An Evaluation Of A Contemporary Issue

The role of the SENCo has developed through government policy and undergone significant changes in the past decade with the introduction of the statutory SEN Code of Practice 2001 which states that the role of the SENCo includes identifying and placing pupils in need of special educational provision on a graduated system, liaising with parents and other professionals in regards to children with SEND and advising and supporting other practitioners in the field amongst other responsibilities.

This act required the code of practice be introduced for guidance on identification and provision of special educational needs. The role of the SENCO was introduced in schools and parents were able to challenge local authorities about providing for pupils with SEN.

SEN Code of Practice 2001- The SEN code of practice 2001 provides a clear framework for identifying, assessing and meeting pupils' special educational needs.

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools.

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Most schools and academies now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website for access to all who require it. There should also be policies which show the rights and responsibilities of those within the environment.

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special educational needs.

Working within this approach can also avoid confusion between practitioners or provision being duplicated or missed out and parents being asked the same questions over and over which could get irritating for the parents. Sharing information gives an overall better service provided. The SEN code of practice 2001 stresses the importance of working within a multi-agency team ‘All agencies should recognize the need for effective collaboration of services involved with the child and with parents. Consultative responsibilities and effective communication systems and management and practitioner levels should be clearly identified.’ (Special Educational Needs Code of Practice 2001 pg. 70)

In mainstream primary schools the key responsibilities of SENCO has evolved as they now need to include overseeing the day to day operation of the schools policy, coordinating provision for children with special educational needs, liaising with and advising fellow teachers, managing learning support assistants, overseeing the records of all children with SEN, liaising with parents, contributing to the in-service training of staff, liaising with external agencies including LEA’s support and educational psychology services, health and social services and voluntary bodies (Cheminais 2005).

Working with SEN/disabilities: All settings are responsible for ensuring that children with special educational needs or disabilities (SEND) have their needs met. This usually means adapting the environment and resources to meet children’s needs. (Where the need arises Lynmore Nursery may also employ an additional member of staff). Sometimes the extent of a child’s needs is not clear until they start at the setting. The EYFS framework makes it clear that settings must think ahead of the arrival of children with specialist needs and seek appropriate support and help for both the child and family.

This ensures children can have access to reach their potential in a safe environment. My placement has a member of staff who is the named SENCO who will work alongside parents, staff and professionals to assess the child’s strengths, development and plan for any further

Effective practice involves children being able to get as much support possible, from the practitioners and other professionals, in order for them to achieve the Early Years Goals in the EYFs. For this to happen the practitioners will need to plan many activities revolving around the children’s individual needs and have many opportunities available in the setting for the children to develop their learning and development. Practitioners will also have to work in partnership with the children’s parents/carers as they are the ones that know their children best. A method that can be seen in most setting is a Home Dairy that is given to each child’s parent/carers. The idea of it is that when a child is in setting the practitioner is able to write what the child has done during that day (e.g. what they had for snack, what they play with or what activities they were involved in etc.) which then the parents/carers are able to see when the child goes home and if the parents/carers have any concerns they are able to write in the dairy and the practitioners

The SEN code of practice suggests that interventions are the best thing to do as they can help the child or young person to make progress. Before they undertake a formal multi agency education, health and care assessment. But the main aim is to help the child as much as they can, but not to the extent that they need to intervene unnecessarily.

The SEND Code of Practice is part of the wider plan to improve outcomes for disadvantaged children.

-liaising with outside agencies with respect to a child's special educational needs (SEN) such as speech Therapist, physiotherapist..etc.