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SEND GuidanceStart with a Clarity Call

For schools

Guidance for SENDCos and senior leaders, written by someone who has done the job. Practical rather than theoretical, and aimed at the parts of SEND provision that are hardest to evidence.

ArticleSEND Processes6 min read

Poverty and SEND: what the data tells us

In every category of SEND, children from low income families are over-represented, and less likely to get the support that should follow. What the Sutton Trust's data shows, and what schools and parents can do now.

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ArticleSEND Processes6 min read

Needs-led support in practice

What should adults actually do? Everyday adjustments for executive functioning, regulation and transitions, and why support built around barriers works better than support built around a label.

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ArticleSEND Processes7 min read

ADHD does not look the same in everyone

The loud child, the quiet child and the girl who masks all day. How ADHD can look different across ages, settings and groups, who gets missed, and how to support the need now.

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ArticleSEND Processes7 min read

Needs-led SEND support: stop waiting for the label

Debating whether ADHD is real does not help a child who is struggling today. Why support should start from needs rather than a diagnosis, what that looks like in practice, and why diagnosis still matters.

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ArticleSEND Processes8 min read

Reasonable adjustments in schools

What the Equality Act 2010 says about reasonable adjustments for disabled pupils, what counts as reasonable, and what parents, school staff and young people can do if adjustments are not being made.

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ArticleSchool Support4 min read

Settling pupils with SEND into a new routine

The first few weeks of a new class set the tone for the rest of the year. What to do tomorrow, what to build over the first few weeks, and what to review by October half term.

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ArticleSchool Support11 min read

School inclusion strategy: what to publish by 31 December 2026

Every school must publish an inclusion strategy by 31 December 2026 as a condition of the Inclusive Mainstream Fund. What it has to cover, what the DfE template leaves you to work out, and how to evidence your cohort's barriers.

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ArticleEHCP Help7 min read

Section F of an EHCP: what it should say

What Section F of an EHCP means, what specified and quantified provision looks like, and what to ask for if the wording is vague. Written by an independent SEND consultant.

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ArticleSENDCo Support4 min read

SENDCo or SENCO: which spelling is right?

Both spellings are right and they mean the same person. Which one the SEND Code of Practice uses, why most schools now write SENDCo, and which to use in your own setting.

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ArticleSEND Processes7 min read

The EHCP timeline: how long each stage should take

If you have asked for an EHC needs assessment and heard nothing for weeks, it is hard to know whether that is normal. The law is very clear about the deadlines, and a great many local authorities miss them.

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ArticleSENDCo Support6 min read

How should SENDCos manage EHCP requests over the summer holidays?

Summer is one of the hardest times to manage EHCP communication well. How to stay clear, calm and consistent when school is closed and requests keep arriving.

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    The inclusion strategy checklist for schools

    A printable checklist for heads, SENDCos and governors writing an inclusion strategy for 2026 to 2027: what it must cover, the 7 principles, finding your cohort's barriers, checking your evidence, and a working page to fill in with your team.

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For schools

Want to strengthen SEND in your school?

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