Plymouth University
Faculty of Arts and Humanities
Plymouth Institute of Education
Programme Specification
The National Award for SEN Coordination (NASENCO)
Postgraduate Certificate: Inclusive Education
Approved January 2009
Updated Programme Specification December 2016
Updated by Minor Change 28/11/16
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1. Final award title: The National Award for SEN Coordination - Postgraduate
Certificate: Or the Postgraduate Certificate Inclusive Education (for students
who do not have QTS/QTLS, or are not in the post, or leadership position of
being able to evidence SENCO experiences).
Intermediate award title(s): not applicable
JACS code X360
2. Awarding Institution: University of Plymouth
Teaching institution(s): Plymouth University
Accrediting body(ies): not applicable
3. Distinctive Features of the Programme and the Student Experience
The National Award is a modular level 7 programme that provides a structured pathway for
practice-related research, professional development and scholarship within the field of SEN
Coordination. It offers a number of distinctive features designed to make it professional work-
based, as well as an academic worthwhile experience for teachers and other professionals.
The programme aligns with a key strategic need in UK education, namely the provision of high
quality teachers and advisory teachers with knowledge of issues relating to young people who
experience SENDs.
The programme is designed and taught in collaboration with regional local authorities
(refer to Appendix 1 The National Award Course Guide).
Teaching and learning on the programme uses a blended learning approach, which
supports students through tutorial work, and face to face sessions. Pedagogically, the
programme builds on long-term expertise within Plymouth Institute of Education, in
supporting teaching and learning in this way, and with well established relationships with
regional local authorities.
Assessment is focused on the relationship between theory, policy, and practice. By
building the gradual development of an assignment into the teaching of the modules and
focusing this on participants’ policy and practice settings, students can learn to develop
academically strong, but practically and professionally useful and innovative work and
ideas at level-7.
Work is assessed through a carefully constructed underpinning of research and
scholarship approaches, (building on these if students wish to progress to PGDip/MA).
Whilst the national award is an award in its own right, it is also designed to allow
participants to transfer their credit into our MA Education programme. This means that
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students who are new, or returning, to level-7 study are able to move on if they are
successful and wish to progress to further level 7 outcomes..
4. Relevant QAA Subject Benchmark Group(s)
At the time of writing there are no QAA benchmark statements for Masters level programmes in
Education.
The NASENCO is based on the principles of the QAA Quality Code, and sets its expectations in
line with the South East Education Consortium (SEEC) level descriptors.
The credit structure of 30 credits per module aligns with the University Council for the Education
of Teachers (UCET) national agreement across all UK HE institutions.
5. Programme Structure
The NASENCO is part-time only. The programme structure is as follows with the table showing
the modules being offered each semester (all 30 credits modules):subject to any exemptions
permitted.
The programme received exemption from the semester structure in 2015.
Semester 1 17/AU/SB/M Semester 2 17/SP/SB/M
PGSEN704
PGSEN703
MODULE
TITLE:SEN:
Organisational
Contexts.
MODULE TITLE:
National Award for
SEN Coordination
Learning Outcomes
PGSEN705
PGSEN703
MODULE
TITLE:Leading on
Teaching and
Learning.
MODULE TITLE:
National Award for
SEN Coordination
Learning Outcomes
To gain the NASNCO participants must successfully complete two 30 credit modules.
Participants must also complete the NASENCO outcomes portfolio (PGSEN703) which is non-
credit bearing, but is ‘endorsed’ as a Pass/Fail. This module runs concurrently with
PGSEN704/705. There are currently no choices of modules for students. Module 2 is not
conditional on having successfully undertaken module 1, as assessment outcomes will not be
available until April of the academic year. Module 2 does starts before the submission of module
1 and so this must be recognised by participants. If a student fails the assessment of module 1
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there is another submission date in the following semester which aligns with the submission of
module 2. It is possible for modules to cross academic years, but this is unlikely unless a
student has interrupted their studies. Normally the programme will be completed in one year,
starting in September/October and ending in submission in September (and October). Module 1
or 2 can be taken independently if a student wishes and they will gain 30 credits for each
module but there is no named outcome, unless they are studied within the regulatory time scale
for completion of a programme, when a PG Cert: Inclusive Education can be awarded. The
award of 30 credits can be transferred to the MA programme if all other criteria are satisfied
(refer to Operational Specification for APL/APCL and the MA specification for the transfer of
credits).
The period of registration is normally either one or two years, part-time only (please refer to the
operational specification in relation to when modules occur because of resources and the need
for flexibility/exemption needs). The outcome of PG Cert: Inclusive Education is possible where
a student is not in the professional role to complete NASENCO learning outcomes portfolio and
where they complete two modules, PGSEN 704/704, successfully. This allows prospective or
aspiring SENCos, and other educational professionals to study on the programme. It is possible
for a participant to submit the learning outcomes portfolio within three years of the completion of
the PG Cert: Inclusive Education, and receive the NASENCO.
Programme Aims
The aims of the programme are for participants to be able to:
Develop a theoretical and critical understanding of SEN coordination and leadership; and to be able to evaluate approaches, and resources which are relevant to the area of SEND.
Special Educational Needs Coordinators (SENCOs) need to fulfil the responsibilities set
out in the SEND Code of Practice 0-25. They need to be effective in leading teaching
and learning, and coordinating provision for pupils with SEND and/or disabilities in their
schools/ educational settings, supporting and managing other staff; and ensuring that
pupils/students receive high quality educational provision that enables them to make
progress in their learning: and in addition the programme aims:
to increase the participation of pupils/students with SEN and/or disabilities and raise
their achievement, through developing SENCOs' professional attributes and
improving their knowledge, understanding and skills. The ‘achievement’ of children
and young people includes broader outcomes, not just academic attainment.
to prepare SENCOs to lead teaching and learning and the provision for children and
young people in their school/setting who have SEND and/or disabilities.
to provide opportunities for SENCOs to share good practice and reflect critically and
actively on their own role and practice.
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The SEND Code of Practice 0-25 outlines the key responsibilities of the SENCO role
(para 6.90). There are also specific module aims which are set out in the Module
Documents and as set out in the NASENCO Course Guide for students.
6 Programme Intended Learning Outcomes
On successful completion of the programme participants should be able to: demonstrate comprehensive knowledge of the statutory and regulatory context for
SEN and disability equality
demonstrate comprehensive knowledge and understand the implications of the
principles and practice of leadership in different contexts
work strategically with senior colleagues and governors (or equivalent) to lead ethos
and policy
lead, develop and, where necessary, challenge senior leaders, colleagues and
governors in relation to statutory responsibilities, professional development and staff
deployment
demonstrate systematic knowledge and critical skills in the collection, analysis and
use of data at a strategic and organisational level
demonstrate knowledge of how to draw on external sources of support and expertise
develop, implement, monitor and critically evaluate systems to identify, inform, plan,
record and review SEND provision
THROUGH
critically engaging in the relationship between theory, policy, and practice comparing and contrasting different perspectives handling relevant sources of literature, bodies of knowledge, and engage in current
educational debates constructing organised, structured, critically reflective and analytic writing demonstrating
critical and analytic thinking independent learning, self-management and organisation oral and written communication skills the ability to locate and use learning resources information technology skills the ability to work in groups and to problem solve
: 6.1. Knowledge and understanding
On successful completion participants should have developed:
A deep theoretical and critical understanding of SEN Coordination
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A systematic, theoretical understanding of SEND practice/s and the implications of this for
planning and realising educational activity which supports teachers and learners in developing
expertise towards SEND policy, and practices.
6.2. Cognitive and intellectual skills
On successful completion participants should have developed the ability to:
Critically analyse relevant ideas and pedagogical approaches that underpin SEN
policy and practice making use of theoretical and methodological tools of
interpretation and analysis.
Develop complex arguments about the theory and practice of teaching and
learning for young people who experience SENDs.
Synthesise information in a manner that may be innovative, critically utilising knowledge or processes from the forefront of SENco literature, research towards policy and practice
Exhibit a level of conceptual understanding in the area of SEND that will allow critical evaluation of research, advanced scholarship and methodologies and an ability to understand alternative approaches. .
6.3. Key and transferable skills
On successful completion participants should have developed the ability to:
Clearly communicate their knowledge and understanding of their work in clear and
well-argued prose and in professional conversations, in order to influence practice
Think clearly about new educational initiatives and test these in practice in an
appropriate methodological and ethical manner
Work effectively and flexibly with colleagues, and can clarify tasks and make
appropriate use of the capacities of colleagues; and be able to negotiate and
accept alternative views
Critically select and use a full range of teaching and learning resources relevant to
the area of professional work
Critically reflect on own and others’ thinking and practice in order to improve policy
and practice
Undertake work-based tasks with minimum guidance and display abilities of
independent and self-critical learning, guiding the learning of others and managing
own requirements for continuing professional development and to raise skills to
higher levels
Engage confidently in academic and professional communications with others,
reporting on action clearly, autonomously and competently, and with critical insight
Carry out independent learning problem and solving required for continuing
professional study, making professional use of others where appropriate
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6.4. Employment related skills
On successful completion participants should have developed:
Greater confidence in the application of theoretical and practice based knowledge for
SEN coordination and leadership, as well as the overall aims of the course and modules
A more critical and analytical approach to supporting change and transformative thinking
with regard to SEND, inclusion and disability.in the organisation
An enhanced ability in supporting and leading the teaching and learning of colleagues.
To enhance the teaching and learning of young people who experience SEND.
6.5. Practical skills
On successful completion participants should have developed:
Greater confidence in generating and making use of theoretical ideas to understand
practice, and initiate change, and to inform and support the practice of other
professionals towards SENDs, such as how to construct relevant teaching environments
The ability to undertake and set up a systematic inquiry/ies in educational practice
related to SEND in their organisation and professional practice.
See also ‘employment skills’ above.
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7. Admissions Criteria, including APCL, APEL and DAS arrangements
Applicants will normally hold a first degree (e.g. BA, BSc, BEd) or its equivalent and/or
appropriate professional experience which demonstrates the potential capability to work
successfully at level-7. To achieve the PG Cert: Inclusive Education there is no requirement on
applicants to be working in an educational/school based capacity, or to have QTS/QTLS though
they should be able to draw on past experience of, or have access to an appropriate
educational environment. Participants who wish to study for the NASENCO must have
QTS/QTLS, and ideally be in the role of SENCO. However, it is possible to achieve the
NASENCO as an aspiring SENCO, who is able to evidence their engagement with the role
through the Learning Outcomes Portfolio (PGSEN703).
In brief participants to be able to undertake the programme will need:
To have QTS or QTLS, be a qualified teacher (ie successfully completed (NQT) induction period) and preferably be a SENCO
To have access to children/young people with SEND
To be able to lead (at least some) aspects of SEND in the school/college/educational setting
To have the support of the Headteacher/principal (or Chair of Governors or equivalent if you are the head)
We also ask the Headteacher/principal ( appropriate line manager) to complete a memorandum
of agreement which indicates the school/college’s support for the SENCO in terms of funding
(where relevant), attendance on the course, time to study beyond the face to face sessions,
access to relevant information in school/college, and to name an in-school supporter to provide
general support for participants on the programme.
APCL: Those who have undertaken elements of a similar level-7 award at another institution
may, as part of the process of admission to the programme, apply for Accreditation of Prior
Certificated Learning (APCL) for a maximum of 30 credits. Applicants must demonstrate how
the outcomes of previous study can be matched against the outcomes for that part of the
NASENCO for which they are claiming exemption. This is likely to involve providing associated
evidence including: a transcript of credits awarded; previous coursework and the markers
feedback/comments. This collated information is reviewed by the NASENCO programme leader.
The outcome of this is then communicated to the applicant.
APEL: It is possible that some applicants might, as part of the process of admission to the
programme, be able to demonstrate their ability to match the success criteria in up to 30 credits
through prior experiential learning. In this case they will be required to submit evidence of this in
a form suitable for the Programme Leader to make an assessment. It should be noted that
professional experience of teaching in the alone is not enough, and applicants must
demonstrate how their experience matches the requirements of academic work at level-7.
Disability Assist (DAS): The programme welcomes applicants from a wide range of cultural,
social and professional backgrounds including those who have particular needs which need
support in order to be able to learn effectively. Applicants will all go through the normal
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postgraduate taught programme application process and will therefore have the opportunity to
declare any disability or particular needs. Where appropriate, a referral to DAS will be
undertaken and appropriate action taken from there. The programme will work within the policy
of inclusive pedagogy and assessment policy of the university.
8. Progression criteria for Final and Intermediate Awards
Credits: some participants may complete one module of the PGCert/NASENCO and take their
credits into another programme/institution, or continue within the MA programme framework. On
successful completion of a module participants will receive a transcript outlining the number of
credits gained at level-7.
Postgraduate Certificate: Inclusive Education: on completion of the full PGCert participants
will be awarded 60 credits at level-7 and receive the qualification entitled Postgraduate
Certificate: Inclusive Education, or if they complete the National Outcomes Portfolio be awarded
PG Cert: NASENCO.
Progression: The PGCert programme has the option of progression onto the MA Education
within PIoE.. Students can opt to follow the special educational needs (SEN) pathway to work
towards an MA Education (Special Educational Needs) or the generic MA Education award
upon a further 120 credits worth of study in accordance with the MA Education programme
specification.
9. Exceptions to Regulations
All the modules in this programme are taught in affiliation with the regional local authorities (LA)
- Appendix 1, and please refer to the memorandum of agreement Appendix 2) as LA lead tutors.
Assessment involves teachers undertaking practice-related study/assessment tasks in their
workplace which cannot generally fit within the semester period of assessment. (current
university coursework guidelines suggest students ‘would not normally be expected to work on
assignments during vacation periods’ and in light of how this expectation is also impacted on by
school calendars, vacations and appropriate times when school based research can be carried
out). In order to meet the needs of the student population the programme intends to attract (full-
time professionals who are studying part-time) all the modules on the programme have been
granted semester exemption with specific relation to the starting of module dates across local
authorities ( though these adhere very closely to semester start dates where possible, but
because of operational needs have to be staggered) and assessment completion to allow the
teaching and the assessment of the modules to tie in with resource need and school based
work and local authority resources.
This exemption allows teaching and assessment to fall outside the semester structure in order
for the programme to be viable and also so students are not disadvantaged with regard to
assessment opportunities. Assessment therefore, is normally with a module 1 submission date
at the end of March for ‘semester’ 1 module, allowing students the Spring term to undertake
practice-related investigations; and late-September for ‘semester’ 2 modules, allowing students
to use the full summer term (and summer break to undertake their work. The non-credit related
module PGSEN703 has a later submission date (usually two weeks after module 2 PGSEN705)
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10. Transitional Arrangements
Not applicable.
11. Mapping and Appendices:
11.1. ILO’s against Modules Mapping
Knowledge and understanding . On successful completion participants should have developed:
A deep theoretical and critical understanding of SEND coordination. A systematic and contemporary understanding of learning as it applies to SEND. A systematic, theoretical understanding of SEND practice and the implications of this for planning and realising educational activity which supports teachers and learners in developing expertise towards SEND policy and practices.
PGSEN703/704/705
Cognitive and intellectual skills
On successful completion participants should have developed the ability to:
Critically analyse relevant discourses and pedagogical approaches that underpin SEND coordination making use of theoretical and methodological tools of interpretation and analysis.
Develop complex arguments about the theory
and practice of teaching and learning for young people with SENDs.
Synthesise information in a manner that may be innovative, critically utilising knowledge or processes from the forefront of SEND literature, research towards discipline/practice
Exhibit a level of conceptual understanding in the
area of SEND coordination that will allow critical evaluation of research, advanced scholarship and methodologies and an ability to understand alternative approaches
.
PGSEN703/704/705
Key and transferable skills
On successful completion participants should have developed the ability to:
Clearly communicate their knowledge and understanding of their work in clear and well-argued prose and in professional conversations, in order to influence practice.
PGSEN703/704/705
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Think clearly about new educational initiatives and test these in practice in an appropriate methodological and ethical manner.
Work effectively with colleagues and can clarify tasks and make appropriate use of the capacities of colleagues; is able to negotiate and accept alternative views
Critically select and use full range of teaching and learning resources relevant to the area.
Critically reflect on own and others’ thinking and practice in order to improve practice
Undertake work-based tasks with minimum guidance and is independent and self-critical learner, guiding the learning of others and managing own requirements for continuing professional development and to raise skills to higher level
Engage confidently in academic and professional communications with others, reporting on action clearly, autonomously and competently, and with critical insight
Carry out independent learning problem solving s required for continuing professional study, making professional use of others where appropriate
Employment related skills
On successful completion participants should have developed:
Greater confidence and theoretical knowledge in leading learning and developing SEND coordination and pedagogy in their workplace.
A more critical and analytical approach to change and transformation of thinking and practices in their workplace.
PGSEN703/704/705
Practical skills
On successful completion participants should have developed:
Greater confidence in generating and making use of theoretical ideas to understand practice and initiate change and to inform and support the practice of other professionals
The ability to undertake a systematic enquiry/ies in educational practice related to SEND in their organisation and professional practice.
PGSEN703/704/705
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11.2. Assessment/Skills against Modules Mapping
Assessment against Module Mapping
Module/Programme intended learning outcomes
Related Assessment
At the end of a module the learner will normally through a critical reflection on theory and practice; a review of a body of knowledge; and through the understanding an aspect of data, (relevant to their work based context) be expected to be able to:
identify, select, critically analyse and evaluate ideas, perspectives, theories or data relevant to SENCO; undertake a critical, imaginative and ethical investigation in the area of SEN which relates theory to practice; organise and manage a study relating to issues of teaching and learning and SENDs/SEN coordination.
locate thinking about SEND within a broader context, usually through ideas, perspectives and theories from appropriate literature.
adopt a questioning, reflective and critically aware stance towards SEND throughout the study.
select, apply and evaluate appropriate methodologies to aspects of the module content and utilise them competently and methodically.
show clarity and coherence in structure, writing conventions, style, presentation of evidence and argument; ensure the work is readable, accessible to its intended audience and effectively communicates the intended meaning.
generate ‘new’ ideas and connection within the ideas contained in the module, apply existing material to new contexts or reappraise or critique familiar material; further, combine or resolve uncertainties, identify similarity, difference and interconnection, take risks and use rational and intuitive thinking.
PGSEN704Coursework Pass/Fail 4000 – 5000 words assignment or equivalent. Critical reflection on theory and practice
At the end of a module the learner normally through an ‘action research’ or a suitable form of practitioner research/enquiry relevant to their workplace context approach will be expected to be able to:
identify, select, critically analyse and evaluate ideas, perspectives, theories or data relevant to SEND coordination; undertake a critical, imaginative and ethical investigation in the area of SEND Coordination
PGSEN705 Coursework Pass/Fail 4000 – 5000 word assignment or equivalent. Action
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which relates theory to practice; organise and manage a study relating to issues of teaching and learning.
locate thinking about SEND within a broader context, usually through ideas, perspectives and theories from appropriate literature, with a focus on SEND and learning.
adopt a questioning, reflective and critically aware stance towards SEND/learning throughout the study.
select, apply and evaluate appropriate methodologies to aspects of the module content and utilise them competently and methodically (eg ‘action research’ or another approved/agreed methodology/approach).
show clarity and coherence in structure, writing conventions, style, presentation of evidence and argument; ensure the work is readable, accessible to its intended audience and effectively communicates the intended meaning.
generate new ideas and connections within the themes contained in the module, apply existing material to new contexts) or reappraise or critique familiar material; further, combine or resolve uncertainties, identify similarity, difference and interconnection, take risks and use rational and intuitive thinking.
Research
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Appendix 1 the NASENCO Programme Course Guide:
The National Award
for SEN Coordination
South West Consortium
Plymouth University
and University of Exeter
in conjunction with the regional local authorities
of
Bournemouth, Cornwall, Devon,
Dorset, Plymouth, Poole, Somerset
COURSE GUIDE
September 2016
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Contents Page
South West Consortium 3
The National Award for SEN Coordination 3
Timescale 3
Contacts 4
Course Aims 4
Link with SENCOs’ schools/settings 5
Tutors 5
Course Structure 6
Assessment 6
Quality Assurance 7
Course structure diagram 8
Roles and responsibilities diagram 9
Module details
Module 1 SEN: Organisational contexts 10
Aims 10
Intended module outcomes 10
Indicative syllabus 11
Assessed assignments 11
Module 2 SEN: Leading on teaching and learning 12
Aims 12
Intended module outcomes 12
Indicative syllabus 13
Assessed assignments 13
Assessment criteria 14
Ethics 14
Assignment guidance 16
Assignment tips 22
SENCO Learning Outcomes Portfolio 23
Suggested reading list 25
Web resources 32
Critical reading and writing (Poulson and Wallace) 33
Harvard referencing 34
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South West Consortium
The South West Consortium consists of: Plymouth University and the University of
Exeter, working in conjunction with the local authorities of Bournemouth, Cornwall,
Devon, Dorset, Plymouth, Poole and Somerset. The consortium offers the National
Award for SEN Coordination through the Plymouth University or the University of Exeter,
in conjunction with these local authorities.
The National Award for SEN Coordination
The National Award for SEN Coordination is a nationally approved qualification for
teachers in the role of special educational needs co-coordinator (SENCO).
The Award is available to all teachers in the role of SENCO and aspects may be
attainable by those not currently in the role of SENCO.
To achieve the Award teachers must successfully meet all the SENCO Learning
Outcomes and successfully complete Masters level assignments. The Award is
validated at Masters level and provides 60 credits.
Timescale
The length of time to complete the course will depend on participating SENCOs’ prior
experience, knowledge, understanding and skills. It is anticipated that it will take one
year part time for an eligible teacher starting ‘from scratch’. An eligible teacher has 3
years in which to complete their national SENCO training.
Please note that this National Award for SEN Coordination Course Guide should
be read in the context of the regulations of the appropriate University.
Plymouth University
The full Student Handbook is available here. The university virtual learning environment is at
http://dle.plymouth.ac.uk/ and you can log on for more information about the programme using
your university username and password.
University of Exeter
The National Award for SEN Coordination is situated within the Postgraduate Taught
programmes in the Graduate School of Education which is in the College of Social Sciences
and International Studies. The Postgraduate Taught Handbook is available at
http://socialsciences.exeter.ac.uk/students/collegehandbook_pgt/. This includes information
about marking and assessment.
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Contacts
Plymouth University
Mike Murphy Course coordinator [email protected]
Administration [email protected] (please put SENCO Award in subject of email)
University of Exeter
Dr Hazel Lawson Course coordinator [email protected]
Administration [email protected] (please put SENCO Award in subject of email)
Your local authority contacts (please add in):
………………………………………………………………………………………………………
………………………………………………………………………………………………………
............................................................................................................................................
Course Aims
SENCOs need to fulfil the responsibilities set out in the SEND Code of Practice 0-25.
They need to be effective in leading teaching and learning and coordinating provision
for pupils with SEN and/or disabilities in their schools/settings, supporting and managing
other staff; and ensuring that pupils receive high quality educational provision that
enables them to make progress in their learning.
Course aims:
to increase the participation of pupils with SEN and/or disabilities and raise their
achievement, through developing SENCOs' professional attributes and improving
their knowledge, understanding and skills. The ‘achievement’ of children and young
people includes broader outcomes, not just academic attainment.
to prepare SENCOs to lead teaching and learning and the provision for children and
young people in their school/setting who have SEN and/or disabilities.
to provide opportunities for SENCOs to share good practice and reflect critically and
actively on their own role and practice.
The SEND Code of Practice 0-25 outlines the key responsibilities of the SENCO role
(para 6.90).
There are also specific module aims.
Link with SENCOs’/teachers’ schools/settings
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Each participating SENCO/teacher must have the support of the school/setting and an
in-school/setting sponsor. The in-school/setting sponsor should be a senior member of
school/setting staff (e.g. member of senior management/leadership team or governor in
the case of a headteacher who is also the SENCO). As part of a memorandum of
agreement the sponsor will:
provide confirmation of the eligibility of the SENCO/teacher
assure attendance of the SENCO/teacher on the modules
confirm support for the SENCO/teacher in relation to all elements of the course.
They should also monitor and feed back on the impact of training at the individual
child/young person, classroom and school/setting levels [this could be part of
performance management processes]. We recommend that you have a termly meeting
with your headteacher to discuss the course.
The above refers to a ‘formal’ in-school/setting sponsor. During the course you may also
need to liaise with particular staff in your school/setting with regard to specific
assignments. In addition, you may also wish to receive personal support, perhaps from
your line manager, perhaps from an experienced SENCO from another school/setting.
Tutors
Most of the teaching and tutorial support is carried out by local authority and school
personnel – for example, SEN advisors, headteachers, experienced SENCOs. You will
have a named lead tutor and this will be your usual first point of contact for any queries.
The course and module coordinators are Mike Murphy (Plymouth University) and Hazel
Lawson (University of Exeter). You will probably meet one of them during your course.
See roles and responsibilities diagram (p.9).
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Course Structure The course contains two modules:
Module 1 SEN: Organisational contexts
Module 2 SEN: Leading on teaching and learning
See course structure diagram (p.8) and module details (pp.10-13).
The modules are designed to explicitly relate to the SENCO Learning Outcomes. They
ensure a critical theoretical perspective while also maintaining relevant context-based
practical outcomes. The course is strongly rooted in effective practice (locally, regionally,
nationally and internationally), being up-to-date, relevant, research-based and led,
taught and facilitated by people with relevant, current experience, expertise and skills.
Modules will draw upon local context and make use of local expertise. The course
includes opportunities for SENCOs to apply theory to practice, to undertake practical
activities in their own school/setting and evaluate and improve their practice, and learn
from effective practice in other schools/settings.
Each module consists of 3 full days taught sessions and 2 strongly recommended study
days, so a total of 6 taught days and 4 study days. You are expected to attend all taught
sessions except in exceptional circumstances. Suggestions for activities on the study
days include: visiting another mainstream or special school or other setting; visiting LA
caseworkers; meeting and studying together with other SENCOs on the course; using
the University library; studying at home; gathering data in your school/setting.
Assessment
Summative assessment for the National Award for SEN Coordination consists of:
Module 1 SEN: Organisational contexts Masters level assignment/s (30
credits)
Module 2 SEN: Leading on teaching and learning Masters level assignment
(30 credits)
SENCO Learning Outcomes Portfolio
Through the portfolio and assignments, all participants are expected to provide
evidence that they have effected some improvement in their own practice, effected
change in SEN practice and provision within their school/setting, and that this has
resulted in the raised achievement of pupils with SEN and/or disabilities.
See Module details (pp.10-13), Assessment Criteria (p.14), Assignment Guidance
(pp.16-21), Assignment tips (p.22) and SENCO Learning Outcomes Portfolio
(pp.23-24) for further information.
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Quality assurance
Both Universities have their own University quality assurance procedures including:
student and tutor module and course evaluation, monitoring and review; programme
level committee with student and stakeholder representation; external examining
processes.
A South West Consortium National Award for SEN Coordination Management Group
takes an overview of the provision. This group includes at least two SENCOs/teachers
attending the course, usually at least one from each of the two Universities.
Evaluations have highlighted a number of features of good practice: The structure and content of the course, which meets the participants’ needs very well
and enables them to meet the SENCO learning outcomes.
Face-to-face taught provision.
The way the training is set in the context of the participants’ local authorities, which
enables them to develop a thorough understanding of local resources to support their
work.
Rigorous academic assignments that develop a depth of knowledge and understanding
of best practice in SEND provision.
The full involvement of staff from the stakeholder LAs in planning, delivering and
assuring the quality of the training programme.
The involvement of experienced SENCOs in course delivery and supporting course
participants.
The very helpful exemplars provided for participants of how the SENCO learning
outcomes can be evidenced and verified.
The high level of participants’ satisfaction with the quality of training and support.
The National Award for SEN Coordination
South West Consortium
Plymouth University and University of Exeter in conjunction with regional local
authorities
Pre-Course
Needs analysis
questionnaire linked to
learning outcomes
In-school sponsor’s
confirmation of
organisational support –
memo of agreement
SENCOs can also connect
with:
Local SENCO networks and
conferences
Special schools’ outreach
programmes
Local authority training
Post- course
Questionnaire analysis,
focusing on how participants’
expertise, knowledge and
skills have improved.
Accreditation of Prior
Experiential Learning
This is possible for experienced
SENCOs for one module of the
two.
Module 1 SEN: Organisational contexts
Module 2 SEN: Leading on teaching and learning
Each module consists of 3 full days taught sessions and 2 days
supported and self-directed study.
Each module follows a mixed approach to module delivery,
using face to face taught sessions, tutorials, school based work,
virtual learning environments and peer support. Taught sessions
may be held in school, local authority or University venues.
Directed tasks – including:
school based practical tasks and projects reading analysis, critique and reflection upon recent research and
inspection evidence SENCO Learning Outcomes Portfolio – ongoing self-
monitoring and reflection in relation to the SENCO learning
outcomes. Process and summative purposes.
Assignments – Masters level assignments for each module
relating theory and practice. (5000 words or equivalent for each
module)
Connects into:
MA Education
programmes.
Credits transferable
between Universities of
Plymouth and Exeter.
Course structure
23
Roles and
responsibilities Course and Module coordinators
Named University lecturer
Mike Murphy - Plymouth University
Dr Hazel Lawson - University of Exeter
National Award for SEN Coordination
South West Consortium
Overall consortium bid/provision
leader
Mike Murphy
Lead tutors
Main tutor on module, contact point for
student.
University approved and trained in
University assessment and QA
processes.
Likely to be LA adviser and/or
experienced SENCO.
Planning and teaching sessions
Involved in support and
assessment
University tutors
Co-tutor on module/course.
Planning and teaching
sessions
Involved in support and
assessment
Represent the course into
formal University processes
Presenters
This may include:
experienced practitioners from
mainstream and special schools
experienced SENCOs
headteachers
local authority personnel (e.g. data
officers; inclusion/SEN inspectors and
advisers; school improvement team)
pupils and parents
multiagency practitioners
CAMHs team
Educational Psychologists
teaching assistants
In-school sponsor
Senior member of participant’s school staff (e.g.
member of senior management/leadership team or
governor in the case of a headteacher who is also the
SENCO)
provide confirmation of the SENCO’s eligibility
assure attendance of their SENCO on the modules
outline how school will provide support to their
SENCO in relation to all elements of the course
monitor and feed back impact of training at the
individual pupil, classroom and school levels. [this
could be part of performance management
processes] Peer group support
Virtual learning
environment
Peer-professional
Local authority advisers
[may be lead tutors and presenters]
Critical advisory friends to the course.
LA advisers will be aware of developments
and impacts and will be in a position as
part of local forums to monitor and
evaluate individual impacts as well as
wider policy movements on practice,
through the use of appropriate pupil
tracking and performance data, via
schools’ own systems and wider LA
systems and monitoring approaches.
SENCO Management Group (SMG)
Quality assurance, Consistency,
Standards, Evaluation
The National Award for SEN Coordination
South West Consortium
Plymouth University and University of Exeter in conjunction with regional local authorities
Module details
Module 1 SEN: Organisational contexts
[Each University has its own detailed module template/record.
Plymouth University code PGSEN704; University of Exeter code EFPM278]
Aims:
to develop your knowledge and understanding of statutory and regulatory
frameworks and relevant developments at local and national level
to apply this knowledge and understanding to strategic leadership and
development of SEND policy and procedures in your own educational setting
(e.g. school, college)
to develop your knowledge and understanding of the roles and responsibilities in
developing and implementing a whole educational setting SEND policy
(communicating and collaborating effectively with internal and external staff,
contributing to professional development of staff)
to develop practical knowledge of identification and planning and of resources in
relation to your setting’s SEND policy
Intended learning outcomes:
On successful completion of this module, you should be able to: demonstrate comprehensive knowledge of the statutory and regulatory context
for SEN and disability equality
demonstrate comprehensive knowledge and understand the implications of the
principles and practice of leadership in different contexts
work strategically with senior colleagues and governors (or equivalent) to lead
ethos and policy
lead, develop and, where necessary, challenge senior leaders, colleagues and
governors in relation to statutory responsibilities, professional development and
staff deployment
demonstrate systematic knowledge and critical skills in the collection, analysis
and use of data at a strategic and organisational level
demonstrate that you know how to draw on external sources of support and
expertise
THROUGH
critically engaging in the relationship between theory and practice comparing and contrasting different perspectives handling relevant sources of literature and engage in current debates constructing organised, structured, critically reflective and analytic writing demonstrating
critical and analytic thinking independent learning, self-management and organisation oral and written communication skills the ability to locate and use learning resources information technology skills
25
the ability to work in groups and to problem solve
Indicative syllabus:
Relevant SEN and disability education, health and social care legislation,
guidance, agendas, regulations, OFSTED frameworks and statutory processes
SEND funding – national and local models and contexts
SEN systems, policies, priorities and practices, including statutory responsibilities
in your own setting/context
Leadership – characteristics and professional qualities of effective leadership
External agencies and support Data (national, local and setting level), accountability, protection, collecting,
analysing and interpreting All aspects of the module relate to the critical use of research and inspection evidence about effective practice.
Assessed assignments:
Module 1 SEN: Organisational contexts
Tasks No. of words Draft for formative tutor feedback
Critical review of a specific national
policy/government document or
research report in the field of SEND
in relation to your role as SENCO
1000 words
Full draft
Dates for
submission of
drafts of
assignments
will be set with
your LA lead
tutor.
Small scale evaluative study
2500 words
Outline
proposal
One section
Critical reflection on the use and
understanding of one aspect of
existing data relating to SEND
1500 words
Outline
proposal
One section
Total word count
5000 words
Module 1
Summative assignment
deadline
26
Module 2 SEN: Leading on teaching and learning [Each University has their own detailed module template/record
Plymouth University code PGSEN705; University of Exeter code EFPM279]
Aims:
to develop your knowledge, understanding and skills about:
o leading and coordinating provision for SEND
o leading, supporting and developing the practice of colleagues
o working in partnership with children and young people, families and other
professionals
to further develop your knowledge and understanding of how SEND affect the
participation and learning of children and young people
Intended learning outcomes:
On successful completion of this module, you should be able to: demonstrate comprehensive knowledge and understand the implications of the
principles and practice of leadership in different contexts
demonstrate comprehensive knowledge of how SEND affect the participation
and learning of children and young people
demonstrate comprehensive knowledge of strategies for improving outcomes for
learners with SEND
work strategically with senior colleagues, governors (or equivalent) and others to
lead practice/pedagogy
lead, develop and, where necessary, challenge senior leaders, colleagues and
governors in relation to teaching and learning, barriers to participation and
learning and learner progress
critically evaluate evidence/data about learning, teaching and assessment in
relation to children and young people with SEND
develop, implement, monitor and critically evaluate systems to identify, inform,
plan, record and review SEND provision
THROUGH
critically engaging in the relationship between theory and practice comparing and contrasting different perspectives handling relevant sources of literature and engage in current debates constructing organised, structured, critically reflective and analytic writing demonstrating:
critical and analytic thinking independent learning, self-management and organisation oral and written communication skills the ability to locate and use learning resources information technology skills the ability to work in groups and to problem solve
27
Indicative syllabus:
Strategic leadership and management processes to support change, role of
leadership in relation to professional development
Causes of underachievement – breadth and complexity
How children and young people’s development is affected by SEND
High incidence SEN – implications for teaching and learning and inclusive
practice
Theories of learning in relation to interventions
Barriers to learning, participation and achievement; discrimination, stereotyping
and bullying related to SEND
Overview of effective practice – principles, national research and local projects;
for example, potential of new technologies, person-centred approaches, multi-
agency working, transitions and preparation for adulthood
Coaching and mentoring colleagues and deploying staff
Children and young people’s and parents’ participation and engagement
Consulting, engaging and communicating with colleagues, parents and carers
and children and young people
All aspects of the module relate to the critical use of research and inspection evidence about effective practice.
Assessed Assignments:
Module 2 SEN: Leading on teaching and learning
Assignment No. of words Draft for formative tutor feedback
Small scale action research study
5000 words
Outline
structure
One section
Dates for
submission of
drafts of
assignments
will be set with
your LA lead
tutor.
Total word count 5000 words
Module 2
Summative assignment
deadline
28
29
Assessment criteria
Assignments are marked against generic Masters level assessment criteria which are similar
for both Universities.
Detailed assessment criteria will be provided at the beginning of the course.
Ethics
The ethical positions of the Plymouth University Institute of Education and the
University of Exeter Graduate School of Education are based on the principle
that in all research, teaching/training and professional activity the interests and rights
of others must be respected and protected. The ‘others’ whose interests and
rights need protection include children, adults, other sentient beings, and
institutions such as schools or colleges with which we have professional
contact. The kinds of ethical issues that arise for the School of Education
usually concern the exercise of power in professional relationships, such as
those between adult and child, or between teacher and student, as well as
those arising from privileged access to confidential information about
individuals or institutions. Although such relations and privileged access are
generally conducted with the best of intentions, without proper safeguards
they can result in unintentional abuse. Educational research requires that
particular attention is devoted to ethical obligations because it often involves school
children and students, who are in vulnerable positions. In the School of
Education, the key areas of ethical concern to be monitored, and the
guidelines, are as follows.
Lack of Harm, Detriment or Unreasonable Stress
Any research or teaching procedure carried out should not result in any risk of
harm, detriment or unreasonable stress to participants. Educational
interventions should not result in any educational disadvantage or loss of
opportunity. Strong medical guidelines exist where physical risk-issues are
involved. Where there is any doubt, all action should cease until full
consultation and reassurance is given by appropriate authorities.
Informed Consent
If any experiment or intervention or collection of data does not go significantly
beyond normal teaching functions, usually institutional (school/college)
approval only is required.
30
Where normal teaching functions are significantly exceeded, as well as
institutional approval all participants including children should understand the
significance of their role (i.e. be informed) and should consent to their
involvement. If you are unsure of the extent to which your research goes
beyond normal teaching functions, please refer to your tutor for advice.
Informed consent assumes that consent is freely given with a proper
understanding of the nature and consequences of what is proposed and that
undue influence is not used to obtain consent. It must be made clear to
participants that at any moment they are free to withdraw from the research if
they wish. Particular care is necessary when the participant has a special
relationship to the investigator as in the case of a student to his/her teacher.
Normally written consent should be gained by providing participants with a
straightforward statement for them to sign, covering the aims of the research,
and the potential consequences for participants. The language used in such
statements must be understandable to the participants. For participants with
limited communication, the efforts to gain consent should be specified in a
written description of the procedure for explaining to participants what is
happening. A responsible person should sign this statement (and indicate
his/her relationship with the participant) to indicate that this work has been
done. In such cases the onus is on the researcher to satisfy the School’s
Ethics Committee, by the provision of appropriate evidence, that the
information/consent requirements have been satisfied. In some cases this may
require a clear justification for the involvement of the most vulnerable people
(for example with disabilities or in stressed situations) and clarification that
the information can be gained in no other way.
Confidentiality and Non-Identifiability
Persons (including children) and institutions that participate in research have
the right to anonymity and non-identifiability unless they are individual adults
who have explicitly, and in writing, consented to be identified. Otherwise all
research data and results, in all media, are confidential and must not be
disclosed to unauthorised third parties. Research reports, dissertations,
theses and publications must not permit the identification of any individuals (e.g.
children, parents or teachers) or institutions (e.g. schools or colleges).
31
The British Educational Research Association (BERA) produces ethical guidelines
that can be found at the following link: http://www.bera.ac.uk/publications/ethical-
guidelines
32
Assignment guidance
Module 1 - Critical review of a national policy/government document or
research report in the field of SEN in relation to your role of SENCO
Task: Write a critical review of a government report, policy document, guidance
document, research report or piece of legislation which significantly informs national
policy in the field of SEN. Relate it to your role as SENCO. You should focus on one
theme or section of the document.
(1000 words)
Here is your chance to study one document (e.g. SEND Code of Practice 0-25, Children and
Families Act Part 3, Education Excellence Everywhere White Paper, Lamb Inquiry, Bercow
Report, Steer Report, Rose Review, Warnock Report, Removing Barriers to Achievement,
OFSTED - The SEN and Disability Review) in depth and critically examine it. You should
focus on one aspect of the report. The advice on critical reading and writing from Poulson
and Wallace (see p.33) is really helpful here.
Questions you might ask about the report:
Who wrote this? Are they academic, professional, policy-maker? Does this tell you anything about the ideas expressed?
What are the purposes of this report? Who are the intended audiences?
What messages are given? To/about whom? (e.g. how are parents positioned in the
report)
Are there opinions expressed? Or words which reflect a standpoint? A political or
theoretical stance?
What are the gaps and silences in the report? What is left out and why? What is not
explained?
Are any data presented? Is it evident how the data were analysed? Is it clear from the
report itself how the conclusions were arrived at?
How does your own professional experience as a teacher and SENCO connect to the
ideas in the report? Can you provide a counterpoint to any of the arguments in the
report?
How does the report relate to your or your school/setting’s current practice?
Are the implications/recommendations for practice relevant? Drawn from the rest of the
report? Manageable?
You should use other literature (books, journal articles, websites) to support your analysis
and review.
You might find it helpful to structure your review in the following way:
Introduction: explain briefly the nature of your assignment. Provide a brief description of your
professional context and your rationale for choice of document. Include a very brief overview
of the document/report and how the assignment is structured. (100 words)
Main section: divided into paragraphs which each examine a different point. (total of 800
words)
Conclusion: briefly sum up your review and provide implications for practice in your setting.
(100 words)
References: using Harvard referencing notation (see pp.33-38).
33
34
Module 1 - Small scale evaluative study
Task: Carry out a small scale study evaluating one aspect of SEN organisation relevant to
your role as a SENCO/teacher in the context of your school/setting. (2500 words)
This assignment enables you to select an aspect of SEN organisation in your school/setting
and then to evaluate this practice as well as situate what is happening, what you are doing,
and what you believe and think about your role in the light of wider school/setting and LA
practices.
Remember this is an evaluation study and does not involve starting or carrying out any
intervention, new approach or new type of organisation. This is not action research.
However, you may wish to link this evaluation with the action research study in Module 2.
Suggested assignment structure
Write this assignment in the past tense – by the time you submit it you have carried out the
study. No of
words
Title: Provide your own title to match your study.
Introduction: explain briefly the focus/nature of your assignment. This might include a brief description of the school/setting context, the chosen aspect of self evaluation, your interest in this and how the assignment is structured. (Type of writing required: description and reflection).
400
Broader context: more detailed examination of the chosen aspect in the context of school/setting, local and national situations. How are you involved in the activity and how does it relate to your views, beliefs, practice? This might include themes drawn from your reading and some review of wider literature/research. (Type of thinking required: reflection and critical review of issue, context).
750
Procedures and methods: a description of the way you carried out your evaluation. Make sure you explain your data collection fully – what method? Who are the participants? How many? How were they selected? Justify your choice with reference to methodology literature. Ethical issues: informed consent (parents? pupils?), anonymity and confidentiality. (Type of writing required: description).
300
Presentation and analysis of ‘findings’: present, describe and interpret your findings. Provide a sample of your raw data and show a collation of your data. The reader needs to follow your data collection and analysis process so they can follow how you come to your findings and conclusions. Percentages are generally not appropriate with small numbers. Discussion of the key findings from your enquiry, which involves critical review of ideas and critical reflections on what you did and what you found out. Critically evaluate your project - strengths and weaknesses. How you might have done things better or differently?
750
35
Conclusion: critical speculation – what next, what needs to change be developed for your school/setting? Put your findings in the context of previous research – yours and others. Critique - constraints on outcomes - what other issues, policies, strategies have an influence? What implications do the outcomes have for: a) your setting – organisational content? b) the students? c) you in your role (if appropriate) / your professional development? d) recommendations for the future?
300
References: use the Harvard method of notation
Relevant Appendices: Include relevant material which is too bulky to be included in the text but which is important and to which you refer. Ensure anonymity. Make sure you refer to the appendices in your text. Use one appendix for each item, numbered and titled.
Module 1 - Critical reflection on the use and understanding of one aspect of
existing data relating to SEN in your setting
Task: Critically reflect on your understanding, and the use of, one aspect of data relating to
SEN in your context. (1500 words)
Understanding and using data:
In your role you will collect/create/generate new data or use already existing data – both
quantitative and qualitative data. However, the focus of this assignment is on the use and
understanding of existing data. The use of data can take a variety of forms. It will involve
an examination of what the data are and how they are conceptualised and represented. This
will also involve a consideration of the validity, reliability and legitimacy of using data – the
extent to which the data can be ‘trusted’ and you can have ‘confidence’ in the data. This
assignment also allows a critical reflection, such as where the researcher/SENCO is
considered to be involved in the co-construction of data and what the value of the data is.
Understanding the use of data emphasises the importance of encouraging the user of the
data to actually begin to think about what data ‘are’. By considering the ‘status’ of data in this
way, you should also consider what it is reasonable to do and to say with the data about
specific pupils. For example, a table of pupil statistics is different from a qualitative
description or staffroom report. They each take a different stance towards the way this data
is used to convince the audience of the ‘trustworthiness’ of the work. The former stance may
perhaps start from an assumption that the ‘truth’ of a situation can be ‘revealed’ through
quantifying and analysing; the latter might assume that one can only ‘construct stories’
(albeit supported by evidence such as observations) about a situation that might be useful to
the audience. So rather than simply using data in a way that makes claims to objectivity or to
represent reality in some way, researchers/SENCOs should, perhaps, consider the following
kinds of questions:
How are the data created, collected or constructed?
What are the processes of selection, interpretation and representation that have been
engaged in during the generation/production of the data?
Whose interests does the data best serve? Professionals, parents, pupils?
36
In what contexts are the data produced? In other words in what ways are the data
culturally and socially located and shaped?
In what ways have the data been produced/created?
What are the effects/impact of the data?
Schools are data rich. You are not expected to collect data but to critically reflect on the use
and understanding of existing data in your working context. However it is worthwhile
considering briefly methods of data collection and how the methods that are used to collect
data may influence the ‘trustworthiness’ of the data. Methods used may involve interviews,
observations, questionnaires, narratives and stories of events from others, pupil
documentation from other sources/organisations/agencies as well as from within your own
school/setting.
Consider the nature of the data in your school/setting which informs your coordination role.
Data come in many forms and are used for a variety of purposes. Think about the types of
data you come across and need to engage with. Consider the most useful types of data and
the least useful. Consider how collected information is different from active knowledge in
practice – information is not knowledge. Consider the ethical processes necessary when
collecting, analysing, disseminating and judging pupil data.
Types of data you might choose to focus on include: a specific test (e.g. Salford Reading
Test), Fischer Family Trust data, in-school tracking data, data relating to progression
guidance, school/setting assessment data, qualitative data gathered for annual reviews,
‘pupil voice’ data, observation data, informally gathered data.
You might find it helpful to structure your assignment in the following way:
Introduction: explain briefly the nature of your assignment. This might include a brief
description of your chosen type of data, the context (e.g. school) and how the assignment is
structured. (200 words)
Main section: divided into paragraphs which each examine a different point. If the terms
reliability and validity are used these need further explanation to demonstrate that you
understand what they mean with regard to data. (total of 1000 words)
Conclusion: sum up your critical reflection and consider implications for your practice. (300
words)
References: using Harvard referencing notation.
Relevant appendices: include relevant material which is too bulky to be included in the text
but which is important and to which you refer. Ensure anonymity. Make sure you refer to the
appendices in your text. Use one appendix for each item, numbered and titled.
Although they are not all specifically related to SEN, you might find the following references useful to
reflect on the nature of data and how it can impact on teacher and pupil identity, beliefs and practice:
Ball, S.J. (2013) Foucault, power, and education. New York: Routledge.
Florian, L., Rouse, M., Black-Hawkins, K. and Jull, S. (2004) What can national data sets tell us about
inclusion and pupil achievement? British Journal of Special Education 31, 3, 115-121.
Hall, K., Collins, J., Benjamin, S., Nind, M. and Sheehy, K. (2004) SATurated Models of Pupildom:
Assessment and Inclusion/Exclusion. British Educational Research Journal 30, 6, 801-817.
37
Reay, D. and Wiliam, D. (1999) I'll be a nothing: Structure, agency and the construction of identity
through assessment. British Educational Research Journal 25, 3, 343-354.
38
Module 2 - Small scale action research study
Task: Carry out a small scale action research study examining an aspect of leading SEN
teaching and learning practice in your school/setting. (5000 words)
An action research study will enable you to investigate aspects of practice in order that you
can further plan, act, observe, analyse, and reflect. Another way of thinking about it is to
‘plan, do, review.’ You need to identify a key problem, interest, issue or dilemma that you
have encountered in your practice, and one that you are motivated to address in order to
generate creative solutions and change in collaboration with others. The problem should be
manageable, so that you can develop a small-scale research study which allows you to
enquire into a specific aspect of practice, initiate some action and evaluate this action.
You could focus on an aspect which arose from your evaluative study in module 1. Your
study may involve the investigation of a teaching and learning approach (e.g. classroom
withdrawal) relating to pupils with SEN specifically or of the wider school population more
generally. It may involve the implementation of a specific project and the nature of the role of
a teaching assistant within the project. It may be a small scale piece of research which
explores staff beliefs about learning potential and the nature of ability.
You are expected to gather your own data for this assignment – for example, through
interviews, observations, questionnaires, practice diaries. There are many books on
research methods, for example:
Bell, J. with Walters, S. (2014) Doing Your Research Project (6th edition) Buckingham: OUP
Clough, P. & Nutbrown, C. (2012) A Student's Guide to Methodology (3rd edition) London: SAGE
Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education (7th edition) London: Routledge
Denscombe, M. (2007) The Good Research Guide (3rd edition) Buckingham: OUP Koshy, V. (2010) Action research for improving practice. A practical guide (2nd
edition) London: Paul Chapman Robson, C. (2016) Real World Research (4th edition) Oxford: Blackwell Thomas, G. (2013) How to do your research project: A guide for students in education and
applied social sciences (2nd edition) London: SAGE
39
Suggested assignment structure
Write this assignment in the past tense – by the time you submit it you have carried out the
study.
No.
words
Title: Add your own title to match your study
Introduction: your own school/setting context; the nature of the problem; your
interest in the topic. Introduce your research question.
500
Literature review: draw out common themes from the reading; or conflicting
viewpoints; use the literature to reformulate, further focus your research question.
It is best to use a range of sources (books, government policy documents, peer
reviewed journal articles).
Try to present a critical reading of the literature rather than just a ‘regurgitation’.
The advice on critical reading from Poulson and Wallace (see p33) will be helpful
here. When reading, think about the standpoint of the author/s, the focus of the
article, the methods used and any limitations of these, etc.
1500
Procedures and methods: a description of the way you carried out your research.
Make sure you explain your data collection fully – Who are the participants? How
many? How were they selected? What method of data collection? How much data
did you gather?
Ethical issues: approavals, informed consent (parents? pupils?), anonymity and
confidentiality.
1000
Presentation and analysis of findings: present, describe and interpret your
findings Provide a sample of your raw data and show a collation of your data. The
reader needs to follow your data collection and analysis process so they can follow
how you come to your findings and conclusions. Percentages are generally not
appropriate with small numbers. Discussion of the key findings from your enquiry.
Reflection on your own professional learning about your research area.
1500
Conclusion: implications for your future practice; for your school/setting; for further
research.
500
References: use the Harvard method of notation
Relevant appendices: include relevant material which is too bulky to be included in
the text but which is important and to which you refer. Ensure anonymity. Make
sure you refer to the appendices in your text. Use one appendix for each item,
numbered and titled.
40
Assignment tips In Module 1, include word count at the end of each task as well as an overall word count.
Remember you must be within + 10% of the word lengths.
Subheadings help the reader find their way through the assignment. Make sure they
relate to what is included in that section and that they do not make the flow of the
assignment too disjointed.
Remember not to name your school/setting or staff/pupils in appendices!
Spell out acronyms first time of use.
Terminology - ‘SEN children’. This should be ‘children with SEN’ or ‘children defined as
having SEN’ or ‘children designated as having SEN’.
It is better to say – ‘I suggest..’, ‘I argue..’, ‘In my experience it seems that …’ rather than
‘I feel’ or ‘I believe’. Such assertions/claims should also be backed up from literature,
your own or others’ research or from your own experience (an example from the latter is
always helpful).
Data = plural (datum = singular) e.g. ‘These data…’ not ‘this data …’.
The most successful assignments are fluently written and coherently structured,
organised and argued. They use a wide range of relevant literature, beyond those
provided on the course, including peer reviewed journal articles. They demonstrate
critical reflection and analysis, with a questioning stance. Points from literature are used
to develop, challenge and support assertions. Often paraphrasing is used as well as
pertinent quotes. The assignments link theory and practice together well. There are few
typos or punctuation errors and referencing is accurate.
The least successful assignments are difficult for the reader to follow. The organisation
and structure is not clear. The points and argument being made are not clear.
Paragraphs and sentences are not linked together. The assignment is descriptive rather
than reflective or analytic. A limited range of literature is used. Quotes tend to sit alone
and not be clearly relevant or integrated into the writing. There are many typos and
errors and referencing is poor.
41
SENCO Learning Outcomes Portfolio
SENCOs wishing to gain the National Award for SEN Coordination are required to
meet the NCTL SENCO Learning Outcomes. The aim of the portfolio is to enable
you to provide evidence of the range of essential knowledge, skills and experience
gained prior to and during the SENCO course.
Portfolios will be organised into the following sections, according to the SENCO
Learning Outcomes:
o Professional knowledge and understanding
o Leading and coordinating provision
o Personal and professional qualities
You are asked to complete an initial self audit against the learning outcomes. You are
expected to maintain and develop your portfolio electronically, monitoring, recording and
reflecting upon your ongoing progress against the outcomes. The portfolio is a substantive
learning tool on the course and enables a formative ongoing process of review against the
outcomes, allowing SENCOs to self track and audit learning explicitly. Portfolios will
demonstrate a clear element of self-reflection linked to their own school/setting context and
their own professional development throughout the course. There will be opportunities for
peer mentoring and support through self-reflection and discussion around progress towards
the learning outcomes. The portfolio will be regularly reviewed in tutorials with your tutor,
enabling personalised focused recommendations regarding relevant research, reading,
assignments and/or visits for each SENCO. This process will conclude with a self-evaluation
update and action plan for future personal development and CPD.
The portfolio will ultimately provide summative evidence which will be verified and
signed off by various others (tutors, headteachers, in-school/setting sponsors, line
managers, LA advisers, and other stakeholders as appropriate). Final verification will
be completed by the course tutor/s and there will be a standardisation and
moderation procedure which follows the usual University protocols.
Completing the SENCO Learning Outcomes Portfolio
You are expected to provide evidence and self evaluation of awareness, level of
knowledge, understanding or skills against each outcome. You should be self critical
and reflective. Describe with a detailed example; reflect; consider the impact/next
steps. Supporting information can be provided.
A number and range of outcomes should be verified by others e.g. headteacher,
lead tutor, LA adviser. A list of verifiers, their role/position and their contact details
should be included at the front of the portfolio. Verifiers can sign the final copy or
SENCOs can add ‘This can be verified by….’
42
You are encouraged and expected to use all elements of the course and your
experience. You can map and reflect upon a range of learning experiences in
relation the Learning Outcomes. This may include, for example, pre-course
experience, reading, module taught elements and activities, module directed tasks,
day-to-day school/setting practice, school/setting developments, action research
projects, assignments, visits, attendance at other related courses and conferences
as appropriate. You are expected to provide specific (dated) examples rather than
vague statements.
See SENCO Learning Outcomes Portfolio for further information and examples.
SENCO Learning Outcomes Portfolio
Deadline
43
Some suggested reading
** The starred items are those particularly recommended to support you in developing a
crtical lens towards taken-for granted concepts of SEN.
The emboldened books are core books for teachers engaged in the National Award
for SEN Coordination.
Organisational contexts, role of the SENCO, inclusion
Armstrong, D. and Squires, G. (eds) (2012) Contemporary issues in special educational
needs: Considering the whole child. Maidenhead: Open University Press
Audit Commission (2008) Special educational needs / additional educational needs
(SEN/AEN) value for money resource pack for schools www.sen-aen.audit-
commission.gov.uk/
Barnes, P. (2008) Multi-agency working: what are the perspectives of SENCOs and parents
regarding it development and implementation? British Journal of Special Education, 35
(4), 230-240
Beveridge, S. (2005) Children, families and schools: Developing partnerships for inclusive
education. London: Routledge-Falmer
Burnett, N. (2005) Leadership and SEN: Meeting the challenge in special and mainstream
settings. London: David Fulton
Cheminais, R. (2010) Handbook for new SENCOs. London: Sage
Clough, P. (ed.) (1998) Managing inclusive education. London: Paul Chapman **Clough, P. & Corbett, J. (2000) Theories of inclusive education. London: Paul Chapman
Cole, B. (2005) Mission impossible? Special educational needs, inclusion and the re-
conceptualization of the SENCO in England and Wales European Journal of Special
Needs Education, 20 (3), 287-307
Cooper, P. (1996) Are individual education plans a waste of paper? British Journal of Special
Education, 23 (3), 115-119
**Corbett, J. (1995) Bad mouthing: The language of special needs. Washington: Falmer
Press
DCSF (2010) Improving parental confidence in the special educational needs system: An
implementation plan. London: DCSF
44
DCSF (2010) Breaking the link between special educational needs and low attainment.
Annesley, Nottingham: DCSF
DfE (2010) Support and aspiration: A new approach to special educational needs and
disability. [Green Paper] Norwich: The Stationery Office
DfE (2015) SEN Code of Practice 0-25 [online] Available at:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SE
ND_Code_of_Practice_January_2015.pdf
DfES (2001) Inclusive schooling: Children with special educational needs. Annesley,
Nottingham: DfES
DfES (2004) Removing barriers to achievement: The government’s strategy for SEN. Ref:
DfES/0117/2004. Annesley, Nottingham: DfES
Digman, C. and Soan, S. (2008) Working with parents: A guide for education professionals.
London: Sage
Dyson, A. and Gallannaugh, F. (2007) National policy and the development of inclusive school practices: a case study. Cambridge Journal of Education, 37, 4, 473-488
Ekins, A. and Grimes, P. (2009) Inclusion: Developing an effective whole school approach.
Maidenhead: Open University Press
Ellis, S., Tod, J. and Graham-Matheson, L. (2008) Special educational needs and inclusion:
reflection and renewal. London: NASUWT
Florian, L. (ed) (2014) The Sage handbook of special education. (2nd edition). London: Sage Frederickson, N. and Cline, T. (2015) Special educational needs, inclusion, and diversity: a
textbook. (3rd edition). Buckingham: Open University Press Gibson, S. and Blandford, S. (2005) Managing special educational needs London: Paul
Chapman
Goodley, D. (2011) Disability Studies: an interdisciplinary introduction London: Sage.
Griffiths, D. and Dubsky, R. (2012) Evaluating the impact of the new National Award for
SENCos: transforming landscapes or gardening in a gale? British Journal of Special
Education, 39, 164–172
Gross, J. (2008) Beating bureaucracy in special needs education. London: Routledge
45
Hallett, F. and Hallett, G. (eds) (2010) Transforming the role of the SENCO: Achieving
the National Award for SEN Coordination. Buckingham: Open University Press
House of Commons (2006) SEN. Education Select Committee Report. London: The Stationery Office www.publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/478i.pdf
Layton, L. (2005) Special educational needs coordinators and leadership: A role too far?
Support for Learning, 20 (2), 53-60
Lloyd, C. (2008) Removing barriers to achievement: A strategy for inclusion or inclusion or
exclusion? International Journal of Inclusive Education, 12 (2), 221-236
Mackenzie, S. (2008) A review of recent developments in the role of the SENCO in the UK.
British Journal of Special Education, 34 (4), 212-218
Norwich, B. (2013) Addressing tensions and dilemmas in inclusive education. Abingdon:
Routledge Norwich, B. and Gray, P. (2007) Special schools in the new era: how do we go beyond
generalities? Journal of Research in Special Educational Needs, 7 (2), 71-89 Ofsted (2004) Special educational needs and disability: towards inclusive schools. London:
Ofsted Ofsted (2006) Inclusion: Does it matter where pupils are taught? Provision and outcomes in
different settings for pupils with learning difficulties and disabilities. Ref: HMI 2535
www.ofsted.gov.uk
Ofsted (2010) The special educational needs and disability review: A statement is not enough. Ref: HMI 090221 www.ofsted.gov.uk
Pearson, S. and Mitchell, R. (2013) The recruitment, induction and retention of special
educational needs coordinators (SENCOs) Leeds: University of Leeds http://www.nasen.org.uk/uploads/publications/269.pdf
Pearson, S., Mitchell, R. and Rapti, M. (2014) 'I will be "fighting" even more for pupils with
SEN': SENCOs' role predictions in the changing English policy context. Journal of Research in SEN, earlybird viewing
Rayner, S. (2008) Managing special and inclusive education. London: Sage Publications
**Runswick - Cole, K. & Hodge, N. (2009) Needs or rights? A challenge to the discourse of
special education British Journal of Special Education, 36, 4,198 - 203 Sydney, A. (2009) A handbook for inclusion managers. London: Fulton
46
Thomas, G. and Loxley, A. (2008) Deconstructing special education and constructing
inclusion. 2nd edition. Buckingham: Open University Press
Tilstone, T. and Rose, R. (eds) (2003) Strategies to promote inclusive practice. London: RoutledgeFalmer
Wearmouth, J. (2016) Effective SENCO: Meeting the challenge. Maidenhead: Open
University Press
Leading on teaching and learning
Alborz, A., Pearson, D., Farrell, P. and Howes, A. (2009) The impact of adult support staff on
pupils and mainstream schools. London: EPPI-Centre, Social Science Research Unit,
Institute of Education, University of London
Blatchford, P., Bassett, P., Brown, P., Martin, C., Russell, A. and Webster, R. (2010)
Deployment and impact of support staff project. [Full Report: DCSF-RR148]
www.education.gov.uk/publications/standard/publicationDetail/Page1/DCSF-RR148
Blatchford, P., Bassett, P., Brown, P. & Webster, R. (2009) The effect of support staff on
pupil engagement and individual attention. British Educational Research Journal ,
35(5), 661-686
Blatchford, P., Russell, A. and Webster, R. (2012) Reassessing the impact of teaching
assistant: how research challenges practice and policy. Abingdon: Routledge
Blatchford, P., Webster, R. and Russell, A. (2012) Challenging the role and deployment of
teaching assistants in mainstream schools: The impact on schools. Final report on the
Effective Deployment of Teaching Assistants (EDTA) project.
http://www.teachingassistantresearch.co.uk/
[see also Russell et al (2013), Webster and Blatchford (2013, 2013, 2014) and Webster et al
(2013)]
Burton, D. & Goodman, R. (2011) Perspectives of SENCOs and support staff in England on
their roles, relationships and capacity to support inclusive practice for students with
behavioural emotional and social difficulties. Pastoral Care in Education, 29:2, 133-149
DCSF (2010) Breaking the link between special educational needs and low attainment.
Annesley, Nottingham: DCSF
Derrington, C. and Groom, B. (2004) A team approach to behaviour management: A training
guide for SENCOs working with teaching assistants. London: Paul Chapman
Gerschel, L. (2005) The special educational needs coordinator’s role in managing teaching
assistants: the Greenwich perspective. Support for Learning, 20 (2), 69-76
47
Gibson, S. and Blandford, S. (2005) Managing Special Educational Needs. London: Paul
Chapman
Glenny, G. and Roaf, C. (2008) Multiprofessional communication: Making systems work for
children. Maidenhead: Open University Press
Hart, S., Dixon, A., Drummond, M. and McIntyre, D. (2005) Learning without limits. Maidenhead: Open University Press
Hayes. J. (2004) Visual annual reviews: how to include pupils with learning difficulties in their
educational reviews. Support for Learning, 19 (4), 175-180
Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds) (2014) The Routledge
companion to severe, profound and multiple learning difficulties. London: Routledge
Lamb, B. (2009) Lamb Inquiry: special educational needs and parental confidence.
www.education.gov.uk/publications/standard/publicationDetail/Page1/DCSF-01143-2009
Lehane, T. (2016) ‘Cooling the mark out’: Experienced teaching assistants’ perceptions of
their work in the inclusion of pupils with special educational needs in mainstream
secondary. schools. Educational Review, 68 (1), 4-23
Lewis, A. and Norwich, B. (2006) Special teaching for special children? Pedagogies for
inclusion. Maidenhead: Open University
MacConville, R. (2010) Special Needs: What to know and what to do. The professional
development file for all staff. London: Optimus
May, H. (2005) Whose participation is it anyway? Examining the context of pupil participation
in the UK. British Journal of Special Education, 32, 1, 29-34
Němec, Z., Šimáčková-Laurenčíková, K., Hájková, V. and Strnadová, I. (2015) ‘When I need
to do something else with the other children, then I can rely on her’: teaching assistants
working with socially disadvantaged students. European Journal of Special Needs
Education, 30 (4), 459-473
Nind, M., Rix, J., Sheehy, K. and Simmons, K. (2005) Curriculum and pedagogy in inclusive education. London: RoutledgeFalmer/Open University
Norwich, B. and Kelly, N. (2006) Evaluating children’s participation in SEN procedures.
Educational Psychology in Practice, 22, 3, 255-271
Oldham, J. and Radford, J. (2011) Secondary SENCO leadership: a universal or specialist
role? British Journal of Special Education, 38, 3, 126-134
48
Rose, R. and Shevlin, M. (2010) Ideas for actively engaging students in inclusive classrooms.
London: Jessica Kingsley
Rosen-Webb, S. (2011) Nobody tells you how to be a SENCo. British Journal of Special
Education, 38, 4, 159-168
Russell, A., Webster, R. and Blatchford, P. (2013) Maximising the impact of teaching
assistants: Guidance for school leaders and teachers. Abingdon: Routledge
Szwed, C. (2007) Remodelling policy and practice: the challenge for staff working with
children with special educational needs. Educational Review, 59 (2), 147-160
Tennant, G. (2007) IEPs in mainstream secondary schools: an agenda for research. Support
for Learning, 4, 204-208
Tilstone, C. and Layton, L. (2004) Child development and teaching pupils with special
educational needs. London: Routledge
Todd, L. (2007) Partnerships for inclusive education: a critical approach to collaborative
working London: Routledge
Vincent. K., Cremin, H. and Thomas, G. (2005) Teachers and assistants working together.
Maidenhead: Open University Press
Webster, R. and Blatchford, P. (2013) The educational experiences of pupils with a
Statement for special educational needs in mainstream primary schools. Results from a
systematic observation study. European Journal of Special Needs Education, 28, 4, 463-
479
Webster, R. and Blatchford, P. (2013) The Making a Statement project final report. A study
of the teaching and support experienced by pupils with a statement of special educational
needs in mainstream primary schools. [online] Available at:
http://www.teachingassistantresearch.co.uk/the-mast-study/4581714815
Webster, R. and Blatchford, P. (2014) Worlds apart? The nature and quality of the
educational experiences of pupils with a Statement for special educational needs in
mainstream primary schools. British Educational Research Journal, published online, 21st
April
Webster, R., Blatchford, P. and Russell, A. (2013) Challenging and changing how schools
use teaching assistants: Findings from the Effective Deployment of Teaching Assistants
project. School Leadership and Management, 33, 1, 78-96
49
Research, evaluation and working at Masters level
Altrichter, H., Feldman, A., Posch, P., Somekh, B. (2008) Teachers investigate their work.
London: Routledge
Bell, J. with Walters, S. (2014) Doing Your Research Project. (6th edition). Buckingham:
OUP
Castle, K. (2010) Study skills for your Masters in Teaching and Learning. Exeter: Learning
Matters
Clough, P. & Nutbrown, C. (2012) A student's guide to methodology. (3rd edition). London:
Sage
Cohen, L., Manion, L. and Morrison, K. (2011) Research methods in education. (7th edition).
London: Routledge
Denscombe, M. (2007) The good research guide. (3rd edition). Buckingham: Open University
Press
Fraser, S., Lewis, V., Ding, S., Kellett, M. and Robinson, C. (2004) Doing research with
children and young people. London: Sage /Open University
Hopkins, D. (2002) A teacher's guide to classroom research. Buckingham: Open University
Press Kershner, R. and Chaplain, R. (2001) Understanding special educational needs: A teacher's
guide to effective school-based research. London: David Fulton Koshy, V. (2010) Action research for improving practice. (2nd edition). London: Sage/Paul
Chapman
Poulson, L. and Wallace, M. (2004) (eds) Learning to read critically in teaching and learning.
London: Sage
Robson, C. (2016) Real world research: a resource for social scientists and practitioner-
researchers. (4th edition). Oxford: Blackwell
Sewell, K. (ed) (2008) Doing Your PGCE at M - Level: a guide for students. London: Sage Thomas, G. (2013) How to do your research project: A guide for students in education and
applied social sciences. (2nd edition). London: SAGE
50
Web resources: DfE SEN pages www.education.gov.uk/schools/pupilsupport/sen nasen (National Association of Special Educational Needs) www.nasen.org.uk Training materials for teachers of learners with severe, profound and complex learning difficulties https://www.gov.uk/government/publications/teaching-pupils-with-special-educational-needs-and-disabilities-send/training-modules-and-resources-for-teaching-send-pupils Advanced training materials for autism; dyslexia; speech, language and communication; emotional, social and behavioural difficulties; moderate learning difficulties https://www.gov.uk/government/publications/teaching-pupils-with-special-educational-needs-and-disabilities-send/training-modules-and-resources-for-teaching-send-pupils Teacher Training Resource Bank http://webarchive.nationalarchives.gov.uk/20101021152907/http://www.ttrb.ac.uk/ Recommended:
A historical overview of disability and special educational needs
Models of disability and special educational needs
Differentiation [As this is archived it is difficult to locate items]
Inclusion Development Programme http://www.idponline.org.uk/ SEN Policy Research Forum http://www.sen-policyforum.org.uk/ Council for Disabled Children http://www.councilfordisabledchildren.org.uk/ Electronic journals: British Journal of Special Education Support for Learning European Journal of Special Needs Education Journal of Research in Special Educational Needs International Journal of Inclusive Education
51
Critical reading and writing
From Poulson, L. and Wallace, M. (2004) (eds) Learning to read critically in teaching and
learning London: Sage
As a critical reader of the literature: As a self critical writer:
Consider the author’s purpose in writing the
account
State your purpose in what you write to
make it clear to your readers
Examine the structure of the account to help
you understand how the authors develop
their argument
Create a logical structure in your account
that assists you with developing your
arguments, and make it clear to your
readers
Seek to identify the main claims the authors
make in putting forward their argument
State your own main claims clearly to help
your readers understand your argument
Adopt a sceptical stance towards the authors’
claims, checking whether they support
convincingly what they assert
Assume that your readers adopt a critical
stance to your work so you must convince
them by supporting your claims as far as
possible
Question whether the authors have sufficient
backing for the generalisations they make
Avoid making sweeping generalisations in
your writing which you cannot justify to your
readers.
Check what the authors mean by key terms
in the account and whether they use these
terms consistently
Define the key terms you employ in your
account so that your readers are clear what
you mean and use these terms consistently
Consider whether and how any values
guiding the authors’ work may affect what
they claim
Make explicit any values that guide what you
write
Distinguish between respecting the authors
as people and being sceptical about what
they write
Avoid attacking authors as people but be
sceptical about what they write
Keep an open mind, retaining a conditional
willingness to be convinced
Assume that your readers are open minded
about your work and are willing to be
convinced if you can adequately support
your claims
Check that everything the authors have
written is relevant to their purpose in writing
the account and the argument they develop
Sustain your focus throughout your account,
avoid irrelevancies and digressions in what
you write
Expect to be given the information that is
needed for you to be in a position to check
any other literature sources to which the
authors refer
Ensure that your referencing in the text and
the reference list is complete and accurate
so that your readers are in a position to
check your sources.
52
Harvard Referencing
Harvard principles relate to the information you provide, in this order:
Creator/author
Year of publication
Title of information
Tracing information
Remember to keep this bibliographic information for all sources you look at.
It is important to be consistent throughout your work with regard to layout, typeface,
punctuation and format.
Why reference?
Referencing is a skill you will need to master. The written assignments you produce will need
to follow the formal conventions used in academic contexts when referring to books, articles
and other sources of information. Use of these referencing conventions ensures that your
work avoids plagiarism (see below).
Just as important, however, is your ability to make use of the conventions as a guide to
further reading. Writers include references so that you, the reader, can investigate the same
sources of information they used. Frequently, that first book or article you consulted only
relates loosely to your chosen topic, but its references may point the way towards other
sources that are much more helpful.
Plagiarism
If you use any kind of material (information, ideas, particular words or phrases) from a
published source (including the internet) you must clearly indicate the source from which the
material comes. Otherwise you are plagiarising - in effect you are stealing someone else’s
work. Plagiarism is not permitted under any circumstances and is subject to severe penalties
when detected.
It does not matter whether or not you are consciously trying to deceive your tutor: by passing
off borrowed material as your own work, or simply reproducing words and phrases from a
source without acknowledging it, you are guilty of plagiarism. It is your responsibility to make
sure you do not take material from a source without proper acknowledgement. That means
you must take great care when you are taking notes while reading.
53
References within the text
When the Harvard system is used, acknowledgement of the work of others appears within
the text; it includes paraphrasing as well as making direct quotations. (N.B. Footnotes do
not need to be used with this system; however, your tutor may allow you to use them to
expand or qualify points in the text.) You need to note the author’s surname, followed by the
year of publication and, for a direct quotation, the page number e.g. (Bloggs 2006: 12).
Where you are citing from more than one work published by an author in one year you add a
lower case letter after the year e.g. (Bloggs 2006a).
Where there are two authors, give the surnames of both authors e.g. (Bloggs and Smith
2006).
Where there are three or more authors, give the surname of the first followed by et al e.g.
(Bloggs et al 2006). (et al means ‘and others’ – from the Latin et alii, et aliae)
There are several ways in which these references can be made; there are some examples
below. (The full details of sources are given in the list of references at the end; see the next
section.)
Quotation
If you take a passage, a sentence, a phrase, or even a distinctive word from a book, article,
or other source you must put the borrowed material in single quotation marks (with double
quotation marks for a quote within a quote). Quotations and their introductory clauses need
to be grammatically complete. If something is left out of the original quotation then three
dots should be used to show the omission. If you add words, these should be in square
brackets.
e.g.
He lists twenty-four names of people who had ‘felt hitherto strange and unfamiliar desire to
have images formed by light spontaneously fix themselves’ from as early as 1782 (Batchen
1990: 9).
e.g.
It is hard to disagree with Slee’s statement that ‘schooling has always produced exclusion’
(2001: 113).
e.g.
Teaching at this level was seen ‘as a student-centred activity in which students are
not only responsible for their own learning process but also are in control of the
content of their learning’ (Samuelowicz and Bain 1992: 98).
A longer quotation (more than two lines) should be indented on both left and right and
single spaced in a separate paragraph.
e.g.
They also comment on the functions of literacy:
54
‘Participating in literacy at any level … can improve quality of life, increase social
interactions and relatedness, and improve communication in additional functional
contexts.’ (Kaderavek and Rabidoux 2004:242)
Paraphrase
If you paraphrase or summarise information or ideas from a book, article, or other source
you must take great care to put the information into your own words, and you must, again,
clearly indicate the source from which the information came.
e.g.
Biographies of Rossetti tend to differentiate the successive stages of his career by
associating each of them with a particular woman in his life (Prettejohn 1997).
e.g.
Evans and Saint-Aubin (2005) show how pictures totally capture the attention of very young
children being read to by their parents.
e.g.
In a further article (Johnson 2004a) it is argued that...
e.g.
In this article (Nicholls et al 2000) the view is taken that...
e.g.
Harris (1991) showed in his research that...
e.g.
This finding has been confirmed by other researchers in the United States (Smart 2001;
Billings and Brown 2004).
Secondary Citation
Sometimes you need to cite the ideas of an author that were referred to in someone else’s
writing, though, where possible, you should try to read the original source. You must show
that you used the secondary source.
e.g.
Learmouth (1999 cited in Short 2005) acknowledges that it is impossible to...
In the reference list you need only include the secondary source – in this case Short (2005).
List of references
Introduction
All written work should include a list of references at the end detailing, in alphabetical order
by author, all the sources you used to research the topic. Provide all authors’ names in the
reference list – do not use et al.
Remember the principles and order:
Creator/author
Year of publication
Title of information
Tracing information
55
56
Book
1. Surname and initials of author(s) (if editor/editors, put ed/eds in brackets after the
name)
2. Year of publication (in brackets)
3. Title of book (in italics)
4. Edition (omit if first edition)
5. Place of Publication
6. Publisher
If you have accessed a book or report on-line, you should reference it as a book but add
further details to assist in tracing.
e.g.
Clark, A. and Moss, P. (2001) Listening to young children: the Mosaic Approach London:
National Children’s Bureau
Cohen, L. et al (2007) Research methods in education 6th edn London: Routledge
Department for Education and Skills (2006) The five year strategy for children and learners:
maintaining the excellent progress London: DFES [online].
http://www.dfes.gov.uk/publications/5yearstrategyprogress/index.shtml [12 January 2007]
Article/chapter in edited book
1. Surname and initials of author(s)
2. Year of publication (in brackets)
3. Title of article
4. in then surname and initials of editor/editors of book, followed by (ed)/(eds)
5. Title of book (in italics)
6. Place of publication
7. Publisher
e.g.
Carpenter, B. and Morris, D. (2001) English in Carpenter, B., Ashdown, R. and Bovair, K.
(eds) Enabling access: effective teaching and learning for pupils with learning difficulties
London: David Fulton
Article in journal or newspaper
1. Surname and initials of author(s)
2. Year of publication (in brackets)
3. Title of article
4. Title of journal/newspaper (in italics)
5. Volume number
6. Part number (in brackets)
7. Page number(s)
e.g.
Hall, K. (2001) An analysis of primary literary policy in England using Barthes’ notion of
'readerly' and 'writerly' texts Journal of Early Childhood Literacy 1(2), 153-165
57
Sheehy, K. (2005) Morphing images: a potential tool for teaching word recognition to
children with severe learning difficulties British Journal of Educational Technology 36(2),
293-301
Revell, P. (2005) Each to their own Guardian May 31 2005, 10
Article in Electronic Journal or Newspaper
1. Author
2. Year of publication (in brackets)
3. Title of article
4. Title of journal or newspaper (in italics)
5. Volume, part of journal (or publication date of newspaper)
6. Type of medium (in square brackets)
7. Location of document (full web address)
8. Access date (in square brackets)
e.g.
Claxton, G. (2007) Expanding young people’s capacity to learn British Journal of Educational
Studies 55 (2) 115-134 [online] Available at www.blackwellsynergy.com [16 July 2007]
Anderson, B. (2002) September 11 has turned out to be a good thing for America and the
world The Independent 9 September 2002 [online] Available at
http://www.infoweb.newsbank.com/ [12 September 2002]
World Wide Web Document or page
Before attempting to reference something that you have found on the Internet, make sure
that you know what it is. If it is actually a journal or newspaper article, reference it as such,
as in section 5 above. If it is a report published both as a print version and electronically
(e.g. DfES, where the clue may be that it is a .pdf file) use the book format and indicate that
you used the electronic version (see example in section 1).
Sometimes it can seem difficult to trace all the relevant information, and you may have to be
creative and look for clues. If very little information is traceable, this may imply something
about the quality of the site you are using.
1. Author or editor (if known, use name of website if all else fails)
2. Year of publication or last update
3. Title of document or site or page (in italics)
4. Location of document (full web address)
5. Access date (in square brackets)
e.g.
Elder, L. and Paul, R. (2007) Becoming a critic of your thinking
www.criticalthinking.org/articles/becoming-a-critic.cfm [30 March 2007]
European Agency (2005) Sweden: Identification of special educational needs
www.european-agency.org/nat_ovs/sweden/3.html [16 July 2007]
58
Appendix 2 Memorandum of Agreement:
59
Appendix 3 National Learning Outcomes Portfolio: PGSEN703:
The National Award
for SEN Coordination
60
SENCO Learning
Outcomes Portfolio
South West Consortium
Plymouth University
and
University of Exeter
in partnership with regional local authorities
2016-17
61
CONTENTS
Page
Overview of the Learning Outcomes 2
SENCO Learning Outcomes Portfolio 4
Completing the Portfolio 6
Part A: Professional Knowledge and Understanding 7
Part B: Leading and Coordinating Provision 14
Part C: Personal and Professional Qualities 16
Impact of programme, professional development and action plan 17
62
Overview of the Learning Outcomes
63
1. The statutory and regulatory context for SEN and disability equality and
the implications for practice in their school or work setting:
1.1 Guidance within the SEN Code of Practice and how it is interpreted locally
1.2 Mediation and the SEND Tribunal
1.3 The Local Offer
1.4 Ofsted Frameworks relevant to their school or work setting
1.5 New funding models, including the right to personal budgets
1.6 The policy and legislative context for health and social care, including
safeguarding and the health and well-being agenda
1.7 Relevant guidance on data protection and confidentiality, health and safety
including governor accountabilities
2. The principles and practice of leadership in different contexts:
2.1 The characteristics of highly effective leadership
2.2 Leadership and management processes and tools that support change in schools
2.3 The role of leadership and professional challenge in supporting and promoting a
culture of continuous professional development linked to improvement
2.4 Their own leadership, including strengths and areas for development
2.5 The professional qualities of effective team leadership
3. The principles and practice of leadership in different contexts:
3.1 The breadth and complexity of the causes of under achievement
3.2 How children’s development is affected by SEN and/or disabilities, including
mental health needs, and the quality of teaching they receive
3.3 High incidence SEN and their implications for teaching and learning and
inclusive practice
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3.4 Planning provision for children and young people with more severe and complex
SEN
4. Strategies for improving outcomes for pupils with SEN and/or disabilities:
4.1 Theories of learning as the basis upon which to design effective interventions
4.2 Removing barriers to participation and learning for children and young people with
SEN and/or disabilities
4.3 Addressing discrimination, stereotyping and bullying related to SEN and
disability
4.4 The potential of new technologies to support communication, teaching and
learning for children and young people with SEN and/or disabilities
4.5 Relevant theory, research and inspection evidence about effective practice in
including pupils with SEN and/or disabilities
5. Work strategically with senior colleagues and governors to:
5.1 Advise on and influence the strategic development of a person-centred and inclusive
ethos, policies, priorities and practices;
5.2 Promote a whole school culture of high expectations and best practice in teaching
and learning to improve outcomes for children and young people with SEN and/or
disabilities;
5.3 Ensure that the school’s SEN policy is embedded within the school’s performance
management, self-evaluation and improvement planning;
5.4 Establish systems to collect, analyse and interpret data, including RAISEonline, to
inform policy and practice, raise expectations and set challenging targets for children
and young people with SEN and/or disabilities;
5.5 Commission, secure and deploy appropriate resources to reinforce the teaching of
children and young people with SEN and/or disabilities, and evaluate and report upon
their impact on progress, outcomes and cost effectiveness.
6. Lead, develop and, where necessary, challenge senior leaders, colleagues and
governors to:
6.1 Understand and meet their statutory responsibilities towards children and young
people with SEN and/or disabilities;
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6.2 Promote improvement in teaching and learning to identify, assess and meet the
needs of children and young people with SEN and/or disabilities, within a person-
centred approach;
6.3 Model effective practice, coach and mentor colleagues;
6.4 Lead the professional development of staff so that all staff improve their practice and
take responsibility for removing barriers to participation and learning;
6.5 Deploy and manage staff effectively to ensure the most efficient use of resources to
improve progress of children and young people with SEN and/or disabilities.
7. Critically evaluate evidence about learning, teaching and assessment in
relation to pupils with SEN to inform practice and enable senior leaders and
teachers to:
7.1 Select, use and adapt approaches, strategies and resources for assessment to
personalise provision for children and young people with SEN and/or disabilities
7.2 Draw upon relevant research and inspection evidence about teaching and learning in
relation to pupils with SEN and/or disabilities to improve practice
7.3 Undertake small-scale practitioner enquiry to identify, develop and rigorously
evaluate effective practice in teaching pupils with SEN and/or disabilities.
8. Draw on external sources of support and expertise to:
8.1 Engage with the Local Offer to develop effective working partnerships with
professionals in other services and agencies, including voluntary organisations, to
support a coherent, coordinated and effective approach to supporting children and
young people with SEN and/or disabilities
8.2 Promote, facilitate and support effective multi-agency working for all children and
young people with SEN, through, e.g. person-centred planning, ‘team around a child
or family’, the Common Assessment Framework and the Education, Health and Care
Plan
8.3 Interpret specialist information from other professionals and agencies and
demonstrate how it has been used to improve teaching and learning and outcomes
for children and young people with SEN and/or disabilities
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8.4 Ensure continuity of support and progression at key transition points for children and
young people with SEN and/or disabilities
9. Develop, implement, monitor and evaluate systems to:
9.1 Identify pupils who may have SEN and/or disabilities
9.2 Inform all staff about the learning needs, emotional, social and mental health needs
and achievement of children and young people with SEN and/or disabilities
9.3 Set challenging targets for children and young people with SEN and/or disabilities
9.4 Plan and intervene to meet the needs of children and young people with
SEN and/or disabilities
9.5 Record and review the progress of children and young people with SEN and/or
disabilities
9.6 Make effective use of data to evaluate and report upon the effectiveness of provision
and its impact on progress and outcomes for pupils with SEN and/or disabilities
9.7 Ensure appropriate arrangements are put in place for children and young people
sitting national tests and examinations or undertaking other forms of accreditation
SENCO LEARNING OUTCOMES PORTFOLIO
Teachers wishing to gain The National Award for SEN Coordination are required to meet the
National College for Teaching & Leadership (NCTL) SENCO Learning Outcomes.
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Master’s level programmes are typically delivered through a combination of methods best
suited to the purpose of the programme and the student’s particular circumstances and
needs. However, evidence of what makes leadership development effective suggests most
programmes will consist of a blended approach that involves some or all of:
Workplace learning and practical activities;
Face to face activity, including peer and facilitated learning;
Reading and reflection;
On-line learning;
Projects or other pieces of work at Master’s level
The learning outcomes have been developed in the context of the Teachers’ Standards, which
apply to SENCOs in the same way as other teachers and have been structured in a manner
similar. However, they should not be interpreted as professional standards. SENCOs
undertaking further specialist training will already be skilled teachers who have demonstrated
the professional attributes, professional knowledge and understanding, and professional skills
set out in the Qualified Teacher Status and the Teachers’ Standards as a minimum.
Achieving the learning outcomes should enable new SENCOs to fulfil the leadership role set
out in the Code of Practice, the key features of which are:
Overseeing the day-to-day operation of the school’s SEN policy;
Coordinating provision for children with SEN;
Liaising with the relevant designated teacher where a looked after pupil has SEN;
Advising on a graduated approach to providing SEN Support;
Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively;
Liaising with parents of children with SEN;
Liaising with other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies;
Being a key point of contact with external agencies, especially the LA and LA support services;
Liaising with potential next providers of education to ensure a young person and their parents are informed about options and a smooth transition is planned;
Working with the head teacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements;
Ensuring that the school or maintained nursery keeps the records of all children with SEN up to date.
The learning outcomes are specific to the SENCO role and relevant to SENCOs in all
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schools but some aspects will need to be interpreted differently according to the phase,
size and type of school or other work setting such as a pupil referral unit, children’s centre or
other early years setting.
SENCO training must help SENCOs to demonstrate that they are able to meet the
learning outcomes and providers must assure themselves that SENCOs meet all of the
outcomes by the end of the programme in order to be awarded the National SENCO
qualification (The National Award for Special Educational Needs Coordination).
The learning outcomes are structured in 3 parts:
Part A The professional knowledge and understanding that SENCOs need of the
legislative context for SEN and theoretical concepts that underpin effective
leadership and practice.
Part B The expertise and capabilities that SENCOs need to lead and coordinate
provision effectively.
Part C The personal and professional qualities that SENCOs need to make a positive
impact on the ethos and culture in schools and other settings.
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COMPLETING THE PORTFOLIO
The aim of the portfolio is to enable SENCOs to provide evidence of the range of essential
knowledge, skills and experience gained prior to and during the course.
Your SENCO Learning Outcomes Portfolio should be developed electronically so you can develop and add to it over the course. You might wish to keep a hard copy for reference or for draft notes.
SENCOs are expected to provide evidence and self-evaluation of awareness, level of knowledge, understanding or skills against each outcome. This can be in a bulleted format. Try to be self-critical and reflective. Describe the experience, reflect on it, speculate (so what?) and consider the impact (what have you learned?).
Use all elements of the course and your experience. Refer to pre-course experience, reading, module taught elements and activities, module directed tasks, assignments and visits as appropriate. Provide specific examples rather than vague statements.
You will be provided with information about how the outcomes have been ‘covered’ through the taught content of the programme – this should only be included if you were present at that session and should be supplemented with reference to your own knowledge and understanding.
You can cross reference items when there is some overlap.
Give the date of each experience rather than the date on which you complete the portfolio. Add dates as you go along.
It is OK to use the names of the school and other professionals involved. Pupil names should not be used.
A limited amount of supporting information can be submitted as appendices, for example, school SEN action plan, SEN part of school development plan.
Provide a list of abbreviations at the front of your final portfolio.
A number and range of outcomes should be verified by others e.g. head teacher, local authority SEN adviser, parent, SEN governor. Provide a list of verifiers, their role/position
70
and their contact details at the front of your final portfolio. Verifiers can sign the final copy or you can add ‘This can be verified by….’. Not all outcomes will necessarily be verified.
The impact and action plan must be completed. This should be signed by your head teacher or equivalent and/or SEN Governor/Chair of Governors if you are a headteacher.
There is no lower or upper word count for this portfolio.
The portfolio will be endorsed (or not) by tutors looking for quality and standard of comment and reflection against the outcomes.
Part A: Professional Knowledge and Understanding
The Award should enable SENCOs to know and understand the implications of:
1. The statutory and regulatory context for SEN and disability equality and the
implications for practice in their school or work setting:
1.1 Guidance within the SEN Code of Practice and how it is interpreted locally
1.2 Mediation and the SEND Tribunal
71
1.3 The Local Offer
1.4 Ofsted Frameworks relevant to their school or work setting
1.5 New funding models, including the right to personal budgets
1.6 The policy and legislative context for health and social care, including
safeguarding and the health and well-being agenda
1.7 Relevant guidance on data protection and confidentiality, health and safety,
including governor accountabilities
72
73
Professional Knowledge and Understanding
2. The principles and practice of leadership in different contexts:
2.1 The characteristics of highly effective leadership
2.2 Leadership and management processes and tools that support change in schools
2.3 The role of leadership and professional challenge in supporting and promoting a
culture of continuous professional development linked to improvement
2.4 Their own leadership, including strengths and areas for development
2.5 The professional qualities of effective team leadership
74
Professional Knowledge and Understanding
3. How SEN and disabilities affect pupils’ participation and learning:
3.1 The breadth and complexity of the causes of under achievement
75
3.2 How children’s development is affected by SEN and/or disabilities, including
mental health needs, and the quality of teaching they receive
3.3 High incidence SEN and their implications for teaching and learning and
inclusive practice
3.4 Planning provision for children and young people with more severe and
complex SEN
76
Professional Knowledge and Understanding
4. Strategies for improving outcomes for pupils with SEN and/or disabilities:
4.1 Theories of learning as the basis upon which to design effective interventions
77
4.2 Removing barriers to participation and learning for children and young people with
SEN and/or disabilities
4.3 Addressing discrimination, stereotyping and bullying related to SEN and
disability
4.4 The potential of new technologies to support communication, teaching and
learning for children and young people with SEN and/or disabilities
4.5 Relevant theory, research and inspection evidence about effective practice in
including pupils with SEN and/or disabilities
78
Part B: Leading and Coordinating Provision
The Award should enable SENCOs to:
5. Work strategically with senior colleagues and governors to:
5.1 Advise on and influence the strategic development of a person-centred and
inclusive ethos, policies, priorities and practices
79
5.2 Promote a whole school culture of high expectations and best practice
in teaching and learning to improve outcomes for children and young
people with SEN and/or disabilities
5.3 Ensure that the school’s SEN policy is embedded within the school’s
performance management, self-evaluation and improvement planning
5.4 Establish systems to collect, analyse and interpret data, including Raise
On-line, to inform policy and practice, raise expectations and set
challenging targets for children and young people with SEN and/or
disabilities
5.5 Commission, secure and deploy appropriate resources to reinforce the
teaching of children and young people with SEN and/or disabilities, and
evaluate and report upon their impact on progress, outcomes and cost effectiveness
80
Leading and Coordinating Provision
6. Lead, develop and, where necessary, challenge senior leaders, colleagues
and governors to:
6.1 Understand and meet their statutory responsibilities towards children and
young people with SEN and/or disabilities
6.2 Promote improvement in teaching and learning to identify, assess and
meet the needs of children and young people with SEN and/or disabilities,
within a person-centred approach
81
6.3 Model effective practice, coach and mentor colleagues
6.4 Lead the professional development of staff so that all staff improve their
practice and take responsibility for removing barriers to participation and
learning
6.5 Deploy and manage staff effectively to ensure the most efficient use of
resources to improve progress of children and young people with SEN
and/or disabilities
82
Leading and Coordinating Provision
7. Critically evaluate evidence about learning, teaching and assessment in
relation to pupils with SEN to inform practice and enable senior leaders and
teachers to:
7.1 Select, use and adapt approaches, strategies and resources for
assessment to personalise provision for children and young people with
SEN and/or disabilities
7.2 Draw upon relevant research and inspection evidence about teaching
and learning in relation to pupils with SEN and/or disabilities to improve
practice
83
7.3 Undertake small-scale practitioner enquiry to identify, develop and
rigorously evaluate effective practice in teaching pupils with SEN and/or
disabilities
84
Leading and Coordinating Provision
8. Draw on external sources of support and expertise to:
8.1 Engage with the Local Offer to develop effective working partnerships
with professionals in other services and agencies, including voluntary
organisations, to support a coherent, coordinated and effective approach
to supporting children and young people with SEN and/or disabilities
8.2 Promote, facilitate and support effective multi-agency working for all children
and young people with SEN, through, e.g. person-centred planning, ‘team
around a child or family’, the Common Assessment Framework and the
Education, Health and Care Plan
85
8.3 Interpret specialist information from other professionals and agencies and
demonstrate how it has been used to improve teaching and learning and
outcomes for children and young people with SEN and/or disabilities
8.4 Ensure continuity of support and progression at key transition points for
children and young people with SEN and/or disabilities
86
Leading and Coordinating Provision
9. Develop, implement, monitor and evaluate systems to:
9.1 Identify pupils who may have SEN and/or disabilities
9.2 Inform all staff about the learning needs, emotional, social and mental health
needs and achievement of children and young people with SEN and/or
disabilities
87
9.3 Set challenging targets for children and young people with SEN and/or
disabilities
9.4 Plan and intervene to meet the needs of children and young people with
SEN and/or disabilities
9.5 Record and review the progress of children and young people with SEN
and/or disabilities
9.6 Make effective use of data to evaluate and report upon the effectiveness of
provision and its impact on progress and outcomes for pupils with SEN and/or
disabilities
88
9.7 Ensure appropriate arrangements are put in place for children and young
people sitting national tests and examinations or undertaking other forms of
accreditation
Part C: Personal and Professional Qualities
The Award should enable SENCOs to develop and demonstrate the personal and
professional qualities and leadership they need to shape an ethos and culture based upon
person-centred, inclusive, practice in which the interests and needs of children and young
people pupils with SEN and/or disabilities are at the heart of all that takes place. This is
evident when:
There are high expectations for all children and young people with SEN and/or
disabilities
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Person-centred approaches build upon and extend the experiences, interests, skills
and knowledge of children and young people with SEN and/or disabilities
The voice of children and young people with SEN and/or disabilities is heard and
influences the decisions that are made about their learning and well-being
Family leadership is encouraged and parents and carers are equal partners in
securing their child’s achievement, progress and well-being
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Impact of programme, professional development and action plan
Please reflect on and detail the impact of the National Award for SEN Coordination course
on:
[expand boxes as necessary]
1. Yourself (your personal development and personal learning, your knowledge and understanding of SEN organisation and leadership, your professional skills and your role as SENCO)
2. SEN developments in your school
3. Pupils with SEN - their attainment/achievement in your school
4. Parents/carers
How have you used the portfolio to reflect on your practice and professional development? [please expand box as necessary]
Please consider your future professional development needs as SENCO:
[expand box as necessary]
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What are your action points as SENCO for the coming term, year and 3 years?
[expand boxes as necessary]
Action points for next term:
Action points for the next year:
Strategic points for next 3 years:
Head teacher/SEN Governor’s signature ……………
Date .……………