The SENCO role is crucial in ensuring schools and settings have arrangements in place to support children with special education needs (SEN) or disabilities.
The SENCO has a role in leading and co-ordinating the graduated approach across the setting. The SENCO needs to ensure that all practitioners understand how the setting:
The SENCO supports individual practitioners and colleagues in implementing the approac for individual children within the setting.
The SENCO has an important role in working with colleagues to identify and address staff development needs within the setting. To meet these needs SENCOs should link with Area SENCOs who have a role in supporting the development and delivery of training both for individual settings and on a wider basis.
The SENCO is responsible for making sure that parents are involved in the discussion of any early concerns, in identifying any SEN, and agreeing:
Parents’ insights should inform action taken by the setting and they should feel that their wishes, views and feelings are taken into account, in line with the principles in the Children and Families Act.
SENCOs can help by making sure parents receive the information, advice and support that they need in order to participate in the SEN decision-making process. More information about working with parents can be found on The Hub’s Working with Parents to Support the Child.
The Area SENCO and other support services are an important source of advice and support to the SENCO. Such services will be able to advice on good practice, on training and professional development and on other sources of support for settings and families. More information about support services for SEND in Waltham forest can be found on The Hub’s information, advice and training page.
It is vital for the SENCO to have allocated time during the week to coordinate the settings send support and fulfill their coordinator role.