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SEN provision: role of teaching staff
Understand what teaching staff need to do to identify and support pupils with SEN. Be clear on their responsibilities so you can give your staff the confidence to support all pupils.
Contents
This article is based on the special educational needs and disabilities (SEND) code of practice, which applies to all schools.
Follow the 'graduated approach'
Your school's support for pupils with SEN should follow a 4-part cycle called the 'graduated approach':
1. Assess - identify pupils who need SEN support
2. Plan - agree on support you'll provide for a pupil, in consultation with the pupil's parents
3. Do - put your plans into action
4. Review - look at the effectiveness of your support and its impact on the pupil's progress
Teachers play an important role throughout
Although your SENCO will support teaching staff throughout the 4 stages (e.g. by providing training), their role is mainly strategic. The class or subject teacher remains responsible for working with the pupils on a daily basis, and has overall responsibility for their pupils' progress.
1. Identify pupils who
- Additional needs register: templates and advice
- Auditing inclusion provision
- Auditing SEND provision
- Deploying TAs effectively: pupils with EHC plans
- How to use assistive technology to support your pupils
- Identifying and addressing staff development needs around SEND
- Local offer: what you need to know
- National data on SEN
- Pupils with SEND: lesson planning audit Updated
- Removing a pupil from the SEND register
- Running high-quality SEN provision
- SENCO handover: template
- SENCO's year planner
- SEND Code of Practice: a summary
- SEND provision: requirements and best practice audit
- SEND register: template and advice
- SEN provision in the EYFS: requirements
- SEN provision mapping
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