Early Years: Accredited level 3 training for Special Educational Needs Coordinators (SENCOs)

This is a contract result notice, not an open opportunity. Details from the official award data.

The procurement contact named on the official notice.

This contract is to deliver training to a minimum of 1,000 early years (EY) Special Educational Needs Coordinators (SENCOs) resulting in an accredited Level 3 EY SENCO qualification.

The training will be for SENCOs working in group-based and childminder settings.

The training will be available across England.

Early identification of SEND is essential.

As set out in statutory guidance SEND code of practice: 0 to 25 years, (https://www.gov.uk/government/publications/send-code-of-practice-0-to-25) ("the code of practice"), it is particularly important in the early years that there is no delay in making any necessary special educational provision.

Early action to address identified needs is critical to preparing children for school, and to the future progress and improved outcomes that are essential in helping children to prepare for adult life.

Providing high quality special educational needs and disabilities (SEND) training for the Early Years workforce is therefore essential to address challenges within the current EY SEND system, including maximising access to entitlement places and delivering quality care and early intervention for children with SEND whilst in settings.

SENCOs play a fundamental role in this.

The primary objective for any future training would be to increase the number of level 3 qualified SENCOs available to children in group-based and childminder settings, who have the knowledge and skills to properly fulfil the role of a SENCO, as described in the Code of Practice.

The role of the SENCO involves: - ensuring all educators in the setting understand their responsibilities to children with SEND and the setting's approach to identifying and meeting SEN - advising and supporting colleagues - ensuring parents are closely involved throughout and that their insights inform action taken by the setting, and - liaising with professionals or agencies beyond the setting.

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