Communication & collaboration

Meeting special educational needs is a team effort, so it is important that there is good communication amongst all those involved.

Pupils need to know what is expected of them if they are to make progress. Where it is appropriate they should be involved in setting targets, and their feedback is invaluable in identifying the most effective strategies and interventions.

Parents/carers should be involved and consulted throughout. As well as providing valuable information about their child, there is a great deal of evidence that their involvement in teaching and learning, reinforcing things learnt in school, can make a very significant difference.

Class and subject teachers have primary responsibility for the learning that takes place in their classrooms. Where additional support is provided there needs to be close liaison between all concerned.

SENCOs are often the hub around which much of this takes place. As well as having oversight of all the pupils in the school with SEN, they generally coordinate contact with a range of outside agencies.

Head teachers have responsibility for the school policies supporting these processes, and need to ensure that all staff are fully aware of, and committed to them. They also have formal responsibility for conducting annual reviews for pupils with statements. This involves contributions from all those involved with the pupil and the conduct of an annual review meeting requires special knowledge and skills.

Other agencies often play a vital role in supporting the inclusion of pupils in their local school and community. Packages of support from social care and health services will often make a crucial difference, and these need to coordinated with educational provision.

Ask yourself

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Class or subject teacher

SENCO

Head teacher

School Governor

View Videos

Informal contact	Reinforcement at home	Including child’s views
Internal communication	Use of IEP