Schools: Roles and Responsibilities
The Educational Setting:
Maintained schools, maintained nursery schools and all providers who are funded by the local authority must have regard to the Special Educational Needs Code of Practice 2015.
Sefton has worked closely with Nasen to establish the ‘Every Leader a Leader of SEND, Every Teacher a Teacher of SEND’ inclusive ethos across all our settings.
Headteacher
The Headteacher should take overall responsibility for whole school SEND provision. In doing this they must ensure:
- The SENDCO has sufficient time and resources to carry out their duties
- They work with the SENDCO and School Governors to ensure that the school meets its’ responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements (Code of Practice, 2015)
The Governing Body
All Governing Bodies have statutory duties towards pupils with special educational needs. The Governing Body must do its’ best to ensure that the school makes the necessary provision for every pupil with SEND.
Role of the Special Educational Needs Co-ordinator (SENDCO)
The Special Educational Needs Co-ordinator (SENDCO) is integral in inspiring inclusive practice in the school setting and ensuring the best possible outcomes for all children and young people. The statutory requirements around this role are set out in the Children and Families Act (2015), the SEND Regulations (2015) and The SEND Code of Practice (DfE, 2015).
This role involves:
- Ensuring all practitioners in the setting understand their responsibilities to children with SEN and the setting’s approach to identifying and meeting SEN
- Advising and supporting colleagues
- Ensuring parents are closely involved throughout and that their insight informs actions taken by the setting.
- Liaising with professionals and agencies beyond the setting
- Working with the Headteacher and Governing Body to ensure that the school meets its responsibilities under the Equality Act (2010) regarding reasonable adjustments and access arrangements
- Liaising with pre- and future providers of education at key transition points in a learners school career
- Publish the SEND Information Report
Class Teachers
The role of the class teacher involves:
- Having high aspirations for every pupil
- Adapting teaching and learning to support their learners progress
- Using high quality teaching approaches as a first step in supporting their learners progress
- Ensuring that provision is appropriate to the pupil’s needs and developmental levels
- Ensure a range of resources are provided to match the task and support the pupil effectively
- Use assessment effectively to support the early identification of SEN needs
- Use the SENDCO to support the quality of teaching and learning for their SEN pupils
- Involve parents/carers and pupils in planning and reviewing outcomes and approaches to support learning
As the teacher of a learner with special educational needs and/or disabilities (SEND), you have the opportunity to make a significant difference. Enabling all learners to do well within our inclusive school system is every teacher’s responsibility.
The SENCO, school leaders, and external professionals all have a role in supporting you in this work.
Nasen Teacher Handbook, 2024