Whole school universal

Under the SEND Code of Practice (2014), whole-school universal provision ensures high-quality teaching and inclusive practices that meet the needs of all learners, including those with SEND.

It focuses on removing barriers to learning through differentiated instruction, accessible resources, and a supportive environment, enabling every child to engage fully in the curriculum and achieve their potential. This approach is the foundation for identifying and addressing additional needs early and effectively.

Short code	Description
Inclusive teaching	While the narrative focusing on unique approaches for every individual is understandably alluring, the following five principles leverage the significant, evidence-based commonalities in how learners learn to build a more robust and universally effective foundation.
Learner's voice	The SEND Code of Practice (2014) emphasizes the importance of actively listening to and involving learners in decisions about their education, support, and aspirations. Ensuring their views, wishes, and feelings are heard—and acted upon—empowers them to participate meaningfully in their learning, fosters self-advocacy, and helps shape provision that truly reflects their individual needs and goals.
Parent Carers	The SEND Code of Practice (2014) highlights the vital role of parent carers as equal partners in their child’s education.
Continuous Professional Development	CPD means more than INSET days or short-term solutions. It’s an essential ongoing strategy that supports and improves learner outcomes.
Environment	Design a space that is physically accessible, calm, and organized, while nurturing a supportive, inclusive atmosphere where learners feel safe, valued, and ready to engage.
Identification and Assessment	Use ongoing, formative assessment to understand learners’ progress, identify needs, and inform responsive teaching. Combine observation, questioning, and analysis of work to ensure all learners are supported and challenged
Leadership	Model and champion a clear, inclusive vision for teaching and learning. Empower staff through high expectations, evidence-informed practice, and a culture of collaboration, ensuring every learner thrives.
Extra-curricula	Extracurricular activities should be inclusive and accessible to all learners, including those with SEND, as outlined in the SEND Code of Practice (2014). Schools must ensure these opportunities—such as clubs, sports, and arts—are adapted to remove barriers, enabling full participation. Inclusive extracurriculars promote social skills, confidence, and well-being, while reinforcing a sense of belonging and achievement for every learner. Reasonable adjustments and targeted support should be provided to facilitate equal access.