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Meeting the needs of all children and young people (CYP), including those with special educational needs and disabilities (SEND), is a shared responsibility across all roles within a setting.
Effective inclusion is underpinned by a clear understanding of statutory duties, strong leadership, and collaborative practice. The roles outlined below set out the collective responsibility of all professionals to identify and meet needs, remove barriers to learning, and ensure that every CYP can achieve and thrive.

All settings

Boards (including Governors and Trustees)

  • Board have statutory duties under the Children and Families Act 2014 and must have regard to the SEND Code of Practice 2015 statutory guidance. Academies must also meet these requirements by virtue of their funding agreement. 
  • A duty in the Equality Act 2010 'to take such steps as it is reasonable to have to take to avoid the substantial disadvantage' to a disabled person. The reasonable adjustment duty includes three key requirements to make sure that disabled people are not at a substantial disadvantage:  
    • To make adjustments to any provision, criterion, or practice 
    • To make alterations to physical features; and 
    • To provide auxiliary aids and services 
  • In practice, the functions these duties require of the board can be delegated to a committee, an individual or to the executive leader; although the responsibility remains with the board itself to ensure that the functions are carried out. It should decide, with the executive leader, the school's policy and approach to meeting children and young people's SEND requirements, including those with and without an Education, Health and Care (EHC) Plan.  
  • There should be an individual on the board or a committee with specific oversight of the school's arrangements for SEND. School leaders should review regularly how expertise and resources used to address SEND can be used to build the quality of whole-school provision as part of their approach to school improvement. 
  • When considering an appeal from a parent or young person, the First-tier Tribunal (Special Educational Needs and Disability) must have regard to the SEND Code of Practice 2015. The Tribunal will expect LAs, early education settings, schools and colleges to be able to explain any departure* from the Code, where it is relevant to the case under consideration.
  • The board should ensure that the key responsibilities of the SENDCo are drawn up and monitor the effectiveness of the way the responsibilities are carried out against a list of illustrative activities, as described in the SEND Code of Practice: 0 to 25 years (6.84-6.94). The board should also reassure itself that the SENDCo has sufficient time and resources to carry out their role effectively.  
  • Key guidance can be found here:

Headteacher / Principal responsibilities

  • The Headteacher's Standards 2020 set out the expectations on those who hold this position. Part 5 of these standards focuses on additional needs and those with SEND.
  • Headteachers: 
    • Ensure the school holds ambitious expectations for all pupils with additional needs, including special educational needs and disabilities. 
    • Establish and sustain culture and practices that enable pupils to access the curriculum and learn effectively. 
    • Ensure the school works effectively in partnership with parents/carers and professionals, to identify the additional needs and special educational needs and disabilities of pupils, providing support and adaptation where appropriate. 
    • Ensure the school fulfils its statutory duties regarding the SEND Code of Practice.

Leadership in Early Years settings

  • Early Years settings also have statutory responsibilities set out within the EYFS Statutory Framework, in addition to those required by the legislation and guidance outlined above.
  • The EYFS is underpinned by the principle that every child is unique and develops at different rates.
  • Leaders in Early Years settings must ensure that:
    • Practitioners plan and deliver provision that is responsive to children's individual needs, interests and stages of development.
    • An enabling and inclusive environment is established, in which all children are supported to participate and achieve.
    • Appropriate arrangements are in place to support children with Special Educational Needs and Disabilities (SEND). This includes: 
      • Early identification of need
      • Implementation of appropriate support
      • Effective collaboration with external professionals where required
    • They work in partnership with parents and carers, ensuring information is shared and families are actively involved in decision-making.
    • Clear information is made available regarding how the setting supports children with SEND.
    • Children's development is systematically monitored, and any concerns are identified at the earliest opportunity.
    • Where delays or difficulties are identified, timely and appropriate interventions are implemented to prevent gaps in learning and development from widening.
    • Reasonable adjustments (including adaptations to the environment, resources and teaching approaches) are made to ensure that children with SEND can fully access the provision.
  • In addition:
    • Maintained early years settings must appoint a qualified Special Educational Needs Coordinator (SENDCO).
    • Other group-based settings are expected to identify a SENDCO to lead and coordinate SEND provision.
    • Any setting offering funded early education must sign a Funding Agreement with the LA and meet all the associated Terms and Conditions. 

Leadership in Post 16 College settings

  • In line with the Professional Standards for FE and Skills Educators, leaders in FE settings are responsible for ensuring the following for all students, including those with additional needs:
    • Lead the creation of a working environment that fosters inspirational teaching and learning that has a positive impact on learners.
    • Be proactive in cultivating a safe, inclusive and socially aware organisational culture.
    • Develop a clear mission, vision and purpose that informs strategic plans which enable a sustainable organisation that provides a high-quality learning environment.   
    • Develop and/or support clear strategies to enhance the performance and development opportunities of all staff within the organisation.
    • Build high-quality, positive and collaborative relationships with colleagues, external stakeholders and learners, ensuring the organisation meets the needs of the people, organisations and communities it works with.
    • Utilise effective written and verbal interpersonal skills to facilitate professional relationships with all stakeholders.
    • Maintain and update their knowledge of effective organisational governance, strategic and people leadership to develop research-informed practice.
    • Have a detailed understanding of the key factors required to run the organisation effectively with regard to quality, financial viability, legislative compliance and ethical considerations.
  • Post-16 providers should ensure that there is a named person in the college with oversight of SEN provision to ensure coordination of support, similar to the role of the SENDCo in schools. This person should contribute to the strategic and operational management of the college. Curriculum and support staff in the college should know who to go to if they need help in identifying a student's SEN, are concerned about their progress or need further advice. (SEND Code of Practice 2015, pp.116-117) 

Special Educational Needs Co-ordinator (SENDCo)

  • Expectations of SENDCos Across Educational Settings:
    • SENDCos are expected to possess a comprehensive understanding of the Special Educational Needs and Disabilities (SEND) Code of Practice (2015) and to apply this knowledge effectively within their setting.
  •  Early Years:
    • In maintained nursery schools, a qualified teacher must be designated as the SENDCo to ensure the effective implementation of support for children with Special Educational Needs. This individual should either hold the prescribed SENDCo qualification or demonstrate relevant experience in SEND coordination.
    • Within Private, Voluntary and Independent (PVI) settings, the Early Years Foundation Stage (EYFS) framework requires clear arrangements to meet the needs of children with SEN. These settings are expected to identify a SENDCo to lead and oversee this provision.
    • Childminders are encouraged to designate a SENDCo where possible. Those registered with an agency or working within a network may choose to share SENDCo responsibilities collaboratively.
    • Key responsibilities of the SENDCo in Early Years include:
      • Ensuring all practitioners understand their responsibilities towards children with SEN and the setting's approach to identification and support
      • Providing advice and support to colleagues
      • Working in close partnership with parents and carers, ensuring their views inform planning and provision
      • Liaising with external professionals and agencies
  •  Schools
    • In schools, the SEND Code of Practice (2015, pp.108-109) specifies that the SENDCo must be a qualified teacher employed by the school. In some cases, particularly among smaller primary schools, it may be appropriate for multiple schools to share a SENDCo.
    • Key responsibilities of the SENDCo in schools include:
      • Overseeing the day-to-day implementation of the school's SEN policy
      • Coordinating provision for pupils with SEN
      • Liaising with the designated teacher for looked-after children with SEN
      • Advising on the graduated approach to SEN support
      • Advising on the effective deployment of resources, including staff training
      • Engaging with parents and carers of pupils with SEN
      • Collaborating with early years settings, other schools, educational psychologists, health and social care professionals, and voluntary organisations
      • Acting as a key point of contact for external agencies, particularly the local authority
      • Supporting transition planning to ensure continuity of provision
      • Working with senior leadership and governors to ensure compliance with the Equality Act (2010), including reasonable adjustments and accessibility
      • Maintaining accurate and up-to-date records of pupils with SEN
    • Newly appointed SENDCos must be qualified teachers and, if they have not previously held the role for more than twelve months, they are required to achieve the National Award in Special Educational Needs Coordination within three years of appointment. This qualification must be a postgraduate course accredited by a recognised higher education provider (SEND Code of Practice, 2015, p.108).
    • SENDCos play a central role in shaping the strategic development of SEN policy and provision, working closely with the headteacher and governing body. Their effectiveness is enhanced when they are part of the senior leadership team. They are responsible for the day-to-day coordination of SEN provision, including support for pupils with Education, Health and Care (EHC) Plans, and for providing professional guidance to colleagues.
    • SENDCos must also be familiar with the Local Offer and work collaboratively with families and professionals to ensure that pupils receive appropriate support and high-quality teaching.
    • To fulfil these responsibilities effectively, SENDCos should be allocated sufficient time, resources, and administrative support. This includes protected time away from teaching duties, recognising the strategic importance of the role.
  • Post-16 Providers
    • Post-16 providers are required to identify a named individual with oversight of SEN provision, fulfilling a role comparable to that of the SENDCo in schools. This individual should contribute to both the strategic and operational management of the institution.
    • Staff across the college, including curriculum and support teams, should be aware of who to approach for guidance on identifying SEN, addressing concerns about student progress, and accessing specialist advice (SEND Code of Practice, 2015, pp.116-117).

Teachers

  • Teachers are expected to uphold the Teachers' Standards (2011, updated 2021) by:
    • Placing the education and welfare of their pupils at the centre of their professional practice.
    • Taking responsibility for achieving the highest possible standards of both academic progress and pupil conduct.
    • Demonstrating honesty, integrity, and professionalism at all times.
    • Maintaining strong subject knowledge, continually updating their skills, and engaging in reflective practice.
    • Building and sustaining positive professional relationships.
    • Working collaboratively with parents and carers in the best interests of their pupils.
  •  As part of their teaching and learning responsibilities, in line with Section 5 of the Teachers' Standards (2011, updated 2021), teachers must:
    • Know when and how to adapt work effectively, using appropriate approaches to ensure all pupils can access learning.
    • Have a secure understanding of the factors that may inhibit pupils' ability to learn, and apply strategies to overcome these barriers.
    • Demonstrate awareness of pupils' physical, social, and intellectual development, adapting teaching to meet the needs of learners at different developmental stages.
    • Understand the needs of all pupils, including those with special educational needs and disabilities (SEND), those with high ability, those with English as an additional language, and those with disabilities.
    • Use and evaluate a range of teaching approaches to engage and support diverse learners.
  • Within the Norfolk SEND Local Area Partnership, teachers are expected to:
    • Take full responsibility and accountability for the progress and development of all pupils in their class, including those receiving support from teaching assistants or specialist staff.
    • Recognise that high-quality, adapted teaching is the primary and most effective response to pupils who have, or may have, SEND. Additional interventions cannot compensate for weaknesses in core teaching practice.
  •  When considering whether a pupil requires special educational provision:
    • Teachers, in collaboration with the SENDCo, should draw on a comprehensive assessment of the pupil's progress, incorporating a range of evidence.
    • This process should include early structured discussions with the pupil and their parents or carers.  These discussions should:
      • Develop a clear understanding of the pupil's strengths and areas of need.
      • Reflect the concerns and perspectives of parents and carers.
      • Establish agreed outcomes for the pupil.
      • Identify appropriate next steps.
    • Decisions regarding the need for special educational provision should be:
    • Outcome-focused, based on expected progress and attainment.
  • Informed by the views, wishes, and aspirations of both the pupil and their family.
  • This approach ensures that provision is carefully matched to need and helps determine whether support can be met through adaptation of the setting's core offer or requires additional or alternative provision.

Teaching Assistants

  • Teaching Assistants (TAs) are expected to be familiar with and work in accordance with the Teaching Assistant Standards (2016), including those relating to teaching and learning.
  • TAs are expected to:
  • Promote, support, and facilitate inclusive practice, ensuring that all pupils are encouraged to participate fully in both learning and extracurricular activities.
    (Teaching Assistant Standards, June 2016)
  • TAs should also demonstrate an understanding of the key principles outlined in the Education Endowment Foundation's (EEF) "Making Best Use of Teaching Assistants" (2015) guidance report.
  • In classroom practice:
    • TAs should not be routinely deployed as informal teachers for pupils with lower attainment.
    • Their role should be to add value to high-quality teaching, not replace the teacher.
    • They should actively support pupils in developing independent learning skills and the ability to manage their own learning.
    • TAs must be well-prepared and informed about their role in each lesson, including the intended learning outcomes.
  • In delivering structured interventions:
    • TAs should deliver high-quality, structured interventions to individuals or small groups where appropriate.
    • Interventions should be evidence-based and carefully planned to maximise impact.
  • Linking classroom teaching and intervention:
    • Clear and explicit links must be made between whole-class teaching and any targeted interventions delivered by TAs.
    • This ensures consistency, coherence, and continuity in pupils' learning (Education Endowment Foundation, 2015).
  • The effective deployment of TAs is central to supporting pupil progress. Their role should be strategically planned to complement high-quality teaching, promote independence, and contribute to inclusive practice, rather than functioning as a substitute for teacher-led instruction.

When things are not working:

Families should follow the setting's published complaints procedures. Concerns are usually raised initially with the most appropriate member of staff (e.g. key person, practitioner, teacher or tutor), and, if unresolved, escalated to the SENDCo, Inclusion Manager, senior leaders, and ultimately through the formal complaints process, including Governors or Trustees where appropriate.  This process should be clearly set out in the setting's [SA2] Complaints Policy and Procedure, which should be readily available on the setting's website. 

Support for families:

If you have questions or concerns about your CYP's education, or would like support in communicating with your CYP's setting, there are organisations that can help, including: 

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