3.2 Summarise the role of the early years special needs coordinator (SENDCo)

This guide will help you answer 3.2 Summarise the role of the early years special needs coordinator (SENDCo).

The SENDCo in an early years setting is the person responsible for overseeing the approach to supporting children with special educational needs and disabilities. This role is central to making sure children with additional needs are identified early and receive the help they need. A SENDCo works closely with staff, parents and external professionals to remove barriers to learning and enable each child to participate fully in play and learning.

SEND in early years can cover a wide range of needs. These may relate to physical disabilities, communication difficulties, developmental delay or behavioural differences. The SENDCo organises and checks that the correct support strategies are in place for each child.

Legal and Statutory Responsibilities

The role is linked to legal duties. These are set out in documents such as the Children and Families Act 2014 and the SEND Code of Practice (2015). The early years setting must identify and meet the needs of children with SEND. The SENDCo makes sure the setting follows these responsibilities.

This includes:

• Making arrangements to spot signs of special needs early
• Recording observations and assessments
• Responding promptly with suitable strategies
• Working with local authority services for assessment and support

The SENDCo is also responsible for making sure information is shared appropriately when children move to another setting or start school.

Identifying Needs

Early identification is key to effective SEND support. The SENDCo leads the process of spotting indicators that a child may need extra help. This does not mean making a formal diagnosis, but it does mean recognising possible concerns and acting on them.

Typical steps include:

• Analysing developmental records and progress checks
• Listening to concerns raised by parents and staff
• Observing children during varied activities
• Using assessment tools to measure development against expected milestones

By working in this structured way, the SENDCo can help ensure no child is overlooked.

Coordinating Support

Once a need is identified, the SENDCo coordinates support strategies. This is called the graduated approach and usually follows four stages: assess, plan, do, and review.

Assess means gathering information about the child’s strengths and needs. Plan means agreeing with parents and staff what targets and strategies will be used. Do means putting the strategies into practice. Review means checking progress and adjusting plans where required.

A SENDCo makes sure:

• Targets are realistic and achievable
• Strategies match the child’s learning style and needs
• Reviews happen regularly and include parents
• Changes are documented clearly

Working with Parents and Families

Parents are partners in their child’s learning. The SENDCo builds strong relationships with them. This involves open communication, respect, and sensitivity.

Important tasks include:

• Explaining what SEND means
• Listening to the family’s views about their child’s development
• Sharing progress updates in clear language
• Signposting families to extra support such as parent groups or social care teams

The SENDCo needs to be approachable so parents feel confident to raise concerns or ask questions.

Liaison with External Professionals

The SENDCo often works with specialists from health, education and social care services. These may include speech and language therapists, educational psychologists, occupational therapists or specialist teachers.

The SENDCo’s role here is to:

• Make referrals to the correct service
• Share relevant background information securely
• Arrange and attend multi-agency meetings
• Bring advice from professionals into the daily support plan

Good liaison ensures that each child gets coordinated and effective help.

Supporting Staff

The SENDCo trains and supports staff across the setting. This may involve:

• Giving practical advice on adapting activities
• Modelling interaction strategies for children with communication needs
• Providing guidance on using specialised equipment
• Offering reassurance to staff when they face challenging situations

A SENDCo keeps staff informed about any changes in special needs policy or practice.

Updating and Managing Records

Accurate records are an important part of the SENDCo’s role. These records might include Individual Support Plans (ISPs), assessment notes, reports from external specialists, and review meeting minutes.

The SENDCo:

• Keeps these records organised and up to date
• Makes sure they are stored securely
• Shares them with authorised people only
• Passes them on during transitions to new settings or schools

Managing paperwork well means information is available when needed, and the child experiences continuity of support.

Training and Development

SEND practice develops over time, and the SENDCo is expected to keep knowledge current. This can involve attending training courses on conditions like autism and dyslexia, or learning new methods for supporting sensory needs.

The SENDCo may also arrange training for colleagues. For example:

• Workshops on managing challenging behaviour
• Sessions on Makaton signing for communication support
• Guidance on creating inclusive learning environments

Keeping learning up to date means children benefit from strategies that reflect current thinking and recommendations.

Promoting Inclusion

An inclusive setting welcomes all children and makes sure they can take part in every aspect of learning and play.

The SENDCo promotes inclusion by:

• Advising on the layout of rooms to allow wheelchair access
• Making sure play materials are suitable for children with a range of abilities
• Helping staff adapt group activities so all children can join in
• Encouraging positive attitudes among staff and children

Inclusion aims to avoid isolating a child because of their needs and instead helps them feel valued in the group.

Monitoring and Review

Monitoring progress is central to the SENDCo role. This means reviewing support plans and checking whether the child is meeting agreed targets.

The SENDCo might use:

• Ongoing observations
• Feedback from parents and staff
• Input from external professionals
• Developmental checklists

If progress is limited, the SENDCo considers new approaches or referrals to other agencies.

Transition Planning

When a child moves from the early years setting to school, the SENDCo makes sure the transition is as smooth as possible.

This can involve:

• Preparing a transition report with detailed information about the child’s needs
• Meeting with the school’s SENDCo to discuss strategies
• Supporting parents with the change
• Helping the child visit their new school beforehand

Good transition planning prevents a gap in support.

Advocacy for the Child

The SENDCo acts as a voice for the child’s needs. This means speaking up during meetings, making sure the child’s concerns are heard, and challenging any plans that do not meet their best interests.

Advocacy includes:

• Bringing forward the child’s viewpoint when planning support
• Confirming that any changes benefit the child’s development
• Following up on requests made by parents

Compliance with Policies

Each setting has policies on SEND, safeguarding, data protection and inclusion. The SENDCo must be familiar with these and apply them in daily practice.

Examples include:

• Using secure channels to share personal details
• Working within safeguarding rules when making referrals
• Applying the setting’s inclusion policy when arranging activities

Compliance protects the child, the family and the setting.

Skills and Qualities Needed

A SENDCo needs certain skills and qualities to work effectively.

These include:

• Good communication skills
• An organised approach to managing records and meetings
• Patience and empathy
• Ability to work with professionals from different backgrounds
• Commitment to fairness and inclusion

These skills enable the SENDCo to balance care, legal duties and practical support.

Final Thoughts

The SENDCo plays a key part in supporting children with special educational needs and disabilities in early years settings. They bring together assessment, planning, communication and liaison so that every child can access learning and feel included. Parents and staff rely on the SENDCo’s knowledge and leadership to guide the support that is given.

A committed SENDCo helps the setting meet its legal duties and promotes inclusive values. By working closely with families, staff and outside professionals, the SENDCo can make sure each child gets the attention and help they need to thrive. Their role is both a responsibility and an opportunity to make a real difference in a child’s early development.

The Role of the Early Years Special Educational Needs and Disabilities Coordinator (SENDCo)

The SENDCo in an early years setting is the person responsible for overseeing the approach to supporting children with special educational needs and disabilities. This role is central to making sure children with additional needs are identified early and receive the help they need. A SENDCo works closely with staff, parents and external professionals to remove barriers to learning and enable each child to participate fully in play and learning.

SEND in early years can cover a wide range of needs. These may relate to physical disabilities, communication difficulties, developmental delay or behavioural differences. The SENDCo organises and checks that the correct support strategies are in place for each child.

Legal and Statutory Responsibilities

The role is linked to legal duties. These are set out in documents such as the Children and Families Act 2014 and the SEND Code of Practice (2015). The early years setting must identify and meet the needs of children with SEND. The SENDCo makes sure the setting follows these responsibilities.

This includes:

• Making arrangements to spot signs of special needs early
• Recording observations and assessments
• Responding promptly with suitable strategies
• Working with local authority services for assessment and support

The SENDCo is also responsible for making sure information is shared appropriately when children move to another setting or start school.

Identifying Needs

Early identification is key to effective SEND support. The SENDCo leads the process of spotting indicators that a child may need extra help. This does not mean making a formal diagnosis, but it does mean recognising possible concerns and acting on them.

Typical steps include:

• Analysing developmental records and progress checks
• Listening to concerns raised by parents and staff
• Observing children during varied activities
• Using assessment tools to measure development against expected milestones

By working in this structured way, the SENDCo can help ensure no child is overlooked.

Coordinating Support

Once a need is identified, the SENDCo coordinates support strategies. This is called the graduated approach and usually follows four stages: assess, plan, do, and review.

Assess means gathering information about the child’s strengths and needs. Plan means agreeing with parents and staff what targets and strategies will be used. Do means putting the strategies into practice. Review means checking progress and adjusting plans where required.

A SENDCo makes sure:

• Targets are realistic and achievable
• Strategies match the child’s learning style and needs
• Reviews happen regularly and include parents
• Changes are documented clearly

Working with Parents and Families

Parents are partners in their child’s learning. The SENDCo builds strong relationships with them. This involves open communication, respect, and sensitivity.

Important tasks include:

• Explaining what SEND means
• Listening to the family’s views about their child’s development
• Sharing progress updates in clear language
• Signposting families to extra support such as parent groups or social care teams

The SENDCo needs to be approachable so parents feel confident to raise concerns or ask questions.

Liaison with External Professionals

The SENDCo often works with specialists from health, education and social care services. These may include speech and language therapists, educational psychologists, occupational therapists or specialist teachers.

The SENDCo’s role here is to:

• Make referrals to the correct service
• Share relevant background information securely
• Arrange and attend multi-agency meetings
• Bring advice from professionals into the daily support plan

Good liaison ensures that each child gets coordinated and effective help.

Supporting Staff

The SENDCo trains and supports staff across the setting. This may involve:

• Giving practical advice on adapting activities
• Modelling interaction strategies for children with communication needs
• Providing guidance on using specialised equipment
• Offering reassurance to staff when they face challenging situations

A SENDCo keeps staff informed about any changes in special needs policy or practice.

Updating and Managing Records

Accurate records are an important part of the SENDCo’s role. These records might include Individual Support Plans (ISPs), assessment notes, reports from external specialists, and review meeting minutes.

The SENDCo:

• Keeps these records organised and up to date
• Makes sure they are stored securely
• Shares them with authorised people only
• Passes them on during transitions to new settings or schools

Managing paperwork well means information is available when needed, and the child experiences continuity of support.

Training and Development

SEND practice develops over time, and the SENDCo is expected to keep knowledge current. This can involve attending training courses on conditions like autism and dyslexia, or learning new methods for supporting sensory needs.

The SENDCo may also arrange training for colleagues. For example:

• Workshops on managing challenging behaviour
• Sessions on Makaton signing for communication support
• Guidance on creating inclusive learning environments

Keeping learning up to date means children benefit from strategies that reflect current thinking and recommendations.

Promoting Inclusion

An inclusive setting welcomes all children and makes sure they can take part in every aspect of learning and play.

The SENDCo promotes inclusion by:

• Advising on the layout of rooms to allow wheelchair access
• Making sure play materials are suitable for children with a range of abilities
• Helping staff adapt group activities so all children can join in
• Encouraging positive attitudes among staff and children

Inclusion aims to avoid isolating a child because of their needs and instead helps them feel valued in the group.

Monitoring and Review

Monitoring progress is central to the SENDCo role. This means reviewing support plans and checking whether the child is meeting agreed targets.

The SENDCo might use:

• Ongoing observations
• Feedback from parents and staff
• Input from external professionals
• Developmental checklists

If progress is limited, the SENDCo considers new approaches or referrals to other agencies.

Transition Planning

When a child moves from the early years setting to school, the SENDCo makes sure the transition is as smooth as possible.

This can involve:

• Preparing a transition report with detailed information about the child’s needs
• Meeting with the school’s SENDCo to discuss strategies
• Supporting parents with the change
• Helping the child visit their new school beforehand

Good transition planning prevents a gap in support.

Advocacy for the Child

The SENDCo acts as a voice for the child’s needs. This means speaking up during meetings, making sure the child’s concerns are heard, and challenging any plans that do not meet their best interests.

Advocacy includes:

• Bringing forward the child’s viewpoint when planning support
• Confirming that any changes benefit the child’s development
• Following up on requests made by parents

Compliance with Policies

Each setting has policies on SEND, safeguarding, data protection and inclusion. The SENDCo must be familiar with these and apply them in daily practice.

Examples include:

• Using secure channels to share personal details
• Working within safeguarding rules when making referrals
• Applying the setting’s inclusion policy when arranging activities

Compliance protects the child, the family and the setting.

Skills and Qualities Needed

A SENDCo needs certain skills and qualities to work effectively.

These include:

• Good communication skills
• An organised approach to managing records and meetings
• Patience and empathy
• Ability to work with professionals from different backgrounds
• Commitment to fairness and inclusion

These skills enable the SENDCo to balance care, legal duties and practical support.

Final Thoughts

The SENDCo plays a key part in supporting children with special educational needs and disabilities in early years settings. They bring together assessment, planning, communication and liaison so that every child can access learning and feel included. Parents and staff rely on the SENDCo’s knowledge and leadership to guide the support that is given.

This guide will help you answer A committed SENDCo helps the setting meet its legal duties and promotes inclusive values. By working closely with families, staff and outside professionals, the SENDCo can make sure each child gets the attention and help they need to thrive. Their role is both a responsibility and an opportunity to make a real difference in a child’s early development..