Special Educational Needs Co-Coordinator (SENCO):
The Special Educational Needs Coordinator (SENCO) has responsibility in schools and early education settings for the operation of the SEN policy and coordination of provision for children with learning difficulties. In conjunction with the head teacher at the school, as well as the governing body, the SENCO seeks to develop effective ways of overcoming barriers to learning and sustaining effective teaching to meet pupils’ needs.
Key responsibilities of the SENCO include:
- Overseeing the day-to-day operation of the schools SEN policy.
- Liaising with; and offering advice to fellow teachers.
- Managing SEN teachers and learning support assistants.
- Coordinating provision for pupils with SEN.
- Overseeing records on all pupils with SEN and ensuring that they are kept up-to-date.
- Liaising with parents, carers of pupils with SEN.
- Contributing to the in service training of staff.
- Liaising with external agencies.
Special educational provision:
The identification of special educational needs can lead to a range of educational provision. Provision for pupils with SEN can be made in a number of ways, depending on the type and extent of the learning difficulties. Special educational provision refers to provision that is additional to or different from that made for all children.
Schools are expected to make a graduated response to provide for children, employing a range of available teaching strategies.
Within schools special educational provision can be made at School Action and School Action Plus levels, or with a Statement of Special Educational Needs.
Action taken to meet learning difficulties can mean that a child’s needs can be met and resolved. In some cases, a continuing lack of progress may require additional help and therefore additional action to be taken. School Action and School Action Plus are not necessarily steps on the way to a Statutory Assessment. Neither are they hurdles which need to crossed before obtaining a Statement.
Special educational provision should be made to match the nature of a child’s learning difficulties. In order to ensure that the most appropriate provision is made for a child, it is essential that there be regular recording of a child’s educational needs, action taken and outcomes.
The earlier the identification and assessment of learning difficulties takes place, the earlier provision can be provided. This may be in the form of Early Years Action Plus and Statements of Special Educational Needs.
