All governing boards should have a governor with specific oversight of the school’s arrangements for pupils and students with SEND who are responsible for championing the needs of pupils with SEND.

Although SEND is a whole board responsibility, in order to fulfil their duties and provide strategic leadership, governors and trustees need to understand SEND and inclusion in the specific context of their school or trust.

Working closely with the school’s SENCO, a governor should take into consideration, for every decision made, how that decision will impact pupils with SEND.

The National Governance Association provides useful checklists and guides for governors covering the legal duties and how governing boards can influence an inclusive culture and the Department for Education highlights the need for a SEND Governor and the skills required. The NGA’s governance link role template sets out the description as:

 

SEND link governor/trustee role description

Purpose of role
  • To lead on the governing board’s monitoring of SEND arrangements, ensuring that all pupils with SEND get the support they need.
  • To act as the governing board’s specialist on SEND and champion the needs of pupils with SEND at board level.

The appointed governor/trustee should take the lead on monitoring SEND provision. However, the governing board retains collective responsibility.

 

SEND governor/trustee duties

 

1. Working with the SENCO

The special educational needs co-ordinator (SENCO) is the lead member of staff for SEND within the school/trust, with responsibility for overseeing the day-to-day operation of the SEN policy and co-ordinating provision for children with SEN. The link governor/trustee for SEND should engage with the SENCO on a regular basis in order to:

  • Develop an effective working relationship that allows for appropriate support and challenge.
  • Conduct monitoring visits to learn about the school or trust’s context and the needs of pupils with SEND.
  • Discuss SEND provision, focusing on how policies are applied and whether any changes are needed.
  • Understand the school/trust’s strengths in relation to SEND provision and areas for development.
  • Ensure that the SENCO has received appropriate training and is well supported.
  • Seek assurance that staff receive effective and up to date SEND training.
  • Consider how policies are applied and whether any changes are needed.
  • Understand the school/trust’s strengths in relation to SEND provision and areas for development.
  • Ensure that the SENCO has received appropriate training and is well supported.
  • Seek assurance that staff receive effective and up to date SEND training.

The link governor/trustee should report to the governing board on their meetings with the SENCO.

 

2. Understanding and monitoring effective SEND practice

The SEND link governor/trustee should have a good understanding of the legal duties of schools and governing boards in relation to pupils with SEND. They also need to learn how SEND provision works in their own setting. This should focus around:

  • Investing time in appropriate development and learning: attending regular training on SEND and inclusion, and reading and understanding chapter 6 of the SEND Code of practice.
  • Understanding the views of all key stakeholders in relation to SEND (pupils, families, staff, and local partners).
  • Checking that the school makes good use of financial resources (including the notional budget) to support pupils with SEND.
  • Ensuring the school publishes the necessary documentation detailing their SEND provision.

 

3. Supporting the governing board to monitor SEND provision

As the board’s SEND specialist, the link governor/trustee should:

  • Champion an inclusive culture, reminding the board to consider the impact of their decisions on pupils with SEND (particularly during budget discussions).
  • Use their specialist knowledge to challenge senior executive leaders about SEND provision.
  • Ensure all members of the governing board have the knowledge and understanding they need to make informed decisions – all governors and trustees should be familiar with Chapter 6 in the SEND Code of Practice 2015.
  • Make sure that the school/trust and governing board comply with their statutory duties around SEND.

The Department for Education’s Special Educational Needs and Disability Code of Practice: 0 –25 years provides the statutory guidance needed for schools working with young people. The vision set out is that all children and young people achieve well and lead happy and fulfilled lives. You can find more detailed information in the link below.

SEND code of practice: 0 to 25 years – GOV.UK (www.gov.uk)

The SEND Governor needs to maintain awareness of the school’s provision and report to the governing board how the school is removing barriers to learning and how learning is inclusive and compliant with the Code of Practice.