ABSTRACT
The theme of the Special Educational Needs Coordinator (SENCO) supporting colleagues permeates the Special Educational Needs and Disabilities (SEND) Code of Practice. In relation to the class/subject teacher retaining overall responsibility for their pupils, it is perhaps interesting to consider the role of both the teacher and the SENCO within the graduated approach. In terms of the SENCO role and the role of supporting colleagues, the SEND Code of Practice is clear and states, ‘The SENCO provides professional guidance to colleagues and will work closely with staff, parents and other agencies. The SEND Code of Practice also describes how the SENCO should be able to ‘ensure that pupils with SEN receive appropriate support and high quality teaching’, again suggesting that the leadership and support of colleagues is essential. In a school environment this means that the SENCO may be tasked with doing more with less.
