Whole setting approaches which champion inclusion and celebrate difference and diversity allow all children to thrive. An inclusive whole setting ethos helps to ensure that the needs of all children are well supported through Ordinarily Available Provision.
SENCO leadership role: Supporting and upskilling staff
Experienced SENCOs lead on the coordination of QFT within settings, supporting teachers and pastoral staff to deliver effective provision.
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Information gathering and assessment
With support from the SENCO, all staff need to take responsibility for understanding the strengths and needs of all the children.
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Working together with other professionals
The SENCO role is facilitated by working closely with others (staff within settings and external agencies) and linking up with other SENCOs.
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Mapping needs and provision using SEND data
SENCOs can meet children's needs most effectively through robust provision mapping and management.
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What is a Special Educational Need?
The SEND Code of Practice sets out guidance and expectations about identifying, assessing and providing for children with special educational needs.
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Identification of SEND
Most settings choose to hold a 'SEND list' to support the identification of need across the setting.
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Graduated Approach
The graduated approach encourages teachers to revisit, refine and revise decisions and actions that have been made, to grow their understanding of their pupil's needs.
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Reflective Practice and SEND
The best educational practitioners reflect on their teaching style and approach and revise this based on what works well for them and the children they work with.
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The Assess-Plan-Do-Review Cycle
Where a child is identified as having SEND, early years' settings should take action to remove barriers to learning and put effective special educational provision in place.
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