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The Role of the Special Educational Needs and Disability Co-ordinator (SENDCo) 
  • Co-ordination of all support for students with Special Educational Needs and/or Disabilities. 
  • Development of the school’s SEND Policy to ensure that all students receive a consistent, high quality response to meeting their needs in school. 
  • Ensuring the involvement of parents in supporting their child’s learning, informing them of the support they are receiving and including them in the review of their child’s progress. 
  • Liaison with providers of external support.
  • Liaison with other settings to support transition.
  • Updating the school SEND record of need (system to ensure that all needs are known and understood) and ensuring that records of all needs and progress are maintained. We call this the SEND Register.
  • Ensuring that all staff are aware of each student’s individual needs and/or conditions and the specific adjustments required to enable them to be included and make progress. 
  • Ensuring that all staff are supported to deliver the planned work or programme for each student to enable them to make the best possible progress.  This may involve the use of additional adults, external specialist help and specially planned work and resources as well as advice and guidance on adapting the curriculum. 
  • Providing specialist support for teachers and support staff to enable them to help all students with SEND to achieve their potential. 
  • Organising training for staff to ensure that they are aware of and are confident in meeting the needs of all students with SEND.  
The Role of Teaching Staff  

In our school, the class teacher is recommended as the first point of contact for parental concerns and is responsible for the following: 

  • Ensuring that all students have access to good/outstanding teaching and that our ambitious curriculum is adapted to meet individual students’ needs.
  • Checking student progress and identifying, planning and making reasonable adjustments as required.  For example, targeted work, additional support, adapting resources etc. and discussing adaptations with the SENDCo as necessary. 
  • Ensuring that recommended strategies are followed and compulsory provision is in place in their classroom for each student with SEND.       
The Role of Students and Home   

Students with SEND often have a unique knowledge of their own needs and circumstances, as well as their own view concerning the support they need to gain the most from their education. 

They will be encouraged to participate in the decision making process, including the setting of learning targets and contributing to their support plans.  This will be achieved through a variety of approaches as appropriate to the age of the student.  These might include: 

  • Student interviews (Pupil Voice)
  • Questionnaires
  • Self-evaluation (pictures or written answers)
  • Student set targets

Home will be expected to:

  • Access and contribute to support plans and target setting
  • Communicate with us by telephone, email, video meetings or attend meetings in school e.g. Progress Evenings and Review Meetings
  • Provide support with learning and emotional support
  • Keep the school informed of any barriers to their child’s progress
  • Provide a wide range of opportunities and experiences
  • Provide homework support

We believe that all parents of children with SEN should be treated as equal partners.  We demonstrate a positive attitude to parental involvement, provide user-friendly information and strive to ensure that parents understand the procedures in place and are aware of how to access advice and support. 

Parents will be supported and enabled to: 

  • Recognise and fulfil their responsibilities as parents and play an active and valued role in their children’s education. 
  • Have knowledge of their children’s entitlements within the SEN framework. 
  • Make their views known regarding how their children are educated and, where appropriate, co-produce plans to meet their Special Educational Needs and review these plans with us when they are in place.
  • Access information, advice and support during the assessment process.