How long have we had special educational needs co-ordinators (Sencos) in schools? Decades, but of course their role has changed over time. A potted history might illustrate those changes. The 1994 version of the Special Educational Needs (SEN) Code of Practice listed the responsibilities of Sencos, making it clear that they were the SEN expert in the school, as well as case manager and main contact for parents. The 2001 and latest version of the Code of Practice described a more managerial role for the Senco in relation to early years, primary schools, secondary schools and partner agencies. Removing Barriers to Achievement - the government's SEN strategy for schools published in 2004 - stated that the government wanted schools to see the Senco as a key member of the senior management team. Each development has enhanced the status of the Senco role, and increased the expectations people have of it.
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