National Award SENCo (NASENCO) PG Cert Education (Special Educational Needs Coordination)

Entry requirements

The PG Cert SENCO forms a core component of the National Award SENCO (NASENCO). Applicants for the PG Cert SENCO should be in-post in an educational setting. As stipulated by the Department for Education, all applicants wishing to complete the NASENCO must have one of the following qualifications:

• Qualified teacher status (QTS)
• Qualified Teacher Learning and Skills (QTLS)
• Early Years Teacher Status (EYTS).

In order to graduate with the National Award SENCO (NASENCO), applicants must be practising SENCOs in a position to evidence full engagement with the DfE Learning Outcomes.

Months of entry

January, September

Course content

Since 2008, the PG Cert SENCO or National Award SENCo (NASENCO), has been a mandatory award for newly appointed SENCOs in maintained schools. NASENCO is also available for experienced SENCOs who wish to refresh their current knowledge and skills in the field of SEND. The PG Cert SENCO is fully validated as a University of Worcester programme as part of our master’s offer. It consists of two 30 credit modules at Level 7.

The external examiner has commended on aspects of “exemplary practice” in course provision. Former students describe course lecturers as “superb - engaging and approachable with a positive, enthusiastic attitude; always willing to help”. Participants particularly value opportunities to discuss and share good practice. They have also commented on the attraction of learning to critically evaluate their own practice and having constructive conversations with experienced specialists in the field. Participants also report significant impact of the course on their learners, their schools and on their own practice.

The University of Worcester continues to be an approved training provider for the NASENCO.

The NASENCO at the University is noteworthy as it:

• Provides opportunities for course participants to develop long lasting communities of professional practice. These networks provide collegiate support in terms of project development, assessment completion and developing innovative practice within your setting.
• Enables participants to address ‘real setting challenges with real setting solutions.’ Strategies are provided enabling course participants to self-identify areas for further professional enhancement. Through active processes of reflection, research, application, and evaluation course participants are empowered to empower learners with SEND within their settings.
• Strengthens capacity for leadership and change management as a means of developing positive outcomes for all learners.