The
governing body, along with the head teacher, is responsible for the strategic management of the school, including special
educational needs and disability.
Governing bodies:
-
Must consider the statutory guidance in the SEN Code of Practice (2001) when
fulfilling their legal duty towards pupils with SEN. This should be followed
unless there are exceptional reasons not to do so.
- Take on this legal duty collectively – it does not rest with a single governor.
-
Are encouraged to appoint a governor or governors’ committee with responsibility for SEN.
When a statement is made for a child by the local authority and the school is named on that statement, the local authority
will inform the school’s responsible person – either the head teacher or a designated governor.
-
Are responsible for appointing suitably qualified SENCOs for SEN pupils – duties which are outlined in the Education (Special Educational Needs
Co-ordinators) (England) (Amendment) Regulations 2009.
-
Must use their best endeavours to ensure provision for SEN pupils according
to the Education Act 1996 (s. 317).
A number of reports published over the last decade have highlighted the importance of strong leadership in the development
of pupils with SEND.
Effective school leadership:
- Should be inclusive, based around four key elements: a shared vision, commitment,
collaboration, and communication.
-
Is fundamental to developing, encouraging, and maintaining high aspirations, expectations and progression for pupils with
SEND.
- Should promote an inclusive culture for pupils, helping to narrow gaps in attainment between disadvantaged groups
and their peers.
-
Is critical to achieving a commitment to positive outcomes for disabled pupils and pupils with SEN.
- Complements and encourages the development of specialist teaching, and has proven to be vital in schools where children
and young people with learning difficulties and disabilities have made outstanding progress.
The status of special educational needs coordinator (SENCO) was
first detailed in the 1994 SEN Code of Practice, and has steadily evolved since.
The role of the SENCO was expanded upon and defined in the 2001
SEN Code of Practice. This is extensive and key areas include:
-
Contributing to strategic development of SEN provision
-
Overseeing the operation of the school’s SEN policy
-
Coordinating provision for pupils with SEN
- Liaising with and advising
other teachers
- Managing teaching assistants
-
Overseeing the keeping of records for pupils with SEN
- Liaising with
parents and carers
- Contributing to the professional development of staff
- Liaising with external agencies
In 2008 the DCSF introduced new regulations prescribing
the qualifications and experience required for the role, including plans for mandatory national accredited training for all
newly appointed SENCOs.
Accompanying guidance to these regulations recommended that, where the SENCO
was not in the school’s senior leadership team, “a member of the team should be designated as champion of SEN and disability issues within the school. The champion would liaise closely with the SENCO.”
Subject leaders have a clear responsibility for ensuring the delivery of their subject area meets the needs of pupils with
SEND. How they fulfil this and work with other staff will depend
on the school’s existing infrastructure.
Issues covered within this responsibility include:
- Policies
- The curriculum and extra-curricular
activities
- Teaching and learning
- Assessment and data analysis
Subject leaders have a role in:
- Monitoring
all of the above elements
-
Liaising with SEN staff to ensure that teachers are clear about SEN procedures and the needs of pupils
