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Safeguarding pupils with SEND: DSL and SENCO collaboration

Find out how the SENCO and DSL can work together to identify and support pupils with SEND and safeguarding needs. Plus, get advice on using an MIS to set up effective lines of communication.

Last reviewed on 9 January 2026
School types: All•School phases: All•Ref: 52703
Contents
  1. All staff should understand the safeguarding needs of pupils with SEND
  2. Make sure the SENCO and DSL are clear on their responsibilities 
  3. The SENCO and DSL should work closely together 
  4. Involve the SENCO in safeguarding conversations with parents/carers
  5. Share safeguarding information to help create targets in EHC plans
  6. Use your MIS to make information clear and accessible 
  7. Training can help spot hidden SEND and/or safeguarding issues
  8. Look out for local support networks

Ofsted expects leaders and staff to be aware of and responsive to the increased safeguarding needs of pupils with special educational needs and disabilities (SEND), including those who don’t communicate verbally.

This is set out in Ofsted’s State-funded Schools Inspection Toolkit (page 3).

Effective collaboration between your special educational needs co-ordinator (SENCO) and designated safeguarding lead (DSL) will help you, as a school, to identify and address the vulnerabilities of these pupils more effectively.

Learn how Ofsted inspects safeguarding and SEND provision in our other articles.

All staff should understand the safeguarding needs of pupils with SEND

Taking a whole-school approach to safeguarding and SEND helps all staff to understand the specific vulnerabilities of pupils with SEND.

Common types of SEND and how they can create specific safeguarding