It will consist of 9 taught days and one further day at the university
for tutorials, study and research. It provides professional development for new
to post SENCOs to enhance the quality of teaching for children and young people
with SEN and/or a disability and to improve provision and outcomes for them.
Course teaching days always take place on Wednesdays at Roehampton.
Special Educational Needs Co-ordinators (SENCOs) play a vital role in leading the co-ordination of provision for children and young people with SEN and/or disabilities in schools. In September 2009 it became law for every new SENCO in a mainstream school to gain the Masters-level National Award for Special Educational Needs Co-ordination within 3 years of taking up the post.
Following new legislation around Special Educational Needs included within the Children and Families Bill 2014, the outcomes for the National SENCO Award have changed for the cohort 2014/15. This is to ensure the Award continues to reflect the role of the SENCO, within the changing national and local context of Special Educational Needs.
The National College for Teaching and Leadership has provided provisional learning outcomes for the NASENCO Award next year, focused on three areas:
A. Professional Knowledge and Understanding.
B. Leading and Coordinating Provision
C. Personal and Professional Qualities
Each participant on the programme will be allocated a tutor within the University who will have experience in tutoring and supporting participants from a range of university programmes, including those who are studying whilst working full time. Additionally, the SENCO host school will provide a school-based mentor to oversee and support the school based element of the training, and to mark the portfolio. The school-based mentor will also play a key role in supporting and advising the new to post SENCO.
The assessment is in two parts, each of which must be passed and each of which is equivalent to 5000 words.
Part 1: A Portfolio of Evidence
The portfolio must comprise evidence to demonstrate meeting the SENCO training standards. The evidence should be drawn from practice-based experience and from learning through the programme. Reflective commentary on evidence provided must be included. A reflective reading log must be included as an Appendix. The Mentor Handbook must be included as an Appendix.
Part 2: A Report of a Reflective Practitioner Enquiry (5000 word report)
The report must be based on a practitioner led enquiry carried out in the school, which explores an area/issue of inclusive practice or provision in order to support improvement for pupils with SEN and/or a disability.