Essay on Co-ordination of Services in Social Care

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.

A child or young person with speech, language and communication delay will usually have a Multi Element Plan (M.E.P.). If they do not seem to be making enough progress or they need a lot of extra help the school SENCO will contact the Local Authority and ask them to carry out a statutory assessment. This is only usually required for children who have the most significant and long-term special educational needs which require a very detailed assessment. It can be a long process and both the school and parents are involved. If a statement of Special Educational Needs (SEN) is issued, this will take

The SENCO takes day to day responsibility for the operation of the SEN policy and co-ordination if the provision made for individual children with special educational needs, working closely with staff, parents/carers and other agencies.

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.

The group will have regard to SEN Code of Practice for Wales (2002)(http://wales.gov.uk) and the Disability Discrimination Act (1995) and equality act 2010 on the Identification, Assessment and Education of Children with Special Educational Needs. This is a statutory requirement

Other statutory roles within schools apart from the Head and deputy head are Special Educational Needs Co-ordinator (SENCO). They have day to day responsibility for the operation of the SEN policy and are responsible for managing and monitoring the special educational needs provisions in the school and to monitor and review the provision for pupils with special educational needs. This can include

Having a Special Educations Needs Co-ordinator in a school is a legal requirement along with a Head Teacher and a Deputy Head. Another statutory role in a primary school is a Foundation Stage Manager. The SENCO is responsible for monitoring and managing the provision for pupils with special educational needs. Their duties will include liaising with other professionals and parents with regard to pupils with special educational needs, providing support and advice, ensuring that all relevant background information about individual children with special educational needs is collected, updated and recorded, ensuring Individual Education Plans are in place. An Individual Education Plan has targets and planned

to provide for as wide a range of individual needs as possible and to raise

The numbers in the bracket after each question relate to the assessment criteria in the standards UNIT 4222-206

Well planned partnerships are one of the best ways of improving the quality of services particularly to vulnerable individuals whose needs may otherwise be neglected.

As a qualified level 3 practitioner I am responsible to fulfil my duties and work role to the best of my ability. In other words I always like to try to give my position my full attention and give it 100% of my time and dedication. I believe that this helps me to support the children in my reception class. I am always aware of the children within my setting that have SEN (Special Educational Needs) and try where I can to give them extra support although remembering the inclusive

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

Children with SEN should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage and the National Curriculum.

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

Provides guidance on policies and procedures to guide schools and other professionals who have links with the schools and children with SEN. It provides support, advice on, how to meet the needs of SEN children to the age of 25 as well as promoting their welfare. The Act develops a strong relationship between parents, schools, local authority and other organisations that deal with childrenâ€TMs with SEN and to help raise achievement of children without