Ten Years on: to what extent has the 2015 special educational needs and disabilities code of practice influenced professionals’ practice within post-16 education?

The 2015 Special Educational Needs and Disabilities (SEND) Code of Practice (CoP) was a significant reformation of provision for children and young people with additional and complex learning needs in England. This paper explores the influence the 2015 SEND CoP has had on professionals working within post-16 education in England. The study was empirically grounded and qualitative in methodological orientation. Eighteen participants from an English special education college took part in the study [n = 18]. The study has found that barriers to implementation of the SEND guidance continue to exist. Recurring themes relate to a lack of training, time, funding and responsibility held by professionals. There also continues to be a lack of evidence of the graduated approach being applied to practice. However, findings do suggest that some professionals have begun to recognise the positive influence of the SEND CoP and have altered their practice accordingly, placing the learner needs at the centre. The authors conclude that there is currently a gap between policy and practice. Thus, education professionals cannot successfully apply the guidance within the SEND policy to their practice until the adequate special educational support is put in place. The authors argue that more must be done to unite both policy and practice together in the interest of young people with special educational needs and disabilities.