Menu
Home Children, families and education Somerset’s SEND Local Offer SENCOs’ responsibilities

SENCOs’ responsibilities

Sets out the responsibilities of SENCOs in identifying and meeting the needs of all children and young people

Part of
Somerset’s Graduated Response Tool: Step by step

Click "navigate this page" to see the page contents, as well as a full list of the Somerset’s Graduated Response Tool step by step pages.

Navigate this page
Back to Somerset’s SEND Local Offer

Part of
Somerset’s Graduated Response Tool: Step by step

The purpose of this pathway is to ensure every child and young person in a Somerset school receives the support they are entitled to

1Statutory Special Educational Needs (SEN) information

  1. Statutory Special educational needs and disabilities (SEND) information

2Understanding the Graduated Response

  1. Somerset Inclusion Tool (SIT)
  2. What is the Graduated Response?
  3. The Assess, Plan, Do, Review Cycle
  4. Screening and Assessment Tools as part of the APDR process
  5. Education, Health and Care Plans (EHC plans)

3Funding

  1. Funding
  2. Available funding for SEN

4Expectations for Teachers, Governors, SENCOs and Headteachers

  1. What different people in schools should do
  2. School Governors’ responsibilities
  3. Headteachers’ responsibilities
  4. Teachers’ responsibilities
  5. SENCOs’ responsibilities

5Expectations for Whole School Inclusion

  1. Expectations for Whole School Inclusion

6Quick checkers

  1. Quick Checker – Cognition and Learning
  2. Quick Checker – Communication and Interaction
  3. Quick Checker – Sensory and Physical
  4. Quick Checker – Social, Emotional and Mental Health (SEMH)

7Inclusion for each Broad Area of Need

Information about the four areas of need set out in the Code of Practice

  1. Inclusion for each Broad Area of Need

8Cognition and Learning

  1. Universal – Cognition and Learning
  2. SEN support – Cognition and Learning
  3. How can I find out more? – Cognition and Learning

9Communication and Interaction

  1. Universal – Communication and Interaction
  2. SEN Support – Communication and Interaction
  3. How can I find out more? – Communication and Interaction

10Sensory and Physical

  1. Universal – Sensory and Physical
  2. SEN Support – Sensory and Physical
  3. How can I find out more? – Sensory and Physical

11Social, Emotional and Mental Health

  1. Universal – Social, Emotional and Mental Health (SEMH)
  2. SEN support – Social, Emotional and Mental Health (SEMH)
  3. How can I find out more? – Social, Emotional and Mental Health (SEMH)

12Graduated Response Tool – Complex Medical Needs

  1. Graduated Response Tool – Complex Medical Needs

13Supporting tools, documents and signposting

  1. Supporting tools, documents and signposting

Overview

Special Educational Needs Coordinators (SENCOs) must:

  • be able to support and advise the headteacher and governing body in determining the strategic development of SENpolicy/provision in the school – this is achieved most effectively by being a member of the senior leadership team
  • have day-to-day responsibility for the operation of Special Educational Needs (SEN) policy and specific support to children and young people withSEN, including those with an Education, Heath and Care (EHC) plan
  • be a qualified teacher and work towards a National Award in Special Educational Needs Coordination within three years of becoming aSENCO
  • 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 make sure children and young people withSENreceive appropriate support
  • make sure their school keeps its record of children and young people withSENup to date
  • compile an annual report for school governors about the provision for, and progress of, children and young people withSEN
  • have knowledge of theSENbudget and how it is used
  • advise on the graduated approach to providingSENsupport
  • liaise with potential next providers of education to ensure children and young people and their parent carers are informed about options and a smooth transition is planned
  • work with the headteacher andSENGovernor to ensure that the school meets requirements under the Equality Act 2010 concerning reasonable adjustments and access arrangements

information

Did you know?

As aSENCOyou can access the range of support available via SEND Networks and Inclusion Services.

Last updated: November 13, 2024

Next review due: May 13, 2025

Back to top