• Have the skills and understanding to work with pupils with a wide range of special educational needs and/or disabilities.
• Be given the time to liaise with classroom/subject teachers to plan effectively together.
• Be given the opportunity to contribute to review meetings about the pupils in their care.    

• Focus on outcomes for the child – be clear about the outcome wanted from any SEND support.   
• Be responsible for meeting special educational needs – use the SENCO strategically to support the quality of teaching and evaluate the quality of support.
• Have high aspirations for every pupil – set clear progress targets for pupils and be clear about how the resources are going to help achieve this.   
• Involve parents and pupils in planning and reviewing progress – seek their views and provide regular updates on progress towards outcomes.
• Remain responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main classroom or subject teacher; the teacher should still retain responsibility for the pupil. They should work closely with teaching assistants and/or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. (Code of Practice, 2014).  

• Have regard to the SEND Code of Practice and provide strategic support to the head teacher.
• Publish information on the school’s website about the implementation of the governing body’s or the proprietor’s policy for pupils with SEND.
• Ensure that there is a qualified teacher designated as SENCO.
• Co-operate generally with the Local Authority including in developing the Local Offer and when the school is named in an EHC plan.
• Ensure that arrangements are in place to support pupils at school with medical conditions.

Publish information about the arrangements for the admission of disabled children, the steps taken to prevent disabled children being treated less favourably than others, the facilities provided to assist access of disabled children, and their accessibility plans.

• Take overall responsibility for implementing the SEND provision.
• Ensure that the SENCO has adequate time and resources (including administrative support and time away from teaching) to enable them to fulfil their responsibilities in a similar way to other important strategic roles within school.
• Ensure that the SENCO is able to influence strategic decisions about SEND.
• Ensure the wider school community understands their role and responsibilities in SEND provision, for whole school improvement (from governors to classroom teachers and teaching assistants).
• Ensure arrangements are in place for parents and carers to be regularly engaged in discussions about the progress of their child (at least three times a year).
• Ensure a process is in place for involving parents and young people in reviewing provision and planning for those currently with an EHC plan, a SEN support plan and any newly identified pupils with SEND.

• Overseeing the day-to-day operation of the school’s SEN/D policy and ethos in school.
• Co-ordinating provision for children with SEND.
• Liaising with the relevant Designated Teacher where a looked after pupil has SEND.
• Advising on the graduated approach to providing SEND support.
• Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively.
• Liaising with parents of pupils with SEND alongside teachers.
• Liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies.
• Being a key point of contact with external agencies, especially the Local Authority and its support services.
• Liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned.
• Working with the head teacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements.
• Ensuring that the school keeps the records of all pupils with SEND up to date.