学校董事会 SEND 法定职责 SENCO 信息报告
孩子有特殊教育需要，学校董事会到底要承担哪些法律义务？答案分散在 2014 年《儿童与家庭法》第三部分、2015 年《特殊教育需求与残疾操作准则》与 2010 年《平等法》里。很多学生以为这类职责只是 SENCO 一个人的事，实际上签字负责的是治理层。在 2026 年 6 月，英国教育部在 gov.uk 公布的 SEN 统计里写明，英格兰 21.0% 的学生有特殊教育需求，其中 14.8% 走 SEN support，6.0% 持有 EHC 计划。这些数字背后是每所学校都要落实的具体安排。下面按法条逐项拆开董事会的义务，家长也可以拿它对照学校公布的 SEN 信息报告。
The legal duties towards pupils with special educational needs sit in three places: Part 3 of the Children and Families Act 2014, the SEND Code of Practice published in January 2015, and the Equality Act 2010. Many families assume the SENCO carries these obligations alone, yet the duties are formally owned by the governance layer. Statistics published by the Department for Education on gov.uk in June 2026 record that 21.0% of pupils in England have SEN, 14.8% receive SEN support and 6.0% hold an EHC plan.
法律框架与生效时间
在 2014 年，《儿童与家庭法》第三部分把 0 至 25 岁的特殊教育需求制度重写了一遍，条文自当年 9 月 1 日起生效。配套的法定指导是 2015 年 1 月发布的《特殊教育需求与残疾操作准则》，覆盖从早教到继续教育的全部阶段。这部准则不是建议，而是法定指导，学校必须对其内容予以考虑，法条依据是该法第 77 条。准则开篇列出四条原则：把孩子的意愿放在中心、尽早识别与干预、家庭与专业人员协作、提供高质量的教学。董事会是法律意义上的 appropriate authority，也就是义务的承担人；学院里这个角色是 proprietor，学生转介单位则是管理委员会。校长负责日常执行，SENCO 负责协调，但问责链条最终指向治理层。很多学生以为这些条文只和小学有关，实际上继续教育学院与 16 至 19 岁阶段同样在覆盖范围内。
The statutory backbone is Part 3 of the Children and Families Act 2014, in force since 1 September 2014 and covering children and young people from birth to 25. The SEND Code of Practice, published in January 2015, is statutory guidance rather than advice, so schools must have regard to it under section 77 of the Act. Headteachers run provision day to day and SENCOs coordinate it, yet accountability for the legal duties sits with the governing body, the academy proprietor or the management committee of a pupil referral unit.
尽力而为义务与特殊教育供给的定义
该法第 66 条用「尽力而为」四个字界定核心义务。只要在校注册的学生有特殊教育需求，治理方就必须在履行职能时尽力确保其所需的特殊教育供给被提供出来。条文写的是 best endeavours，不是 reasonable endeavours，用词明显更强。常见的错误是把它读成「走过流程就算尽责」，行政上做完了不等于供给真的到位。第 21 条界定了什么是特殊教育供给，指的是相对于普通教学属于「额外」或「不同」的安排。这个定义让第 66 条在 SEN support 阶段同样生效，孩子没有 EHC 计划也照样适用。经费紧张不能成为免责理由，董事会需要说明资源是怎么配置到具体孩子身上的。
Section 66 requires the appropriate authority to use its best endeavours to secure the special educational provision called for by a pupil's needs, and the wording matters because best is stronger than reasonable. Section 21 of the same Act defines such provision as anything additional to or different from ordinary teaching, which means the duty bites during SEN support as well as for pupils holding an EHC plan. A paper trail is not compliance, so governors should be able to explain how resources were directed at named pupils when budgets are tight.
SENCO 指定与资质要求
第 67 条要求主流学校与公立幼儿园的治理方指定一名在编员工担任 SEN 协调员。规章进一步要求这名 SENCO 必须是具备合格教师资格、在学校工作的教师。如果此前没有在别的学校担任 SENCO 超过 12 个月，还必须在入职三年内取得 SEN 协调国家资格。16 至 19 岁学院不受这项资格条件的约束，这是很多人不知道的差别。董事会要保证 SENCO 有足够的时间与行政支持，否则协调工作会被日常教学挤掉。很多学生以为 SENCO 只是记录孩子名单的人，实际上他参与的是战略层面的课程与资源决定。准则建议 SENCO 进入学校领导层，才能把特殊教育需求放进学校发展计划里。
Under section 67 the governing body must designate a member of staff as the school's SEN co-ordinator, and regulation requires that person to be a qualified teacher working at the school. A newly appointed SENCO who has not previously held the role for more than 12 months elsewhere must complete the National Award for SEN Co-ordination within three years, while 16 to 19 academies are exempt from that qualification condition. Governors also have to secure enough time and administrative support for the role, because a SENCO buried in timetabled teaching cannot influence curriculum and budget decisions.
告知家长的义务
第 68 条规定的是一项很容易被忽略的信息义务。当学校为孩子提供特殊教育供给、而孩子又没有 EHC 计划时，治理方必须告知其家长或本人。告知不是发一条群消息，而是把「我们正在为你孩子做特殊教育供给」这件事明确写下来。这项义务要配合准则里的「评估、计划、执行、复查」循环一起使用。每一轮复查之后，家长都应该知道哪些支持在继续、哪些在调整。常见的错误是把家长会当成告知，家长会上讨论的往往是成绩，不是供给内容。董事会需要确保学校有固定渠道记录这些告知，不然审计时拿不出证据。
Section 68 imposes a straightforward information duty that schools routinely overlook: where SEN provision is being made for a pupil who does not have an EHC plan, the appropriate authority must tell the child's parent or the young person. In practice this should be a written record of what is being provided rather than a passing comment at a parents' evening. The duty sits alongside the graduated approach of assess, plan, do and review, so each review cycle should leave parents clear about which support continues and which has changed.
SEN 信息报告与十三项内容
第 69 条要求治理方编写 SEN 信息报告，并在学校网站上公布。报告的具体内容由《2014 年特殊教育需求与残疾条例》第 51 条与附表 1 固定，一共十三项。这十三项包括学校提供供给的需求类型、识别与评估政策、供给政策与效果评估方式。还包括 SENCO 的姓名与联系方式、员工专长与培训、设备与设施如何获得。家长与学生的咨询参与安排、投诉处理安排、与卫生和社会照护机构的协作方式也在清单里。报告必须提到地方当局在哪里公布本地服务清单。准则第 6.79 段要求至少每年更新一次，年内出现的变化要尽快补进去。报告不是内部文件，任何家长、董事或督查人员都能在网站上找到它。
Section 69 requires the governing body of a maintained school, and the proprietor of an academy, to prepare and publish a SEN information report. Regulation 51 and Schedule 1 of the SEND Regulations 2014 fix the content at thirteen items, covering the kinds of need provided for, identification and assessment, provision and how its effectiveness is evaluated, the SENCO's contact details, staff training, equipment, consultation with parents and pupils, complaints, and joint working with health and social care. The Code of Practice requires the report to be refreshed at least annually, with in-year changes added as soon as possible.
报告里审阅时最常缺失的三项
逐项对照附表 1 审阅学校报告时，最常缺失的内容有三处。效果评估经常被写成「我们提供小组辅导」，却没说这些辅导到底带来了什么改变。家长支持服务的联系方式也常被整段漏掉，法条要求写明当地独立的 SENDIASS 一类信息服务。过渡安排与成年准备同样容易被省略，包括升学、转学与 16 岁之后的路径。准则把「准备成年」从九年级的年度复查就开始算，不是毕业前才处理。这些缺口对家长影响很直接，因为报告是他们判断学校做法的唯一公开依据。董事会可以在年度审阅时对照附表 1 逐项打勾，缺哪一项就补哪一项。
Three items are routinely missing when reports are audited against Schedule 1. The duty to evaluate the effectiveness of provision is part of the required content rather than an optional extra, so a report that lists support without saying what changed is incomplete. Contact details for independent information and advice services, plus arrangements for transition between phases of education and preparation for adulthood, are the two most frequently omitted altogether, and governors can use the schedule as a checklist at their annual review.
平等法与合理调整义务
《平等法》给董事会加上了一层与特殊教育需求重叠的义务。学校不得在招生、教育提供、设施使用或其他待遇上歧视、骚扰或伤害残障学生。合理调整义务要求学校采取必要步骤，消除残障学生面对的实质不利。这项义务包含提供辅助器具与服务，例如无障碍软件、放大材料或手语翻译。合理调整的前提是调整本身合理，与经费多少无关。很多学生以为有 EHC 计划才有权获得调整，其实平等法的保护只看是否属于残障。常见的错误是等到考试前才安排调整，实际做法应该从入学起持续评估。
The Equality Act 2010 adds a parallel layer of duties that does not depend on whether a pupil has an EHC plan. Schools must not discriminate against, harass or victimise disabled pupils in admissions or in the education and facilities they provide, and they must make reasonable adjustments to remove substantial disadvantage. Those adjustments can include auxiliary aids and services such as accessible software, enlarged materials or a sign language interpreter, and the duty is owed from the moment a pupil enrols rather than from the point an exam approaches.
无障碍计划的三个方向
《平等法》附表 10 第 3 段要求治理方准备无障碍计划，并把它公布出来。计划要覆盖三个方向：课程参与、物理环境改善、信息获取方式。信息获取这一项最容易被低估，包括网站可访问性、大字版材料与清晰的沟通渠道。第 69 条把无障碍计划并入 SEN 信息报告，两份文件因此相互引用。计划不是一次性文件，需要按既定周期复查，并把进展写进去。董事会可以把无障碍计划当成三年期的实物改造清单，逐项排进预算。很多学生以为无障碍只关乎轮椅坡道，实际上课程与信息获取同样在法条范围内。
Schedule 10 of the Equality Act 2010 requires governing bodies to prepare, publish and keep under review an accessibility plan covering three strands: participation in the curriculum, improvements to the physical environment, and the delivery of information to disabled pupils. Section 69 of the Children and Families Act 2014 pulls that plan into the SEN information report, so the two documents cross-reference each other. Treating the plan as a rolling capital list is more useful than filing it away, because information access and curriculum access carry the same legal weight as ramps and lifts.
EHC 计划指名后的接收义务
当 EHC 计划的安置段落写下某所学校的名字，该校就产生接收义务。第 43 条覆盖公立学校、学院、继续教育机构、非公立特殊学校与第 41 条名单上的独立学校。这项义务不受公布招生人数的限制，也不受婴儿班人数上限规则的约束。学校在被指名之后没有独立的上诉权，可以表达意见的窗口在指名之前。地方当局在指名之前必须咨询学校、送出计划草案，并认真考虑学校的回复。准则把这段回复期定为 15 天，错过就意味着失去影响安置决定的机会。学位已满不能作为拒绝理由，这一点在实操中最常引起争议。
Where an EHC plan names a school in the placement section, section 43 of the Children and Families Act 2014 places a duty on the governing body or proprietor to admit the child. The duty reaches maintained schools, academies, further education institutions, non-maintained special schools and independent schools on the section 41 approved list, and it overrides both the published admission number and the infant class size rules. There is no separate right of appeal against being named, so the only real opportunity to influence the decision is the 15-day consultation window before the local authority finalises the plan.
有医疗条件学生的支持安排
第 100 条把支持有医疗条件学生的义务放在治理方身上。配套的法定指引要求学校制定书面政策，写清哮喘、糖尿病、癫痫等情况的处理流程。政策要指明谁负责、药物如何存放、紧急情况如何处理、员工如何获得培训。个别医疗照护计划要写进日常安排，而不是锁在校医室的抽屉里。出勤管理也要考虑医疗需要，不能把因治疗缺课直接计入不达标。准则提醒学校把特殊教育需求与医疗条件区分开，两类支持可能并存，但法律依据不同。很多学生以为有诊断就等于自动获得特殊教育供给，实际上教育需求仍要由学校评估。
Section 100 of the Children and Families Act 2014 requires the appropriate authority to make arrangements supporting pupils with medical conditions, and the statutory guidance behind it expects a written policy covering named responsibilities, storage of medication, emergency procedures and staff training. Individual healthcare plans should be woven into the school day rather than filed in a medical room, and attendance procedures should not treat treatment-related absence as unexplained. A diagnosis does not by itself generate special educational provision, because schools still have to assess whether an educational need exists.
与地方当局合作和评估时间表
治理方要与地方当局合作，参与本地服务供给的复查与本地服务清单的编制。本地服务清单是地方当局公布的文件，说明该地区在哪些方面提供支持。学校的 SEN 信息报告要写明本地服务清单的公布位置，两份文件应该互相指向。EHC 需求评估有一条公开时间表：六周内决定是否评估，十六周内决定是否出计划，二十周内发出最终计划。学校被要求提供意见时，必须在六周内回复，否则会拖慢整条时间线。在 gov.uk 的 2026 年 6 月统计里，2025 年新出的 EHC 计划只有 46.1% 在二十周内完成。董事会掌握这条时间线，才能在复查计划时判断学校这一端有没有拖后腿。
Governors must co-operate with the local authority in reviewing local provision and developing the Local Offer, and the school's SEN information report has to say where that offer is published. The statutory assessment timetable gives the local authority six weeks to decide whether to assess, sixteen weeks to decide whether to issue a plan and twenty weeks to finalise it, with schools required to return their advice within six weeks when asked. According to the EHC plan statistics published on gov.uk in June 2026, only 46.1% of plans issued for the first time during 2025 were completed within twenty weeks, which is why governors should track the school's own contribution to that timeline.
治理监督、投诉出口与现状数据
准则建议董事会指定一名董事或一个下属委员会，专门监督特殊教育需求安排。监督的内容包括供给记录、出勤与进度数据，以及员工培训是否落实。投诉安排必须写进 SEN 信息报告，包括向谁提出、几天内回复、如何升级。对 EHC 计划本身有异议的家长，可以走调解，也可以上诉到一审裁判所。在英格兰的学生总数里，2026 年 1 月的统计写明 21.0% 有特殊教育需求，14.8% 走 SEN support，6.0% 持有 EHC 计划。覆盖率这么高，意味着几乎每所学校都在做这件事，区别在于做得有多细。董事会把报告、无障碍计划与数据三样东西放在一起看，才看得出学校到底在为谁做准备。很多学生以为政策文件只给督查看，其实家长是照着它来判断学校做法的。
The Code of Practice expects the governing body to appoint a member or a sub-committee with specific oversight of SEN and disability arrangements, tracking provision records, attendance and progress data, and staff training. Complaints arrangements must appear in the SEN information report, and parents who disagree with the content of an EHC plan can use mediation or appeal to the First-tier Tribunal (SEND). In January 2026, 21.0% of pupils in England were recorded as having SEN, 14.8% receiving SEN support and 6.0% holding an EHC plan, so these duties apply to a substantial share of every school's roll rather than to a small minority.
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