What is a SENCO and what can they do for your child?

Every maintained school in England must appoint a Special Educational Needs Coordinator (SENCO)—usually a teacher who leads SEND organisation across the setting. They are not "the person who grants EHCPs" (that sits with the local authority), but they are often your main bridge between classroom reality, paperwork, and multi-agency meetings. Knowing what a SENCO can actually influence saves frustration when you need escalation elsewhere.

Who the SENCO is—and what "coordination" means

The SEND Code of Practice expects SENCOs to oversee day-to-day operation of the school's SEND policy, support identification of needs, advise colleagues, liaise with parents and external agencies, and contribute to EHCP processes including reviews. "Coordinate" means aligning people and timetables—not unilateral legal authority over LA decisions. A strong SENCO makes vague plans actionable; a overloaded one may struggle even when intentions are sound.

EHCPs at school level: what the SENCO usually drives

Once an EHCP exists, the school implements Section F within its placement context. The SENCO typically coordinates provision mapping thinking, intervention timetables, teaching assistant deployment discussions, and contributions to annual review paperwork. They should ensure staff know which outcomes and provision lines matter for your child. If Section F does not match reality, the SENCO is often the right first named contact—but they cannot rewrite LA decisions alone; formal amendment routes sit with the authority unless delegated processes apply. Provision mapping explained helps you ask precise questions when support on paper does not match the week in front of your child.

What a SENCO cannot do on their own

They cannot guarantee LA funding, approve tribunal outcomes, or replace clinical diagnoses. They should not tell you that you have "no right" to request an EHCP assessment—that is an LA decision window governed by statute. If you hear blanket dismissals, verify against our SEND rights overview and the EHCP refusal and appeal guide.

Working positively in meetings

Bring one-page summaries, dated examples of missed provision or progress plateaus, and proposed wording tweaks for Sections B/E/F where relevant. Ask what the school will commit to on record before the next review. If relationships fray, keep communications factual; escalating through governors or the LA complaints route does not erase lawful duties already owed—see our guide to school complaints with SEND.

Secondary schools: scale changes the role

Larger staffing structures mean your child's "named" day-to-day contact may be heads of year or faculty as much as the SENCO. Read SEND support in secondary school for how to keep EHCP substance visible across many subject teachers—and why transition planning deserves early attention.