What Does a SENDCo Do?

A SENDCo, or Special Educational Needs and Disabilities Coordinator, plays a vital role in ensuring pupils with Special Educational Needs and Disabilities (SEND) receive the support they need to succeed in mainstream schools. 

As inclusive education continues to be central to the UK education system, the SENDCo has become one of the most important leadership roles in schools. This article explains what a SENDCo does, why the role exists, and how it supports teachers, pupils and families.

Key Takeaways

• A SENDCo leads and coordinates SEND provision across a school, ensuring pupils with special educational needs and disabilities receive the support they need.

• Their responsibilities range from strategic planning to day-to-day oversight, including working with teachers, families, and external professionals.

• SENDCos play a key role in ensuring schools meet statutory duties under the SEND Code of Practice, such as managing Education, Health and Care Plans (EHCPs) and reviewing provision.

• Effective SENDCos combine strong communication, empathy, organisation, advocacy, and deep knowledge of SEND needs.

What Is a SENDCo?

A SENDCo is the teacher responsible for leading SEND provision across a school. The role is statutory and according to the Department for Education (DfE) SEND Code of Practice (opens in a new tab), every school must have a qualified teacher designated as the Special Educational Needs (SEN) Coordinator. 

This means all mainstream schools must have someone overseeing how pupils with SEND are identified, supported, and monitored. Therefore, the SENDCo plays a central leadership role, often working as part of the senior leadership team (SLT) to shape whole-school approaches to inclusion.

Core Responsibilities of a SENDCo

The SENDCo’s role combines strategic leadership with detailed day-to-day coordination. While the exact duties vary between schools, the core purpose remains the same: ensuring pupils with SEND receive appropriate, effective support that helps them learn, participate, and thrive. 

This section highlights some of the common day-to-day and strategic tasks a SENDCo typically carries out to lead and coordinate SEND provision across the school.

Overseeing SEND Provision

SENDCos are responsible for coordinating and monitoring the support pupils with SEND receive across the school. According to the SEND Code of Practice, schools must follow a graduated approach of assess, plan, do, review, ensuring provision is tailored to each pupil’s needs. 

Therefore, the SENDCo leads this process by organising interventions, reviewing progress, and ensuring staff understand how to implement support plans consistently. 

In practice, this often involves:

• Managing and updating the SEND register.

• Creating, reviewing, and distributing individual support plans.

• Coordinating annual reviews for pupils with EHCPs.

• Overseeing provision maps and ensuring interventions are evidence-based.

• Monitoring the effectiveness of support through data, observations, and discussions with staff.

• Identifying pupils who may require further assessment or additional support.

Working with Teachers and Support Staff

The SENDCo plays a vital role in helping teachers meet the needs of pupils with SEND in everyday classroom practice. According to the SEND Code of Practice, teachers are responsible for the progress of all pupils, and the SENDCo’s role is to support them to deliver high-quality, inclusive teaching.

SENDCos support staff by:

• Providing strategies to adapt teaching, seating plans, and resources.

• Offering training sessions on specific needs, such as autism or dyslexia.

• Modelling inclusive classroom approaches or co-teaching when needed.

• Sharing pupil profiles, support plans, and practical adjustments.

• Meeting with teachers to review pupil progress and identify next steps.

• Guiding teaching assistants on how to deliver interventions effectively.

This partnership helps teachers feel confident and supported in meeting a diverse range of needs.

Liaising with Parents and Carers

Strong, open communication with families is a central part of the SENDCo’s work. The SEND Code of Practice states that parents must be fully involved in decisions regarding SEND provision, meaning SENDCos must provide clear, supportive communication that helps families understand processes, rights, and support available.

Common ways SENDCos work with parents include:

• Meeting regularly to discuss progress, concerns, and support strategies.

• Involving parents in the creation and review of support plans and EHCPs.

• Providing guidance on navigating SEND processes and local support services.

• Sharing assessments, reports, and information from external specialists.

• Responding to queries or concerns and helping resolve issues collaboratively.

• Offering opportunities for parents to participate in SEND workshops or information evenings.

This partnership helps families feel informed, valued, and confident in the support their child is receiving.

Coordinating with External Agencies

The SEND Code of Practice highlights the importance of multi-agency working, and the SENDCo acts as the central link between the school and external providers. This is because many pupils with SEND require specialist assessments or support from professionals beyond the school. 

This coordination often includes:

• Making referrals to educational psychologists, speech and language therapists, occupational therapists, Child and Adolescent Mental Health Services (CAMHS), or specialist teachers.

• Gathering evidence and documentation required for assessments or EHCP applications.

• Scheduling and organising visit times for external professionals.

• Sharing specialist advice with teachers and ensuring it is embedded in classroom practice.

• Attending multi-agency meetings and feeding back to staff and families.

• Monitoring the impact of specialist recommendations on pupil progress.

SENDCos ensure pupils receive timely and appropriate support by bridging the gap between classroom practice and specialist input.

Maintaining Legal Compliance and Documentation

SENDCos have a key responsibility for ensuring the school meets its statutory duties under the SEND Code of Practice, which sets out legal requirements for identifying, supporting, and reviewing the needs of pupils with SEND. This involves maintaining accurate documentation, overseeing statutory processes, and ensuring that staff understand their responsibilities. 

According to the SEND Code of Practice, schools must keep clear records, involve parents at every stage, and review provision regularly, meaning the SENDCo plays a central role in compliance and accountability.

In practice, maintaining legal compliance often includes:

• Managing and updating the SEND register to reflect pupils’ needs and support arrangements.

• Coordinating annual EHCP reviews and ensuring reports are submitted within statutory timeframes.

• Preparing and submitting referrals for assessments, external support, or EHCP applications.

• Recording the ‘assess, plan, do, review’ cycle for pupils receiving SEN Support.

• Ensuring policies and procedures align with the SEND Code of Practice and are reviewed regularly.

• Keeping detailed evidence of interventions, progress, and parental involvement.

• Providing staff with guidance on statutory duties, safeguarding considerations, and inclusive practice.

This careful management of legal processes ensures that the school remains compliant while pupils receive the support they are entitled to.

What Skills and Qualities Does a SENDCo Need?

Effective SENDCos combine professional knowledge with personal qualities that enable them to support pupils, staff, and families. 

According to the SEND Code of Practice, SENDCos must have a strong understanding of statutory processes, inclusive practice, and the SEND Code of Practice, while also demonstrating the leadership skills required to coordinate provision across a school. 

Beyond this, the role relies on several key traits that shape day-to-day interactions and decision-making.

Important skills and qualities include:

• Empathy and emotional intelligence – understanding the experiences of pupils and parents, managing sensitive conversations, and responding with care.

• Strong organisation – keeping on top of registers, reviews, referrals, and documentation with accuracy and efficiency.

• Clear communication – explaining complex information in ways that teachers, families, and external professionals can understand.

• Advocacy – championing the needs of pupils with SEND and ensuring their voices are heard in school decisions.

• Collaboration – working effectively with teachers, support staff, parents, and specialists to coordinate support.

• Problem-solving and resilience – navigating competing demands, unexpected challenges, and the emotional pressures of the role.

• Deep knowledge of SEND – understanding different types of needs, evidence-based interventions, and strategies for inclusive teaching.

These qualities help SENDCos lead with confidence and create a culture where every pupil is supported to succeed.

Does a SENDCo Still Teach?

The SENDCo must be a qualified teacher, but the amount of teaching they do varies between schools. The SEND Code of Practice states that SENDCos should have “sufficient time and resources” to carry out their responsibilities effectively, which often means a reduced teaching timetable.

In many schools, particularly larger settings, the SENDCo may not teach regular timetabled lessons at all.

Typical arrangements may include:

• A minimal timetable, often one or two lessons a week.

• Occasional teaching, such as covering classes or leading interventions.

• No fixed teaching commitments, allowing full focus on coordination and strategic leadership.

Whether or not a SENDCo teaches, their primary role is to lead SEND provision, support staff, and ensure pupils receive the right help at the right time.

How Teachers Can Work Effectively with a SENDCo

Strong collaboration between teachers and SENDCos is essential for high-quality SEND provision. Teachers are responsible for the progress of all pupils in their class, while the SENDCo provides guidance, resources, and expertise that help remove barriers to learning. Working together ensures support is consistent, coordinated, and grounded in the needs of each child.

Teachers can work effectively with their SENDCo by:

• Raising concerns early, sharing observations about learning, behaviour, or barriers to progress.

• Following suggested strategies consistently and adapting teaching in line with support plans and specialist advice.

• Keeping communication open, updating the SENDCo on what is working and what may need reviewing.

• Attending relevant training, CPD sessions, or briefings offered by the SENDCo.

• Contributing to the ‘assess, plan, do, review’ cycle, including evidence of progress or challenges.

• Collaborating closely with teaching assistants, ensuring everyone understands their role in supporting pupils.

This partnership helps ensure that pupils with SEND receive consistent, effective support that enables them to learn and participate fully in school life.

Frequently Asked Questions

Is every school legally required to have a SENDCo?

Yes. According to the SEND Code of Practice, every mainstream school must have a designated SENDCo who is a qualified teacher. This ensures that SEND provision is led by someone with the expertise and authority to oversee identification, support, and statutory processes.

Can a teaching assistant be a SENDCo?

No. The SEND Code of Practice requires that the SENDCo must be a qualified teacher, and newly appointed SENDCos must also complete the National Award for SEN Coordination (NASENCo) (opens in a new tab) within three years of taking up the role. This ensures that the SENDCo has the necessary professional training and leadership capacity to coordinate SEND provision across the school.

Is the SENDCo part of the SLT?

This varies between schools. While not a statutory requirement, many schools choose to include the SENDCo within the senior leadership team because the role involves significant strategic responsibility, including oversight of provision, staff development, safeguarding links, and whole-school inclusion. 

Even where they are not formally part of SLT, SENDCos typically work closely with senior leaders to shape policy and practice.

Final Thoughts

SENDCos play a vital role in shaping inclusive education and ensuring that pupils with SEND receive the support they need to succeed. Their work spans leadership, coordination, collaboration, and advocacy, bringing together staff, families, and external professionals to create a joined-up approach to meeting individual needs. 

By overseeing provision, guiding teachers, and maintaining statutory processes, SENDCos help to build a school culture where inclusion is not just an aspiration but a daily reality.

For teachers, understanding the SENDCo’s role can strengthen communication, improve classroom practice, and ensure pupils benefit from consistent, well-planned support. 

Whether through sharing strategies, reviewing progress, or working alongside external specialists, the partnership between teachers and the SENDCo is central to helping every pupil thrive. Reflecting on this collaboration can empower staff, enhance provision, and contribute to a learning environment where all children feel valued, supported, and able to achieve their full potential.

References

SEND code of practice: 0 to 25 years (opens in a new tab)

Additional guidance on the mandatory requirements for SENCOs and schools (opens in a new tab)