The role of SENDCo is to co-ordinate the SEN provision across the school.
My key responsibilities include:
- Overseeing the day-to-day operation of the school’s SEN policy
- Co-ordinating provision for children with SEN
- Liaising with the relevant Designated Teacher where a looked after pupil has SEN
- Advising on the graduated approach to providing SEN support
- Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
- Liaising with parents of pupils with SEN
- Liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies
- Being a key point of contact with external agencies, especially the local authority and its support services
- Liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned
- Working with the head teacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
- Ensuring that the school keeps the records of all pupils with SEN up to date
In this section you will find documents which may help you.
Please click on the titles below for more information:
School SEN Information report All schools are required to publish an SEN report which outlines their graduated approach to identifying and supporting pupils with SEN. I asked some parents to evaluate the usefulness of the report and they made the following comments. “Fantastic! Report is really thorough”. “Questions and answers are really clear – well-worded” “Links to outside advice on report – really useful” “Report very well-written, very informative”
SEN policy - All schools must publish a school SEN policy to describe the school provision for pupils with SEN.
Accessibility Plan - All schools must comply with government legislation and have an Access Audit and an Accessibility Plan which is reviewed every 3 years. The purpose of this plan is to show how this school intends, over time, to increase the accessibility of our school for disabled pupils. Definition of Disability A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities
SEN and disability code of practice 0-25 years - Published June 2015 . This is statutory guidance for organisations which work with and support children and young people with special educational needs or disabilities. It relates to part 3 of the Children and Families Act 2014.
Birmingham’s Local Offer - As a result of the Children’s and Families Act 2014 it is the responsibility of the local authority to develop and publish a Local Offer setting out the support they expect to be available for local children and young people with special educational needs (SEN) or disabilities.
Please click on the link below:
Support at home
Our pupil support advisors have forwarded the following information document.
The document is from the University of Edinburgh and is a recommendation for 'apps' which are available for i-pad use. Although it refers to supporting children with dyslexia, it should prove to be of value for any child who has difficulties with reading, writing, memory, organisation and some numeracy skills.
Many children who struggle with concepts within any of these areas, do find that I.C.T. tools assist their learning.
Please let us know if you investigate this resource and find it beneficial to support your child’s learning.