Our innovative programme attracts teachers from West Sussex, East Sussex, Brighton & Hove, Hampshire, Portsmouth, Surrey and the Isle of Wight.
We have developed a strong collaboration with local authorities and partners to ensure that it supports both local and national requirements and we involve national and international experts to work with us in delivering a relevant and up-to-date programme.
The programme is strongly rooted in work-based practice, equipping SENCOs to evaluate and develop effective leadership and management of SEND provision.
The National Award is required to be at Masters level and you will be awarded a Postgraduate Certificate in Professional Practice with 60 Masters level credits on completion of the programme.
The practical and interactive sessions are an opportunity for SENCOs to meet and discuss topics including:
You will study for your PGCiPP at our Bognor Regis Campus. Over the past few years, we have redeveloped both of our campuses so that you have the best facilities available for your degree.
We pride ourselves on the quality of the learning environment we can offer our students. At the Bognor Regis Campus there is an integrated approach to the provision of learning resources and support.
We offer a substantial collection of books, journals and other materials to help you further your research.
A range of study areas for group and quiet study including Wi-Fi areas for laptop use are available, or you can use our open access PC and Mac areas. We use an electronic learning environment with an expanding portfolio of online library resources from anywhere at any time.
Our brand new award winning Learning Resource Centre is at the heart of the campus hosting a modern library service with areas for quiet and silent study on both floors. Also situated in the LRC is the Support and Information Zone, Costa Coffee and over 80 open access work stations.
An equipment loans centre offers laptops, tablets and other electronic devices for short and long term loans. The campus also offers purpose built classrooms for the teacher training courses, as well as lecture and seminar rooms.
SENCOs who successfully complete the programme will be awarded a Postgraduate Certificate in Professional Practice (60 Masters level credits) and will have the opportunity to continue their study to a full MA qualification.
The PGCiPP: National Award for Special Educational Needs Coordination is delivered part time over one year and includes nine study days and a conference, work-based research, peer support and access to the University library and online resources.
Sessions are aimed at equipping SENCOs to evaluate and develop effective leadership and management of SEND provision and improve the learning outcomes and achievements of pupils who have a special educational need and/or disability.
The practical and interactive sessions are an opportunity for SENCOs to discuss topics including:
The course is structured over one academic year and SENCOs come to the Bognor Regis Campus for one day each month. The interactive seminars include information on current legislation and policies, discussions on practical strategies for their implementation and opportunities for independent study.
You will be required to undertake assignments that are strongly rooted in evidence-based SEND practice in the work place and support you in achieving the Learning Outcomes for SENCOs (NCTL, 2014).
Assignment 1: Commentary (1000 words) A critical understanding of your current role as SENCO.
Assignment 2: Essay (3000 words) Using critical incidents to evaluation your leadership and management role in developing SEND provision in your workplace.
Assignment 3: Presentation (10 minute/2000 word equivalent) – outlining the small-scale research you will undertake in your workplace.
Assignment 4: Research Project (4000 words) on an aspect of SEND provision that promotes inclusive practice in the workplace.
Assignment 5: Portfolio (2000 words) At the end of the programme SENCOs prepare a portfolio of evidence to show how they have met the Learning Outcomes for SENCOs (NCTL, 2014). This will be a critical evaluation of your leadership and management development with supportive evidence from key stakeholders and the changes you have made to SEND provision and inclusive practice in the workplace.
Staff at the university offer support and guidance throughout the programme.
As students of the University, SENCOs also have opportunities to access the library and online resources during the study days and off campus.
This course has been developed for those who are currently working as special educational needs coordinators (SENCOs) and is mandatory for all SENCOs appointed since 2008. This course will enable you to meet the learning outcomes as prescribed by the government.
You about skills and approaches to leadership; and to develop and evaluate inclusive cultures, systems and approaches to education. These new skills help you to make a difference in your school and to the wellbeing, participation and achievement of children and young people who have special educational needs and disabilities.
You reflect on, analyse and respond to current issues of practice through professional learning in the workplace and you are supported by experienced local special educational needs and disability (SEND) professionals as well as a mentor in your own school.
You have access to current SEND practitioners and experts in the field who share up-to-date practice. Your university tutors specialise in SEND and have complementary experience across age phases and special and mainstream schools. Their expertise supports your understanding of inclusive principles and practice, using research and theory to support your reflections, enquiries and study skills.
You complete a number of assessments that are focused on the development of effective practice in your school. Assessments consist of two practice-based portfolios
Portfolio 1 – SENCO as manager
This consists of
Portfolio 2 – SENCO as leader
This consists of
For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.
12 months part-time
You attend up to ten teaching/tutorial/study days which are spread over the course duration.
This module enables special educational needs coordinators (SENCOs) to engage critically with their management role evaluating, reporting on and developing policy, systems and provision in the context of national legislation and guidance, current knowledge on effective practice and wider equality and human rights agendas.
This module enables special educational needs coordinators (SENCOs) to engage critically with their leadership role in the context of the principles of inclusion, person centred planning and working in partnership with colleagues, children and young people and their families.
Modules cover • inclusive principles and values • social and medical modules of disability • the role of the SENCO in analysing organisational needs and managing change • the national policy context for SEN and disability including the SEN Code of Practice • equality and data protection requirements • formulating and reviewing policy • accessing and interpreting school data - tracking progression and participation • provision mapping • designing, evaluating and reporting on systems and provision • lesson study and action research methods • rights and duties under equality legislation • person centred planning and partnership working • the local context for the implementation of Child Assessment Framework (CAF), school support and Education Health Care Plans (EHCPs) • leadership • role of the SENCO in leading professional learning • holistic assessment • researching and evaluatiing current knowledge and debates regarding high incidence special educational needs and disabilities • theories of learning and development • identifying needs and barriers to learning and participation • systematic evaluation in professional contexts
Portfolio 1 – evaluation and review of policy, and analysis of additional provision for children and young people with SEN.
Portfolio 2 – evaluation of partnership with stakeholders, and planning for strategic professional learning.
This course enhances your skills as a special educational needs co-ordinator so you can continue to improve the school experience for children with SENs or disability and to support the developing practice of other professionals working in your school or setting. It also develops your leadership skills, enabling you to explore whole issues and development. It is also suitable if you want to work in an advisory or support role in the area of SEND.
Academic credits gained by successfully completing this course can be used towards a masters degree.
If you work with children with developmental disorders in education, health, psychology or social services or even if you’re a parent with appropriate qualifications, this programme will give you an insight into these complex disorders and how to support the children who have them.
You’ll focus on four major development disorders in children: Dyslexia, Developmental Coordination Disorder (often known as Dyspraxia), Attention Deficit Disorder and Autistic Spectrum Disorder. You’ll consider the evidence regarding the nature, diagnosis, assessment and intervention of each disorder – including the controversies that surround them – guided by leading researchers in the field.
We don’t promote any particular method of assessment or management. Instead, we look at the available evidence in education, health or the home, and allow you to focus on the models that relate to your own context.
You’ll be taught by members of the Childhood and Youth Academic Group, which has a long-established, international reputation for research in developmental disorders. The course distils the expertise within the team and draws on research that we have conducted, funded by agencies such as the ESRC, Action Medical Research, and private and charitable UK organisations that work with children with these disorders.
We offer students a vibrant intellectual and academic experience. Not only will you benefit from weekly research-led teaching, but you’ll have the chance to attend seminars with leading academics, hosted by the School of Education or other departments.
You can use the credits gained from this programme towards MA Special Educational Needs, meaning you’ll need to take fewer modules to achieve that qualification.
You’ll take a single module in each semester, allowing you to focus on individual developmental disorders in depth.
You’ll consider the concept, nature and characteristics of Dyslexia, Developmental Coordination Disorder, Attention Deficit Disorder and Autistic Spectrum Disorder.
In addition, you’ll take a critical approach to understanding how each disorder is assessed and identified. In addition, you’ll consider how they’re managed in different contexts, allowing you to focus on the environments that are most relevant to your professional or personal interests.
Your study two compulsory modules:
This programme is taught in evening sessions. Each module will include twelve lectures lasting two hours each. Weekly taught sessions will include lectures, discussions and group tasks so you can share knowledge and experiences with your fellow students and tutor. If you need to discuss aspects of your studies individually, the course tutor is available for one-to-one tutorials.
There are no exams on this programme, and modules are assessed by coursework only. You’ll complete a 6,000 word essay for each module to demonstrate your understanding of the topics under study.
This PGCert progamme enables people within a range of professions such as health, education and social services to progress within their chosen professional field. This programme could improve your career prospects if you intend to work with children with Special Educational Needs in any context.
Many of our students choose to build on the knowledge and skills gained through the PGCert by progressing to the MA Special Educational Needs, which may be even more beneficial to your career. You can carry the credits you’ve gained on the PGCert forward to the MA programme.
We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.
The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.
The programme aims to develop participants' professional knowledge and critical understanding of key concepts; and debates addressed in the academic and professional literature in order to lead and co-ordinate special educational needs and disability (SEN and D) provision across an educational setting.
By the end of the programme students should be able to:
Students undertake modules to the value of 60 credits. The programme consists of two core modules (30 credits each).
6 days' attendance per module, 9.30-4.30 - usually on alternate weeks over two terms
There are no optional modules on this programme.
Teaching and learning
The programme is delivered through a combination of lectures, seminars and tutorials. Each module is delivered over six days. A Learning Log needs to be completed as the practical component. Assessment is through a practitioner enquiry assignment for both modules consisting of 4,500-5000 words each. The focus is on the practitioner as researcher within the participants’ own education institution.
Further information on modules and degree structure is available on the department website: National Award for Special Educational Needs Co-ordination PG Cert
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
Upon successful completion of this programme, students are able to transfer the 60 credits into UCL's MA in Special and Inclusive Education or MTeach in Special Educational Needs.
This programme will prepare participants for progression to employment as SEN co-ordinators or for senior leadership roles within schools in a variety of settings.
This programme is run by the Department of Psychology & Human Development - Centre for Inclusive Education, formally SENJIT (Special Educational Needs Joint Initiative for Training) at UCL, which has a national and international profile in delivering Master's programmes in special educational needs (SEN). It is delivered by specialists who currently practise in the field along with researchers with international profiles in SEN, disabilities and inclusion.
Students will get the opportunity to meet regularly with colleagues working in different local authorities in London and further afield.
The Centre for Inclusive Education (formerly SENJIT) offers research-informed and practice-orientated courses and knowledge exchange activities and fosters strong links with local authorities, academy federation trusts and teaching school alliances.
It is now statutory that all new SENCOs to post, working in maintained schools must attend and complete the National Award for SEN Co-ordination.
The National Award for SEN Coordination is a one year, part time postgraduate certificate course, which, on successful completion of the assessed work will give SENCOs 60 Masters level credits (the equivalent to a third of a full Masters).
Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/senco.aspx
Please note: If you are not the named SENCO at the school, then we are unable to award you the full National Award for SEN Coordination. You will, however, still be able to attend all sessions and on successful completion of the 3x20 credit modules, will be awarded the Postgraduate Certificate in Special Educational Needs. If you later become the SENCO (within 3 years of enrolment) it is possible to submit a Portfolio of Learning Outcomes specific to the SENCO role. When this Portfolio is combined with the 3x20 credit modules, you will then be awarded the Postgraduate Certificate in Special Educational Needs and the National Award for SEN Coordination.
The Faculty of Education at Canterbury Christ Church University is one of the University’s leading edge academic units and is recognised nationally as a centre of excellence for teacher education and whole school development.
Having now worked with over 1100 SENCOs from maintained, specialist and independent sector settings, we have clear evidence of the impact that this training programme has had upon not only the SENCO, in terms of developing confidence and understanding of current legislation and the impacts that this has for practice; but also upon the school itself: as capacity and strategic leadership is developed within the school.
All schools are noticing an increase in the number of complex educational needs that staff are needing to understand and manage, and this course therefore provides SENCOs with up to date information about a range of best practices, in terms of the understanding and identification of need, as well as effective processes and practices to support a strategic rather reactive approach to meeting needs.
SENCOs also have the benefit of studying within localised cohorts of around 20: this provides a supportive network, and enables the SENCO to gain first hand understanding of the wider context of SEN, and alternative ways to approach the meeting of needs.
The course is built around the 49 professional learning outcomes that have been developed by the NCTL (National College for Teaching and Leadership), and covers the following key areas:
• Understanding the roles and responsibilities of the SENCO
• Understanding SEN, disability and underachievement
• Introducing evidence based practice and Action Research to inform and improve practice within the school
• Whole school systems: co-ordinating provision effectively
• Understanding funding systems and implications for strategic resource planning
• Working collaboratively and strategically with others: introducing the key skills of leadership, enabling and delegation
• Working in partnership – with other professionals, agencies and services
• Working in partnership – with pupils, parents and carers
The National Award for SEN Co-ordination comprises 9 full days taught input and 2 half day sessions.
You'll be fully supported through expert teaching, practical discussions with other participants and direct email tutorial support.
Cohorts are run throughout the academic year, to respond to interest and demand, and can be set up in different teaching venues to make it more accessible for a group of SENCOs.
A range of written assignments.
For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx
See our postgraduate fees and funding page to discover the loans, scholarships and bursaries available.