Tameside SENCO Toolkit

How the graduated approach can support practice in your setting/school.

All children and young people can thrive when they are in schools/settings that are nurturing, inclusive and kind. In order for schools/settings to do this they need to have good monitoring processes, in order to notice difficulties that may arise from a pupil and/or groups of pupils, and to have good systems for supporting these individuals.  Staff also need to feel supported, valued and have the time and space to follow these systems.  Systems, policies and processes also need to be differentiated, as every child is different and it is important that any support received reflects this.

This graduated approach resource provides information related to best practice and known evidence-based interventions – as well as giving ideas and support to SENCOs directly, it is also a useful resource for supporting other setting/school staff with how they help pupils with SEND. When a staff member may come to a SENCO for support, they can be supported to look at this resource and find ideas for moving forward. This process could be embedded within setting/school systems, for example, if there is a formal referral process to the SENCO, taking ideas from this resource may be a part of that referral process.

There are many programmes and accreditations that can support setting/schools to embed inclusive practice at whole school level. These include:

• Emotionally Friendly Settings emotionallyfriendly.co.uk (this programme is free to all Tameside Schools and is run by Tameside Educational Psychology Service – please contact them for more information on: EPS@tameside.gov.uk)
• Dyslexia Friendly Schools bdadyslexia.org.uk
• Inclusion Charter Marks http://iqmaward.com

Role of the SENCO in Schools/Settings

A Special Educational Needs Coordinator (SENCO) plays a crucial role in supporting students with special educational needs and disabilities (SEND) within a setting/school. Their primary responsibility is to ensure that all children and young people, regardless of their abilities or challenges, receive the support they need to reach their full potential.

Just as a subject lead in a school will champion the importance and quality of the teaching of their subject the SENCO maintains an overview of the quality of the teaching of children and young people with SEND. The SENCO can do this through their SEND and inclusion polices.

For more information, click on the areas below:

SENCO Network Dates:

Tameside Educational Psychology Service facilitate the SENCO network for SENCOs/SENCO Assistants/SLT members at the start of each term.

The aim of these networks is to provide local and national updates, have visiting speakers and for SENCOs to share good practice. Feedback is asked at the end of every network in order to shape future networks.

To book, please visit: https://www.eventbrite.com/cc/tameside-SENCO-networks-2025-2026-4490683