2.2 Explain the roles and responsibilities of others who contribute to the support of children and young people with special educational needs and disabilities

This guide will help you answer 2.2 Explain the roles and responsibilities of others who contribute to the support of children and young people with special educational needs and disabilities.

Children and young people with special educational needs and disabilities (SEND) need support from a range of people. Each person plays a part in helping them to learn, take part, and develop their skills. Knowing exactly who is involved and what their responsibilities are will help you work more effectively. This guide covers the main roles you may come across within a school or wider education setting.

Class Teacher

The class teacher has a key role in identifying learning needs, adapting lessons, and creating a supportive classroom environment. They monitor progress and plan lessons that meet different learning styles and abilities.

Responsibilities include:

• Planning and delivering lessons suitable for all pupils
• Differentiating activities to match individual needs
• Monitoring and recording pupil progress
• Working closely with parents and other professionals
• Setting targets to help each pupil achieve their potential

The teacher remains responsible for every child in the class, including those with SEND, and works with the SENCO and support staff to provide targeted help.

Special Educational Needs Coordinator (SENCO)

The SENCO takes a lead role in organising support for pupils with SEND. They make sure the school follows SEND policies and legal requirements.

Responsibilities include:

• Coordinating assessments and referrals
• Writing and reviewing individual education plans (IEPs)
• Liaising with parents, carers, and external professionals
• Giving advice to teachers and support staff
• Ensuring school policies meet legal standards under the SEND Code of Practice

SENCOs play a central role in making sure pupils get the right support and that school practice is consistent.

Learning Support Assistant (LSA) or Teaching Assistant (TA)

LSAs and TAs provide direct support to individual pupils or small groups. They often work closely with children who have specific learning needs.

Responsibilities include:

• Helping pupils with learning tasks during lessons
• Supporting behaviour management
• Assisting with personal care if required
• Using strategies provided by the teacher or SENCO
• Preparing teaching materials
• Recording observations for progress monitoring

The TA acts under the guidance of the teacher and SENCO, but develops strong working relationships with the pupils they support.

Speech and Language Therapist (SALT)

A SALT works with pupils who have difficulties with communication, speech, language, or swallowing.

Responsibilities include:

• Assessing communication needs
• Developing personalised therapy plans
• Delivering one-to-one or group interventions
• Advising teachers and parents on strategies to use in class or at home
• Monitoring and adapting interventions based on progress

SALT input is often key for pupils with speech delays, language disorders, or specific communication needs such as those linked to autism.

Educational Psychologist (EP)

An educational psychologist focuses on how children learn and what might support their educational development.

Responsibilities include:

• Carrying out assessments of learning, behaviour, and emotional wellbeing
• Advising schools on support strategies
• Helping to write Education, Health and Care Plans (EHCPs)
• Working with families to understand a child’s needs
• Supporting teachers in planning for complex cases

EPs often become involved when a child’s needs are more complex and require specialist assessment.

Occupational Therapist (OT)

Occupational therapists help children who have difficulties with physical, sensory, or motor skills. This might include handwriting, coordination, or day-to-day independence tasks.

Responsibilities include:

• Assessing fine and gross motor skills
• Suggesting adaptations to the classroom or equipment
• Providing activities that build skills and independence
• Advising staff on exercises and approaches
• Supporting pupils with sensory processing issues

An OT’s work helps children take part in the curriculum and school life more easily.

Physiotherapist

Physiotherapists work with pupils who have physical disabilities or difficulties affecting movement.

Responsibilities include:

• Assessing mobility and posture
• Designing programmes to improve strength and flexibility
• Advising on specialist equipment
• Supporting pupils with ongoing physical conditions
• Liaising with parents, carers, and staff

Physiotherapists help reduce barriers linked to physical health and movement.

School Nurse

The school nurse manages health and medical needs, including ongoing conditions that can affect learning.

Responsibilities include:

• Monitoring pupils with medical needs
• Delivering training to staff about health care procedures
• Supporting children with conditions like diabetes, epilepsy, or asthma
• Advising on healthy lifestyles
• Ensuring medical plans are in place

Their role helps keep pupils safe and well during school hours.

Social Worker

Social workers may be involved with children who need extra support outside school or who are at risk.

Responsibilities include:

• Assessing family circumstances
• Coordinating care and safeguarding plans
• Linking families with resources and services
• Supporting children in care or at risk
• Working with schools to make sure education continues smoothly

Social workers focus on a child’s wider wellbeing beyond their time in school.

Parents and Carers

Parents and carers play a major role in a child’s development. They share important information about the child’s needs, strengths, and preferences.

Responsibilities include:

• Communicating with school staff
• Supporting learning at home
• Attending meetings and reviews
• Giving consent for interventions
• Working with professionals on agreed plans

Strong partnership with families improves the child’s experience and keeps support consistent.

Specialist Support Services

These may include voluntary organisations, mental health teams, or sensory support services such as visual impairment specialists.

Responsibilities include:

• Providing targeted advice
• Conducting specialist assessments
• Offering direct pupil support
• Supplying adapted teaching materials
• Training staff to meet specific needs

Specialist services often provide expert input beyond what the school can deliver alone.

Multi-Agency Working

Supporting a child with SEND often involves people from different services working together. This is called multi-agency working.

Responsibilities within multi-agency work include:

• Sharing relevant and accurate information
• Attending case meetings or review sessions
• Agreeing on joint targets and actions
• Respecting confidentiality
• Coordinating timelines and support

When professionals work together well, the child receives consistent and effective help.

Communication Between Roles

Good communication is key when different people are involved in supporting a child. This makes sure everyone understands the child’s needs and progress.

Important practices include:

• Keeping records up to date
• Using agreed channels for sharing information
• Responding quickly to requests or queries
• Reporting changes in need or behaviour

Clear communication prevents confusion and makes support more effective.

Monitoring and Review

Each role has a part to play in assessing progress and making adjustments. Regular reviews bring together information from different professionals.

Reviewing involves:

• Looking at academic progress and personal development
• Checking how interventions are working
• Making changes to plans if needed
• Agreeing next steps

Reviews keep support relevant and suited to the pupil’s current situation.

Final Thoughts

Supporting a child or young person with SEND is a collective effort. Every role matters, whether the support is given inside the classroom, through therapy, or in the wider community. By understanding the responsibilities of others, you can recognise who to approach for help and how each professional fits into the bigger picture.

Clear communication, respect for each role’s expertise, and consistent record keeping are the foundations for effective support. When everyone works with these principles in mind, the child is more likely to meet their goals and thrive both academically and socially.