The Role of the SENCO
Every mainstream school must have a Special Educational Needs Coordinator (SENCO). The SENCO has strategic responsibility for coordinating provision for pupils with SEND and is a key member of the senior leadership team.
Key SENCO responsibilities:
- Overseeing the day-to-day operation of the school's SEND policy
- Coordinating provision for pupils with SEND
- Advising and supporting colleagues on strategies and approaches for pupils with SEND
- Liaising with parents and carers of pupils with SEND
- Working with external agencies and specialists
- Maintaining the school's SEND register and records
- Leading staff training and professional development on SEND
- Ensuring the graduated approach (assess, plan, do, review) is implemented effectively
In secondary schools, the SENCO may have day-to-day support from a SEND team. However, the SENCO retains overall strategic responsibility. SENCOs should have qualified teacher status and must complete the National Award for SEN Coordination within three years of appointment (unless already completed).
A Whole-School Approach to SEND
Effective SEND provision requires a whole-school culture where every member of staff understands their responsibility for supporting pupils with SEND.
Creating a whole-school approach:
- Leadership commitment: The headteacher and senior leadership team should prioritise SEND and model inclusive practice
- High expectations for all: All staff should hold high expectations for pupils with SEND and focus on outcomes and achievement
- Quality first teaching: Every teacher should use effective differentiation and inclusive teaching strategies as standard practice
- Staff training: Regular professional development should ensure all staff have the skills and knowledge to support pupils with SEND
- Collaboration: Teachers, teaching assistants, the SENCO, and external specialists should work together to support pupils effectively
- Parental involvement: Parents and carers should be seen as partners and involved in decisions about their child's support
The SEN Information Report
Mainstream schools must publish a SEN Information Report on their website. This report should set out how the school's SEND policy works in practice, providing clear information for parents and carers.
The report must include information about:
- The kinds of SEND for which provision is made at the school
- How the school identifies and assesses pupils with SEND
- How the school consults with parents and involves them in their child's education
- How the school involves pupils with SEND in decision-making
- The arrangements for assessing and reviewing pupils' progress
- The school's approach to teaching pupils with SEND
- How the school adapts the curriculum and learning environment
- Expertise and training of staff to support pupils with SEND
- How equipment and facilities support pupils with SEND
- How the school enables pupils with SEND to participate in activities and trips
- Support for improving emotional and social development
- How the school works with external agencies and specialists
- Arrangements for handling complaints about SEND provision
The report should be updated annually and be written in clear, accessible language that parents can understand.
The Local Offer
Local authorities must publish a Local Offer, setting out the support available for children and young people with SEND aged 0 to 25 in their area. This includes education, health, and social care provision.
How schools use the Local Offer:
- Schools should be aware of what services and support are available through the Local Offer
- The school's SEN Information Report should explain how the school accesses services from the Local Offer
- Schools should signpost parents to the Local Offer to help them understand what support is available
- Schools can work with Local Offer services (educational psychology, speech and language therapy, occupational therapy, etc.) to support pupils
The Assess, Plan, Do, Review Cycle
The graduated approach is at the heart of effective SEND support. Schools should use this four-part cycle to provide SEN Support for pupils whose needs cannot be met through quality first teaching alone.
Assess
The class teacher and SENCO should analyse the pupil's needs, drawing on:
- Teacher assessment and experience of working with the pupil
- The pupil's previous progress and attainment
- Comparisons with peers and national data
- The views and experience of parents
- The pupil's own views
- Advice from external specialists (where appropriate)
This assessment should go beyond simply identifying a primary area of need. It should provide a clear analysis of the pupil's strengths and difficulties, the barriers to learning they experience, and the support they need.
Plan
The teacher and SENCO should agree, in consultation with parents and the pupil:
- The adjustments, interventions, and support to be put in place
- The expected impact on progress, development, or behaviour
- Clear outcomes for the pupil (what they will achieve as a result of the support)
- A date for reviewing the plan
All teachers and support staff who work with the pupil should be made aware of the pupil's needs, the support being provided, and the expected outcomes.
Do
The class teacher remains responsible for working with the pupil on a daily basis. They should:
- Ensure the agreed support is delivered consistently
- Work closely with any teaching assistants or specialist staff involved
- Monitor the pupil's progress and the effectiveness of support
- Adapt teaching and support in response to the pupil's needs
The SENCO should support the teacher in assessing the effectiveness of the support and suggesting adjustments where needed.
Review
The effectiveness of the support should be reviewed on the agreed date. This review should evaluate:
- The impact of the support on the pupil's progress towards the agreed outcomes
- The views of the pupil and their parents
- The views of the teacher and any specialists involved
- Whether the pupil's needs have changed
- What the next steps should be
The review should lead to changes to the support provided, new outcomes being set, or (if sufficient progress has been made) a decision that SEN Support is no longer required. If progress is limited despite appropriate support, it may be necessary to seek additional advice from external specialists or consider requesting an EHC needs assessment.
Working with Parents and Carers
The Code places significant emphasis on working in partnership with parents and carers. Schools should actively involve parents at every stage of identifying and supporting their child's needs.
Practical strategies for working with parents:
- Communicate regularly about the pupil's progress and any concerns
- Use clear, jargon-free language when discussing SEND
- Involve parents in identifying needs and planning support
- Seek parents' insights about what works well for their child at home
- Provide information about the Local Offer and where parents can get additional advice
- Be sensitive to the emotional impact on parents of their child having SEND
- Make meetings accessible (consider timing, location, and whether interpretation or translation is needed)
- Provide copies of plans and reviews in formats parents can keep and refer to
- Explain how parents can raise concerns or make a complaint if they are not satisfied
Multi-Agency Working
Schools often need to work with external specialists to meet the needs of pupils with SEND. Effective multi-agency working improves outcomes for pupils and families.
External specialists schools may work with:
- Educational psychologists
- Speech and language therapists
- Occupational therapists
- Physiotherapists
- Specialist teachers (for hearing impairment, visual impairment, autism, etc.)
- Child and Adolescent Mental Health Services (CAMHS)
- School nurses and community paediatricians
- Social care services
- Early Help services
Making multi-agency working effective:
- Be clear about what advice or support you are seeking from the specialist
- Provide relevant information about the pupil, including what has already been tried
- Ensure recommendations are shared with all staff who work with the pupil
- Implement advice consistently and monitor its effectiveness
- Maintain regular communication with specialists and update them on progress
- Include specialist advice in the assess, plan, do, review cycle
Transition Planning
Effective transition planning is crucial for pupils with SEND. Transitions can be particularly challenging for these pupils, and good planning can make a significant difference to outcomes.
Key Transitions
- Starting school (early years to Reception)
- Moving between key stages (KS1 to KS2, KS2 to KS3, etc.)
- Changing schools
- Moving to post-16 education, training, or employment
Planning Effective Transitions
- Start planning early (at least a term before the transition)
- Share information about the pupil's needs, support strategies, and what works well
- Arrange visits to the new setting so the pupil can familiarise themselves with the environment
- Ensure key staff in the new setting meet the pupil before the transition
- Provide visual supports (photos, social stories, maps) to help the pupil prepare
- Involve parents and the pupil in transition planning
- For pupils with EHC plans, ensure the plan is updated to reflect the new setting and provision
- For post-16 transitions, focus on preparing for adulthood, including employment, independent living, and community participation