What is a Special Educational Needs Co-ordinator (SENCO)

What is a Special Educational Needs Co-ordinator (SENDCo)

A Special Educational Needs Co-ordinator (Senco) is responsible for identifying and planning support for children with extra educational support in schools. This person is first a teacher or Head Teacher. By law, every school since 2008 has had to have a Senco, but you don't have to be qualified initially to do the role. The teacher has three years in the post to complete the Senco training. (This means that only some Sencos are qualified to do the role.)

The Government legislation - Send Code of Practice 0- 25 years requires a teacher or Headteacher. When applying for the post, a promise to do the Senco course within three years of starting the role if they are not already qualified.

The Roles of a Senco

Identify the children in the school with Special Educational Needs and DisabilitiesDevelop and oversee the school SEND strategyDesign and deliver care and interventions to support the child in the school and reduce the attainment gap if necessaryAsses and monitor the process of the SEN pupilsLiaising with other care professionals, health, and social care along with Headteacher and class teacher Supporting the teachers in developing and implementing learning plans and behavioural support. Managing and working with other agencies on the SEND budget

Senco Workload

Each school usually has only one Senco, so their workload is huge - legal implications, safeguarding, pastoral care, mental health, tribunals, educational health care plans, and the regular care of pupils with special educational needs. A challenging role in schools, they are up against time and funding constraints. The teachers usually pick up if a child struggles with their learning or with their peers. A small primary school could have 300 pupils, and a secondary school could have more than 1,5000pupils. Some SENCos are part-time or have a dual role as headteachers.

The SEND Code of Practice

The SEND Code of Practice is a piece of Government legislation that guides the Special Education Needs and Disability (SEND) system for children and young people aged 0 to 25 from 1st September. Developed out of The Children and Families Act 2014, which set key principles -

• Children, Young People, and their families or carers will be central to decision-making in the care they receive. This is called Co-production.

• Health, education, and social care will work together rather than as separate entities.

• The care would identify needs early on until the child was 25.

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A Report came out on 16th June 2021 from Ofsted

Research and Analysis - SEND Old issues, New issues, Next Step

Following Ofsted's many inspections from the introduction of his policy in 2016 to 2020, many areas of the country struggled with the implementation of this policy, which included

• Lack of joined-up care between the Health, Education and Social care.

• There was no co-production, or the co-production was working badly.

• Poor quality of education, Health and Care Plans (EHC plans)

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Ways of learning

Special educational needs cover every child because every child learns uniquely. Many children with special educational needs and those with extra learning needs, such as Dyslexia, formally known as Functioning Autism, are in mainstream schools working alongside children with no apparent needs. I say no 'apparent'; if not identified, children struggle independently. Teachers need a more in-depth understanding; every child has a bit of Autism or ADHD, Dyslexia, Dyspraxia or Dyscalculia. We are all on a spectrum because we are human.

Early Identification

Spotting children early and providing support can reduce the risk of mental health issues and improve confidence. Hopefully, this child will have positive outcomes in life as they believe in themselves. Many leave school not fulfilling their potential.

Many children fall through the gap. The knock-on effect is that children struggle with their learning or the classroom environment. Sometimes, the schools can not afford to ask why.     

Safeguarding

Safeguarding implications are also for these children, who sometimes go unnoticed within school. Some children feel it is their fault if they can't sit down and work like other children. Some are emotionally vulnerable because they don't understand their social situations.

How many children are falling through the system?

Ofsted

As Ofsted reported, some children are not being identified or getting the support needed in mainstream schools.   www.gov.uk/government/news/some-pupils-with-send-missing-out-on-specialist-support

When a parent asks for help, it's difficult to convince the school when the behaviour doesn't happen at school. With little knowledge and understanding, the staff appointed may only know what they are looking for if it is evident at school.  

Parents want statements so schools will look beyond a child's behaviour and support them!

But are statements and labels the way forward and going to help the child?

A Duty of Care

Children are punished and sent out of class for their behaviour. Behaviour is a form of communication; what is the child trying to say? Many have learning difficulties and lose their motivation to learn. They may no longer believe they can achieve their dreams, so they might as well have some fun.

If a school identifies an issue, it's its' duty' to support that pupil. However, schools don't want to look because they don't always have the funding. Many only refer for an autistic assessment if they see the presence of mental health issues. Is that too late?

What are you looking for?

Children with profound special educational needs and a disability are more likely to get support because their issues are more visible, such as a wheelchair, deafness, or medical feeding. Many children try hard to hide their differences and struggle in life because they want to fit in, not be laughed at.

A SENCO is as good as the support around you.

Excellent teachers know how to adapt their teaching and support their students. What happens when a child gets behind with their work or is disruptive? With 30 children to teach, the lesson stops to ensure the child is safe or calm. Classroom support allows the teacher to continue teaching and deal with an issue.

Academics are cutting back on classroom support to save money.

Sencos need to rely on the teacher for feedback on whether they have children in their class who are struggling academically or behaviourally. The teacher needs to see the behaviour as a concern, not an inconvenience, and send the children out of the class. 

If you don't have experience knowing what an autistic child looks like, you won't understand their behaviour when they are distressed.

Their world is falling apart, and they are trying hard to fit in. They are masking with colossal anxiety. 

That child with ADHD can't stop moving today; he's not being naughty!