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Introduction

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Disability and Discrimination

Your school's planning duty under the DDA is an integral part of school self-evaluation and demonstrates how your school enhances provision for all within the school's community. For further information and guidance click on the link below.

• SEN - Learning Difficulties and Disabilities

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Self-Evaluation

Effective school improvement through school self-evaluation is essential in promoting the achievement of high standards for all.The school improvement cycle asks five questions and schools need to ask themselves these questions and respond to the issues they raise in order to improve. Middle leaders have a vital role in contributing to the evidence, comments and judgements needed for their area of responsibilty.

The self evaluation inclusion tool helps schools plan and evaluate their inclusive provision more strategically.

• www.thegrid.org.uk/leadership

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SENCO/INCO Role

SEN 1.8-05 Planning, Implementing and Evaluating the SENCo role – A Leadership and Management Tool

This guidance document has been formulated and developed by the SEN Advisory Team as a practical response to implementing the TTA Standards for SENCos and the SEN Code of Practice and effective SEN Co-ordination in schools.  The action points are described under the four key areas of the TTA Standards:

1. Strategic Direction
2. Teaching and Learning
3. Leading and Managing Staff
4. Effective Use of Staff and Resources

• Acrobat pdf, 54kb/8 pages, 26/04/2006, sen_1.8-05_plan_imple_eval_SENCo_role.pdf

National Standards for Special Educational Needs Coordinators

The National Standards for Special Educational Needs Co-ordinators published in 1998 by the Teacher Training Agency (now renamed the Teacher Development Agency) identifies the professional knowledge, understanding, skills and main personal qualities needed to carry out this role effectively. Although these comprehensive standards have been published for a long time they are still worth refering to. The standards assume that SENCos are qualified teachers and focus alot on the leadership and management aspects of the role.

In 2001 the TTA published guidance on using the standards with various examples of how this could be done. Some of these examples are very useful and relevant. Example 3 shows how the standards can be used to write job a description and to identify responsibilities. Example 4 looks at how the standards can be used in determining the whole school strategic direction and development of SEN.

The TDA are currently working on a new set of National Standards.

SENCo National Standards:

• www.tda.gov.uk (pdf)

Using the SENCo National Standards:

• www.tda.gov.uk (pdf)

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