Main responsibilities
The SEND code of practice (paragraph 6.90) lists responsibilities the role may include:
- Oversee the day-to-day operation of the SEN policy and co-ordinate provision for pupils with SEN.
- Advise colleagues on the graduated approach (assess, plan, do, review).
- Advise on deploying the school's delegated budget and other resources for SEN.
- Liaise with parents, early years providers, other schools, educational psychologists, health and social care, and voluntary bodies; be a key contact for the local authority.
- Liaise with the designated teacher where a looked-after pupil has SEN.
- Plan transitions with the next provider.
- Work with the headteacher and governors on the school's Equality Act duties, including reasonable adjustments and access arrangements.
- Keep the records of all pupils with SEN up to date.
In practice SENCOs also contribute to EHC needs assessment requests and annual reviews, the SEN information report and, from 2026 to 2027, the inclusion strategy statement.
Statutory duties and official sources
England.
- The governing body or academy proprietor of every mainstream school, including mainstream academies, and every maintained nursery school must designate a member of staff as SENCO, with responsibility for co-ordinating SEN provision. Source: Children and Families Act 2014, section 67; SEND code of practice, paragraph 6.84.
- The SENCO must be a qualified teacher working at the school who has completed induction where required, or the headteacher or acting headteacher. Source: SEND Regulations 2014, regulation 49; code paragraph 6.85.
- A newly appointed SENCO who has not been a SENCO for more than 12 months in total must gain the mandatory qualification within three years of appointment, unless they already hold the National Award. For courses started on or after 1 September 2024 this is the NPQ for SENCOs. The National Award counts only where the course started before 1 September 2024 and is completed by 31 August 2027. Source: SEND Regulations 2014, regulation 49(4) and (7); DfE, Mandatory qualification for SENCOs (updated 12 September 2024).
- The governing body or academy trust must decide the SENCO's role in the leadership and management of the school, decide any functions beyond co-ordinating provision, and monitor how effectively the SENCO carries them out. Regulation 50(3) lists functions that may be included, from telling parents that their child may have SEN to preparing the SEN information report. Source: SEND Regulations 2014, regulation 50.
- The SENCO has day-to-day responsibility for the SEN policy and co-ordination of provision, including for pupils with EHC plans; provides professional guidance to colleagues. Source: SEND code, paragraphs 6.87–6.90.
- The school should give the SENCO sufficient time, resources and administrative support. A shared SENCO across small primary schools should not normally have a significant class teaching commitment and should not be a headteacher at one of the schools. Source: SEND code, paragraphs 6.91–6.94.
- The SEN information report must be published on the website, including the SENCO's name and contact details, and should be updated annually. Source: SEND code, paragraph 6.79; SEND Regulations 2014, Schedule 1.
- The DSL should liaise with SENCOs on safety, safeguarding and welfare matters; the receiving school should make sure the SENCO is aware of transferred safeguarding information as required. Source: KCSIE 2026, Annex B.
- A teacher in a post that requires a mandatory SEN qualification and involves teaching pupils with SEN must receive an SEN allowance (classroom teachers, maintained schools). Source: STPCD 2025, paragraph 21.
Reform status. The schools white paper and SEND consultation of 23 February 2026 are proposals. The DfE does not expect new legislation to take effect until September 2029; until then the current code and duties apply (SEND reform consultation). The code still refers to the National Award because it has not been updated since the qualification changed.
Other nations. Wales replaced SENCOs with ALNCos under the Additional Learning Needs and Education Tribunal (Wales) Act 2018. Scotland uses additional support needs (ASN) and additional support for learning (ASL); there is no statutory SENCO role.
Key dates in the school year (2026 to 2027, England)
- 1 October 2026, 21 January 2027, 20 May 2027: census days; SEN provision type and EHC plan status are census items (census dates).
- 31 December 2026: inclusion strategy statement published, where the school receives the inclusive mainstream fund (conditions of grant 2026 to 2027).
- January and April 2027: further DfE SEND and inclusion training materials expected (SEND and inclusion training).
- 15 February 2027: EHC plans for pupils moving phase in September 2027 must be reviewed and amended by this date (31 March for secondary to post-16) (SEND code, chapter 9).
- 21 March 2027: access arrangements deadline for summer GCSE and A level exams (JCQ key dates).
- Each year: SEN information report updated (code 6.79); parents of pupils on SEN support met at least three times a year (code 6.65).
- 31 August 2027: last date to complete a National Award course started before 1 September 2024.
Common challenges and good practice
- Time and status. The code expects sufficient time away from teaching and administrative support (6.91), and says the SENCO is most effective on the leadership team (6.87), though that is not a legal requirement. There is no national minimum time allocation. Regulation 50 gives a natural place to agree it in writing: the board must set the SENCO's leadership role and functions and monitor effectiveness. Ofsted's school inspection toolkit (June 2026) asks whether, where relevant, a qualified SENCO is empowered through their leadership status to lead whole-school improvement for pupils with SEND.
- Quality-first teaching. The code says high-quality teaching is the first response to possible SEN and that teachers remain responsible for pupils' progress (6.36–6.37). It also says schools should not delay extra support while gathering evidence.
- Small schools. Where the headteacher is SENCO, plan how the NPQ and statutory work fit alongside headship.
- Records and transfers. Keep the SEN register, provision maps and EHC plan reviews current so transfers and requests for statutory assessment are evidenced.
- Reform noise. Treat reform materials as proposals until legislation; brief staff and governors on what applies now.
Common questions
- Is SENDCO different from SENCO? No. SENDCO is a local title; SENCO is the statutory term in England.
- Do SENCOs get paid more? There is no SENCO allowance in the STPCD. Pay depends on the post: leadership pay range, a TLR, or an SEN allowance where the paragraph 21 conditions apply.
