ABSTRACT
The changes to the special educational needs (SEN) system introduced in 2014 include a radical restructure of the way provision is made for children with special educational needs and disabilities (SEND) in primary schools. The SEND reforms also herald a shift in the role of and expectations of the SENCO. This key professional takes on a strategic and advisory role, as opposed to the more traditional direct SEN teaching. Ofsted inspectors should find out whether pupils have been identified as having special educational needs, when in fact their progress has been hampered by weak teaching'. The move to Education, Health and Care (EHC) plans is designed to create an assessment and planning process that is holistic, coordinated and, centred around the views, interests and aspirations of the child and his or her family. EHC plans should be forward-looking documents that outline the provision required to support the child in achieving his or her ambitions.
