How to Find International Schools in Spain with Strong SENDCo Support ​ Overview Families seeking international schools in Spain for children with Special Educational Needs and Disabilities (SEND) often encounter wide variation in how schools define, resource and deliver support. Unlike state provision, SEND support in private and international schools is shaped by a combination of Spanish legal requirements, regional education authority oversight, school policy and international accreditation frameworks This reference page sets out a clear, practical and verifiable process for identifying schools that demonstrate structured, accountable and sustainable SEND and SENDCo (Special Educational Needs and Disabilities Coordinator) provision. 1. Confirm Legal Authorisation (Foundation Step) Before assessing SEND provision, confirm that the school is **officially authorised** by the education authority of the Autonomous Community in which it operates. This establishes that the school falls within Spain’s education, safeguarding and regulatory framework.  National Register (Spain-wide) Use the official public search tool for non-university education centres: * Registro estatal de centros docentes no universitarios:   [https://www.educacionfpydeportes.gob.es/contenidos/centros-docentes/buscar-centro-no-universitario.html](https://www.educacionfpydeportes.gob.es/contenidos/centros-docentes/buscar-centro-no-universitario.html) Regional Education Authorities (Examples) Each Autonomous Community maintains its own directory of authorised schools: * Andalusia (Junta de Andalucía):**   [https://educaweb.juntadeandalucia.es/centros/index.asp](https://educaweb.juntadeandalucia.es/centros/index.asp) * Madrid (Comunidad de Madrid):   [https://www.comunidad.madrid/servicios/educacion/buscador-centros-educativos](https://www.comunidad.madrid/servicios/educacion/buscador-centros-educativos) * Catalonia (Generalitat de Catalunya):   [https://mapaescolar.gencat.cat/](https://mapaescolar.gencat.cat/) > Schools that do not appear in the relevant official register are not formally recognised by Spanish education authorities. ​ 2. Identify a Named and Qualified SENDCo A strong school will clearly identify a **SENDCo or equivalent role** and explain how SEND is coordinated across the school. Look for: ​ * Name and role of the SENDCo * Professional qualifications and training * Reporting line to senior leadership * Responsibility for assessment, planning and review Schools that rely on informal “learning support” structures without defined leadership may struggle to provide consistent long-term provision. ​ 3. Review SEND and Safeguarding Policies Ask for or locate the school’s written policies. These should be publicly accessible or available on request. Core Documents * SEND Policy * Safeguarding and Child Protection Policy * Inclusion or Equal Opportunities Policy These documents should explain: * Which needs the school can support internally * How referrals to external specialists are made * How progress is monitored and reviewed * How parents are involved in planning and decision-making ​ 4. Understand the Role of Accreditation and Membership International accreditation and membership can indicate quality standards and professional expectations, but they do not replace Spanish legal authorisation. Relevant Bodies * COBIS (Council of British International Schools)   Global membership and quality assurance organisation supporting British curriculum international schools through accreditation, professional development and safeguarding standards. * CIS (Council of International Schools)   Global membership organisation providing accreditation and professional learning for international schools worldwide. *NABSS (National Association of British Schools in Spain)   Membership body representing British Schools Overseas recognised by the UK Department for Education. Schools affiliated with these organisations often demonstrate clearer governance, staff training and safeguarding frameworks, which can strengthen SEND provision. 5. Ask Structured SEND Questions When speaking to schools, use a consistent set of questions to assess real capacity rather than general claims. Core Questions 1. Do you have a qualified SENDCo on site? 2. How are assessments carried out (internally or via external specialists)? 3. What support is provided in the classroom versus withdrawal or one-to-one sessions? 4. How do you support specific needs such as ADHD, autism, dyslexia or speech and language difficulties? 5. How often are individual support plans reviewed with parents? 6. What happens if a child’s needs **exceed the school’s internal capacity? Schools that provide written responses tend to demonstrate stronger governance and accountability. ​ 6. Check External Specialist Partnerships Schools with sustainable SEND provision typically maintain formal relationships with: * Educational psychologists * Speech and language therapists * Occupational therapists * Behavioural or developmental specialists Ask whether these services are: * On-site * Referral-based * Parent-funded * Integrated into learning plans ​ 7. Review Reports and Independent Information Where available, review: * Accreditation or inspection reports * Parent handbooks * Complaints procedures * Independent parent networks While international reports focus on educational quality, regional education authorities remain the formal route for regulatory or legal concerns. 8. Common Red Flags Exercise caution if a school: * Does not name a SENDCo * Claims to support “all needs” without defining limits * Has no written SEND or safeguarding policy * Discourages external assessments * Avoids written communication about support commitments Summary Checklist A strong SEND-supporting international school in Spain will usually demonstrate: * Official authorisation in regional education registers * A named and qualified SENDCo * Clear SEND and safeguarding policies * External specialist partnerships * Transparent communication with families * Membership or accreditation with recognised international bodies Frequently Asked Questions Is SEND support in international schools regulated by Spanish law? Schools operating in Spain fall under Spanish education and safeguarding law, administered by regional education authorities. SEND provision in private and international schools is shaped by school policy and accreditation standards, rather than a single national SEND framework equivalent to the UK system. ​ Does accreditation guarantee SEND quality? No. Accreditation indicates that a school meets organisational and educational standards, but families should still verify the school’s specific SEND capacity, staffing and external support arrangements. Can parents request external assessments? In most international schools, parents can request independent assessments by external specialists. Schools should explain how these assessments are integrated into learning and support plans. ​ This is for informational purposes to support families in understanding regulatory frameworks, accreditation systems and school-based SEND structures in Spain. Legal authorisation and regulatory oversight remain the responsibility of the relevant Autonomous Community education authorities.