ABSTRACT
This chapter begins by examining some theoretical aspects of the identification and assessment of SEND, and includes the broad categories of need from the SEND Code of Practice (2015) (DfE/DoH). The process of assessing, planning, doing and reviewing provision and pupil progress is then examined, and some practical examples are explained and critiqued. The importance of working to an outcomes model is explored, and the role of the SENCo in supporting classroom colleagues in fully meeting their responsibilities for planning, delivering and monitoring the learning and progress of all the pupils they teach is discussed, within a framework of an inclusive curriculum.
