QTS SEND Code of Practice 4

Question 1

Under the SEND Code of Practice, who should be involved in setting outcomes for a pupil with an EHCP?

Accepted Answer

The pupil, their parents, the school, health, and social care agencies

Answer

EHCP planning is co-produced — involving the pupil themselves, their parents, and all relevant professionals across education, health, and social care.

Question 2

What is 'graduated approach' and why is it important in SEND provision?

Accepted Answer

A cycle of increasing levels of support and review that ensures provision matches need — preventing over or under-identification

Answer

The graduated approach ensures that support is proportionate, evidence-based, and continually reviewed — starting with quality first teaching and increasing to specialist input as needed.

Question 3

Which EHF review must take place annually for a pupil with an EHCP?

Accepted Answer

The Annual Review

Answer

EHCPs must be formally reviewed at least annually — the Annual Review is a statutory requirement to assess whether outcomes are being met and whether the plan needs amendment.

Question 4

What is 'dyscalculia' in the context of SEND?

Accepted Answer

A specific learning difficulty affecting understanding of numbers and mathematical concepts

Answer

Dyscalculia is a specific learning difficulty (SpLD) characterised by persistent difficulties with understanding numbers, mathematical reasoning, and arithmetic — it falls under cognition and learning.

Question 5

Under the SEND Code, what does 'quality first teaching' mean?

Accepted Answer

Highly personalised, responsive teaching that meets the needs of all pupils without the need for additional intervention

Answer

Quality first teaching — also called high-quality inclusive teaching — means responsive, differentiated, whole-class teaching that meets diverse needs, reducing the need for additional SEND interventions.

QTS Practice Test

QTS Practice Test

QTS SEND Code of Practice 4