ABSTRACT

At its peak, the identification of SEN by mainstream primary school teachers ran at one in five (19.9 per cent) of all children. Mainstream secondary schools identified an even higher number (21.7 per cent). This meant a huge and unsustainable workload for Special Educational Needs Coordinators (SENCOs). A SENCO in one large city secondary school, for example, estimated that her department circulated over 6,000 Individual Education Plan (IEP) sheets every term – one in each subject for 400 pupils, 20 per cent of the school’s roll.