns about inconsistency and delays in the SEND system.
The government set out key reforms aimed at:
- Creating a national set of SEND standards, so expectations and support are more consistent across schools and local authorities
- Improving early identification and intervention, with a stronger role for mainstream settings
- Simplifying the EHCP process, including a more digital, family-friendly approach
- Investing in specialist settings and training to improve workforce confidence
- Prioritising better outcomes, not just access, for children and young people with SEND
It’s still rolling out, but the direction of travel is promising. The emphasis is really on being proactive, inclusive, and joined-up — things I know many of us have been advocating for years.
🛠️ Reasonable Adjustments in Education
In a nutshell, reasonable adjustments are changes we make to ensure students with disabilities or additional needs aren’t unfairly held back.
And what’s great it is — you don’t need to wait for a diagnosis to act. If a student is struggling in a way that’s persistent and impactful, they may be entitled to support, regardless of whether there’s a formal label.
✅ Examples of Reasonable Adjustments:
| Area | Adjustment |
| Teaching & Learning | Simplifying instructions, using visual aids, extra processing time |
| Environment | Changing seating, reducing sensory overload (noise, lights), providing quiet spaces |
| Assessment | Extra time, scribes, readers, rest breaks, using laptops instead of handwriting |
| Timetabling | Allowing flexible lesson attendance, reduced timetables for SEMH learners |
| Communication | Using Makaton, BSL, or assistive tech for communication |
| Behaviour Support | Positive behaviour plans, sensory breaks, 1:1 support |
❗ Important Notes:
- Adjustments must be individualised, not generic.
- They should not be seen as giving an unfair advantage — they level the playing field.
- They do not require a diagnosis — just evidence of need.
Why All This Matters (To Me and To Us)
SEND legislation and the idea of reasonable adjustments aren’t just about ticking boxes — they’re about real, meaningful inclusion. They remind us that fairness isn’t about treating everyone the same; it’s about giving everyone what they need to thrive.
For me, understanding this stuff has been a huge part of my journey in education. It’s shaped how I support students, how I collaborate with colleagues, and how I advocate for inclusive learning environments.
If you’re just getting started (like me) or you’re refreshing your knowledge, I hope this has helped.
Want to Dive Deeper?
Here are some great starting points:
- SEND Code of Practice (2015) – GOV.UK
- Equality Act 2010 Overview
- Children and Families Act 2014 Summary
- SEND and AP Improvement Plan 2023
