I think we would both agree that early identification and intervention is key ? We too had students unable to access the (KS3)curriculum( unable to read for example) because of the failings of the systems / personnel in our associate schools. I am also aware that the criteria for SEND is open to interpretation and as such not at all helpful. Perhaps it is the nature of the role which needs to be more ‘fit for purpose’in the Primary setting ? I disagree that the SENCO ‘s job is ‘just’ to set the ball rolling, put provision in situ and ensure value for money. It is more than this c.f SENCO standards.