The author reflects on the importance of informing and involving parents regarding SEND provisions in schools, emphasizing the need to communicate the rationale behind teaching practices. By sharing the “why” of educational methods, schools can foster understanding and collaboration with parents, ultimately enhancing support for students with special educational needs.
Author Archives: sendmattersuk
The regular habits of a strategic SENDCO
SENDCOs face demanding roles filled with daily tasks such as managing pupils, coordinating with staff, and communicating with parents, which can hinder strategic oversight. Successful SENDCOs turn strategic priorities into manageable habits while aligning them with school goals. Realistic planning and support are essential to maintain focus on long-term objectives.
Calling all school and college staff – can our education system better support pupils with SEND? Time to have your say
The national curriculum and statutory assessments for students with SEND need improvement. A Review is underway to identify necessary changes and gather professional insights. Stakeholders are encouraged to participate in the online survey by November 22, which aims to better serve all pupils, especially those with SEND.
Families of children with SEND – it’s time to be heard
Too many families have to fight when their children have Special Education Needs and Disabilities (SEND). They have to battle a system that seems not to have been built with their children in mind. These fights take many forms. They might be about reasonable adjustment, about EHC Needs Assessments, about diagnostic assessment, about school placements. Continue reading “Families of children with SEND – it’s time to be heard”
Inclusion in every mainstream setting – 5 ways to make this vision a reality
The article discusses the urgent need for bold reforms in inclusive mainstream education as a solution to the pressures of special school placements. It highlights the importance of developing expertise among all staff, sharing best practices between mainstream and specialist schools, investing appropriately, and utilizing research to inform effective strategies.
SEND: it’s not just good teaching (but it is good teaching)
When you walk into an inclusive classroom, you can often tell straightaway. It’s in the relationships, the communication, the learning environment. But these things (secure relationships, clear communication, etc.) benefit all pupils – so does that mean teaching pupils with SEND is ‘just good teaching’? Let me elaborate on why, for me, the answer is no.
SEND strategies: live by them, or death by them?
Communication of pupil-level strategies is a fundamental part of the SENDCO role and is an essential part of a whole-school approach. So what is the way forward, in terms of individualised strategies, so that all children can thrive?
SENDCOs and SLT – is it really that simple?
It’s a popular refrain that SENDCOs should be on SLT. So, in order to ensure effective leadership of SEND, should schools be placing their SENDCO on SLT? I wonder if that’s not only over-simplistic as a solution – it may even be that we’re asking the wrong question in the first place.
The flex: reasonable adjustment in the classroom for pupils with SEND
When it comes to getting classroom teaching right for pupils with SEND, it isn’t always about funding. It isn’t always about having years and years of specialist SEND training. It’s about the flex.
SEND provision: Intelligent trial and error?
The SENDCO role in a mainstream school is invaluable, especially when supporting pupils with complex needs. External specialists can be equally as invaluable.
Are there times though when the presence of a specialist – the SENDCO, an Educational Psychologist – can delay teachers and TAs from making good decisions for pupils? In relation to the use of specialists within SEND, care must be taken to ensure colleagues are supported but not disempowered.
SEND Matters 