Leadership and inclusion

Each unit starts with an introductory resource such as this, providing an overview of the content of both the PDF and online resources for that unit. Remember that these online resources are intended to complement the content in the PDFs, supporting your training experience rather than leading it, and that the number of resources in each unit will vary.

In this unit, we consider the importance of effective leadership in schools to support pupils with SEN.

We look at the different levels of leadership and the different roles that are involved in planning and coordinating SEN provision in schools. These roles include:

  • School leaders
  • Governing body
  • Subject leaders
  • Advanced and specialist teachers

The governing body, along with the head teacher, is responsible for the strategic management of the school, including special educational needs and disability.

Governing bodies:

  • Must consider the statutory guidance in the SEN Code of Practice (2001) when fulfilling their legal duty towards pupils with SEN. This should be followed unless there are exceptional reasons not to do so.
  • Take on this legal duty collectively – it does not rest with a single governor.
  • Are encouraged to appoint a governor or governors’ committee with responsibility for SEN. When a statement is made for a child by the local authority and the school is named on that statement, the local authority will inform the school’s responsible person – either the head teacher or a designated governor.
  • Are responsible for appointing suitably qualified SENCOs for SEN pupils – duties which are outlined in the Education (Special Educational Needs Co-ordinators) (England) (Amendment) Regulations 2009.
  • Must use their best endeavours to ensure provision for SEN pupils according to the Education Act 1996 (s. 317).