? maintaining the school's SEN register and overseeing the records on all pupils with special educational needs (see paragraph 2:25)

? liaising with parents of children with special educational needs

? contributing to the in-service training of staff

? liaising with external agencies including the educational psychology service and other support agencies, medical and social services and voluntary bodies.

2:15. This is the role of the SEN coordinator.  In a small school, one person may take on this role, possibly the head or deputy.  In larger schools, there may be an SEN coordinating or learning support team.  The time and attention which the SEN coordinator is able to devote to his or her responsibilities will depend upon the circumstances of particular schools.  Governing bodies and head teachers may need to give careful thought to the SEN coordinator's timetable in the light of this Code and in the context of resources available to the school.

Identification and assessment

2:16. The importance of early identification, assessment and provision for any child who may have special educational needs cannot be over-emphasised.  The earlier action is taken, the more responsive the child is likely to be, and the more readily can intervention be made without undue disruption to the organisation of the school, including the delivery of the curriculum for that particular child.  If a difficulty proves transient the child will subsequently be able to learn and progress normally.  If the child's difficulties prove less responsive to provision made by the school, then an early start can be made in considering the additional provision that may be needed to support the child's progress.

2:17. To assist in the early identification of children with special educational needs, the school will wish to make use of any appropriate screening or assessment tools which, along with the assessment of children within the National Curriculum, enable the school to consider children's achievements and progress.  Schools should make full use of information passed to them when the pupil transfers between phases.  Schools should also be open and responsive to expressions of concern and information provided by parents.

2:18. The identification and assessment of the special educational needs of children from minority ethnic groups, including children whose first language is not English or Welsh, requires very careful consideration.  Lack of competence in English or Welsh must not be equated with learning difficulties as understood in this Code.  Care should be taken to consider the child within the context of his or her home, language, culture and community; to ensure, if necessary by the use of bilingual support staff, interpreters and translators, that the child and his or her parents fully understand the measures the school is taking; and, so far as possible, to use assessment tools which are culturally neutral and useful for a range of ethnic groups.  Schools should make use of any local sources of advice relevant to the ethnic group concerned.