SENCOs’ responsibilities

Part of
Somerset’s Graduated Response Tool

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

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Part of
Somerset’s Graduated Response Tool

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

1

Statutory Special Educational Needs (SEN) information

Statutory Special educational needs and disabilities (SEND) information

2

Understanding the Graduated Response

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

3

Funding

Funding Available funding

4

Expectations for Teachers, Governors, SENCOs and Headteachers

What different people in schools should do Governors’ responsibilities Headteachers’ responsibilities Teachers’ responsibilities SENCOs’ responsibilities

5

Expectations for Whole School Inclusion

Expectations for Whole School Inclusion

6

Quick checkers

Quick Checker – Cognition and Learning Quick Checker – Communication and Interaction Quick Checker – Sensory and Physical Quick Checker – Social, Emotional and Mental Health (SEMH)

7

Inclusion for each Broad Area of Need

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

Inclusion for each Broad Area of Need

8

Cognition and Learning

Universal – Cognition and Learning SEN support – Cognition and Learning How can I find out more? – Cognition and Learning

9

Communication and Interaction

Universal – Communication and Interaction SEN Support – Communication and Interaction How can I find out more? – Communication and Interaction

10

Sensory and Physical

Universal – Sensory and Physical SEN Support – Sensory and Physical How can I find out more? – Sensory and Physical

11

Social, Emotional and Mental Health

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

12

Graduated Response Tool – Complex Medical Needs

Graduated Response Tool – Complex Medical Needs

13

Supporting tools, documents and signposting

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 policy/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 with 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 a
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 with receive appropriate support
make sure their school keeps its record of children and young people with up to date
compile an annual report for school governors about the provision for, and progress of, children and young people with
have knowledge of the budget and how it is used
advise on the graduated approach to providing support
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 and Governor to ensure that the school meets requirements under the Equality Act 2010 concerning reasonable adjustments and access arrangements

Teachers’ responsibilities Expectations for Whole School Inclusion

Last reviewed: April 10, 2024 by Sophie

Next review due: October 10, 2024