What Is a SENCO? The Role of the Special Educational Needs Co-ordinator Explained

A SENCO — Special Educational Needs Co-ordinator — is a qualified teacher in every UK state school responsible for overseeing support for pupils with special educational needs and disabilities. They assess pupils, co-ordinate interventions, liaise with outside agencies, and work with families to ensure each child's needs are identified and met.

What does a SENCO actually do in school?

The SENCO sits at the centre of a school's SEND (Special Educational Needs and Disabilities) provision. Their day-to-day work spans assessment, planning, co-ordination, and communication — often while holding a teaching timetable of their own, though in larger secondary schools the SENCO role is frequently a full-time leadership position.

The table below summarises the SENCO's core responsibilities:

Responsibility | What it involves
Identifying SEND needs | Observing pupils referred by teachers, reviewing assessment data, liaising with parents
Co-ordinating support plans | Writing and reviewing SEN support plans and Education, Health and Care Plans (EHCPs)
Working with staff | Training teachers in SEND strategies; advising on classroom adjustments and differentiation
Liaising with external agencies | Working with educational psychologists, speech therapists, CAMHS, and local authority teams
Supporting families | Meeting parents to explain provision, gather their views, and share progress updates
Managing SEND records | Maintaining the school's SEND register and statutory documentation
Overseeing transitions | Co-ordinating moves from primary to secondary, or from secondary to post-16 provision

Who qualifies as a SENCO and what training do they need?

In maintained schools and academies in England, the SENCO must be a qualified teacher. New SENCOs appointed after 1 September 2009 are required to obtain the National Award for SEN Co-ordination (NASENCO) within three years of taking up the role. This is a postgraduate-level qualification that develops expertise in SEND law, assessment, and inclusive practice.

In practice, many SENCOs have additional qualifications in psychology, speech and language, or specific learning difficulties such as dyslexia. The level of experience and resource available to a SENCO varies considerably between schools — a small primary school may have a part-time SENCO juggling other duties, while a large secondary can have a dedicated SENDCO team with specialist staff.

How does the SENCO identify a pupil with SEND?

Identification can be triggered in several ways. A class teacher may notice a pupil is struggling significantly and refer them to the SENCO. Parents can request that their child is assessed for SEND at any point. In some cases the school receives information from a previous school, a paediatrician, or another professional that a child already has a diagnosis or identified need.

Once referred, the SENCO typically:

Reviews the pupil's academic data, attendance, and behaviour records

Observes the pupil in class or speaks with subject teachers

Meets with the parents to gather background and discuss concerns

Arranges specialist assessments if needed — for example, from an educational psychologist or speech and language therapist

Decides whether the pupil should be placed on the school's SEN register and what provision to put in place

What is the SEN support process?

Most pupils with identified SEND are supported at the level of SEN Support — sometimes called School Support — rather than through a statutory Education, Health and Care Plan (EHCP). At SEN Support, the SENCO works with the pupil's teachers to put in place targeted interventions, reasonable adjustments, and monitoring arrangements.

The SEN Support cycle follows a four-step "assess, plan, do, review" model:

Assess: Gather information about the pupil's needs from teachers, parents, and any specialists

Plan: Set clear, measurable outcomes and decide on the support to be provided

Do: Implement the agreed support, with the SENCO overseeing quality

Review: Evaluate impact, update parents, and adjust the plan accordingly

Reviews typically take place at least three times a year, aligned with school report cycles.

What is an EHCP and what is the SENCO's role in it?

An Education, Health and Care Plan is a statutory document for pupils whose needs cannot be met by SEN Support alone. It is issued by the local authority and sets out the child's needs and the specific provision that must be made. The EHCP process is legally governed and includes strict timelines.

The SENCO is central to the EHCP process: they gather and submit evidence to the local authority, liaise with the assessing educational psychologist, and ensure the school's contributions to the plan are accurate and complete. Once an EHCP is in place, the SENCO is responsible for ensuring the school delivers the provision specified within it and that annual reviews are conducted on time.

How can parents work effectively with the SENCO?

The SENCO is your main point of contact for anything related to your child's SEND provision. To get the most from this relationship:

Request a meeting early. If you have concerns about your child's progress or development, ask to meet the SENCO — do not wait for the school to initiate contact. You have the right to request a SEND assessment at any time.

Come with information. Bring any reports, diagnoses, or observations from other professionals. The SENCO needs a full picture to co-ordinate the right support.

Ask what is in the support plan. Every pupil on SEN Support should have a written plan. Ask to see it, understand the targets, and be clear on how progress will be measured.

Keep a record. Note the date of meetings, what was agreed, and any follow-up actions. This is particularly important if the situation escalates to an EHCP request.

Know your rights. If you disagree with a decision — for example, the school refuses to request an EHCP — you have the right to request an assessment directly from the local authority.

What if the SENCO says my child does not have SEND?

It is possible for a pupil to struggle academically without meeting the threshold for SEND identification. If the SENCO concludes that your child's needs can be met without a formal SEND plan, ask what universal classroom adjustments are in place, whether additional support is available through other channels (such as Pupil Premium tutoring), and what evidence would be needed to trigger a review.

If you disagree with the school's assessment of your child's needs, you can seek an independent educational psychology assessment and request that the local authority considers an EHCP needs assessment directly.

Frequently asked questions

What does SENCO stand for in UK schools?

SENCO stands for Special Educational Needs Co-ordinator. In some schools the title is SENDCO (Special Educational Needs and Disabilities Co-ordinator), which reflects the broader scope of the role including physical and mental health disabilities alongside learning needs. Both terms refer to the same statutory role. All maintained schools in England are required by law to have a designated SENCO who is a qualified teacher.

Can a parent request a SENCO assessment for their child?

Yes. Parents have the right to ask the school's SENCO to assess their child for SEND at any time. You do not need to wait for a teacher to raise concerns. Put your request in writing to the SENCO or headteacher, explain the difficulties you have observed, and ask what the next steps are. The school is expected to respond and investigate your concern, though it sets its own timeline for doing so.

What is the difference between SEN Support and an EHCP?

SEN Support is the first level of SEND provision — it is school-led, flexible, and does not involve the local authority. An Education, Health and Care Plan (EHCP) is a statutory document issued by the local authority for pupils with more complex needs that cannot be met through SEN Support alone. An EHCP gives legally enforceable entitlements to specific provision and can name a particular school. SENCOs manage both levels but the EHCP process involves considerably more formal documentation and legal oversight.

How do I find out who the SENCO is at my child's school?

The SENCO's name and contact details must be published on the school's website as part of the school's SEN Information Report. This report is a legal requirement and should explain the school's SEND policy, how needs are identified, what provision is available, and how to contact the SENCO. If you cannot find it on the website, contact the school office directly and ask to be put in touch with the SENCO.

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