DfEE Green Paper (22/10/1997) - The mainstream context

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6 Developing skills

The mainstream context

1. The success of our proposals will depend in large measure on how far they are reflected in the work of mainstream schools. Headteachers of mainstream schools usually delegate responsibility for overseeing the day-to- day operation of a school's SEN policy to the SEN co-ordinator (or SENCO). The SENCO oversees the school's provision for SEN, including the work of learning support assistants (LSAs), advises and supports fellow teachers, and liaises with parents. The SENCO also contributes to the in-service training of school staff.

Case study - The role of SENCOs
Last year, Newcastle University undertook a research project into the effective management of the SENCO role. This showed that, despite some continuing concerns, many SENCOs had found that their initial anxieties about the demands of the role had given way to increasing familiarity and confidence. In particular, SENCOs broadly endorsed the Code's underlying principle of responding quickly, professionally and effectively to pupils' difficulties so that all children had access to educational experiences of the highest quality.

The findings of this research and of other projects on individual education plans and school SEN policies were incorporated in The SENCO Guide, published by the DfEE and issued to schools in September 1997.

2. But a SENCO cannot do everything single-handedly. It is the responsibility of all teachers and support staff in a school

to be aware of the school's responsibilities for children with special educational needs;
to have regard to the guidance in the Code of Practice;
to apply that guidance effectively in assessing and teaching children with SEN; and
to work together in the classroom to raise standards for all pupils.

3. A 'whole school approach' is therefore essential. This will be possible only if teachers and other staff are confident that they can support children's special needs, and are familiar with the key principles of the Code of Practice. To ensure that they have this confidence, schools must develop a clear policy on SEN, communicate it to all staff, and monitor and review it regularly. In all this, it is important for the school's senior management team and governors to work with and support the SENCO.

31/08/2000