Governors must

  • Be aware of their legal duties in relation to children and young people (CYP) with SEN as per The SEND Code of Practice and Children and Families Act 2014 and have a good working understanding of these documents.
  • The governing body have the legal duty to focus on the school’s systems and processes for supporting CYP with SEN rather thanprovision for individual CYP.
  • Ensure that there is a suitably qualified teacher designated as Special Educational Needs Coordinator (SENCO).
  • Ensure that SEN duties are undertaken effectively across the organisation including but not limited to: identification of needs,responding to SEN, a broad and balanced curriculum, record keeping of SEN provision and engagement and participation for all CYP.
  • Ensure the schools notional SEN budget is appropriately allocated to support CYP with SEN.•Have a member of the board with specific oversight for the school’s SEN arrangements.
  • Build a good working relationship with the SENCO and meet with the SENCO on a regular basis.•Help to review the school’s policy on provision for CYP with SEN and the school’s approach to meeting the needs of those withSEN.
  • Ensure that the school website publishes the school’s SEN offer and link to The Local Offer.

Did you know?
Any governing body that subscribes to SSE’s Governor Services package can access a toolkit on their resource page. There is also specific SEN Governor training available. For more information please visit:

Headteachers must

  • Ensure the school holds ambitious expectations for all children and young people (CYP) with SEN.
  • Establish and sustain culture and practices that enable CYP to access the curriculum and learn effectively.
  • Ensure the school works effectively in partnership with parent carers and professionals, to identify the additional needs andSEN of CYP, providing support and adaptation where appropriate.
  • Ensure the school fulfils its statutory duties with regard to the SEND Code of Practice 2015.
  • Promote positive and respectful relationships across the school community and a safe, orderly and inclusive environment.
  • Ensure that responsibilities are met under the Equality Act (2010) with regard to reasonable adjustments and access arrangements.
  • Ensure a suitably qualified and experienced teacher is designated as SENCO and allowed sufficient non-teaching time to carry outtheir duties.
  • Have a clear approach to early identification of SEN and response to identified needs.
  • Ensure School SEN Information Report is produced and published online in accordance with section 69 of the Children and FamiliesAct 2014.
  • Ensure the SENCO is able to support and advise you and the governing body in determining strategic development of SEN policy andprovision –this is achieved most effectively by the SENCO being a member of the SLT.
  • Ensure the SENCO and governors are aware of the SEN budget and how it is being used and value for money is secured.

Did you know?
You must accept school applications from CYP with SEN (and Looked After Children) and make reasonable adjustments for CYP with disabilities.

Teaching staff must

  • Be aware that teachers are responsible and accountable for the progress and development of the children and young people (CYP) in their class, including where CYP access support from teaching assistants or specialist staff.
  • Have a clear understanding of the needs of all CYP, including those with SEN, and be able to use and evaluate distinctive teaching approaches to engage and support them.
  • Set goals that stretch and challenge CYP of all backgrounds, abilities and dispositions.
  • Have a secure understanding of how a range of factors can inhibit CYP’s ability to learn and how best to overcome these.
  • Manage classes effectively, using approaches which are appropriate to CYP’s needs in order to involve and motivate them.
  • Remain responsible for working with CYP on a daily basis. Where interventions involve time away from the main class teacher, theteacher retains responsibility for the CYP.
  • Work closely with teaching assistants to inform the planning and to assess the impact of interventions and link them to classroom teaching.
  • Work closely with parent carers and CYP to identify strengths, barriers and support strategies.
  • Follow a graduated response to identifying barriers and implementing support strategies.

Did you know?
There is a helpful guidance report around supporting SEN in Mainstream published by the Education Endowment Foundation (EEF) available here: Special Educational Needs in Mainstream Schools | EEF

SENCOs must

  • Be able to support and advise the Headteacher and governing body in determining the strategic development of SEN policy/provision in the school –this is achieved most effectively by being a member of the SLT.
  • Have day-to-day responsibility for the operation of SEN policy and specific support to children and young people (CYP) with SEN,including those with an EHCP.
  • Be a qualified teacher and working towards a National Award in Special Educational Needs Coordination within three years of becoming a SENCO.
  • Provide professional guidance to colleagues and work closely with staff, parent carers and other agencies.
  • Be aware of the Local Offer provision and provide support to families to ensure CYP with SEN receive appropriate support.
  • Ensure your school keeps its record of CYP with SEN up to date.
  • Compile an annual report for school governors about the provision for, and progress of, CYP with SEN.
  • Have knowledge of the SEN budget and how it is used.
  • Advise on the graduated approach to providing SEN support.
  • Liaise with potential next providers of education to ensure a CYP and their parent carers are informed about options and a smooth transition is planned.
  • Work with the Headteacher and SEN Governor to ensure that the school meets requirements under the Equality Act 2010 with regard to reasonable adjustments and access arrangements.

Last reviewed:October 13, 2022 byNick

Next review due:April 13, 2023

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