Special educational needs and / or disability coordinator (SENDCO)

What is a SENDCO?

A SENDCO is a qualified teacher who leads on special educational needs (SEN) in a school or early years setting. They are responsible for making sure that children with learning difficulties or disabilities receive the right support.

Newly appointed SENDCOs must complete the National Award in Special Educational Needs Coordination within three years, unless they have already worked as a SENDCO for more than 12 months.

What does a SENDCO do?

SENDCOs work with the headteacher and governing body to remove barriers to learning and ensure effective teaching for all pupils. Their key responsibilities include:

• overseeing the day-to-day operation of the school’s SEN policy
• coordinating support for children with SEN
• working with the designated teacher for looked-after children with SEN
• advising on a graduated approach to SEN support
• helping to allocate the school’s SEN budget and resources
• working closely with parents and carers
• liaising with early years providers, other schools, health and social care professionals and voluntary organisations
• being a key contact for external agencies, including us
• supporting transitions to new schools or settings
• working with the head teacher and school governors to ensure the school meets its duties under the Equality Act 2010, including reasonable adjustments and access arrangements

Special educational provision

Special educational provision is support that is additional to or different from what is provided for all children. It is designed to meet the specific needs of children with learning difficulties or disabilities.

Schools follow a graduated response, using a range of teaching strategies to support children. Provision may be made at:

• SEN Support level
• with a Statement of Educational Need (being phased out)
• with an education, health and care (EHC) plan

Early identification and regular review of a child’s needs are essential. Support may include early support or an EHC plan, depending on the child’s needs.

Recording and reviewing progress

To make sure the right support is in place, schools must regularly record:

• the child’s needs
• the support provided
• the outcomes of that support

This helps ensure that provision matches the child’s learning difficulty and can be adjusted as needed.