Webinar: New Code, new role for the Senco? Natalie Packer The webinar slides can be downloaded and printed from: If you have any questions, please type them in your chat box during the presentation. Use the pull-out box at the top right-hand corner of your screen to access your chat box.

By the end of the session you will be clear about: The key changes in the Code of Practice What is expected of Sencos under the new Code How the changes will impact on the day-to-day role of the Senco.

The Children and Families Act: Implications for schools 1.Academies and free schools have the same SEN duties as maintained schools. 2.LAs to publish a clear, transparent ‘local offer’ of services for children, young people and their families. Schools to contribute to the local offer. 3.More streamlined assessment process, coordinated across education, health and care. 4.New 0-25 Education, Health and Care Plan (EHCP) to replace statements. 5.Option of a personal budget for families and young people with a plan, extending choice and control over their support. 6.New SEN information requirements for schools.

The SEND Code of Practice: What’s changing for schools? The views, wishes and feelings of the child, young person and their parents are crucial. Earlier and more accurate identification of SEND. BESD to become social, emotional and mental health. Focus on improving outcomes through high expectations for all pupils. Key message: Every teacher is a teacher of every pupil. A graduated approach based on a four-step model of actions: Assess, Plan, Do, Review. Use of evidence-based, outcomes-focused interventions. Improved transition support for preparing young people for adulthood.

Role of the Senco in schools Governing bodies must ensure there is a qualified teacher designated as Senco. The Senco must have appropriate qualifications. The Senco has an important role to play, with the head and governors, in determining the strategic development of SEN policy and provision.

Key responsibilities of the Senco The key responsibilities of the Senco may include: overseeing the day-to-day operation of the school's SEND policy coordinating provision for children with SEND advising on deployment of the delegated budget and other resources liaising with, advising and contributing to staff Inset advising on the graduated approach to providing SEND support ensuring that records of all children with SEND are kept up-to-date liaising with parents of children with SEND liaising with others, eg other schools, external agencies.

Whole School SEN Leadership and Management: Accountability 1. Developing strategic direction 2. Leading an inclusive culture focused on high quality teaching 3. Supporting staff CPD 4. Developing partnerships 5. Managing SEN resources 6. Monitoring & evaluating impact of provision on progress 7. Ensuring value for money

1. Developing strategic direction VisionStrategy Action Plan Based on whole-school values and principles reflected in SEN policy Includes systems and structures for achieving the vision Identifies specific actions, personnel, timescales etc

2. Leading an inclusive culture Understanding the principles of the Code Meeting The Equality Act (2010) requirements Maintaining a culture of high expectations Prioritising high quality teaching and learning ‘ Special educational provision is underpinned by high-quality teaching and is compromised by anything less.’

3. Supporting staff CPD Consider providing ongoing CPD on: the new SEND system and the school’s response to the graduated approach high-quality teaching personalised and targeted approaches tracking and monitoring progress for SEND effective deployment of additional adults.

4. Developing partnerships Class/ subject teachers SENCO External agencies e.g. EP, SaLT, other specialists Child, and their family

5. Managing SEND resources Understanding the budget! Coordinating additional provision as part of SEND support Provision management Effective deployment of additional adults Commissioning and quality assuring services.

6. Monitoring and evaluating impact of provision on progress Gather evidence of the quality of provision and the impact on a range of pupil outcomes through: –Qualitative and quantitative data –Lesson observations/learning walks –Work scrutiny –Feedback from pupils, parents, staff.

7. Ensuring value for money Make a judgement based on quality of provision and impact on progress Share with Share with SLT and governors Use outcomes Use outcomes to inform action actionplanning

‘The school should ensure that the Senco has sufficient time and resources to carry out these functions. This should include providing the Senco with sufficient administrative support and time away from teaching to enable them to fulfil their responsibilities in a similar way to other important strategic roles within a school.’ SEN Code of Practice (April 2014), p98 Where will I find the time?!

In summary… The role of the Senco needs to be strategic to have impact There needs to be a collaborative SEN leadership team approach Everyone needs to understand their individual and collective responsibilities/accountabilities The Senco needs time and capacity to do the job!

Thank you! Please contact me for further information:

Questions & Answers Your next SEN webinar is Maths and SLCN with Jean Gross CBE. 4pm, Tuesday 1 July. Register at Get definitive legal guidance and up-to-date best practice at the New SEND Framework: Legal Obligations and Practical Solutions conference 11 November, London