The SEND review and the launch of the SEND Review Green Paper (HM Government, 2022) has raised concerns as to the direction of SEND provision and the implications on children, families, schools and support services. Of particular concern is the suggested de-professionalisation of Special Educational Needs Coordinators (SENCos), and the impact this may have on the effectiveness of SEND provision for children and families.
This webinar seeks to cast light on the potential impact the recommendations set out within the SEND Green Paper and the consequent policy implications may have for the SENCo role. We hope that by looking beneath the rhetoric and considering the role from both a practitioner and parental perspective schools will be more informed and better able to respond to the needs of pupils and families whatever policy changes may bring.
| 16:00 | BERA introduction |
| 16:05 | Event introduction Tanya Ovenden-Hope, Victoria Bamsey, Aniqa Kahliq, Louise Arnold, Janet Hoskin and Sulochini Pather |
| 16:10 | The strategic role of the SENCo in educational effectiveness and quality educational improvement Dr Victoria Bamsey, University of Plymouth |
| 16:25 | Being a SENCo today – “Is this concrete all around or is it in my head?” The quest for educational effectiveness, quality, and the future of SEND coordination Dr James Tarling, University of Plymouth |
| 16:45 | A parent’s insight of the SENCo role Ms Tara Vassallo, University of Plymouth |
| 17:10 | The strategic SENCO; exploring lessons learned since the COVID-19 pandemic in relation to meeting statutory requirements of Education, Health and Care Plans (EHCPs) Debbie Kilbride and Tanya Cotier, University of East London |
| 17:30 | Panel discussion |
| 18:00 | Close of event |