ABSTRACT
This chapter considers how the responsibilities translate into practice and how this ‘pivotal’ role, as described by government guidance, is enacted in school settings additional regulations and policies which have impacted on the Special Educational Needs Coordinator (SENCO) role. It deals with a focus on how SENCOs can begin to shape their SENCO role and why this is important. The role of the SENCO was first formally introduced in the Code of Practice on the Identification and Assessment of Special Educational Needs following the 1993 Education Act. The government responded to the House of Commons Education and Skills report and, in part, this response was later formalised through the SENCO regulations made in 2008. The nature of the role, in terms of the responsibilities as stated by the SEND Code of Practice, will subsequently be explored with the aim of providing SENCOs with a clear understanding of their role, as stated in policy.
