ABSTRACT
Each section will look both at the personal skills of the SENCo and features of the whole school approach, which together contribute to effective development of the consultative role. Everyone looks to the SENCo for support, advice and even counselling. How much of this rather less formal work any particular SENCo can do, depends on a number of factors. The first of these factors is the SENCo’s own feeling of confidence. This will be stronger when based on a feeling of competence built up through knowledge and skills gained from experience and training. It takes time to build up this confidence and competence so as to be in a position to support others and act as a change agent in a school. The second of the factors which will enhance and facilitate the consultative role are the school’s policies and its ethos. The following aspects should be considered when reviewing policies:
• Is there an honest, open attitude towards partnership with parents/carers? • To what extent do all those within the school community feel able to express their
opinions and ideas, and participate in decision-making as appropriate? • Are pupils’ perspectives valued in the way policies and procedures for the whole
population in the school have been developed? • Is the responsibility for the learning and well-being of pupils with LDDs seen as
the shared responsibility of everyone on the staff? • Are staff valued and given praise by senior management? • Do governors understand policy and practice, and contribute effectively to
strategic planning and decision-making?
