Essex County Council SENCO Manual 2007

Essex County Council

Special Educational Needs

Roles and Responsibilities in

Mainstream Schools

Information for Schools

PRIMARY SCHOOLS

Ref: SM1/5.1
Essex County Council SENCO Manual 2007

Identification, assessment and provision in the primary phase is set out in

Chapter 5 of the SEN Code of Practice (2001).

1a) The role of the Head teacher in mainstream primary schools

The head teacher has responsibility for the day-to-day management of all
aspects of the school’s work, including provision for children with special
educational needs (SEN). The head teacher should keep the governing body
fully informed and also work closely the school’s SEN co-ordinator (SENCO)
or SEN team.

The SEN Code of Practice, 2001, states it is good practice for head teachers
to ensure that:
• SENCOs have sufficient time and professional support to carry out their
duties
• special needs is the responsibility of one member of staff. Many schools
find it effective for the SENCO to be a member of the senior leadership
team who will have a duty to provide advice to the head teacher on special
needs issues- nationally, at Local Authority level and internally
• the SENCO’s costs are set against the core or base budget of the school
rather than against additional funds delegated to the school for the
purpose of meeting the particular needs of individual children with SEN
• the SENCO is supported by the use of information technology (ICT) for
SEN management systems and administrative support for preparing and
recording individual education plans (IEPs), and that the SENCO is able to
communicate with other SENCOs via the SENCO Clusters
• the management structures within a school enable the SENCO’s functions
to be carried out effectively

The head teacher should regularly review and monitor the management of
Special Educational Needs policy and procedures within the school, including
the work of the SENCO.

2a) The role of the Governing Body

The governing body, in co-operation with the head teacher, should:

• determine the school’s general policy and approach to provision for
children with SEN
• establish the appropriate staffing and funding arrangements
• maintain a general oversight of the school’s work

The governing body need no longer report to parents annually on the school’s
policy for SEN but will include a statement within the prospectus and the
School’s Profile report.

The governing body should appoint a committee or designated governor to

take particular interest in, and closely monitor, the school’s work on behalf of
the children with SEN.
The SEN governor should:

Ref: SM1/5.1 2
First issue: April 2002
Essex County Council SENCO Manual 2007

• be familiar with school procedures

• meet regularly with the SENCO to discuss the ways in which such
procedures are managed and their impact upon the school and individual
pupils
• endeavour to take the opportunity to receive any training in the area of
SEN that may be offered
• familiarise themselves with relevant national and local procedures relating
to SEN

3a) The role of the SENCO in mainstream primary schools

The SENCO, in collaboration with the head teacher and governing body,
helps to determine the strategic development of the SEN policy and provision
in the school.

The SENCO takes day-to-day responsibility for the operation of the SEN
policy and co-ordination of the provision made for individual pupils with SEN,
working closely with staff, parents and carers, and other agencies.

The SENCO also provides related professional guidance to colleagues with

the aim of securing high quality teaching for pupils with SEN.

The SENCO, with the support of the head teacher and colleagues, seeks to
develop effective ways to overcome barriers to learning and sustaining
effective teaching through:
• the analysis and assessment of pupils’ needs
• monitoring the quality of teaching and standards of pupils’ achievements
• setting targets for improvement

The SENCO should collaborate with curriculum co-ordinators so that the

learning for all pupils is given equal priority, and that available resources are
used to maximum effect.

Responsibilities of the SENCO in mainstream primary schools

In mainstream primary schools the key responsibilities of the SENCO may

include:
• overseeing the day-to-day operation of the school’s SEN policy
• co-ordinating provision for children with special educational needs
• liaising with and advising fellow teachers
• managing learning support assistants
• overseeing the records of all children with special educational needs
• liaising with parents of children with special educational needs
• contributing to the in-service training of staff
• liaising with external agencies including the Local Authority’s support and
educational psychology services, health and social services and voluntary
bodies

Ref: SM1/5.1 3
First issue: April 2002
Essex County Council SENCO Manual 2007

It is also the SENCO’s responsibility to have an understanding of the

importance of confidentiality and the requirements of the Data Protection Act
(1998).

SENCOs will require time for:

• planning and co-ordination away from the classroom
• maintaining appropriate individual and whole school records of children at
Essex School Action and Essex School Action Plus and those with
statements
• teaching pupils with SEN
• observing pupils in class without a teaching commitment
• managing, supporting and training learning support assistants
• liaising with colleagues
• liaising with early education settings and secondary schools

Access to a telephone and an interview room is also desirable. Allocating

administrative staff time to help the SENCO will release the SENCO to use
their expertise more effectively.

N.B.
See the National Standards for Special Educational Needs Co-
ordinators for further clarification of responsibilities and for a framework
for the development of targeted professional training and performance
review in relation to SEN.

4a) The role of the Class Teacher in mainstream primary schools

“The key to meeting the needs of all pupils lies in the teacher’s knowledge of
each pupil’s skills and abilities and the teacher’s ability to match this
knowledge to identifying and providing ways of accessing the curriculum for
every pupil.” (SEN Code of Practice, 2001, 6:41)

Pupils with special educational needs are the responsibility of all teachers.

The day-to-day planning and management of the curriculum for all pupils rests
with the class teacher, with the SENCO monitoring the assessment and
management of special needs procedures.

All teachers must therefore:

• take heed of the individual needs of pupils
• familiarise themselves with the targets and strategies outlined in IEPs
• demonstrate in their planning that they are providing opportunities for
individual learning targets and deploying differentiated strategies, where
appropriate

Teachers should work closely, in partnership, with the SENCO who may ask
them to provide information about provision made in lessons for individual
pupils and related progress. Teachers may also be required to provide

Ref: SM1/5.1 4
First issue: April 2002
Essex County Council SENCO Manual 2007

information and reports for Annual Review procedures, formal assessments,

case conferences and also internal assessments.

In summary the role of the class teacher is to:

• plan differentiated work
• ensure that individual learning targets are incorporated into planning
• plan and oversee the work of any learning support assistant or other
individual working with a child with SEN
• monitor the progress of pupils with SEN
• provide information to the SENCO about the progress, achievements and
attainments of the pupils with SEN
• discuss with the SENCO any concerns that they have about pupils with
SEN or those that they suspect are experiencing barriers to learning
• provide, as necessary, information and reports to other agencies involved
in supporting an individual pupil
• provide reports for annual reviews and other statutory procedures

5a) The role of the Support Assistant in mainstream primary schools

Learning support assistants (LSAs), or teaching assistants (TAs), play a vital

part in the success of pupils with special educational needs.

Schools will have their own requirements of LSA/TAs according to their

differing situations. However, the value of LSA/TAs in schools is dependent
on them being effectively deployed by teachers and managers inside schools.

The Good Practice Guide (DfES, 0148/2000) defines the role of the learning
support assistant as increasing teachers’ potential to meet the needs of all
their pupils. LSA/TAs provide support to the teacher, as much as to the pupil.
Teachers and managers should provide clear guidance as to how LSA/TAs
should work in their classrooms.

• schools must have clear policies outlining the roles and responsibilities
of LSA/TAs

• there must be a clear job description for LSA/TAs, drawn up in

consultation with them and reflecting a balance of responsibilities
between support to teachers, curriculum, pupils and the school

• LSA/TAs should be involved in the planning of lessons and consulted

for monitoring purposes, especially when reviewing targets for IEPs.
However, writing IEPs is the responsibility of the teaching staff within a
school and not the LSA/TA

• LSA/TAs should be given time within their contracts for preparation,

meetings, other administrative tasks and training

Ref: SM1/5.1 5
First issue: April 2002
Essex County Council SENCO Manual 2007

• the School Development Plan should take account of the needs of

LSA/TAs and target the needs of teachers and managers in
understanding their role in managing support staff

• LSA/TAs should be supported in relation to their induction, mentoring

and professional development needs

Teachers must oversee and direct the work of LSA/TAs when they are
working in their classroom. It is the teacher whose curriculum and lesson
planning and day-to-day direction sets the framework within which assistants
and other adults work. LSA/TAs need to be informed by the class teacher
about the expectations of the school and class teachers in terms of pupil
progress. If allocated to specific pupils, the class teacher should provide
relevant information on the needs and attainments of those pupils.

Ref: SM1/5.1 6
First issue: April 2002
Essex County Council SENCO Manual 2007

SECONDARY SCHOOLS

Identification, assessment and provision in the secondary phase is set out in

Chapter 6 of the SEN Code of Practice (2001).

1b) The role of the Head teacher in mainstream secondary schools

The head teacher has responsibility for the day-to-day management of all
aspects of the school’s work, including provision for children with special
educational needs (SEN). The head teacher should keep the governing body
fully informed and also work closely with the school’s SENCO or SEN team.

The SEN Code of Practice states that it is good practice for head teachers to
ensure:
• SENCOs have sufficient time and professional support to carry out
their duties
• special needs is the responsibility of one member of the senior
management team (ideally the SENCO) who will have a duty to
provide advice to the head teacher on special needs issues –
nationally, at Local Authority level and internally
• the SENCO’s costs are set against the core or base budget of the
school rather than against additional funds delegated to the school for
the purpose of meeting the particular needs of individual children with
SEN
• the SENCO is supported by the use of information technology (ICT) for
SEN management systems and administrative support for preparing
and recording IEPs, and that the SENCO is able to communicate with
other SENCOs via the SENCO Clusters
• the management structures within a school enable the SENCO’s
functions to be carried out effectively

The head teacher should regularly review and monitor the management of
Special Educational Needs policy and procedures within the school, including
the work of the SENCO.

2b) The role of the Governing Body

The governing body, in co-operation with the head teacher, should:

• determine the school’s general policy and approach to provision for
children with SEN
• establish the appropriate staffing and funding arrangements
• maintain a general oversight of the school’s work

The governing body need no longer report to parents annually on the school’s
policy for SEN but will include a statement within the prospectus and the
School’s Profile report.

Ref: SM1/5.1 7
First issue: April 2002
Essex County Council SENCO Manual 2007

The governing body should appoint a committee or designated governor to

take particular interest in and closely monitor the school’s work on behalf of
the children with SEN.

The SEN governor should:

• be familiar with school procedures
• meet regularly with the SENCO to discuss the ways in which such
procedures are managed and their impact upon the school and individual
pupils
• endeavour to take the opportunity to receive any training in the area of
SEN that may be offered
• familiarise themselves with relevant national and local procedures relating
to SEN

3b) The role of the SENCO in mainstream secondary schools

The SENCO, in collaboration with the head teacher and governing body,
helps to determine the strategic development of the SEN policy and provision
in the school.

The SENCO takes day-to-day responsibility for the operation of the SEN
policy and co-ordination of the provision made for individual pupils with SEN,
working closely with staff, parents, the Connexions Personal Advisor and
other agencies.

The SENCO also provides related professional guidance to colleagues with

the aim of securing high quality teaching for pupils with SEN.

The SENCO, with the support of the head teacher and colleagues, seeks to
develop effective ways of overcoming barriers to learning and sustaining
effective teaching through:
• the analysis and assessment of pupils’ needs
• monitoring the quality of teaching and standards of pupils’ achievements
• setting targets for improvement

In order to ensure that learning for all pupils is given equal priority and that
available resources are used to maximum effect, the SENCO should
collaborate with:
• heads of department or faculties
• the literacy and numeracy co-ordinators
• pastoral colleagues

Responsibilities of the SENCO in mainstream secondary schools

In mainstream secondary schools the key responsibilities of the SENCO may

include:
• overseeing the day to day operation of the school’s SEN policy
• liaising with and advising fellow teachers
• managing the SEN team of teachers and learning support assistants

Ref: SM1/5.1 8
First issue: April 2002
Essex County Council SENCO Manual 2007

• co-ordinating provision for pupils with special educational needs

• overseeing the records of all pupils with special educational needs
• liaising with parents of pupils with special educational needs
• contributing to the in-service training of staff
• liaising with external agencies including the Local Authority’s support and
educational psychology services, health and social services and voluntary
bodies

It is also the SENCO’s responsibility to have an understanding of the

importance of confidentiality and the requirements of the Data Protection
Act (1998).

SENCOs will require time for:

• planning and co-ordination away from the classroom
• teaching pupils with SEN
• observing pupils in class without a teaching commitment
• managing effective deployment of other teachers within the SEN team
• managing, supporting and training learning support assistants
• liaising with departmental and pastoral colleagues
• liaising with feeder primary schools
• working with the Connexions personal advisor in relation to transition
planning
• keeping abreast with developments in the area of special educational
needs

N.B.
See the National Standards for Special Educational Needs Co-ordinators
for further clarification of responsibilities and for a framework for the
development of targeted professional training and performance review in
relation to SEN.

4b)The role of the Class Teacher in mainstream secondary schools

“The key to meeting the needs of all pupils lies in the teacher’s knowledge of
each pupils skills and abilities and the teachers ability to match this
knowledge to identifying and providing appropriate ways of accessing the
curriculum for every pupil.” (SEN Code of Practice, 2001, 6:41)

Pupils with special educational needs are the responsibility for all teachers.

The day-to-day planning and management of the curriculum of all pupils rests
with the class and subject teachers, with the SENCO monitoring the
assessment and management of special needs procedures.

All teachers must therefore:

• take heed of the individual needs of pupils
• familiarise themselves with the targets and strategies outlined in IEPs

Ref: SM1/5.1 9
First issue: April 2002
Essex County Council SENCO Manual 2007

• demonstrate in their planning that they are providing opportunities for

individual learning targets and deploying differentiated strategies, where
appropriate

Teachers should work closely, in partnership, with the SENCO. The SENCO
may ask teachers to provide information about provision made in lessons for
individual pupils and related progress. They may also be required to provide
information and reports for annual review procedures, formal assessments,
case conferences as well as internal assessments.

In summary, the role of the class teacher is to:

• plan differentiated work
• ensure that individual learning targets are incorporated into planning
• plan and oversee the work of any learning support assistant or other
individual working with a child with SEN
• monitor the progress of pupils with SEN
• provide information to the SENCO about the progress, achievements and
attainments of the pupils with SEN
• discuss with the SENCO any concerns that they have about pupils with
SEN or those that they suspect are experiencing barriers to learning
• provide, as necessary, information and reports to other agencies involved
in supporting an individual pupil
• provide reports for annual reviews and other statutory procedures

5b) The role of the Support Assistant in mainstream secondary schools

Learning support assistants (LSAs), or teaching assistants (TAs), play a vital

part in the success of pupils with special educational needs.

Schools will have their own requirements of LSA/TAs according to their

differing situations. However, the value of LSA/TAs in schools is dependent
on them being effectively deployed by teachers and managers inside schools.

The Good Practice Guide (DfES 0148/2000) defines the role of the learning
support assistant as increasing teachers’ potential to meet the needs of all
their pupils. LSA/TAs provide support to the teacher, as much as to the pupil.
Teachers and managers should provide clear guidance as to how LSA/TAs
should work in their classrooms.

• schools must have clear policies outlining the roles and responsibilities
of LSA/TAs

• there must be a clear job description for LSA/TAs, drawn up in

consultation with them and reflecting a balance of responsibilities
between support to teachers, curriculum, pupils and the school

• LSA/TAs should be given time within their contracts for preparation,

meetings, other administrative tasks and training

Ref: SM1/5.1 10
First issue: April 2002
Essex County Council SENCO Manual 2007

• LSAs should be involved in the planning of lessons and consulted for

monitoring purposes, especially when reviewing targets for IEPs.
However, writing IEPs is the responsibility of the teaching staff within a
school and not the LSA/TA

• the School Development Plan should take account of the needs of

LSA/TAs and target the needs of teachers and managers in
understanding their role in managing support staff

• LSA/TAs should be supported in relation to their induction, mentoring

and professional development needs

Teachers must oversee and direct the work of LSA/TAs when they are
working in their classroom. It is the teacher whose curriculum and lesson
planning and day-to-day direction sets the framework within which assistants
and other adults work. LSA/TAs need to be informed by the class teacher
about the expectations of the school and class teachers in terms of pupil
progress. If allocated to specific pupils, the class teacher should provide
relevant information on the needs and attainments of those pupils.

Ref: SM1/5.1 11
First issue: April 2002
Essex County Council SENCO Manual 2007

Job description for SENCO post – EXEMPLAR

School title: Essexshire Community School

Job title: Special Educational Needs Co-ordinator

Responsible to: Headteacher

Responsible for: SEN support team comprising:

• learning support teachers
• teaching assistants

Job purpose:
• To take day-to-day responsibility for the operation of the
SEN policy and co-ordination of the provision made for
individual pupils with SEN, working closely with staff,
parents, carers and other agencies.
• To determine the strategic development of the SEN policy
and provision in the school, in collaboration with the head
teacher and governing body.

Main responsibilities:
• To oversee the day-to-day operation of the school’s SEN policy
• To co-ordinate the provision for children with special educational needs
• To liaise with and advise fellow teachers
• To manage learning support teachers and assistants
• To oversee the records of all children with special educational needs
• To liaise with parents of children with special educational needs
• To contribute to the in-service training of staff
• To liaise with external agencies including the Local Authority’s support and
educational psychology services, health and social services and voluntary
bodies
• To understand the requirements of the Data Protection Act (1998) and the
importance of confidentiality

Specific duties:
• To attend Senior Management Team meetings
• To allocate the learning resource budget and capitation
• To appoint learning support staff
• To organise review meetings and assessment processes related to the
revised SEN Code of Practice
• To write the school SEN policy and related reports and documents
• To liaise with curriculum and other whole school co-ordinators
• To deliver in-service training to school staff as appropriate
• To complete the SEN Provision Review and attend cluster meetings
• To keep abreast of SEN developments through continuous professional
development and attendance at SENCO conferences

Ref: SM1/5.1 12
First issue: April 2002