Webinar:
New Code, new role for the Senco?
Natalie Packer
-------------------------------------------------The webinar slides can be downloaded and printed from:
http://bit.ly/Nataliewebinar
If you have any questions, please type them in your chat box during the presentation.
Use the pull-out box at the top right-hand corner of your screen to access your chat box.
By the end of the session you will be clear about:
• The key changes in the Code of Practice
• What is expected of Sencos under the new Code
• How the changes will impact on the day-to-day role of the
Senco.
The Children and Families Act: Implications for schools
1.
Academies and free schools have the same SEN duties as maintained
schools.
2.
LAs to publish a clear, transparent ‘local offer’ of services for children,
young people and their families. Schools to contribute to the local offer.
3.
More streamlined assessment process, coordinated across education,
health and care.
4.
New 0-25 Education, Health and Care Plan (EHCP) to replace statements.
5.
Option of a personal budget for families and young people with a plan,
extending choice and control over their support.
6.
New SEN information requirements for schools.
The SEND Code of Practice: What’s changing for schools?
•
The views, wishes and feelings of the child, young person and their parents are
crucial.
•
Earlier and more accurate identification of SEND.
•
BESD to become social, emotional and mental health.
•
Focus on improving outcomes through high expectations for all pupils.
•
Key message: Every teacher is a teacher of every pupil.
•
A graduated approach based on a four-step model of actions: Assess, Plan, Do,
Review.
•
Use of evidence-based, outcomes-focused interventions.
•
Improved transition support for preparing young people for adulthood.
Role of the Senco in schools
• Governing bodies must ensure there is a qualified teacher
designated as Senco.
• The Senco must have appropriate qualifications.
• The Senco has an important role to play, with the head and
governors, in determining the strategic development of SEN
policy and provision.
Key responsibilities of the Senco
The key responsibilities of the Senco may include:
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•
•
•
•
•
•
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overseeing the day-to-day operation of the school's SEND policy
coordinating provision for children with SEND
advising on deployment of the delegated budget and other resources
liaising with, advising and contributing to staff Inset
advising on the graduated approach to providing SEND support
ensuring that records of all children with SEND are kept up-to-date
liaising with parents of children with SEND
liaising with others, eg other schools, external agencies.
1. Developing
strategic
direction
7. Ensuring
value for
money
6.
Monitoring
& evaluating
impact of
provision on
progress
Whole
School SEN
Leadership and
Management:
Accountability
5. Managing
SEN
resources
2. Leading
an inclusive
culture focused
on high quality
teaching
3. Supporting
staff CPD
4. Developing
partnerships
1. Developing strategic direction
Vision
Based on whole-school
values and principles
reflected in SEN policy
Strategy
Includes systems and
structures for achieving
the vision
Action Plan
Identifies specific actions,
personnel, timescales etc
2. Leading an inclusive culture
•
•
•
•
Understanding the principles of the Code
Meeting The Equality Act (2010) requirements
Maintaining a culture of high expectations
Prioritising high quality teaching and learning
‘Special educational provision is underpinned by high-quality
teaching and is compromised by anything less.’
3. Supporting staff CPD
Consider providing ongoing CPD on:
• the new SEND system and the school’s response to the
graduated approach
• high-quality teaching
• personalised and targeted approaches
• tracking and monitoring progress for SEND
• effective deployment of additional adults.
4. Developing partnerships
Class/
subject
teachers
SENCO
Child,
and their
family
External
agencies
e.g. EP, SaLT,
other specialists
5. Managing SEND resources
•
•
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Understanding the budget!
Coordinating additional provision as part of SEND support
Provision management
Effective deployment of additional adults
Commissioning and quality assuring services.
6. Monitoring and evaluating impact of provision on
progress
• Gather evidence of the quality of provision and the impact on
a range of pupil outcomes through:
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Qualitative and quantitative data
Lesson observations/learning walks
Work scrutiny
Feedback from pupils, parents, staff.
7. Ensuring value for money
Make a
judgement
based on quality
of provision and
impact on
progress
Share with
SLT and
governors
Use outcomes
to inform
action
planning
Where will I find the time?!
‘The school should ensure that the Senco has sufficient time
and resources to carry out these functions. This should include
providing the Senco with sufficient administrative support and
time away from teaching to enable them to fulfil their
responsibilities in a similar way to other important strategic
roles within a school.’
SEN Code of Practice (April 2014), p98
In summary…
• The role of the Senco needs to be strategic to have impact
• There needs to be a collaborative SEN leadership team
approach
• Everyone needs to understand their individual and collective
responsibilities/accountabilities
• The Senco needs time and capacity to do the job!
Thank you!
Please contact me for further information:
n.packer174@btinternet.com
www.nataliepacker.co.uk
@NataliePacker
Questions & Answers
-------------------------------------------------Your next SEN webinar is Maths and SLCN with Jean Gross CBE.
4pm, Tuesday 1 July.
Register at http://bit.ly/SLCN-webinar
-------------------------------------------------Get definitive legal guidance and up-to-date best practice at the New
SEND Framework: Legal Obligations and Practical Solutions
conference
11 November, London