The DfE has launched national peer-to-peer Special Educational Needs unit and resourced provision networks (SURP). These networks are open to all schools that have a SURP with an autism specialism, schools with their own autism provision, and schools interested in setting one up. The networks are aimed at those with responsibility for the day-to-day running of the provision. The DfE says that benefits of signing up include:

• collaborative problem-solving and action learning with experienced peers

• access to high-quality resources and sessions led by sector experts

• focused discussions on a range of relevant topics, shaped by your priorities and areas of interest

• opportunity to connect with peers and build professional relationships

Sign up here. Please direct any questions to support.SURPNETWORKS@education.gov.uk

Inclusion

Standard: Leaders identify pupils’ needs quickly and accurately, including any emerging or changing needs. This includes the needs of disadvantaged pupils, those with SEND, those who are known (or previously known) to children’s social care, and those who may face other barriers to their learning and/or well-being.

‘Early years foundation stage statutory framework for group and school-based providers’, Department for Education, July 2025.

‘Headteachers’ standards 2020’, Department for Education, October 2020.

‘SEND code of practice: 0 to 25 years’, Department for Education and Department of Health and Social Care, September 2024.

Standard: Leaders have high expectations for these pupils. Typically, the support they provide (following specialist advice if needed) reduces barriers to their learning and/or well-being.

‘Headteachers’ standards 2020’, Department for Education, October 2020.

‘SEND code of practice: 0 to 25 years’, Department for Education and Department of Health and Social Care, September 2024.

‘Teachers’ standards’, Department for Education, December 2021.

Standard: Leaders take a graduated approach (as explained earlier), which means pupils’ needs are generally met. Staff receive suitable training and support to implement this approach.

‘SEND code of practice: 0 to 25 years’, Department for Education and Department of Health and Social Care, September 2024.

Standard: Leaders make sure that disadvantaged pupils, those with SEND and those known, or previously known, to children’s social care, and those who face other barriers to their learning and/or well-being, are generally well prepared for moves between phases of education, and for adult life.

‘SEND code of practice: 0 to 25 years’, Department for Education and Department of Health and Social Care, September 2024.

‘Using pupil premium: guidance for school leaders’, Department for Education, March 2025.

Standard: Leaders have a secure understanding of these pupils’ needs and the progress they make. They use appropriate evidence to inform their pupil premium strategy, including when selecting approaches to take. The strategy and approaches are generally understood and implemented by staff.

‘Headteachers’ standards 2020’, Department for Education, October 2020.

‘Service pupils in schools: non-statutory guidance’, Ministry of Defence and Department for Education, April 2025.

‘Using pupil premium: guidance for school leaders’, Department for Education, March 2025.

‘SEND code of practice: 0 to 25 years’, Department for Education and Department of Health and Social Care, September 2024.

‘The special educational needs and disability regulations 2014’, legislation.gov.uk, 2014.

Standard: Leaders are committed to, and understand, their role in the local area partnership’s strategy to improve the experiences of, and outcomes for, pupils with SEND. Where appropriate, they ensure that local partnership strategies have a positive impact on pupils at the school.

‘Headteachers’ standards 2020’, Department for Education, October 2020.

‘SEND code of practice: 0 to 25 years’, Department for Education and Department of Health and Social Care, September 2024.

Standard: Leaders support pupils who are known (or previously known) to children’s social care, including looked-after and previously looked-after children, well. Staff work effectively, including with the virtual school, so that pupils’ personal education plans generally improve their learning opportunities and experiences.

‘Headteachers’ standards 2020’, Department for Education, October 2020.

‘The designated teacher for looked-after and previously looked-after children’, Department for Education, February 2018.

Standard: Alternative provision is commissioned appropriately and is used in pupils’ best interests. Leaders take responsibility for the education and welfare of pupils who are placed in it.

‘Arranging alternative provision’, Department for Education, February 2025.

‘Keeping children safe in education 2025’, Department for Education, July 2025.

‘Working together to improve school attendance’,  Department for Education, August 2024.