Responsibilities
Responsibilities: Special Educational Needs and Disability Co-ordinator (SENDCo)
•Co-ordination of all support for students with special educational needs and/or disabilities.
•Development of the school’s SEND policy to ensure that all students receive a consistent, high quality response to meeting their needs in school.
•Ensuring the involvement of parents in supporting their child’s learning, informing them of the support they are receiving and including them in the review of their child’s progress.
•Liaison with providers of external support.
•Updating the school SEND record of need (system to ensure that all needs are known and understood) and ensuring that records of all needs and progress are maintained.
•Ensuring that all staff are aware of each student’s individual needs and/or conditions and the specific adjustments required to enable them to be included and make progress.
•Ensuring that all staff are supported in delivery the planned work or programme for each student to enable them to make the best possible progress. This may involve the use of additional adults, external specialist help and specially planned work and resources.
•Providing specialist support for teachers and support staff to enable them to help all students with SEND to achieve their potential.
•Organising training for staff to ensure that they are aware of and confident in meeting the needs of all SEND students.
Consultation with parents and young people about special educational needs and involving in their education
In accordance with the SEN Code of Practice, the Smithdon cluster schools believe that all parents of children with SEN should be treated as equal partners. The cluster schools have positive attitudes to parents, provide user-friendly information and strive to ensure that they understand the procedures and are aware of how to access advice and support.
Parents will be supported and enabled to:
• Recognise and fulfil their responsibilities as parents and play an active and valued role in their children’s education.
•Have knowledge of their children’s entitlements within the SEN framework.
•Make their views known regarding how their children are educated and, where appropriate, co-produce plans to meet their Special Educational Needs.
•Access information, advice and support during the assessment process.
Responsibilities: Teaching staff
In our school the class teacher is recommended as the first point of contact for parental concerns and is responsible for the following:
•Ensuring that all students have access to good/outstanding teaching and the curriculum is adapted to meet individual students’ needs (through scaffolding and reasonable adjustments).
•Checking student progress and identifying, planning and making reasonable adjustments as required. For example, targeted work, additional support, adapting resources, etc and discussing amendments with the SENDCo as necessary.
•Ensuring that the school SEND policy is followed in their classroom for all students with any SEND.
Responsibilities: Student and Home
Students with SEND often have a unique knowledge of their own needs and circumstances, as well as their own view concerning the support they need to help gain the most from their education.
They will be encouraged to participate in the decision making process, including the setting of learning targets and contributing to plans. This will be achieved through a variety of approaches as appropriate to the age of the student. These include:
•Student interviews
•Questionnaires
•Self-evaluation (pictures or written answers)
•Student set targets
Home will be expected to provide:
•Love
•Nourishment
•Emotional support
•Clothes and equipment
•Varied experiences
•Wide range of opportunities
•Homework support