Supporting SENCos, schools, and children and young people with special educational needs and disabilities

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NAHT Edge has commissioned a survey of school leaders and special educational needs coordinators (SENCos) to ask how they’re dealing with the reforms to the support systems for pupils with special educational needs and disabilities (SEND) required by the Children and Families Act (2014) and the SEND Code of Practice (2015).

The changes transformed what’s expected of schools and their SENCos. We wanted to know how schools and SENCos are managing and what support they themselves need to be able to do an effective job. More than 600 people around England responded to the survey and we explored the main issues in more depth by interviewing a selection of SEN specialists, head teachers and SENCos.

You’ll see that alongside success stories and case studies, it raises some serious concerns about access to specialist support from health and social services and the need for targeted training for SENCos. It also makes recommendations for schools, SENCos and government.

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