This course is for practising teachers working in SEN provision: the National Award for Special Educational Needs Co-ordination (NASENCO) is a legally required qualification for all new special educational needs co-ordinators to be completed within three years of appointment.
DurationAbout the course
This course is for practising teachers working in SEN provision: the National Award for Special Educational Needs Co-ordination (NASENCO) is a legally required qualification for all new special educational needs co-ordinators to be completed within three years of appointment.
As a special educational needs co-ordinator (SENCO) you must constantly meet the challenge of co-ordinating first-rate provision for children with special needs and disabilities. This flexible course has been designed to fit in with your busy day-to-day responsibilities.
It supports you to improve your knowledge of current legislation theory and practice in SEND provision and develop your skills in meeting those needs.
It assists you to fulfil your leadership role as outlined in the Special Educational Needs Code of Practice for 0 to 25 years (DfE 2015):
Oversee the operation of the institution’s SEN policy
Co-ordinate provision for SEND
Liaise with the relevant designated teacher where a looked-after pupil has SEN
Advise on a graduated approach to providing SEN support and effective deployment of the institution’s delegated budget and other resources
Liaise with families of children with SEN other schools and relevant external professionals/agencies
Liaise with potential next providers of education and consult young people and families to ensure a smooth transition
Work with the head teacher and school governors to ensure the school conforms to the Equality Act (2010)
Ensure the institution keeps records of young people with SEN up to date
Why choose this course?
It is especially designed to develop a SENCO’s professional attributes knowledge and skills enabling you to fulfil a leadership role
Develop your understanding of concepts theories and approaches to literacy difficulties (including dyslexia) and inclusion in schools while exploring your potential to influence change and remove barriers to learning
Gain insight into the learning of dyslexic and other pupils/students who experience difficulties in literacy development or have specific learning difficulties and explore ways in which learning might be more effectively supported
Tailor assignments to fit your needs or those of your institution
What will you study?
Introduction To Special Education Needs Coordination In Schools
This unit aims to enable Special Educational Needs Co-ordinators (SENCOs) to carry out their duties as set out in the Special Educational Needs Code of Practice for 0 to 25 years (DfE, 2015):
i) from a more informed position with regard to the professional knowledge and understanding expected of a special educational needs co-ordinator:
the statutory and regulatory context for SEN and disability equality and the implications for practice in the individual’s institution;
how SEN and disabilities affect pupils’ participation and learning;
evaluation of evidence about learning, teaching and assessment in relation to pupils with SEN to inform personal practice and that of other staff members;
strategies for improving outcomes for pupils with SEN and/or disabilities
ii) with further developed skills in terms of leadership in co-ordinating special educational provision in educational institutions, particularly in:
critical evaluation of evidence about learning, teaching and assessment in relation to pupils with SEN to inform practice and dissemination of this to senior leaders and teachers,
in order to increase the participation of pupils with SEN and/or disabilities and raise their achievement.
Further Development Of Special Education Needs Coordination In Schools
This unit aims to enable Special Educational Needs Co-ordinators (SENCOs) to carry out their duties as set out in the Special Educational Needs Code of Practice for 0 to 25 years (DfE, 2015) :
1. from a more informed position with regard to the skills and expertise expected of a special educational needs co-ordinator in leading and co-ordinating SEN provision in schools, specifically in:
working strategically with senior colleagues and governors to promote a whole-school culture of high expectations in teaching and learning to improve outcomes for young people with SEN and/or disabilities;
develop, implement, monitor and evaluate systems to identify pupils’ special needs and inform staff about pupils’ special learning needs and achievements;
lead and challenge senior leaders, colleagues and governors to understand their statutory duties towards pupils with SEN and/or disabilities and promote improvements in teaching and learning;
drawing on external sources of support and expertise to facilitate effective multi-agency working for pupils with SEN and disabilities, and ensure continuity of support at key transition points;
undertake small-scale practitioner enquiry to improve the quality of provision for SEN and disabilities, and share the outcomes with all staff.
2. with further developed skills in terms of leadership in co-ordinating special educational provision in educational institutions, particularly in:
being able to put into practice and critically evaluate personal practice of leadership in different contexts, and processes that support change in schools,
in order to increase the inclusion and participation of pupils with SEN and/or disabilities and raise their achievement.
Introduction To Special Education Needs Coordination In Schools (Distance Learning)
This unit aims to enable Special Educational Needs Co-ordinators (SENCOs) to carry out their duties as set out in the Special Educational Needs Code of Practice for 0 to 25 years (DfE, 2015):
i) from a more informed position with regard to the professional knowledge and understanding expected of a special educational needs co-ordinator:
the statutory and regulatory context for SEN and disability equality and the implications for practice in the individual’s institution;
how SEN and disabilities affect pupils’ participation and learning;
evaluation of evidence about learning, teaching and assessment in relation to pupils with SEN to inform personal practice and that of other staff members;
strategies for improving outcomes for pupils with SEN and/or disabilities
ii) with further developed skills in terms of leadership in co-ordinating special educational provision in educational institutions, particularly in:
critical evaluation of evidence about learning, teaching and assessment in relation to pupils with SEN to inform practice and dissemination of this to senior leaders and teachers,
in order to increase the participation of pupils with SEN and/or disabilities and raise their achievement.
Further Development Of Special Education Needs Coordination In Schools (Distance Learning)
This unit aims to enable Special Educational Needs Co-ordinators (SENCOs) to carry out their duties as set out in the Special Educational Needs Code of Practice for 0 to 25 years (DfE, 2014) :
from a more informed position with regard to the skills and expertise expected of a special educational needs co-ordinator in leading and co-ordinating SEN provision in schools, specifically in:
working strategically with senior colleagues and governors to promote a whole-school culture of high expectations in teaching and learning to improve outcomes for young people with SEN and/or disabilities;
develop, implement, monitor and evaluate systems to identify pupils’ special needs and inform staff about pupils’ special learning needs and achievements;
lead and challenge senior leaders, colleagues and governors to understand their statutory duties towards pupils with SEN and/or disabilities and promote improvements in teaching and learning;
drawing on external sources of support and expertise to facilitate effective multi-agency working for pupils with SEN and disabilities, and ensure continuity of support at key transition points;
undertake small-scale practitioner enquiry to improve the quality of provision for SEN and disabilities, and share the outcomes with all staff.
with further developed skills in terms of leadership in co-ordinating special educational provision in educational institutions, particularly in:
being able to put into practice and critically evaluate personal practice of leadership in different contexts, and processes that support change in schools,
in order to increase the inclusion and participation of pupils with SEN and/or disabilities and raise their achievement.
Our University is proud of our super-diverse local and global community of students and staff.
All of us who work and learn within the University are committed to ensuring that all our work begins from the advancement of equity and a principle of inclusion where we respect the rights and dignity of all people whatever their background.
Diversity is one of our key strengths and fundamental to our success. We value the diversity of all, and recognise peoples’ distinct, intersectional identities and their role in enhancing our University community.
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We therefore have a zero tolerance of unlawful discrimination, intimidation or harassment of anyone connected with the University, specifically related to their race, religion or belief, age, gender reassignment, disability, marital or partnership status or maternity and pregnancy and are committed to take appropriate action to address it. In addition we strive to advance equality of opportunity and foster good relations between all people at the University.
We are committed to a developing a culture of learning and will create an environment where people can address and debate differences and constantly reflect on practices to drive improvement.
We recognise that conversations and debate on areas of equality, diversity and inclusion are often challenging and that people will make mistakes. We will openly acknowledge our mistakes and take accountability to improve practices and ensure mistakes are not repeated.
Through our policies, practices and behaviours we will build a culture of equality, openness, inclusion, fairness and transparency. We will do this by avoiding assumptions and check in with peoples lived experience to ensure equity of opportunity.
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