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
Class or subject teacher
- What information do I have about the pupils in my class from the SENCO and/or previous school?
- Am I familiar with the content of any IEPs for my pupils?
- Do I consult with the SENCO on the best way to meet their needs?
- How do I involve parent/carers and pupils in drawing up IEPs?
- Do I make my own assessment of their needs?
- What do I need to do to differentiate work within the classroom?
- What grouping arrangements do I need to put in place?
- What additional resources do I have and how do I know I am using them effectively?
- Are there any other strategies I need to employ, and if so, do I need any additional training?
SENCO
- Do I give the class or subject teacher full information on each pupil’s needs?
- Do I discuss strategies to meet pupil’s needs with the class/subject teacher, and teaching assistants?
- How do I involve parent/carers and pupils in drawing up IEPs?
- Do I ensure everyone has a copy of the IEP for each pupil?
- What additional resources might I need to implement particular strategies, and have I discussed these with the head teacher/SMT?
- What training might class/subject teachers need?
- What liaison and advice do I need to have with support agencies?
Head teacher
- What discussions have I had with the SENCO regarding staffing and budgets?
- Do I know how much resource is available to the school and are the SENCO and others aware of this?
- Have I allocated sufficient resources?
- What liaison and advice does the school require with outside agencies?
- How do I monitor the effectiveness of support put in place?
- Do I need to recruit additional staff or buy equipment? What is the time scale?
- What rearrangements of staff timetables do I need to make?
- Do I need to look at the curriculum teaching methods to include all pupils in the school?
- Am I enabling each individual to be included by making reasonable adjustments to the school and curriculum?
- What additional training do my staff need?
- Is the school operating according to our SEN policy?
- Do I keep parents/carers informed about our policies?
- Do I keep the SEN Governor informed of SEN issues at the school? Can he/she give me any advice?
School Governor
- Am I taking an active interest in how the school meets the needs of children with SEN?
- Is this in accordance with the school’s SEN policy?
- What information are other governors and I being supplied with by the school? Is there additional information that we need?
- What are the resource implications of meeting SEN needs?
- What monitoring and review arrangements are there in place?
- Are we operating within LEA policy?
- Are we operating within the terms of the Disability Discrimination Act?
- Do I need additional training in my role as a SEN Governor?
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