Roles and responsibilities in school

The Class Teacher is responsible for:

  • Ensuring that all children have access to the best possible teaching, and that the curriculum is adapted to meet each child’s individual needs (known as differentiation)
  • Checking the progress each child is making and identifying, planning and delivering any additional help each child may need and discussing with the SENCo as necessary.
  • Writing individual targets or Individual Education Plan (IEP). These are shared and reviewed with parents at least twice a year.
  • Ensuring that all members of staff working with each child in school are aware of the child’s individual needs and what specific adjustments need to be made to enable them to be included and make progress.
  • Ensuring that all the staff working with each child in school are supported in delivering the planned work or programme for the child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources. This may be in conjunction with the SENCo/SRPCo.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for the pupils they teach with SEND.

The Special Educational Needs Co-odinator is responsible for:

  • Coordinating all the support for children with special educational needs and/or disabilities (SEND), and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that parents are:
    • Involved in supporting their child’s learning
    • Kept informed about the support their child is getting
    • Involved in reviewing how their child is doing
    • Part of planning ahead for their child.
  • Liaising with all the other people who may be coming in to school to help support the child’s learning eg. Speech and Language Therapy etc.
  • Updating the school’s SEND records
  • To provide specialist support for teachers and teaching assistants in the school so they can help each child (and other children with SEND in the school) to achieve their potential.
  • Supporting the child’s class teacher to write IEPs that specify the targets set for the child to achieve.
  • Helping to organise training for staff so they are aware and confident about how to meet the needs of each child and others within the school.

If a child has a physical disability and is allocated a place within the Special Resourced Provision (SRP), the child’s support in school will be overseen by the SRPCo instead of the SENCo.

  • Each class has access to a General Teaching Assistant who works closely with the class teachers to provide additional support for all the children in the class. This TA may work with a group or do individual work, helping each child to meet their individual targets through carefully planned and focused activities.
  • Special Needs Teaching assistants will be allocated specifically to one or more children with exceptional special education needs and/or disabilities, where recommended by an outside agency and agreed with the Special Educational Needs Assessment Team within Swindon Borough Council.
  • If a parent has any concerns about their child’s progress they should contact the class teacher in the first instance. Wider questioning relating to long term learning and progress should be directed to the SENCo/SRPCo.

The Headteacher is responsible for:

  • The day-to day management of all aspects of the school. This includes the support for children with SEND. S/he will give responsibility to the class teacher and the SENCo/SRPCo but is still responsible for making sure that every child’s needs are met.
  • S/he will make sure that the Governing Body is kept up to date about and issues in school relating to SEND.

The SEND Governor is responsible for:

  • Making sure that the school has an up to date SEND policy.
  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all the children in the school.
  • Making sure that the necessary support is made for any child who attends the school who has SEND.
  • Making visits to understand and monitor the support given to children with SEND in the school and being part of the process to ensure every child achieves his/her potential in school.