In order to fulfil their responsibilities, SEND governors will need a clear idea of the SEND code of practice: 0 to 25Opens new window and what it means for their school.
You are encouraged to make sure you find out about the systems in your school and to foster a good working relationship with your SENCo. It is important that SEND governors build a relationship of trust and support with their SENCo and that s/he knows that they have a genuine interest and wish to support the pupils with SEND in the school. SEND governors will inform the governing body on all aspects of SEND provision and will carry out these responsibilities through various monitoring activities. This will include ensuring the progress of learners with SEND are closely monitored through reviewing and understanding internal and external data, understanding how the SEND budget is used, developing and monitoring the SEND policy and putting together the annual SEND information report which is published on the school website. The following questions are suggested to assist you in gathering information and getting to know the SENCo:
- when are the pupils initially assessed?
- by whom?
- how many pupils are there on the different levels of SEND support intervention i.e. Education, Health, Care, Plan (EHCP) or statement and whether your school uses my plan and my plan+
- what support do these pupils typically receive?
- who provides this support e.g. class/subject teacher, SENCo?
- who sets individual targets for the pupils?
- who monitors the progress of the pupils?
- how often are their needs reviewed?
- what paperwork is involved?
- how are the parents involved?
- how much do the pupils know about what is happening to them?
- how do they feel about this?
- how is SEND funded in the school budget?
- how many pupils have been added to/removed from the SEND support level of intervention?
- how is the issue of confidentiality addressed?