ABSTRACT
Developing and maintaining provision of high quality for meeting children's special education needs does not depend solely on your ability to implement appropriate procedures. We have emphasised throughout this book that your responsibilities for coordinating SEN provision do not hold total responsibility for meeting pupils' needs. The Code of Practice makes it clear that all staff share this responsibility. The Green Paper Excellence for All Children(DfEE, 1997a) reiterates this:
https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203983331/3e39bcd8-8075-467c-8543-5e2c17650c12/content/g0102_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>… a SENCO cannot do everything single-handedly. It is the responsibility ofall teachers and support staff in a school
to be aware of the school's responsibilities for children with special educational needs;
to have regard to the guidance in the Code of Practice;
to apply that guidance effectively in assessing and teaching children with SEN; and
to work together in the classroom to raise standards for all pupils.
(DfEE, 1997a, p. 61)