The importance of a SENCO as a leader 4,000 word essay • Show how the focus links to the legislation and the expectations of the SENCO role – Journey of a SENCo – How the role has changed though the years Warncok report, SENDco Practise 2001 and SEND code of Practise 2014 • Qualities and Skills SENCOs need to possess • Engage in critical analysis of a SENCO as a leader (on SLT) • Profile of the job moved from co-ordination to Strategic (Leadership) • Development of staff CPD • What the SENDCo’s role is now 2021. • Reference lots of literature and relate to recent government policies. • Understand and critically evaluate the role of the SENCO as a leader ( Senior Leaderhsip Team (SLT); Develop and critically evaluate systems to support pupils with a range of SEND; Critically reflect on the principles and practice of leadership in different contexts and reflect on and develop their own leadership skills; Extend their critical understanding of working with key external agencies, families and children to provide effectively for pupils with SEND; Develop the confidence and knowledge to influence the practice of others. Learning opportunities : Students will, by the end of the module, have the opportunity to: Engage in critical reflection of the role and the statutory responsibilities of the SENCO; Critically evaluate approaches, strategies and resources designed to meet the needs of pupils with SEN and/or disabilities; Understand and meet their statutory responsibilities towards children and young people with SEN and/or disabilities; Develop and demonstrate the personal and professional qualities and leadership skills needed to carry out the role of SENCO effectively; Draw upon relevant research and inspection evidence about teaching and learning in relation to pupils with SEN and/or disabilities to improve practice; Undertake small-scale practitioner enquiry to identify, develop and rigorously evaluate effective practice in teaching pupils with SEN and/or disabilities
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