1.2. Explain the responsibilities of the special educational needs coordinator

This guide will help you answer 1.2. Explain the responsibilities of the special educational needs coordinator.

The Special Educational Needs Coordinator (SENCO) plays a key role in supporting children and young people with special educational needs (SEN) in education settings. In England, this is a statutory role in all maintained schools, academies, and early years settings. Their responsibilities are outlined in the Special Educational Needs and Disability (SEND) Code of Practice 2015, a government guidance document describing how children and young people with SEN should be supported.

The SENCO is responsible for ensuring children with SEN have the best possible outcomes and equal access to education. Their tasks include working directly with children, liaising with parents, collaborating with staff, and coordinating external support. In this guide, we will look at the SENCO’s responsibilities.

Identifying Children With SEN

The SENCO must ensure that children who may have SEN are identified quickly. Early identification helps schools provide additional support and reduce the challenges children face. This involves:

• Observing the child or reviewing their progress.
• Monitoring information, such as assessment data, attendance records, or feedback from staff.
• Conducting screening or informal assessments if a child shows signs of needing extra help.

If a child is thought to have SEN, the SENCO leads discussions with staff and parents to gather more information. They may also recommend formal assessments or referrals to external professionals such as educational psychologists.

Developing Individual Support Plans

A core responsibility of the SENCO is to oversee the creation of Individual Education Plans (IEPs) or support plans. These plans outline specific goals and strategies for children with SEN. The process involves:

• Setting achievable, tailored learning outcomes for the child.
• Identifying strategies that staff can use to help the child meet these goals.
• Detailing additional resources needed, such as specialist equipment or extra classroom support.

The SENCO must review these plans regularly to ensure progress is being made. If the child’s needs change, the SENCO ensures the plan is updated to reflect this.

Advising and Supporting Staff

The SENCO provides guidance and ongoing training to staff working directly with children with SEN. This ensures staff feel confident in using appropriate teaching strategies and understand individual children’s needs. The SENCO might:

• Suggest classroom adaptations such as seating arrangements or visual aids.
• Train staff on managing specific conditions like autism or ADHD (Attention Deficit Hyperactivity Disorder).
• Advise on ways to differentiate lesson plans for inclusive teaching.

The SENCO often acts as a point of reference for staff who are unsure how to meet a child’s needs. Regular meetings and informal discussions are a part of this role.

Liaising With Parents

Working closely with parents is a central responsibility. The SENCO should ensure parents are involved in every stage of their child’s education plan. Parents are experts in their child’s needs, so their input is invaluable.

The SENCO communicates:

• Concerns at the earliest opportunity.
• Strategies being implemented to support the child.
• Progress updates and any recommended changes to the child’s support.

The SENCO must also take time to answer parents’ questions and explain any technical terms or processes. Building trust and a good relationship with families is fundamental.

Coordinating External Support

Many children with SEN benefit from specialist input from external agencies. This could include professionals like speech and language therapists, paediatricians, or occupational therapists. The SENCO is responsible for:

• Referring children to the relevant specialist services.
• Attending assessment or review meetings with external professionals.
• Sharing recommendations from specialists with teaching staff and parents.

Sometimes, the SENCO must also mediate between agencies, ensuring all professionals are working together in the child’s best interests.

Managing Education, Health, and Care (EHC) Plans

For children with more complex or severe SEN, an Education, Health, and Care (EHC) Plan may be required. This is a legal document drawn up by the local authority (LA) that outlines the child’s needs and the support they must receive. The SENCO plays a key role in the EHC process by:

• Helping families request an EHC needs assessment from the LA.
• Contributing detailed information about the child’s needs, progress, and current support in reports.
• Ensuring the child receives the provision stated in their EHC Plan.

The SENCO must also ensure the EHC Plan is reviewed annually, either by organising the review or contributing a report for the meeting.

Monitoring Progress and Evaluating SEN Provision

The SENCO monitors the progress of all children with SEN across the school or setting. This ensures interventions and strategies are effective. Progress can be reviewed through:

• Data analysis, such as comparing assessment results to non-SEN peers.
• Collecting feedback from staff, parents, and the child themselves.
• Reviewing and updating support plans regularly.

Schools are expected to have an inclusive approach, which means SEN provision should benefit all children, not just those with identified needs. The SENCO evaluates whether the overall SEN provision in the school is effective and makes changes if needed.

Legal and Policy Compliance

The SENCO ensures the setting complies with laws and regulations related to SEN. This includes:

• Following the SEND Code of Practice.
• Meeting the requirements of the Equality Act 2010, which protects children with SEN from discrimination.
• Keeping up-to-date records of SEN support and safeguarding concerns.

The SENCO works with senior leaders to review and update the school’s SEN policy periodically. They also report to governors about SEN provision and outcomes.

Record Keeping and Administration

Accurate record-keeping is a significant part of the SENCO’s role. This includes:

• Keeping track of all children identified as having SEN and the support being offered.
• Storing copies of support plans, reviews, and reports from professionals.
• Providing information for inspections by Ofsted or the local authority.

Records must be kept securely and shared only with authorised individuals to protect confidentiality.

Championing Inclusion

A SENCO must advocate for an inclusive school environment. They should promote positive attitudes where diversity is valued. As part of this work, the SENCO may:

• Organise whole-school activities promoting awareness of SEN.
• Challenge prejudice, stereotypes, or bullying towards children with SEN.
• Provide advice on inclusion during school-wide events or curriculum planning.

Having a SENCO in place reinforces a school’s commitment to being inclusive and welcoming for all pupils.

Qualities and Qualifications of a SENCO

In England, a SENCO in a maintained school must be a qualified teacher. If they have not been SENCOs before, they need to complete the National Award for SEN Coordination within three years of taking the role. This course equips SENCOs with the skills and knowledge required to carry out their responsibilities effectively.

Personal qualities also play a big part in this role. SENCOs must be organised, empathetic, and excellent communicators. They need to work under pressure and manage competing priorities.

Final Thoughts

The role of the SENCO is broad and varied, but the main focus is always on the needs of the individual child. From identifying SEN and developing support plans to liaising with parents and external agencies, the SENCO ensures children with SEN have equal opportunities in learning. For anyone stepping into this role, it’s important to be passionate about supporting children and empowering them to reach their potential. The SENCO is a crucial link between children, families, teachers, and external professionals.