The Role of the Headteacher

EssexCounty Council SENCO Manual 2011

Special Educational Needs

Roles and Responsibilities in Mainstream Schools

Information for Schools

PRIMARY SCHOOLS

Identification, assessment and provision in the primary phase is set out in Chapter 5 of the SEN Code of Practice (2001).

1a) The role of the Headteacher in mainstream primary schools

The head teacher has responsibility for the day-to-day management of all aspects of the school’s work, including provision for children with special educational needs (SEN). The head teacher should keep the governing body fully informed and also work closely the school’s SEN co-ordinator (SENCO) or SEN team.

The SEN Code of Practice, 2001, states it is good practice for head teachers to ensure that:

SENCOs have sufficient time and professional support to carry out their duties
special needs is the responsibility of one member of staff. Many schools find it effective for the SENCO to be a member of the senior leadership team who will have a duty to provide advice to the head teacher on special needs issues- nationally, at Local Authority level and internally
the SENCO’s costs are set against the core or base budget of the school rather than against additional funds delegated to the school for the purpose of meeting the particular needs of individual children with SEN
the SENCO is supported by the use of information technology (ICT) for SEN management systems and administrative support for preparing and recording individual education plans (IEPs), and that the SENCO is able to communicate with other SENCOs via update meetings, conferences and training
the management structures within a school enable the SENCO’s functions to be carried out effectively

The head teacher should regularly review and monitor the management of Special Educational Needs policy and procedures within the school, including the work of the SENCO.

2a) The role of the Governing Body

The governing body, in co-operation with the head teacher, should:

determine the school’s general policy and approach to provision for children with SEN
establish the appropriate staffing and funding arrangements
maintain a general oversight of the school’s work

The governing body need no longer report to parents annually on the school’s policy for SEN but will include a statement within the prospectus.

The governing body should appoint a committee or designated governor to take particular interest in, and closely monitor, the school’s work on behalf of the children with SEN.

The SEN governor should:

be familiar with school procedures
meet regularly with the SENCO to discuss the ways in which such procedures are managed and their impact upon the school and individual pupils
endeavour to take the opportunity to receive any training in the area of SEN that may be offered
familiarise themselves with relevant national and local procedures relating to SEN

3a) The role of the SENCO in mainstream primary schools

The SENCO, in collaboration with the head teacher and governing body, helps to determine the strategic development of the SEN policy and provision in the school.

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

The SENCO also provides related professional guidance to colleagues with the aim of securing high quality teaching for pupils with SEN.

The SENCO, with the support of the head teacher and colleagues, seeks to develop effective ways to overcome barriers to learning and sustaining effective teaching through:

the analysis and assessment of pupils’ needs
monitoring the quality of teaching and standards of pupils’ achievements
setting targets for improvement

The SENCO should collaborate with curriculum co-ordinators so that the learning for all pupils is given equal priority, and that available resources are used to maximum effect.

Responsibilities of the SENCO in mainstream primary schools

In mainstream primary schools the key responsibilities of the SENCO may include:

overseeing the day-to-day operation of the school’s SEN policy
co-ordinating provision for children with special educational needs
liaising with and advising fellow teachers
managing learning support assistants
overseeing the records of all children with special educational needs
liaising with parents of children with special educational needs
contributing to the in-service training of staff
liaising with external agencies including the Local Authority’s support and educational psychology services, health and social services and voluntary bodies

It is also the SENCO’s responsibility to have an understanding of the importance of confidentiality and the requirements of the Data Protection Act (1998).

SENCOs will require time for:

planning and co-ordination away from the classroom
maintaining appropriate individual and whole school records of children at Essex School Action and Essex School Action Plusand those with statements
teaching pupils with SEN
observing pupils in class without a teaching commitment
managing, supporting and training learning support assistants
liaising with colleagues
liaising with early education settings and secondary schools

Access to a telephone and an interview room is also desirable. Allocating administrative staff time to help the SENCO will release the SENCO to use their expertise more effectively.

4a) The role of the Class Teacher in mainstream primary schools

“The key to meeting the needs of all pupils lies in the teacher’s knowledge of each pupil’s skills and abilities and the teacher’s ability to match this knowledge to identifying and providing ways of accessing the curriculum for every pupil.” (SEN Code of Practice, 2001, 6:41)

Pupils with special educational needs are the responsibility of all teachers.

The day-to-day planning and management of the curriculum for all pupils rests with the class teacher, with the SENCO monitoring the assessment and management of special needs procedures.

All teachers must therefore:

take heed of the individual needs of pupils
familiarise themselves with the targets and strategies outlined in IEPs and, as in most cases, be prepared to write the plans themselves
demonstrate in their planning that they are providing opportunities for individual learning targets and deploying differentiated strategies, where appropriate

Teachers should work closely, in partnership, with the SENCO who may ask them to provide information about provision made in lessons for individual pupils and related progress. Teachers may also be required to provide information and reports for Annual Review procedures, formal assessments, case conferences and also internal assessments.

In summary the role of the class teacher is to:

plan differentiated work
ensure that individual learning targets are incorporated into planning
plan and oversee the work of any learning support assistant or other individual working with a child with SEN
monitor the progress of pupils with SEN
provide information to the SENCO about the progress, achievements and attainments of the pupils with SEN
discuss with the SENCO any concerns that they have about pupils with SEN or those that they suspect are experiencing barriers to learning
provide, as necessary, information and reports to other agencies involved in supporting an individual pupil
provide reports for annual reviews and other statutory procedures

5a) The role of the Support Assistant in mainstream primary schools

Learning support assistants (LSAs), or teaching assistants (TAs), play a vital part in the success of pupils with special educational needs.

Schools will have their own requirements of LSA/TAs according to their differing situations. However, the value of LSA/TAs in schools is dependent on them being effectively deployed by teachers and managers inside schools.

The Good Practice Guide (DfES, 0148/2000) defined the role of the learning support assistant as increasing teachers’ potential to meet the needs of all their pupils. LSA/TAs provide support to the teacher, as much as to the pupil. Teachers and managers should provide clear guidance as to how LSA/TAs should work in their classrooms.

schools must have clear policies outlining the roles and responsibilities of LSA/TAs
there must be a clear job description for LSA/TAs, drawn up in consultation with them and reflecting a balance of responsibilities between support to teachers, curriculum, pupils and the school
LSA/TAs should be involved in the planning of lessons and consulted for monitoring purposes, especially when reviewing targets for IEPs. However, writing IEPs is the responsibility of the teaching staffwithin a school and not the LSA/TA
LSA/TAs should be given time within their contracts for preparation, meetings, other administrative tasks and training
the School Development Plan should take account of the needs of LSA/TAs and target the needs of teachers and managers in understanding their role in managing support staff
LSA/TAs should be supported in relation to their induction, mentoring and professional development needs

Teachers must oversee and direct the work of LSA/TAs when they are working in their classroom. It is the teacher whose curriculum and lesson planning and day-to-day direction sets the framework within which assistants and other adults work. LSA/TAs need to be informed by the class teacher about the expectations of the school and class teachers in terms of pupil progress. If allocated to specific pupils, the class teacher should provide relevant information on the needs and attainments of those pupils.

SECONDARY SCHOOLS

Identification, assessment and provision in the secondary phase is set out in Chapter 6 of the SEN Code of Practice (2001).

1b) The role of the Headteacher in mainstream secondary schools

The SEN Code of Practice states that it is good practice for head teachers to ensure:

SENCOs have sufficient time and professional support to carry out their duties
special needs is the responsibility of one member of the senior management team (ideally the SENCO) who will have a duty to provide advice to the head teacher on special needs issues – nationally, at Local Authority level and internally
the SENCO’s costs are set against the core or base budget of the school rather than against additional funds delegated to the school for the purpose of meeting the particular needs of individual children with SEN
the SENCO is supported by the use of information technology (ICT) for SEN management systems and administrative support for preparing and recording IEPs, and that the SENCO is able to communicate with other SENCOs via the SENCO Clusters
the management structures within a school enable the SENCO’s functions to be carried out effectively

The head teacher should regularly review and monitor the management of Special Educational Needs policy and procedures within the school, including the work of the SENCO.

2b) The role of the Governing Body

The governing body, in co-operation with the head teacher, should:

determine the school’s general policy and approach to provision for children with SEN
establish the appropriate staffing and funding arrangements
maintain a general oversight of the school’s work

The governing body need no longer report to parents annually on the school’s policy for SEN but will include a statement within the prospectus.

The governing body should appoint a committee or designated governor to take particular interest in and closely monitor the school’s work on behalf of the children with SEN.

The SEN governor should:

be familiar with school procedures
meet regularly with the SENCO to discuss the ways in which such procedures are managed and their impact upon the school and individual pupils
endeavour to take the opportunity to receive any training in the area of SEN that may be offered
familiarise themselves with relevant national and local procedures relating to SEN

3b) The role of the SENCO in mainstream secondary schools

The SENCO, in collaboration with the head teacher and governing body, helps to determine the strategic development of the SEN policy and provision in the school.

The SENCO also provides related professional guidance to colleagues with the aim of securing high quality teaching for pupils with SEN.

The SENCO, with the support of the head teacher and colleagues, seeks to develop effective ways of overcoming barriers to learning and sustaining effective teaching through:

the analysis and assessment of pupils’ needs
monitoring the quality of teaching and standards of pupils’ achievements
setting targets for improvement

In order to ensure that learning for all pupils is given equal priority and that available resources are used to maximum effect, the SENCO should collaborate with:

heads of department or faculties
the literacy and numeracy co-ordinators
pastoral colleagues

Responsibilities of the SENCO in mainstream secondary schools

In mainstream secondary schools the key responsibilities of the SENCO may include:

overseeing the day to day operation of the school’s SEN policy
liaising with and advising fellow teachers
managing the SEN team of teachers and learning support assistants
co-ordinating provision for pupils with special educational needs
overseeing the records of all pupils with special educational needs
liaising with parents of pupils with special educational needs
contributing to the in-service training of staff
liaising with external agencies including the Local Authority’s support and educational psychology services, health and social services and voluntary bodies

It is also the SENCO’s responsibility to have an understanding of the importance of confidentiality and the requirements of the Data Protection Act (1998).

SENCOs will require time for:

planning and co-ordination away from the classroom
teaching pupils with SEN
observing pupils in class without a teaching commitment
managing effective deployment of other teachers within the SEN team
managing, supporting and training learning support assistants
liaising with departmental and pastoral colleagues
liaising with feeder primary schools
working with the SEN Connexions personal advisor in relation to transition planning
keeping abreast with developments in the area of special educational needs

4b)The role of the Class Teacher in mainstream secondary schools

“The key to meeting the needs of all pupils lies in the teacher’s knowledge of each pupils skills and abilities and the teachers ability to match this knowledge to identifying and providing appropriate ways of accessing the curriculum for every pupil.” (SEN Code of Practice, 2001, 6:41)

Pupils with special educational needs are the responsibility for all teachers.

The day-to-day planning and management of the curriculum of all pupils rests with the class and subject teachers, with the SENCO monitoring the assessment and management of special needs procedures.

All teachers must therefore:

take heed of the individual needs of pupils
familiarise themselves with the targets and strategies outlined in IEPs
demonstrate in their planning that they are providing opportunities for individual learning targets and deploying differentiated strategies, where appropriate

Teachers should work closely, in partnership, with the SENCO. The SENCO may ask teachers to provide information about provision made in lessons for individual pupils and related progress. They may also be required to provide information and reports for annual review procedures, formal assessments, case conferences as well as internal assessments.

In summary, the role of the class teacher is to:

plan differentiated work
ensure that individual learning targets are incorporated into planning
plan and oversee the work of any learning support assistant or other individual working with a child with SEN
monitor the progress of pupils with SEN
provide information to the SENCO about the progress, achievements and attainments of the pupils with SEN
discuss with the SENCO any concerns that they have about pupils with SEN or those that they suspect are experiencing barriers to learning
provide, as necessary, information and reports to other agencies involved in supporting an individual pupil
provide reports for annual reviews and other statutory procedures

5b) The role of the Support Assistant in mainstream secondary schools

Learning support assistants (LSAs), or teaching assistants (TAs), play a vital part in the success of pupils with special educational needs.

The Good Practice Guide (DfES 0148/2000) defined the role of the learning support assistant as increasing teachers’ potential to meet the needs of all their pupils. LSA/TAs provide support to the teacher, as much as to the pupil. Teachers and managers should provide clear guidance as to how LSA/TAs should work in their classrooms.