ABSTRACT
This chapter explores the issues within a grounded framework under the themes of policy, roles and procedures, which could be said to comprise the structural components of the Code of Practice. A simple preoccupation with management will lead to the Special Educational Needs Coordinator (SENCO) operating as an enforcer, rather than an enabler. By analogy, SENCOs have the capacity to use and interpret the Code's overall policy thrust, as they can with other audit requirements, to advantage, rather than as big-brother agenda. educational psychologists are the principal gate-keepers of provision for children with SEN, and yet that provision is a finite resource delivered by their employer. Remedial teachers prioritised the impact of provision rather than the procedures that delineated it. For SEN, the Individual Education Plans retains an almost totemic importance, and remains the topic which most SENCOs find themselves drawn to whenever cluster meetings or other collaborative gatherings take place.
